English 9

Date of planning: 18/10/2025
Date of teaching: 20/10/2025
Period 19

UNIT 3: TEENAGERS
Lesson 5: SKILLS 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to practice reading and speaking skills
1. Knowledge:
- Read for information about how a successful teen celebrity kept a well-balanced life when he
was at school;
- Talk about their partner's ideas about how to have a well-balanced life.
2. Competences: Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skill.
3. Qualities
- Raise ss' awareness of school clubs and the benefits of joining clubs
- Have a good attitude towards joining school clubs.
II. TEACHING AIDS
- Books, lesson plan, computer, projectors
- hoclieu.vn
III. TEACHING PROCEDURES
1. Class organization. - Greeting.
2. New lesson:
1. WARM-UP
a. Aims: To create an active atmosphere in the class before the lesson;
– To lead into the new lesson.
b. Content: BRAINSTORM
c. Outcomes: Be able to speak English and focus on the topic of the lesson.
d. Organisation:
Teacher's and students' activities
Contents
1. Warm-up
BRAINSTORM
- T asks Ss to take out a piece of paper and a pen.
Answer key:
- T instructs Ss to draw a circle and divide it into four
Ss' answers
equal parts, like a pizza.
- T asks Ss to label each section of the circle with a
different category, such as "work/ school”, “family/
friends”, “hobbies/ interests", and "self-care."
- T asks Ss to brainstorm activities that fit into each
category and write them in the corresponding section of
the circle.
- T asks Ss to share their circles with a partner and
answer the following questions:
+ Do you have a well-balanced life?
+ Can you make any adjustments to achieve a more wellbalanced life?
- T calls on some Ss to share their ideas.
- Ss follow the teacher's instruction and brainstorm.
- Ss share ideas with a partner and then check their ideas

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as a whole class.

2. READING: Task 1-2-3
a. Aims: To help students learn new vocabulary in the reading text;
- To improve students' skill of reading for details (scanning);
To read for specific information about how someone could have a well-balanced life when
he / she was at school.
b. Content: Task 1: Work in pairs. Discuss the following question.
- Task 2: Read the text and match each highlighted word with its meaning.
- Task 3: Read the text again and answer the following questions.
c. Outcomes: Students identify some new words and how to use the target vocabulary.
d. Organisation:
2. Reading
I. READING
Ex1
Task 1: Work in pairs. Discuss the
- T asks Ss to work in pairs discussing how a following question
well-balanced life is important to a pupil.
Students' answers
- T asks some Ss to say their answers in front
of the class.
Task 2: Read the text and match each
- Ss answer the question in pairs.
highlighted word with its meaning
- Some Ss give the answer.
Answer key:
Ex2
1. c 2. a
3. d 4. B
- T asks Ss to work individually to read the
New words:
passage and find the highlighted words.
1. celebrity (n): người nổi tiếng
- T has Ss read aloud the highlighted words.
2. anxiety (n)sự lo lắng
Correct their pronunciation if needed.
3. effort (n): sự cố gắng
- T has Ss match the highlighted words with
4. additional (adj): thêm vào/ bổ sung
their meaning in the box. Remind them to use 5. appropriately (adv): 1 cách phù hợp
the context to help them.
6. fattening (adj): gây béo
- T checks the answers as a class.
- Ss work individually to complete the task.
Task 3: Read the text again and answer the
- T introduces the vocabulary by:
following questions
+ giving pictures
Answer key:
+ giving explanation/definition
1. Because he wanted to avoid stress and
- Ss use the given hints to find out the words.
anxiety.
- Ss write the new words in their notebooks
2. He planned his schedule, made a weekly
Ex3
work list and gave priority to his work,
- T has Ss read the text in detail to answer the which helped him concentrate his efforts on
questions.
his most important tasks.
- T asks Ss how to do this kind of exercise. 3. Because they would offer him additional
Explain the strategies if necessary (e.g. reading support.
the questions, underlining the keywords in the 4. Because they helped him keep away
questions, locating the keywords in the text, from stress and anxiety, and gave his brain
and then reading that part and answering the a rest and improved his mood.
questions).
5. He ate a lot of fruit and vegetables. He
- T tells Ss to underline parts of the passage ate little fattening foods and avoided junk
that help them with the answers. Set a strict foods like chips, cookies, pizza, etc.
time limit to ensure Ss read the text quickly for
information.
- T tells Ss to compare their answers in pairs

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before giving the answers to T. Ask them to
give evidence when giving the answers
4. SPEAKING: Task 4-5
a. Aims To help students use what they have learnt so far to talk about how to have a wellbalanced life'
- To provide students with an opportunity to revise and use vocabulary related to the topic of
the unit;
- To provide an opportunity for students to talk about how to have a well-balanced life as a
secondary student.
b. Content: Task 4: Work in pairs. Ask and answer the following questions about how to
have a well-balanced life. Make notes of your partner's answers.
- Task 5: Work in groups. Take turns to talk about your partner's ideas about how to have a
well-balanced life.
c. Outcomes: Students can talk about their partner's ideas about how to have a wellbalanced life.
d. Organisation:
3. Speaking
I. Speaking
- T asks Ss to work in pairs. Ask them to read the
Task 4: Work in pairs. Ask and answer
questions first and think about the answers.
the following questions about how to
- T gives Ss 3 minutes to exchange their ideas with have a well-balanced life. Make notes
their partners. Ask them to take notes of their
of your partner's answers.
answers. Pairs can exchange their answers when
Questions:
they have finished.
1. How can we manage our time
- T goes around and offers help if needed.
properly?
- T calls on some pairs to report their answers to
2. How can we spend time with our
the class. Each pair may answer just one question
friends, teachers, and parents?
to allow room for more pairs or groups.
3. How can we avoid stress and
- T check the answers and add more information if anxiety?
necessary. If time allows, call on 1-2 pairs to
4. How can we take care of our physical
present the answers to all four questions.
health?
- Ss read the questions and think about the
answers. They can revise what they have learnt so Task 5: Work in groups. Take turns to
far in Unit 3.
talk about your partner's ideas about
- Ss work in pairs to ask and answer.
how to have a well-balanced life
- Ss take notes of their friend's answers.
Suggested answers:
- Some pairs report their answers to the class.
I talked with An about how she
Ex5
manages a well-balanced life. First, she
manages her time properly by creating
- T asks a strong student to model this activity in
a to-do list and giving priority to her
front of the class.
tasks based on their importance and
- T has Ss work in groups of 3-4 and has Ss take
deadlines. Second, she plans regular
turns to talk about their partner's ideas about how times to connect with friends, through
to have a well-balanced life.
study groups or social outings. She also
- T may go round to observe. Encourage Ss to say maintains open communication with
as many sentences as possible. Ask Ss not to
her teachers by asking questions and
interrupt their group members while they are
seeking help when needed. Next, she
speaking to correct their errors. Tell them to
practises mindfulness techniques such
correct only common errors after their group
as deep breathing, meditation, or yoga

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members have finished speaking.
- If there is enough time, T calls on some Ss to talk
before the whole class, then invite some comments
from other Ss.
- Ss works in groups of 3-4 to do the task.
- Ss use the ideas they have prepared in Activity 4.
- Some Ss talk before the whole class and receive
comments from the teacher and classmates

to manage stress and maintain a clear
mind. Finally, she engages in regular
physical activities that she enjoys like
jogging, dancing, swimming, etc.

5. Homework
a. Aims: To revise the lesson and prepare for the next lesson.
b. Content: Review the lesson and prepare for the next lesson and do exersie in the
workbbook
c. Outcomes: Students' textbook and workbook
d. Organization:
Teacher's and Ss'activities
- Teacher asks students to revise old
lesson and to do exercise in workbook.
- Teacher asks students to complete the
project and prepare the new lesson.

Date of planning: 18/10/2025
Date of teaching: 23/10/2025
Period 20

Content
- Practice the grammar point
- Do exercise D1-2-3 in workbook
- Prepare: SKILLS 2

English 9

UNIT 3: TEENAGERS
Lesson 6: SKILLS 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to practice listening and writing skills
1. Knowledge:
- Listen for specific information about how some students manage their time;
- Write a paragraph about how to manage time effectively.
2. Competences:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork. Actively join in class activities
3. Personal qualities
- Be aware of way to manage time more effectively;
- Actively join in class activities.
II. TEACHING AIDS
- Books, lesson plan, computer, projectors
- hoclieu.vn
III. TEACHING PROCEDURES
1. Class organization. - Greeting.
2. New lesson:
1. WARM-UP
a. Aims: To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content: Game: UNSCRAMBLED WORDS
c. Outcomes: Students can revise some words learnt in previous lessons
d. Organisation:
Teacher's and students' activities
Contents
1. Warm-up
Game: UNSCRAMBLED WORDS
- T divides the class into 2 teams.
Answer key:
- T asks Ss to unscramble words using given hints.
1. schoolwork
- The group having more correct answers is the
2. routine
winner.
3. calendar
- Ss play in 2 teams.
4. submit
- Ss look at the hints to unscramble the words.
5. deadline
- Ss write unscrambled words in notebooks.
2. LISTENING: Task 1-2-3
a. Aims: To help students develop their skill of listening for specific information about how
some students manage their time.
b. Content: Task 1: Work in pairs. Discuss the following question.
Task 2: You will hear Trang, Phong, and Tom talking about how to manage their time
effectively. For each student (1 – 3), choose the opinion (A – C) each of them expresses.
Task 3: Listen again and choose the correct answer A, B, or C.
c. Outcomes: Ss can listen for specific information to do the learning tasks.
d. Organisation:
2. Listening
I. LISTENING
Ex1
Task 1: Work in pairs. Discuss the following
- T lets Ss work in pairs and discuss the
question
question. Encourage them to speak English
Question:
and feel free to express their ideas.
How do you make time for study and other

English 9

- T asks some Ss to share their answers in
front of the class.
- Ss work in pairs to discuss the question.
- Some Ss share their answers in front of the
class
Ex2
- T asks Ss to read the opinions, underline the
keywords, reminds them to pay attention to
the keywords while listening.
- T plays the recording and asks Ss to listen
and choose the answers.
- T asks Ss to compare their answer with the
partner.
- T calls on one student to write their answers
on the board, then play the recording once
again and check with the class.
- Ss find the keywords independently and
then listen to the recording to do the task.
- Ss compare the answers with their partners.
- One student goes to the board to write the
answer and then check with the whole class.
Ex3
- T asks Ss to read the statements, underline
the keywords and guess the possible answers.
- T plays the recording once or twice more
for Ss to do the exercise. For stronger
classes, ask Ss to take notes of the
information to explain for their answers.
- Have Ss share their answers in pairs and
check answers as a whole class.
- Ss work individually to underline the
keywords and guess the possible answers.
- Ss check the answer in pairs and then as a
whole class

activities?
Students' answers

Task 2: You will hear Trang, Phong, and
Tom talking about how to manage their time
effectively. For each student (1 – 3), choose
the opinion (A – C) each of them expresses
Answer key:
Trang: B, Phong: A, Tom: C
Audio script:
Trang: I use a calendar to plan my work
ahead. At the beginning of each term, I take a
broad view of what I have to do by entering
the due dates and test dates into a calendar. I
often do these with different colours, for
example, red for deadlines, green for
exams ...
Phong: I try to minimise distractions. Besides
cell phones, social media, and friends, there
are a lot
of activities that can take my attention away
from my schoolwork. When it's time to start
my work, I turn off my cell phone and sign
out of social media accounts.
Tom: I never leave homework until the day
before it's due. I review my projects and
coming tests and add them to my schedule. I
arrange to start working on them well before
they're due, so I'm not stressed out to meet
the due dates.
Task 3: Listen again and choose the correct
answer A, B, or C
Answer key:
1. C 2. A
3. A
4. A 5. B
3. WRITING: Task 4-5
a. Aims: To help students practise writing a paragraph about how to manage time
effectively.
b. Content: Task 4: Match the time management tips in column a with the explanations and /
or reasons in column B.
Task 5: Write a paragraph (about 100 words) about how to manage your time effectively.
Use the tips in 4 or your own ideas.
c. Outcomes:
- Students can use learned vocabulary and grammar to write a paragraph about how to
manage time effectively.
d. Organisation:
3. Writing
II. WRITING
Ex4
Task 4: Match the time management tips in

English 9

- T asks Ss to discuss and match the
time management tips with the
explanations or / and reasons in pairs.
- T invites some Ss to answer and
confirm the correct ones.
- Ss work independently to answer the
questions.
- Ss discuss their answers with partners
and then some Ss write their answers on
the board.

column a with the explanations and / or
reasons in column B.
Answer key:
1. c 2. a 3. b

Task 5: Write a paragraph (about 100 words)
about how to manage your time effectively. Use
the tips in 4 or your own ideas.
Suggested answer:
There are many things we should do to manage
our time effectively. Firstly, we should set specific
Ex5
goals and prioritise them according to their
- T asks Ss to work in groups of four,
importance level. This will help us keep focused
gives them a large piece of paper and
on our most important tasks and avoid wasting
asks them to write the full paragraph
time on tasks that do not contribute to our goals.
into the paper in 10 minutes.
Secondly, creating a schedule or to-do list can help
- T asks Ss to pay attention to
us manage our time efficiently by breaking down
punctuation, structures, word choice,
our day into manageable chunks. We should also
linking words, etc.
be realistic about how long each task will take and
- Ss work in groups of four to write
build in extra time for unexpected interruptions or
their full paragraph.
delays. Thirdly, it is essential to eliminate
- Ss pay attention while T is checking distractions and time-wasting activities, such as
their work.
social media or unnecessary meetings, which can
reduce our productivity. By following these tips,
we can effectively manage our time and achieve
success in all aspects of our life.
5. Homework
a. Aims: To revise the lesson and prepare for the next lesson.
b. Content: Review the lesson and prepare for the next lesson and do exersie in the
workbbook
c. Product: Students' textbook and workbook
d. Organization:
- Teacher asks students to revise old
lesson and to do exercise in workbook.
- Teacher asks students to complete the
project and prepare the new lesson.

- Practice the grammar point
- Do exercise C1-2 in workbook
- Prepare: LOOKING BACK - PROJECT

Date of planning: 18/10/2025
Date of teaching: 24/10/2025
Period 21

UNIT 3: HEALTHY LIVING FOR TEENS

English 9

Lesson 7: LOOKING BACK – PROJECT
I. OBJECTIVES
By the end of this lesson, Ss will be able to review all the knowledge in unit 3
1. Knowledge:
- Revise vocabulary items related to the topic students' life and schoolwork;
- Use modal verbs in first conditional sentences;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences:
- Develop communication skills and creativity;
- Develop presentation skill; Be collaborative and supportive in pair work and teamwork.
3. Qualities
- Be encouraged to attend school activities;
- Actively join in class activities.
II. TEACHING AIDS
- Books, lesson plan, computer, projectors
- hoclieu.vn
III. TEACHING PROCEDURES
1. Class organization. - Greeting.
2. New lesson
1. WARM-UP
a. Aims: To create an active atmosphere in the class before the lesson;  
- Recall vocabulary learnt in previous lessons.
b. Content: Kim's game
c. Outcomes: Ss can recall words related to students' life and schoolwork through given
pictures.
d. Organisation:
Teacher's and students' activities
Contents
1.Warm-up:
Kim's game
- T asks Ss to work in groups of three or four Ss.
- Get them to look at the pictures about Ss' life and
schoolwork on the screen.
- Tell Ss that the pictures will disappear after 2
seconds, so they should try to remember all the
pictures without writing them down.
- After all the pictures disappear, Ss have 1 minute
to write down the words (2 points for each correct
answer).
- T gets Ss to swap the answers among groups and
give corrections after T shows the answers.
- Ss give marks to their friends' answers.
- T leads in the lesson.
- Ss works in groups and listen to the teacher's
instructions to play the game.
2. VOCABULARY: Task 1-2
a. Aims: To help students review the vocabulary of Unit 3.
b. Content: Task 1: Complete the sentences with the correct words and phrases in the box.

English 9

- Task 2: Choose the correct answer A, B, C, or D.
c. Outcomes: Students can use the knowledge they have learnt in this unit to complete the
tasks successfully.
d. Organisation:
Teacher's and students' activities
Contents
2. Vocabulary
I. VOCABULARY
Ex1
Task 1: Complete the sentences with
- T encourages Ss to complete the task
the correct words and phrases in the
individually.
box.
- Ss exchange their textbooks with their partners.
Answer key:
- T gives feedback as a class discussion.
1. well-balanced
2. due date
- Ss do the task independently.
3. stressed out
4. priority
- Ss exchange their textbook to check the answers. 5. delay
Ex2
Task 2: Choose the correct answer A,
- T encourages Ss to complete the task
B, C, or D
individually.
Answer key:
- Ss exchange their textbooks with their partners.
1. A 2. C 3. A
- T gives feedback as a class discussion.
4. B 5. C
- Ss do the task independently.
- Ss exchange their textbooks to check the
answers.
3. GRAMMAR
a. Aims: To help Ss revise the uses of modal verbs in first conditional sentences.
b. Content: Task 3: Complete the sentences with the correct modal verbs in the box. A
modal verb can be used twice.
- Task 4: Circle the most suitable modal verbs to complete the sentences.
c. Outcomes: Recall the uses of modal verbs in first conditional sentences.
d. Organisation:
Teacher's and students' activities
Contents
3. Grammar
II. GRAMMAR
Ex3
Task 3: Complete the sentences with the
- T has Ss complete the task individually.
correct modal verbs in the box. A modal verb
- T gives feedback as a class discussion.
can be used twice.
- Ss do the task individually.
Answer key:
- Ss exchange their textbooks and give
1. must
2. might
feedback to each other.
3. can
4. should
Ex4
5. Can
- T asks Ss to work in pairs to read the
Task 4: Circle the most suitable modal verbs to
sentences carefully and give the answers.
complete the sentences.
- T gives feedback as a class discussion.
Answer key:
- Ss work in pairs.
1. shouldn't
2. might
- Ss complete the task and discuss the
3. can
4. must
answers.
5. can
4. PRODUCT
a. Aims To help students improve their creativity and teamwork;
- To improve their speaking and presentation skills;
- To provide an opportunity for students to develop their research and collaboration skills
and to practise giving an oral presentation.

English 9

b. Content: Survey: How good are your classmates at time management?
c. Outcomes: Students are able to give an oral presentation of survey results.
d. Organisation:
Teacher's and students' activities
Contents
4. Project
III. PROJECT
- As Ss have prepared for the project
Students' posters & presentations
throughout the unit, the focus of this Suggested answer:
lesson should be on the final product, Our group have interviewed 10 classmates about
which is an oral presentation of
how good they are at time management. Only one of
survey results.
them is excellent at time management. He creates
- T has Ss work in groups of 5-6 Ss. and follows a schedule or to-do list to manage his
Give them a few minutes to prepare
time efficiently. He prioritises his tasks effectively to
for the presentation.
ensure timely completion. He
- Give Ss checklists for peer and
consistently completes tasks and projects within the
self-assessment.
given deadlines. He usually avoids delaying and
- If necessary, go through the criteria stays focused on his tasks. He often uses
for assessing their talk to make sure
productivity tools or techniques to enhance his time
Ss are familiar with them.
management skills. Five of the classmates we have
- Invite two or three groups to give
interviewed are good at time management. They
their presentations.
create and follow a schedule or to-do list to manage
- Give praise and give feedback after their time efficiently. They also prioritise their tasks
each presentation. T can summarise
effectively to ensure timely completion. They
the feedback given by other Ss and
consistently complete tasks and projects within the
add any other comments. T can also given deadlines. They usually avoid delaying and
give Ss marks for their presentation
stay focused on their tasks. However, they never use
as part of their continuous
productivity tools or techniques to enhance their
assessment.
time management skills. Four of the classmates we
- Ss work in groups of 5-6 Ss.
have interviewed are poor at time management.
- Ss have to tick appropriate items
They always try to complete tasks and projects
while listening to their classmates'
within the given deadlines. However, they never
presentations and write comments if create and follow a schedule or to-do list to manage
they have any. The presenters should their time efficiently. They don't prioritise their
complete their self-assessment
tasks effectively to ensure timely completion. They
checklists after completing their
rarely try to avoid delaying or stay focused on their
presentation.
tasks. And they never use productivity tools or
techniques to enhance their time management skills.
5. Homework
a. Aims: To revise the lesson and prepare for the next lesson.
b. Content: Review the lesson and prepare for the next lesson and do exersie in the
workbbook
c. Outcomes: Students' textbook and workbook
d. Organization:
Teacher's and Ss'activities
Content
- Teacher asks students to revise old
- Practice the grammar point
lesson and to do exercise in workbook.
- Do exercise Test yourself in workbook
- Prepare: REVIEW 1: Language
- Teacher asks students to complete the
project and prepare the new lesson.

English 9

Date of planning: 18/10/2024
Date of teaching: 23/10/2024
Period 22