Set the context for the introductory conversation.
Introduce the topic of the unit (Healthy living for teens), the vocabulary related to physical and mental health.

2. Competences

General competences:

Self-control and independent learning: listen and share personal opinions with partners and teacher.
Communication and collaboration: work in pairs or groups to complete the learning tasks.

Specific competences:

Read and listen for specific information about maintaining good physical and mental health.
Identify and use vocabulary related to health (physical, mental, well-balanced, priority, counsellor).

Digital competences:

[1.1.TC2b]: Organize searches using digital tools to explore health-related vocabulary and verify meanings independently.
[2.1.TC2a]: Select multiple digital technologies to interact and participate in real-time interactive health quizzes.
[2.2.TC2a]: Apply suitable digital technologies to share data, information, and digital posters on collaborative platforms.
[2.4.TC2a]: Select digital tools and technologies for collaborative processes in matching and discussion tasks.
[3.1.TC2a]: Indicate how to create and edit digital content in various formats by designing a digital Health Action Plan poster.
[5.2.TC2b]: Select digital tools and technological solutions to get instant feedback and analyze learning data.
[6.1.TC2a]: Analyze how AI works by interacting with an AI-driven voice chatbot to role-play conversations.
[6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI for custom poster design.

3. Attributes

Hard work: Be ready and excited to learn about healthy habits, actively participate in class activities.
Responsibility: Take responsibility for their own physical and mental well-being.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 9, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Digital tools (E.g. Mentimeter, Quizizz, Padlet, Canva) and AI tools (E.g. ChatGPT Voice, Canva AI Image Generator).

2. Students' aids

Textbook, notebooks, pens, colored pencils.
Smartphones or tablets (for accessing digital learning platforms and AI tools).

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

Activity 1: Listen and read

a. Objective: To set the context for the introductory conversation and introduce the topic of the unit.

b. Content: Students look at the picture, answer questions, listen to the recording, and read the conversation along.

c. Product: Students understand the context and can read the conversation aloud with correct pronunciation.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks students to look at the conversation and answers some following questions:

1. Who are in the conversation?

2. What are they talking about?

- Teacher encourages students to give answers, but do not confirm whether they are right yet.

- Teacher asks students to talk a bit about what a secondary student should do to maintain good physical and mental health.

- Teacher plays the recording once or twice and has students to read the conversation.

- Teacher encourages students to use a digital dictionary or AI translation app if they encounter unfamiliar words.

Step 2: Students perform learning tasks

- Students look at the conversation and guess the answers.

- Students talk a bit about what a secondary they should do to maintain good physical and mental health

- Students listen to the audio and read the conversation silently.

- Students use online dictionary apps on their tablets/phones to quickly check the meaning of new words related to health.

- The teacher observes, guides, and supports the students.

Step 3: Reporting and Discussion

- Teacher calls on some pairs/groups of students to read the conversation aloud.

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher confirms the correct answers to the initial questions.

- Teacher corrects students' pronunciation if needed.

- Teacher moves on to the next content.

Students' answers:

- They are a school counsellor, Nick, Mai, and Phong.

- They are talking about how to maintain good physical and mental health.

[1.1.TC2b]: Students organize searches using digital tools (E.g. online dictionary applications or AI translation tools) on their devices to independently explore and verify the meanings of new health-related vocabulary.

Activity 2: Read the conversation again and tick (✓) T (True) or F (False)

a. Objective: To help students understand the conversation details.

b. Content: Students read 5 statements and decide whether they are True (T) or False (F).

c. Product: Students' correct True/False answers.

d. Organization:

…………………………………………..

Activity 3: Match the words with their definitions

a. Objective: To help students understand some vocabulary items in the conversation.

b. Content: Students match the words (1-5) with their meanings (a-e).

c. Product: Correct matching of vocabulary and definitions.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher shares a collaborative Jamboard/Padlet link with the class, containing the words in one column and definitions in another.

- Teacher asks students to quickly match the words with their meanings in groups of 4 using their tablets.

Step 2: Students perform learning tasks

- Students work collaboratively to discuss and drag the words to the correct definitions on their shared digital workspace.

- The teacher observes, guides, and supports.

Step 3: Reporting and Discussion

- Teacher projects different groups' digital boards onto the main screen.

- Teacher asks for translation of some words to check understanding.

Step 4: Evaluation

- Teacher confirms the correct answers and comments on students' sentences.

- (If time permits) Teacher has students make example sentences and write them on the board.

- Teacher moves on to the next content.

Students' answers:

1. b

2. d

3. e

4. c

5. a

[2.4.TC2a]: Students select digital tools and technologies for collaborative processes by using a shared digital workspace (E.g. Google Jamboard) on their tablets to collaboratively drag and drop vocabulary terms.

Activity 4: Complete the sentences with the words in the box

a. Objective: To help students practice using the vocabulary they have learnt in a specific context.

b. Content: Students fill in the blanks using the given words: physical, counsellor, well-balanced, priority, mental.

c. Product: Completed sentences with the correct words.

d. Organization:

…………………………………………..

Activity 5: Work in pairs, interview each other about how healthy you are and give each other advice

a. Objective: To provide students with practice in asking and answering about how healthy they are and giving advice.

b. Content: Students work in pairs to interview each other and give advice using the target language.

c. Product: Students' short dialogues/interviews.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher introduces an AI voice chatbot (E.g. ChatGPT Voice App) acting as a school counsellor and models the activity by asking the AI for health advice.

- Teacher asks students to interview and give advice in pairs, but first, they can test their scenarios with the AI Chatbot.

- Teacher reminds students to use the words and phrases in the conversation to give advice on improving health.

Step 2: Students perform learning tasks

- Students open the AI voice app on their smartphones and practice asking questions about their health to see how the AI responds.

- Students work in pairs to interview and advise each other, incorporating good vocabulary and structures.

- The teacher moves around to observe, guide, and support the students (if necessary).

Step 3: Reporting and Discussion

- Teacher invites some pairs to demonstrate their interviews in front of the class.

- Other students listen and give feedback.

Step 4: Evaluation

- Teacher praises students for good ideas and correct use of vocabulary.

- Teacher summarizes key points before moving to practice.

- Teacher moves on to the next content.

Suggested dialogue:

A: How healthy are you?

B: I'm tired.

A: You should take a break and do some physical exercise.

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-driven voice chatbot (E.g. ChatGPT Voice) to role-play the counsellor and receive instant, personalized health advice before practicing with their human partner.

3. PRACTICE

a. Objective: To consolidate the vocabulary and structures learned in the lesson.

b. Content: Students complete two practice exercises.

c. Products: Students' correct answers for the two exercises.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students apply the vocabulary and ideas learned into a creative, real-life context.

b. Content: Students carry out a group task to create a "Health Action Plan" mini-poster.

c. Product: Students' group posters and short presentations.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into groups of 4.

- Task: Discuss and create a digital “Health Action Plan” mini-poster for your group. Write down 3 main priorities to improve the group's physical and mental health this semester. Use graphic design tools (E.g. Canva) and AI Image Generators to create the visuals.

Step 2: Students perform learning tasks

- Students discuss in groups, use Canva to format their posters, write their 3 priorities, and generate custom illustrative elements using an AI image generator tool.

- The teacher observes, guides, and supports if necessary.

Step 3: Reporting and Discussion

- Students export their posters and upload them to the class Padlet wall.

- Teacher invites 2 – 3 groups to present their “Health Action Plan” to the class by projecting their digital posters.

Example presentation:

+ Our first priority is physical health, so we will play sports twice a week.

+ To improve mental health, we will balance our study and play time.

+ We will ensure we eat a well-balanced diet every day.

- Other students listen and vote for the most practical and well-designed plan.

Step 4: Evaluation

- Teacher praises students' creativity, accurate grammar/vocabulary, and digital design skills.

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply suitable digital technologies to share data by uploading and publishing their digital posters to a collaborative Padlet wall for peer review and voting.

[3.1.TC2a]: Students indicate how to create and edit digital content in various formats by designing a “Health Action Plan” mini-poster using graphic design tools (E.g. Canva).

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by using Generative AI (E.g. Canva AI Image Generator) to create custom illustrative elements for their posters.

* HOMEWORK

- Review the vocabulary learned in the lesson.

- Complete the digital “Health Action Plan” poster if unfinished and submit the link to the teacher.

- Prepare for A closer book 1.

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