Lesson plan English 11 - Period 93 to 101, Unit 10: Healthy Lifestyles and Longevity

e’d boost our immune system if we had a healthy lifestyle. C
Dr. Quan said that we will boost our immune system if we have a healthy lifestyle. U
3. John’s wife told him that it would be nice if he could spend more time with the children. U
4. Peter explained to us that if Ann called him back, he’d arrange an appointment for her. U
5. The travel agent explained to us that if we travel to a foreign country, we need a valid passport. U
6. My grandmother keeps telling us that if we catch a cold, we should try natural remedies before taking any medicine. U
7. John told me that if he were rich, he’d donate money to charity. U
8. Mary’s father said that Mary/she would recover quickly if she followed the doctor’s advice. C
Mary’s father said that Mary/she will recover quickly if she follows the doctor’s advice. U
Reported speech with to infinitives and gerunds
Activity 3: Write the sentences in reported speech, using the reporting verbs in bracket
- Explain that to-infinitives or gerunds can be used to report actions.
- have Ss read the Do you know..? box and focus on the verb forms in reported speech after the three groups of reporting verbs. 
- Ask Ss to do the task.
Keys: 1. Jack’s father advised him not to eat fast food every day.
2. Ann asked Kim to do the dishes for her
3. The doctor told me to do a 30-minute work-out every day
4. Mai invited Peter to go out for a coffee
5. Phong apologized for breaking my glasses
6. Hoa reminded Lan to buy some groceries on the way home
7. Carol suggested enrolling on a yoga course
8. John and Max admitted forgetting to submit the assignments the day before.
Activity 4: Change the sentences in reported speech into direct speech
- Ask Ss to change the sentences in reported speech into direct speech.
- Have Ss rewrite their sentences on the board.
- Check Ss’ answers as a class.
*Keys: 2. “Kim, don’t forget to turn off the lights before leaving the house”
3. “You shouldn’t exercise too hard because it’s not good for your heart”
4. “Let’s have a picnic next weekend”
5. “Don’t play near the construction site”
6. “Would you like to spend your summer holidays on my grandparents’ farm?”
7. “I’m sorry. I’ve made lots of mistakes in the report”
8. “Yes, I took my father’s car without permission” 
Individually
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Whole class
Pair work
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Individually
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Individually
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Individually
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Pair work
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3.
Consolidation
2 minutes 
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
- Vocabulary related to healthy lifestyles and longevity 
- Intonation in invitations, suggestions, polite requests, uncertainty and surprise
- Reported speech with conditionals and reported speech with to infinitives and gerunds
T Ss
4. Homework
1 minute
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- Complete Exercises in workbook.
T Ss
E. Experience:
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Date of preparation: April 23rd 	 	 	 Date of signing: April 25th 
Distributive period: 95	 Date of teaching:
 Unit 10 healthy lifestyles and longevity
 Lesson 3	Reading
A. Aims and Objectives: 
1. Language focus
- To provide learners some vocabulary related to the topic of life expectancy factor
2. Skills
- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Homework
 8 minutes 
- Ask some Ss to do the tasks again
- Feedback
T Ss
2. New lesson
7 minutes
7 minutes
8 minutes
10 minutes
2 minutes
Activity 1: The machine described in the picture above help doctors to diagnose and treat diseases. Discuss with a partner.
- Ask Ss to look at the picture. Ask some questions as warm-up:
+ Have you ever seen them?
+ What are they used for?
- Have them do the task individually, and then compare their choice in pairs or groups 
- Elicit answers from Ss, encouraging all possible reasons. Have Ss explain their choices
- Pre-teach some of the unfamiliar vocabulary items in the text, but not the highlighted ones because Ss will be required to work out their meaning from the context the words are used in. 
Keys: MRI (Magnetic Resonance Imaging) scanners and X-ray machines take medical images of patients’ internal body parts. MRI images provide a 3D representation of organs, which X-rays usually cannot.
 Activity 2: Read an article about the main factors for the increased life expectancy. Four sentences have been removed from the article. Choose a sentence (a-d) to complete each gap (1-4) 
- Ask Ss to go through the four sentences. Ask Ss to read the text quickly to choose the missing that best suits the passge.
- Set a time limit for this activity since skimming is a speed-reading technique with the purpose of getting a general overview of the content
- Have Ss work individually, and then compare their answers in pairs or small groups
- Check Ss’ answer as a class.
Keys: 1. c 2. b 3. d 4. a
Activity 3: Find the words or expressions in the text which have the following meanings
- Have Ss read through the definitions and the text carefully, looking for the correct words or phrases that match with the definition. 
- Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions
- Check Ss’ answers as a class. 
*Keys: 1. be attributed to 2. obesity 3. antibiotics
4. vaccine 5. dietary
Activity 4: Read the text again and answer the questions
- Ask Ss to read the full text, include the gapped sentences, again and answer the questions individually.
- Invite several pairs to summarise the discussions and present their decisions to the rest of the class. Encourage other Ss to ask follow-up questions. 
Keys: 1. The three factors are healthier lifestyles, better nutrition and advances in medical science and technology
2. Smoking, alcohol intake and fast food consumption can increase the risk of hear diseases.
3. Doing regular physical activity and spending more time outdoors can improve the ability of the human body to function well
4. Because they want to relieve stress
5. Because the food we eat can affect longevity and dietary changes can boost our immune system
6. They are the discovery of antibiotics and vaccines, and the development of medical imaging
Activity 5: Which of the factors mentioned in the article do you think is the most important? Discuss with a partner 
- T helps Ss know how to do the task.
- Let SS work in groups to do this task at home.
Healthy lifestyles (physical exercise, low levels of stress and anxiety)
Better nutrition (nutritious diets and dietary changes)
Advances in medical science and technology 
Pair work
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Individually
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Group work
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Pair work
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3.
Consolidation
2 minutes 
- Summarize the main points of the lesson
- Vocabulary related to life expectancy factors
- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
T Ss
4. Homework
1 minute
- Ask students to learn by heart the new words.
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: April 23rd 	 	 	 Date of signing: April 25th 
Distributive period: 96	 Date of teaching:
 Unit 10 healthy lifestyles and longevity
Lesson 4	Speaking
A. Aims and Objectives:
1. Language focus
- To provide learners some vocabulary related to taking care of your body
2. Skills
- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
 - Teacher: Handouts, textbook, lesson plan and pieces of papers.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Check up
 8 minutes 
- Ask Some Ss to go to the board and do the tasks again
- Feedback
T Ss
2. New lesson
10 minutes
10 minutes
9 minutes
5 minutes
 Take care of your body
Activity 1: Below is a set of note cards for a talk about skincare. Use the words and phrases in the box to complete them
- Ask Ss to look at the set of note cards for a talk on skincare.
- Explain to Ss that note cards can be a very helpful tool for preparing, rehearsing and delivering speeches or talks. The note cards should contain the most important information as bullet points, which can be used as prompts in case the speaker gets nervous or forgets what to say.
- Explain any further unfamiliar vocabulary, if necessary
- Have Ss make their own note cards and present their answers to the class.
Suggested answers:
B1: wear protective clothing - avoid sunburn
 wear sunscreen with a sun protection factor (SPF) of at least 15
B2: eat a wide variety of fruit and vegetables – provide vitamins and nutrients
 drink a lot of water – prevent water loss
B3: wash your face twice a day with warm water and mild soap – remove dirt
 Don’t squeeze pimples – can lead to swelling, redness and infection
Activity 2: Work in pairs. Use the note cards to talk about skincare, paying attention to the following
- Ask Ss to pay some attention when they speak
* glance at the note; don’t read them
* use linking words and expressions for hesitation devices to some more natural and smooth
* to make your tips sound more reliable, use reported speech to quote their sources
* maintain eye contact with your partner
* use appropriate gestures and facial expressions to support your ideas.
Activity 3: Prepare another set of note cards for a talk about how to take care of your vision. Use the information below and your own ideas
- Ask Ss to practice the conversation in pairs.
- Set a time limit for the pair’s preparation and practice
- Invite some pairs to role-play in front of the class.
- Encourage Ss to give feedback on things such as interesting content, original ideas, fluency of speech and good presentation skills.
Taking care of your vision
- Use some kinds of eye drop to ease your eye’s tiredness
- Practice to look at things in distance to develop your eyesight
Activity 4: Work in groups of four or five. Take turns to present your talk to your group members
- Let Ss work in groups to do the task. Make sure each group chooses a different activity. 
- Ask groups to summerise and briefly report their discussions to the class.
Pair work
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Group work
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Ss Ss
Pair work
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Group work
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3.
Consolidation
2 minutes 
- Summarize what they have learnt by asking Ss some questions:
What have you learnt today? What can you do now?
- Vocabulary related to taking care of your body
- Speaking skills: pair work and group work talking about how to take care of your body
T Ss
4.Homework
1 minute
- Vocabulary related to taking care of your body
- Speaking skills: pair work and group work talking about how to take care of your body
- Do the task again
- Read Unit 10 - Listening at home
T Ss
E. Experience:
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Date of preparation: April 30th 	 	 	 Date of signing: May 4th 
Distributive period: 98	 Date of teaching:
 Unit 10 healthy lifestyles and longevity
Lesson 5	Listening
A. Aims and Objectives: 
1. Language focus
- To provide learners some vocabulary related to exercise precautions
2. Skills
- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
1. Teacher
- Teaching aids: Textbook, lesson plan and cassette
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 10 - Listening at home
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Check up
 5 minutes 
- Ask some pairs of Ss to talk about how to take care of your body.
- Feedback
- Inform the class of the lesson objectives: Listening for specific information about exercise precautions
T Ss
2. New lesson
10 minutes
8 minutes
9 minutes
10 minutes
Exercise precautions
Task 1: Discuss with a partner
- Ask Ss to look at the pictures and discuss the questions with a partner. 
- Encourage Ss who don’t know anything about the site to make some predictions using the words and phrases in the box.
*Suggested answers:
a. fitness walking
b. aerobic exercise
c. yoga
d. swimming
Task 2: Look at the picture. Listen to John Keith, a fitness instructor, talking about four types of physical activity. Number the pictures as you listen.
- Ask Ss to look at the words and phrases that can be heard in the talk.
- Have Ss compare answers in pairs or groups.
- Explain the meaning of any unfamiliar words, if necessary.
- Check Ss’ answers as a class.
Keys: a. 4 b. 1 c. 3 d. 2
Task 3: Listen again. Which safety rules are mentioned for each type of physical activity? Tick the correct boxes.
- Ask Ss to look at the three options and make their own predictions for the answers.
- Have Ss listen to the recording and choose one of the three options given
- Have them compare their answers in pairs or groups
- Check Ss’ answers as a class
- Let them listen again and pause the recording after the sentences mentioning the word geological 
*Key:
Aerobic exercise: 1,2
Yoga: 3,5
Swimming: 1,3,4
Fitness walking: 2,6,7
Task 4: Work in four groups. Each group chooses a different activity from 3. Discuss the following
- Let Ss work in groups to do the task. Make sure each group chooses a different activity. 
- Ask groups to summerise and briefly report their discussions to the class.
Pair work
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Pair work
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Group work
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today? 
 What can you do now?
- Vocabulary related to the topic of exercise precautions 
- Listening skills
T Ss
4.Homework
1 minute
- Vocabulary related to the topic of exercise precautions 
- Do the tasks again
- Prepare for the next lesson.
T Ss
 E. Experience:
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Date of preparation: April 30th 	 	 	 Date of signing: May 4th 
Distributive period: 99	 Date of teaching:
 Unit 10 healthy lifestyles and longevity
 Lesson 6	Writing
A. Aims and Objectives: 
1. Language focus
- To provide learners some vocabulary related to the topic of changes in lifestyle 
2. Skills
- To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
 - Teacher: Handouts, textbook, lesson plan and pieces of papers.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Check up
 5 minutes 
- Inform the class of the lesson objectives: Writing a story about how people have changed their lifestyles to overcome a problem.
T Ss
2. New lesson
9 minutes
10 minutes
18 minutes
Lifestyle changes
Task 1: Read a story posted on Medline, a website about fitness. Complete the story, using the correct forms of the words in the box
- Ask Ss to work in pairs or groups to do the task.
- Ask Ss to read a story posted on a fitness website and complete the gaps with the correct form of the words in the box.
* Keys:
1. appetite 2. overweight 3. weight
4. fainted 5. dieting 6. supported
Task 2: Read the story again and answer the questions
- Ask them to read through the questions to make sure that they understand the questions.
- Have Ss discuss in pairs or groups, and answer the questions.
- Check Ss’ answer as a class
* Key: 
1. Because as a child he used to eat a lot of fast food.
2. After he received hundreds of rejections and couldn’t get a job.
3. Fasting was his first kind of diet. He was unsuccessful and was taken to hospital
4. For over a year, he had to follow a special diet and joined a fitness class for overweight people.
5. Overweight people are not lazy and can work effectively like other people, so they should not be treated unfairly. However, their health can be affected, so they should follow doctors’ advice to lose weight.
Task 3: Use the information below to write a similar story.
- Set time limit for them to write the first draft of their essays.
- Have Ss exchange their drafts in pairs or groups for peer review. Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling. Add any additional feedback, if necessary
- Have Ss revise their drafts based on their partners’ comments and your feedback. 
- Collect Ss’ essay for checking or marking.
Pair work
T Ss
Group work
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Individually
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Ask Ss to complete the essay at home and collect
- Ask Ss: What have you learnt today? 
 What can you do now?
T Ss
4.Homework
1 minute
- Write the text again at home.
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: April 30th 	 	 	 Date of signing: May 4th 
Distributive period: 100	 Date of teaching:
 Unit 10 healthy lifestyles and longevity
 Lesson 7	 Communication and culture
A. Aims and Objectives: 
1. Language focus
- To provide learners some communication samples and cultural items
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in