UNIT 1: A LONG AND HEALTHY LIFE

Lesson 3: Reading – How to live a long and healthy life

Subject: English 11 – Timing: 1 period

I. OBJECTIVES
1. Knowledge: By the end of this lesson, Ss will be able to …
- Develop reading skills for general ideas and for specific information about healthy lifestyle habits.
2. Competences: Ss will be able to …
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Express their ideas related to healthy lifestyle;
- Develop presentation skills.
3. Attributes: Ss will be able to …
- Acknowledge and be able to apply the tips on how to develop healthy lifestyle habits in their own life;
- Develop self-study skills;
- Actively join in class activities.
II. TEACHING AIDS
- Grade 11 textbook (Unit 1, Reading), laptop connected to the Internet, TV, handouts, pictures.
III. TEACHING PROCEDURES
ACTIVITY 1. WARM-UP (5 mins)
Aim(s) - To stir up the atmosphere and activate students’ knowledge on the topic of healthy
lifestyle;
- To set the context for the reading part.
Input - Use a guided questions and pictures (some kinds of fast food) to introduce the topic.
Expected outcome(s) - Ss will be able to answer the questions and gain knowledge on the topic.
Procedure - T shows the pictures and asks some questions.
* Suggested questions:
1. What is it?
2. How often do you eat fast food?
3. Is it good and bad for your health?
- Ss look at the pictures and answer the questions.
- T gives feedback and leads into the lesson.

ACTIVITY 2: PRE-READING (9 mins)

Aim(s) - To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
Input - Pre-teach vocabulary related to the content of the reading passage.
Task 1. Work in pairs. Look at the photos and discuss the questions. (4 mins)
* Suggested answers:
- Healthy habits: A – C
- Unhealthy habits: B – D
Vocabulary pre-teaching. (5 mins)
1. life expectancy (n) /ˈlaɪf ɪkspektənsi/ tuổi thọ
2. ingredient (n) /ɪnˈɡriːdiənt/ nguyên liệu
3. nutrient (n) /ˈnjuːtriənt/ chất dinh dưỡng
4. (to) give off /ɡɪv ɒf/ phát ra, toả ra
5. repetitive (adj) /rɪˈpetətɪv/ lặp đi lặp lại
Expected outcome(s) - Ss will be able to use key language more appropriately before they read.
Procedure Task 1. Work in pairs. Look at the photos and discuss the questions.
- T asks Ss to work in pairs, look at the pictures, discuss about two questions and give
reasons for their answers.
- Ss share their answers with the whole class.
- T checks Ss’ answers and gives feedback.
Vocabulary pre-teaching. (5 mins)
- T introduces the vocabulary and explains the meaning of the new vocabulary.
- T checks students’ understanding.

ACTIVITY 3: WHILE-READING (20 mins)

Aim(s) - To get Ss to practise guessing the meaning of words from context;
- To help Ss develop reading skills for general information and specific information.
Input Task 2. Read the article. Solve the crossword with words and phrases from it. (6
mins)
Answer key:
1. ingredients
2. life expectancy
3. nutrients
4. work out
Task 3. Read the article again. Match the sections (A-C) with the headings (1-5)
below. (7 mins)
Answer key:
A-1
B-2
C-5
Task 4. Read the article again. Complete the diagrams with information from the
text. Use no more than two words for each gap. (7 mins)
Answer key:
1. breakfast
2. suitable
3. regularly
4. energy drinks/ exercising
5. electronic devices
Expected outcome(s) - Ss will be able to thoroughly understand the content of the text and complete the tasks
successfully.
Procedure Task 2. Read the article. Solve the crossword with words and phrases from it. (6
mins)
- T asks Ss to read the article.
- T asks Ss to work in pairs to solve the crossword using words from the text.
- T walks round the class and provide help if necessary.
- Ss write the words on the board and T checks the answers as a class.
Task 3. Read the article again. Match the sections (A-C) with the headings (1-5)
below. (7 mins)
- T asks Ss to read the five headings and makes sure they understand their meaning.
- T asks Ss to read the text quickly, then match each of the three paragraphs with a
heading.
- Ss give their answers and give the reason.
- T check answers as a class.
Task 4. Read the article again. Complete the diagrams with information from the
text. Use no more than two words for each gap. (7 mins)
- T asks Ss to study the diagram and makes sure they understand that each branch is a
summary of a main paragraph of the text, and follows a logical sequence.
 - T asks Ss to guess the type of information they need for each gap and scan through each
paragraph, locate the information for each gap.
- Ss write their answers on the board and explain
- T checks Ss’ ideas and gives feedback.

ACTIVITY 4: POST-READING (8 mins)

Aim(s) - To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
Input - Discussion:
1. Do you find the advice in the article useful?
2. Have you tried following any of the suggestions above?
3. What are your healthy habits at home?
* Answers:
- Ss’ own ideas.
Expected outcome(s) - Ss will be able to use the language and ideas from the unit to reflect on their own
lifestyle.
Procedure - T asks Ss to work in pairs and discuss the questions.
- Ss share their answers with the whole class.
- T asks other Ss to listen and give comments.
- T gives feedback.

CONSOLIDATION (3 mins)
* Homework
- Write a short paragraph about their unhealthy habits and how to improve them.
- Prepare for the next lesson – Speaking.