WEEK: 01

DATE: 26/ 8/ 2025

PERIOD: 01

UNIT 1: A LONG AND HEALTHY LIFE

Lesson 1: Getting started – A healthy lifestyle

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic A long and healthy life;
- Gain vocabulary to talk about a healthy lifestyle;
- Get to know the language aspects: Past simple vs. Present perfect.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Familiarize with the ways to keep fit and stay healthy;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards

Board Plan
Date of teaching
Unit 1: A long and healthy life
Lesson 1: Getting started
*Warm-up

* Vocabulary
1. (to) work out 2. (be) full of 3. diet (n) 4. balanced (adj)
5. fit (adj)
- Task 1: Listen and read.
- Task 2. Read the conversation again and write T (True) or F (False).
 - Task 3. Fill in the blanks to make phrases from Task 1 with the following meanings.
- Task 4. Complete the text based on the conversation in Task 1.
- Task 5: Role-play

*Homework

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy lifestyle;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Categorizing game: Classify healthy and unhealthy activities
c. Expected outcomes:
- Students can distinguish healthy and unhealthy activities
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Categorizing game Lists of activities:
- Ss work in groups. Each group is given small pieces - Healthy lifestyle
of paper on which activities of healthy and unhealthy + Eat fruits and vegetables
lifestyle are written. + Drink enough water
- Each group has to classify them into correct + Have a balanced diet
categories. + Get regular exercise
- The first team to complete the task correctly is the + Avoid tobacco and drugs
winner. + Get enough good sleep
- Teacher asks the winner to go to the board and show - Unhealthy lifestyle
the correct answers. + Stay up late
+ Eat late in the evening
+ Eat too much sodium
+ Have excessive screen time
+ Overuse painkillers and sedatives
+ Eat fast food

e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. (to) work out
- Teacher explains the meaning of the new vocabulary 2. (be) full of
by pictures. 3. diet (n)
- Teacher checks students’ understanding with the “Rub 4. balanced (adj)
out and remember” technique. 5. fit (adj)
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes students’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: PRACTICE (20 mins)

a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to healthy lifestyles.
- To help Ss identify the Past Simple and Present Perfect.
b. Content:
- Task 1: Listen and read. (p.8)
- Task 2: Read the conversation again and decide whether the following statements are true (T)
or false (F). (p.9)
- Task 3: Fill in the blanks to make phrases from Task 1 with the following meanings. (p.9)
- Task 4: Complete the text based on the conversation in Task 1. Use the correct form of the
verbs in brackets. (p.9)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the pictures in the book as
well as the dialogue and answer the questions.
- Ss answer the questions in pairs.
- Teacher plays the recording twice. Ss listen and read.
- Teacher checks Ss’ prediction. T calls 2 Ss to read
the conversation aloud.

Questions:
- What can you see in each picture?
- Who are the speakers?
- What do you think they are discussing?

Suggested answers:
- Water, vegetables, tape measure
- Nam and his friend Mark are the speakers.
- They are discussing a healthy lifestyle.
Task 2. Read the conversation again and decide whether the following statements are true (T) or
false (F). (5 mins)
- Teacher tells Ss to read the conversation again and Answer key:
work independently to find the answers. Remind Ss to 1. F (Nam used to eat a lot of fast food and
underline the information and correct the false have bad habits.)
statements. 2. T
- Ss work independently to find the answers. 3. T
- Teacher has Ss compare the answers in pairs before
checking with the whole class.
- Teacher checks the answers as a class and gives
feedback.
Task 3. Fill in the blanks to make phrases from Task 1 with the following meanings. (5 mins)
- Teacher has Ss look at the box 1-4. Explain that these Answer key:
words are part of phrases related to healthy lifestyles 1. energy
and they are all in the conversation in Task 1. 2. habits
- Teacher asks Ss to read the definitions and the words 3. regular
in the boxes so that the phrases on the left match the 4. balanced
definitions on the right. Underline the phrases in the
conversation.
 - Check answers as a class.
Task 4. Complete the text based on the conversation in Task 1. Use the correct forms of the verbs
in brackets. (5 mins)
- Teacher tells Ss to read the summary. Focus attention Answer key:
on the verbs in brackets. 1. ate
- Teacher asks Ss to complete the sentences, using the 2. has started
correct verb form. In weaker class, teacher may have 3. (has) given
Ss refer to the conversation in Task 1. 4. visited
- Check answers as a class. 5. has just celebrated
- Elicit the verb tenses, i.e. Past Simple and Present
Perfect

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss memorize the basic knowledge on how to stay healthy;
- To get Ss to speak about how to be strong and healthy.
b. Content:
- Role play
c. Expected outcomes:
- Students can give a short talk about good habits to stay healthy.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Role-play
- Teacher asks Ss to work in groups. Students’ own creativity
- In each group, one student plays the role of grandpa
who is in his 90s and still very strong and healthy.
Others are grandchildren.
- Grandpa is giving advice on how to be healthy.
- Ss have 3 minutes to prepare for the role-play.
- Teacher invites 1 or 2 groups to come to the stage and
do the role-play.
- Teacher asks other groups to listen and give
comments.
 - Teacher gives feedback and gives marks to the best
group.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about how to keep fit and stay healthy.
- Prepare for the project in Lesson 8

WEEK: 01
DATE: 26/ 8/ 2025
PERIOD: 02

UNIT 1: A LONG AND HEALTHY LIFE

Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic A long and healthy life;
- Recognise and practise strong and weak forms of auxiliary verbs;
- Review the use of Present perfect and Past simple tenses.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to have a healthy lifestyle;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 1, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards

Board Plan

Date of teaching
Unit 1: A long and healthy life
Lesson 2: Language
*Warm-up
Video watching
* Pronunciation
- Task 1. Listen and repeat.
- Task 2. Read the sentences out loud. Listen and check.
* Vocabulary
- Task 1. Match each word with its meaning.
- Task 2. Complete the sentences using the correct forms of the words.
* Grammar
- Task 1. Put the verbs in brackets in either the past simple or the present perfect.
- Task 2. Talk about your healthy activities, using the past simple or the present.perfect.

*Homework

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy lifestyle;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Watch a video and answer the question: What do humans need to do to stay healthy?
c. Expected outcomes:
- Students can listen and find out some ways to stay healthy from the video clip.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

VIDEO WATCHING Suggested answers:
https://www.youtube.com/watch?v=UxnEuj1c0sw - Eat a good balance of all kinds of food
- Ss work in 4 groups. Each group is given a big-sized - Drink lots of water
piece of paper and markers. - Do lots of exercises
 - Ss watch the video once and list out good habits to stay - Keep clean and wash off germs
healthy mentioned in the video. - Have enough sleep
- All teams stick the paper on the boards.
- Teacher checks the answers of each group.
- The group that has the most correct answers is the
winner.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss recognise and practise strong and weak forms of auxiliary verbs.
- To help Ss practise strong and weak forms of auxiliary verbs.
b. Content:
- Task 1: Listen and repeat. Pay attention to the strong and weak forms of the auxiliary verbs.
Then practice saying them. (p.9)
- Task 2: Read the sentences out loud. Pay attention to the strong and weak forms of the
auxiliary verbs. Then listen and check. (p.9)
c. Expected outcomes:
- Students can pronounce the strong and weak forms of auxiliary verbs in Yes-No questions
correctly.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the strong and weak forms of the auxiliary verbs.
Then practise saying them. (5 mins)
- Teacher asks Ss to listen to the recording. Have Notes:
them pay attention to the strong forms (in red) and - Auxiliary verbs at the beginning of Yes/No
the weak forms (in blue) of the auxiliary verbs. questions do not receive stress and are
- Teacher asks Ss to listen to the recording again, pronounced in their weak forms.
but this time, have them repeat the words in red and - At the end of short answers, they often receive
green only. stress and are pronounced in their short forms.
- Teacher asks Ss to read the notes in the Mark: Have you started working out again?
Remember! Box which is above the conversation. /həv/
Check understanding by asking individual Ss to Nam: Yes, I have.
briefly explain the strong and weak forms of
auxiliary verbs. /hæv/
Mark: Was it your grandfather who taught you?
/wəz/
Nam: Yes, it was.
/wɒz/
 Task 2: Work in pairs. Read the sentences out loud. Pay attention to the strong and weak forms
of the auxiliary verbs. Then listen and check. (7 mins)
- Teacher asks Ss to read quickly through the Answer key:
questions and answers. Check understanding. 1. Does she exercise? – Yes, she does.
- Teacher asks Ss to read the red and blue words /dəz/ /dʌz/
first before reading aloud the whole 2. Were you eating healthily? – Yes, I was.
sentences/conversations. /wə(r)/ /wɒz/
- Teacher has Ss work in pairs to take turns to read 3. Do you eat vegetables? – Yes, I do.
each sentence aloud. Ask them to pay attention to
the strong and weak forms. /də/ /du/
4. Can he get up early? – Yes, he can.
/kən/ /kæn/
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To introduce words / phrases related to health and fitness.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match each word with its meaning (p.10)
- Task 2. Complete the sentences using the correct forms of the words (p.10)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match each word (1-5) with its meaning (a-e). (6 mins)
- Teacher tells Ss that the words / phrases in the activity Answer key:
are related to health. 1. B
- Teacher has Ss match each word with its meaning. 2. C
Encourage Ss to look at the pictures and explain what 3. A
they see. This way, they will develop a better 4. D
understanding of the words / phrases.
5. E
- In weaker classes, do the first one as an example before
asking Ss to match the rest individually or in pairs.
- Check the answers as a class.
Task 2. Complete the following sentences using the correct forms of the words in Task 1. (6 mins)
- Teacher tells Ss to read the sentences carefully and Answer key:
 decide which word in Task 1 can be used to complete 1. examined
each of the sentences. Tell them to change the forms of 2. treatment
some words if necessary. 3. strength
- Teacher checks answers as a class. Have Ss call out the 4. muscles
word they have used in each sentence first. 5. suffering from
- Teacher confirms the correct answers. Ask Ss to
explain the meaning of each word using the definitions
in Activity
- Teacher asks some Ss to read the complete sentences.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss recognise the difference between the Past Simple and the Present Perfect.
- To help Ss practise the Past Simple and the Present Perfect.
b. Content:
- Task 1. Put the verbs in brackets in either the past simple or the present perfect. (p.11)
- Task 2. Talk about your healthy activities, using the past simple or the present perfect. (p.11)
c. Expected outcomes:
- Students know how to use the past simple or the present perfect and can apply it to give a short
talk on the given topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Put the verbs in brackets in either the past simple or the present perfect. (6 mins)
- Teacher asks Ss to read the notes in the Remember box Answer key:
to review the differences between the Past Simple and 1. saw
the Present Perfect. Give more explanation and 2. suffered
examples if necessary. 3. have been improved
- Teacher asks Ss to pay attention to the meaning of 4. has just examined
each sentence and underline the key words (such as ago,
yesterday with Past Simple, and yet, already, for, since
with Present Perfect).
- Teacher asks Ss to pay attention to the active voice or
passive voice of the verbs.
- Teacher gives Ss time to complete the task.
- Teacher checks answers as a class by having
individual Ss write the sentences on the board. Go
through each sentence and ask Ss to explain why they
 have used that particular form.
Task 2. Work in pairs. Talk about what you do to keep fit and healthy. Use the past simple or the
present perfect. (7 mins)
- Teacher lets Ss work in pairs. Suggested answer:
- Teacher asks Ss to talk to their partner and share about - I have exercised regularly for a year.
healthy habits/activities that they have done. It can be a - I went swimming last weekend.
conversation between two people or two separate talks - I went to the gym and did weigh-lifting
from the pair. yesterday. I wanted to build up my muscles
- Teacher requires Ss to use the correct past simple and and increase my strength.
present perfect tense. - The last time I had a medical treatment
- Teacher encourages Ss to apply the vocabulary they was 2 weeks ago.
have learnt in the lesson as well as the rules of
pronouncing strong and weak forms of auxiliary verbs
(if there are Yes-No questions in their dialogue).
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.

b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.

WEEK: 01
DATE: 26/ 8/ 2025
PERIOD: 03

UNIT 1: A LONG AND HEALTHY LIFE

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

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about healthy lifestyle
habits.
2. Competences
 - Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Acknowledge and be able to apply the tips on how to develop healthy lifestyle habits in
their own life;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 1, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. life expectancy (n) /ˈlaɪf the number of years that a person is tuổi thọ
ɪkspektənsi/ likely to live

2. ingredient (n) /ɪnˈɡriːdiənt/ one of the things from which something nguyên liệu
is made, especially ones that are used
together to make a particular dish

3. nutrient (n) /ˈnjuːtriənt/ a substance that is needed to keep a living chất dinh dưỡng
thing alive and to help it to grow

4. (to) give off /ɡɪv ɒf/ to produce something such as a smell, phát ra, tỏa ra
heat, light, etc.

5. repetitive (adj) /rɪˈpetətɪv/ repeated many time lặp đi lặp lại

Board Plan

Date of teaching
Unit 1: A long and healthy life
Lesson 3: Reading – How to live a long and healthy life
 *Warm-up
* Lead-in
* Vocabulary
1. life expectancy (n) 2. ingredient (n) 3. nutrient (n)
4. (to) give off 5. repetitive (adj)

- Task 2. Read the article. Solve the crossword with words and phrases from it.
- Task 3. Match the sections (A-C) with the headings (1-5).
- Task 4. Complete the diagrams with information from the text.
- Task 5: Discussion.

*Homework

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy lifestyle;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Crossword
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given by
the teacher.
d. Organisation

TEACHER’S AND CONTENTS

STUDENTS’ ACTIVITIES
Crossword
- Ss work in groups and take Clues:
turns to choose a word. If they KEY WORD: A way of living that helps you enjoy more aspects
get the correct answer, they will of your life.
have 1 point. 1. Eating too much fat can cause __________ diseases.
If the answer is wrong or the 2. Go on a ______ means to begin a specific nutritional plan in an
group cannot find out the attempt to lose weight or achieve some other health benefits.
answer, the chance is for other 3. A clear liquid that has no color or taste when it is pure.
groups. 4. A disease or period of sickness affecting the body or mind.
- After 6 words, if a group can 5. The noun of ‘strong’
 guess the key word, they can 6. What is it? (Picture)
answer it. 5 points for the key 7. The subject P.E stands for __________ Education.
word. 8. Doing exercises can burn out many __________.
- If the keyword is incorrect, 9. To look at or consider a person or thing carefully to discover
that group will be out of the something about them.
game. 10. Do you _________ from any allergies?
11. Eating enough _____________ and fruits is good for your
digestive system.

e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-READING (9 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead students in the reading passage;
- Pre-teach vocabulary related to the content of the reading passage.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Look at the photos and discuss the questions. (4 mins)
Questions:
- Teacher asks Ss to work in pairs and look at the
pictures. They should discuss whether each picture Which photos show healthy habits?
shows a healthy or unhealthy habit, and give reasons Which ones show unhealthy habits?
for their answers.
- Teacher has some Ss share their answers with the
whole class.
 - Teacher introduces the topic of the reading text.

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new 1. life expectancy (n) 2. ingredient (n)
vocabulary by pictures. 3. nutrient (n) 4. (to) give off
5. repetitive (adj)
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-READING (20 mins)

a. Objectives:
- To get Ss to practise guessing the meaning of words from context;
- To help Ss develop reading skills for general information;
- To help Ss develop reading skills for specific information.
b. Content:
- Task 2. Read the article. Solve the crossword with words and phrases from it. (p.11)
- Task 3. Read the article again. Match the sections (A-C) with the headings (1-5) below (p.12)
- Task 4. Read the article again. Complete the diagrams with information from the text. Use no
more than two words for each gap (p.12)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Read the article. Solve the crossword with words and phrases from it. (6 mins)

- Teacher asks Ss to read the article.

- Teacher asks Ss to work in pairs to solve the
crossword using words from the text. Walk round the
class and provide help if necessary.
- Check the answers as a class. Have individual Ss
write the words on the board. In weaker classes,
check understanding of the words by asking Ss to
make sentences with them. 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. There are
TWO extra headings. (7 mins)
- Teacher asks Ss to read the five headings and make Answer key:
sure they understand their meaning. A-1
B-2
- Teacher asks Ss to read the text quickly, then match C-5
each of the three paragraphs with a heading. Remind
them that there are TWO extra headings they will not
need.
- Check answers as a class.
- Teacher has Ss explain why certain headings are not
needed.
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)
- Teacher asks Ss to study the diagram. Make sure Answer key:
they understand that each branch is a summary of a 1. breakfast
main paragraph of the text, and follows a logical 2. suitable
sequence. In weaker classes, give Ss an example. 3. regularly
4. energy drinks/ exercising
- Teacher draws Ss’ attention to the gaps. Tell them
5. electronic devices
that they are going to fill in each blank with no more
than TWO words. These words should be taken from
the text.
- Teacher encourages Ss to guess the type of
information they need for each gap. E.g. For Blank
(1) we need a noun. For Blank (2) it is an adjective.
- Check answers as a class.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (8 mins)

a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Discussion: Do you find the advice in the article useful? Have you tried following any of the
suggestions above?
c. Expected outcomes:
- Students can use the language and ideas from the unit to reflect on their own lifestyle.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Work in pairs. Discuss the following questions.

- Teacher asks Ss to work in pairs. Have them discuss

if they find any advice in the text useful for them and Questions:
if they have followed these suggestions themselves. - Do you find the advice in the article useful?
- Have you tried following any of the
- Teacher invites some pairs to share their answers
suggestions above?
with the whole class.
- Teacher asks other students to listen and give Answers:
comments. Students’ own ideas.
- Teacher gives feedback and gives marks to Ss’
performance.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about effective methods to live healthily and increase life expectancy.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

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