Giáo án NLS Tiếng Anh 9 Global Success Unit 3 Skills 1: Reading: How someone could have a well-balanced life when he / she was at school, Speaking: How to have a well-balanced life as a secondary student
Giáo án NLS Tiếng Anh 9 Global Success Unit 3 Skills 1: Reading: How someone could have a well-balanced life when he / she was at school, Speaking: How to have a well-balanced life as a secondary student. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 9.
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UNIT 3: HEALTHY LIVING FOR TEENS
SKILLS 1
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Read for specific information about how to have a well-balanced life.
- Speak about how to have a well-balanced life, based on a partner's ideas.
- Expand vocabulary related to students' life, schoolwork, and mental health.
2. Competences
General competences:
- Self-control and independent learning: actively read and reflect on personal lifestyles.
- Communication and collaboration: work in pairs or groups to ask and answer questions about daily routines.
Specific competences:
- Reading comprehension skills: scanning for details, guessing meaning from context.
- Speaking skills: note-taking and reporting information clearly.
Digital competences:
- [1.1.TC2b]: Organize searches using digital tools to explore vocabulary and verify meanings.
- [2.1.TC2a]: Select multiple digital technologies to interact by inputting answers into an interactive web-based platform.
- [2.2.TC2a]: Apply suitable digital technologies to share data by scheduling digital letters.
- [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital board to brainstorm and co-editing a shared document.
- [3.1.TC2a]: Indicate how to create and edit digital content in various formats by taking digital notes.
- [5.2.TC2b]: Select digital tools and technological solutions to get instant feedback through interactive forms.
- [6.1.TC2a]: Analyze how AI works in specific applications by observing and discussing AI-generated video content.
- [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by utilizing a Generative AI writing assistant to refine drafts.
3. Attributes
- Hard work: Be proactive in planning schedules and studies.
- 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.
- Digital tools (Padlet, Google Forms/Quizizz, FutureMe, Google Docs) and AI tools (Generative AI Video, AI Writing Assistant).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones or tablets (for accessing digital collaborative boards, online exercises, and AI tools).
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Activity 1: Work in pairs and discuss the following question
a. Objective: To help student understand and activate their knowledge of the topic.
b. Content: Students discuss: “How is a well-balanced life important for students?”.
c. Product: Students' ideas and opinions about the importance of a balanced life.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher writes the question on the board: “How is a well-balanced life important for students?”.
- Teacher shares a link to a collaborative digital board (E.g. Padlet). - Teacher has students work in pairs to discuss and list at least 3 reasons on the digital board. Step 2: Students perform learning tasks - Students discuss in pairs and take quick notes of their ideas onto the shared digital workspace. - The teacher observes, guides, and prompts them with questions on the screen. Example: Does it help you study better? Does it affect your health?, etc. Step 3: Reporting and Discussion - Teacher projects the collaborative board and asks some students to share their answers in front of the class. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher praises their ideas and summarizes the main benefits. - Teacher moves on to the next content. | Suggested answers: A well-balanced life helps students do better in school, stay healthy, learn important life skills, make friends, pursue their interests, avoid feeling overwhelmed, and get ready for the future. | [2.4.TC2a]: Students select digital tools and technologies for collaborative processes by using a shared digital board (e.g., Padlet) to brainstorm and co-create ideas. |
Activity 2: Read the text and match each highlighted word with its meaning
a. Objective: To improve students' knowledge of vocabulary related to students' life and schoolwork.
b. Content: Students read a text about a teen celebrity and match highlighted words (anxiety, additional, appropriately, fattening) with definitions.
c. Product: Students' correct vocabulary matching.
d. Organization:
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Activity 3: Read the text again and answer the following questions
a. Objective: To improve students' skill of reading for specific information.
b. Content: Students scan the text to answer 5 comprehension questions.
c. Product: Students' correct answers to the questions based on the text.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks them how to do this kind of exercise. - Teacher reviews strategies for this exercise: reading questions, underlining keywords, locating the keywords in the text, reading that part and answering the questions. - Teacher has students read, scan the text and answer the given questions individually via a quick Google Form or Quizizz link. - Teacher sets a strict time limit of 5 minutes. Step 2: Students perform learning tasks - Students work independently on their devices to read the text, find the answers, and submit them digitally. - The teacher observes the real-time analytics on the screen to identify common mistakes. Step 3: Reporting and Discussion - Teacher displays the auto-graded analytics to the class. - Teacher calls on some students to give the answers and ask them to show evidence in the text. Step 4: Evaluation - Teacher checks the answers as a class and gives positive feedback. - Teacher moves on to the next content. | Suggested answers: 1. Because he wanted to reduce stress and anxiety. 2. He planned his schedule, made a weekly work list, and gave priority to some of his work... 3. Because they would offer him additional support. 4. Because they helped him keep away from stress and anxiety, and gave his brain a rest... 5. He ate a lot of fruit and vegetables. He ate little fattening foods and avoided junk foods... | [5.2.TC2b]: The teacher selects digital tools and technological solutions (E.g. Google Forms) to collect answers automatically and analyze real-time data to provide targeted feedback. |
Activity 4: Work in pairs, ask and answer the questions about how to have a well-balanced life, and make notes
a. Objective: To help students prepare ideas for the next speaking activity.
b. Content: Students interview their partners using 4 questions and take notes.
c. Product: Students' notes of their partner's answers.
d. Organization:
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3. PRACTICE
a. Objective: To consolidate the reading comprehension and vocabulary related to maintaining a balanced life.
b. Content: Students complete two practice exercises.
c. Products: Students' correct answers for the two exercises.
d. Organization:
Mission 1: Complet WORKSHEET 1.
Step 1: Teacher assigns learning tasks
- Teacher asks students to use their own devices and complete the following exercise via Quizizz or Kahoot.
WORKSHEET 1 Choose the best answer A, B, C or D to complete the sentences. |
1. Taking short breaks during study hours helps improve your ________. A. schedule B. mood C. priority D. list 2. Fast food like chips and pizza are considered ________ foods. A. fattening B. healthy C. additional D. fresh 3. If you feel overwhelmed, you should talk to teachers for ________ support. A. physical B. additional C. negative D. less 4. Making a to-do list is a great way to manage your time ________. A. carefully B. terribly C. appropriately D. badly |
- Teacher sets a time limit of 3 minutes.
Step 2: Students perform learning tasks
- Students work individually to solve the exercise online.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher displays the auto-grading results on the screen and invites students to share their answers:
1. B (mood)
2. A (fattening)
3. B (additional)
4. C (appropriately)
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher corrects mistakes and clarifies the usage of the vocabulary.
- Teacher moves on to the next mission.
[2.1.TC2a]: Students select multiple digital technologies to interact by inputting their answers into an interactive web-based platform to assess their understanding instantly.
Mission 2: Complete the paragraph with words from the box.
Step 1: Teacher assigns learning tasks
- Teacher shares a link to a collaborative document (E.g. Google Docs) and asks students to complete the fill-in-the-blank exercise in pairs.
- Teacher assigns the task: Complete the paragraph with words from the box.
[priority – anxiety – appropriately – additional – fattening] To have a well-balanced life, you need to plan your time (1) ________. When you have too much homework, give (2) ________ to the most important tasks. This helps reduce stress and (3) ________. If you still feel tired, don't hesitate to ask your parents for (4) ________ help. Lastly, remember to eat healthy and avoid (5) ________ foods. |
Step 2: Students perform learning tasks
- Students work in pairs, using their devices to simultaneously co-edit the shared document and type the correct words into the blanks in real-time.
- The teacher observes the live cursor movements on the screen to provide immediate support.
Step 3: Reporting and Discussion
- Teacher displays the live edits on the smart TV and invites pairs to read their completed sentences aloud:
1. appropriately
2. priority
3. anxiety
4. additional
5. fattening
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher checks the final answers, and praises the students' teamwork.
- Teacher moves to the application stage.
[2.4.TC2a]: Students select digital tools and technologies for collaborative processes by using a real-time collaborative document (E.g. Google Docs) to co-edit and fill in the blanks simultaneously.
4. APPLICATION
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