Period .........................

SOLUTION - ONLINE LESSON PLAN (60 MINUTES)

UNIT 3: ON SCREEN
LESSON 3F: READING – VIDEO GAMES AND HEALTH
I. DESCRIPTION OF STUDENTS
- English Level: Most of the students are at pre-intermediate level (B1 level on the CEFR).
Some of them are at lower level, some of them are at higher level.
- Age: 16 years old
- Classroom size: 30 students
- Background: They are all native Vietnamese. They are in grade 10 at a state school in
Viet Nam. They are learning English in the language center to improve their English skills
besides lessons at school.
- Prior English knowledge: They know receptive vocabulary items for common topics
(family life, music, the environment and so on). In terms of grammar, they have acquired basic
grammar rules (present simple tense, present continuous) and basic sentence patterns.
- Prior lesson: the students have learnt about words and phrases related to human activities
and the environment.
II. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: health effect, combat, dimension, concern, assume, social skills, mental skills, etc.
- Understand the importance of online habits, screen time reduction in keeping our health
2. English skills:
- main skills: reading and speaking skills
- sub skills: listening and writing skills
- Communicative skills: Conduct a discussion about how video games affect our health and how
to balance our screen time
3. Attitude:
- Students have a positive attitude in the English language learning so that they can participate
enthusiastically in all classroom activities, especially with the topic conducted by the teacher
- Students know how to ask and answer questions about their online habits and how to reduce
their screen time in order to be healthy.
III. TEACHER AIDS AND LEARNING MATERIALS:
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any),
speakers, Google classroom, Jamboard.
IV. PROCEDURES:

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 A. WARM-UP (7 MINUTES)
- Objective: Introduce the new lesson and set the scene for Ss to acquire a new language; get
students' attention at the beginning of the class by means of enjoyable and short activities as well
as to engage them in the steps that followed.
- Content: Task 1 page 40
- Outcomes: Students can gain more confidence and interest in the lesson.
- Competence: communication, collaboration, guessing
- Organisation of the activity:
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS

WARM-UP. T-Ss/ S-S/ Indiv

Task 1 page 40
- Show pictures on jamboard
and ask students to look at the
headlines
- Ask students which headline
is about the positive effects of
video games
- Ask students which headline
is about positive effects of
video games
- Ask students: “Do you think
playing computer games is
bad for your health? Why/
Why not?” and ask Ss to write
their ideas on Jamboard.
- Ask 3-4 Ss to speak out their
ideas
- Lead in the new lesson: Video
games and health
- Read the headlines on
Jamboard and think of
some ideas
- Write the numbers of the
positive articles on
Jamboard
- Write the numbers of the
negative articles on
Jamboard
- Write their ideas on
Jamboard
- Share their ideas when T
asks
- Open the course book page
40

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 B. NEW LESSON (40 MINUTES)
 STAGE 1: PRESENTATION (10 minutes)
a) Objective: Students get to know some new words in the lesson.
b) Content: Vocabulary study, Listening to the pronunciation of the words. Writing
c) Outcomes: Students know how to pronounce new words precisely and use them in
appropriate contexts.
d) Competence: communication, presentation, guessing
e) Organisation of the activity:
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS

PRESENTATION. T-Ss/ S-S/ Indiv.

Teach new vocabulary:
- Use pictures and explanation
to present new words on - Look at Jamboard, listen to
Jamboard T’s explanation.
- Have Ss write some sentences - Write sentences on Jamboard
with new words on Jamboard and listen to T’s correction
and check their correction - Repeat in chorus and
- Have students practice their individuals
pronunciation drills
New words:
health effect (n)
combat (n)
dimension (n)
concern (v)
assume (v)
social skills (n)
mental skills (n)

STAGE 2: PRACTICE (30 minutes)

a) Objective: Students can answer the questions to critical thinking, and they can finish the tasks
in the textbook. Critical thinking skills (guessing/ reasoning) and communication can also be
practiced.
b) Content:
Reading: Scanning and skimming
Giving an explanation for their answers
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 c) Outcomes: Students can read and use the strategy in exams.
d) Competence: Reading comprehension, communication, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS

PRACTICE. T-Ss/ S-S/ Indiv

Activity 1 (7 minutes): Task 2 page
40 - Read the text and answer the
- Ask students to read the text questions quickly and write
and answer: “What games the answers on Jamboard.
does the writer mention?” in 5
minutes and write their
- Circle the name on Jamboard Answer: Angry Bird, Farmvilles
answers on Jamboard.
and check the answers with
- Show the reading text on
the teacher
Jamboard. Ask 1 student to
circle the name of the game
mentioned in the text. T then
tell the correct answer.
- Read the Reading Strategy
and answer T’s questions.
Activity 2 (8 minutes): Task 3 page
41
- Show the Reading Strategy for
multiple choice questions with
Ss on Jamboard. Ask Ss to
read and then raise concept - Highlight or underline main Answers:
checking questions to check ideas and take notes 1. lines 1-6
their understanding 2. lines 11-16
- Highlight some main ideas in - Listen to the teacher 3. lines 21-23
the “Reading strategy” on carefully and complete the 4. line 1-6
Jamboard. task 5. about the whole text
- Ask students to read the
questions and read the text
again quickly to find relevant - Check the answers with the
ideas of the text with the teacher
questions
- Show the reading text on

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 Jamboard. Ask 1 student to
underline the line that is
relevant to question 1. T then
tell the correct answer. Do the
same with questions 2-5
- Complete the task
respectively.

Activity 3 (7 minutes): Task 4 page

- Write their answers on
41
Jamboard.
- Ask students to read the text
again carefully to circle the
- Explain their choices or
correct options.
listen to their friends.
- Show question 1 on Jamboard. Answers:
- Check the answers with the
Ask Ss to write their choice 1. D 2. C 3. A 4. B 5. C
teacher
for question 1 on Jamboard
- Ask 1-2 students to explain
their choice and then give the
correct answer.
- Do the same with question 2-5
respective

Activity 4 (8 minutes): Task 6 page - See the questions, skim and

41
Game: Who is the fastest?
- Show question 1 on Jamboard
and ask Ss to write their
answers.
- After 30 seconds, T asks a
person to explain their answer
and then give the correct
answer.
- Do the same with question 2-5
respectively
write the answer on
Jamboard.
- Explain their answer or listen
to others’ explanation
- Do the same with question 2-
Answers:
5
1. They think video games have a
negative effect on young people.
2. Combat games improve mental skills,
such as thinking about objects in 3D.
3. They can prevent people from feeling
anxious.

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 4. Role-playing games/ RPGs can help
children to get better grades at school.
5. Huge online games like Minecraft and
Farmville teach children teamwork.

 Activity 3: PRESENTATION (10’)

a) Objective: Students can answer the questions to develop their critical thinking.
Communication can also be practiced.
b) Content: Students work in groups, then ask and answer some questions about their online
habits.
c) Outcomes: Students know how to ask and answer questions about their online habits and how
to reduce their screen time in order to be healthy.
d) Competence: Collaboration, communication
e) Organisation of the activity:

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS

PRODUCTION:. T-Ss/ S-S/ Indiv

Task 6 page 41
Activity 1 (5minutes) - Work in groups and practice
- Show Ss four questions on speaking together
Jamboard. Divide Ss into
groups of four in the
breakout rooms and have
them discuss four
- Take note of T’s explanation,
questions.
Take notes their friends’
- Monitor and help with
answers while listening
grammar and vocabulary
when necessary. Give
students some examples - Write their ideas on
- Ask Ss to write down what Jamboard
they heard from their
friends on Jamboard. - Speak out their ideas or listen
- Ask 3-4 students to share to their friends
their ideas based on what
they write on Jamboard. T

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 notes down some mistakes
Ss make when speaking - Look at the sentences on
- Write down some of Ss’ Jamboard and correct their
mistakes on Jamboard and mistakes
ask Ss to correct their
mistakes
Activity 2 (5minutes) - Volunteer to answer based on
- Ask students to look at the the information given in the
picture and read the previous activity
questions. T have Ss write
their answers on Jamboard
- Listen to their friends and
take notes if needed
- Ask 3-4 Ss to present their
- Listen to T and take notes if
ideas
needed
- Present some tips to help
reduce screen time

C. Consolidation (2 minutes)
- The teacher writes down some vocabulary items on Jamboard then asks 3-4 students to read
them out loud and explain their meanings. Some vocabulary items are health effect, combat,
dimension, concern, assume, social skills, mental skills.
- The teacher reminds students of the importance of online habits, screen time reduction in
keeping our health
D. Homework (1 minute)
- Teacher reminds students of learning by heart new words
- Teacher asks students to do exercise 6, 8 page 37
- Teacher asks students to prepare: Unit 3G: Speaking (page 38 – SB)