PHAN BOI CHAU High school MENTOR: PHẠM THỊ HOÀNG VY

TRAINEE IN CHARGE: LÊ NGUYỄN TRÀ MY

FOREIGN LANGUAGE DEPARTMENT CLASS: 11B12

WEEK: 25 PERIOD: 71 PLANNING DATE: 28/02/2024
ENGLISH - GRADE 11 TEACHING DATE: 07/03/2024

UNIT 8: BECOMING INDEPENDENT

Lesson 1: Getting started – Earning your parents’ trust
I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge
- Identify and get familiar with words and phrases related to the topic becoming
independent.
- Increase the ability to read and find information in the conversation.
- Revise words and a phrase related to earning parents’ trust.
- Determine cleft-sentences used in the conversation.
+ Language items:
• Language: expressions for giving opinions and responding.
• Vocabulary: words and expressions related to the topic becoming independent.
2. Competences
- General competence:
+ Develop self-learning; work and think independently.
+ Develop communicative skills;
+ Be collaborative and supportive in pair work and teamwork; actively join in class activities
to cooperate and solve problems.
-Specific competence:
+ Apply the words and structures learned from the lesson to communicate in English
fluently.
+ Acquire and apply real-life skills to help students have a more independent life.
 +Language skills: Integrated skills
Main skill: Reading, Listening
Sub-skills: Listening, Writing
3. Personal qualities
- Have a foundation of the necessary skills to prepare for an independent life and increase
the confidence of parents.
- Have serious learning attitude and become studious in studying and working; love
learning English, energetically and actively participate in learning activities.
II. MATERIALS
- Grade 11 textbook, Unit 8, Getting started
- Computer connected to the internet
- Projector/TV/pictures and cards
Assumptions
Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups so

Students are reluctant to work in groups. that they can help each other.

- Provide feedback and help if necessary.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small chunks

(before every activity).
Students may lack vocabulary to deliver
a speech - Provide vocabulary and useful language before
assigning tasks

- Encourage students to work in groups so that they can

help each other.

III. PROCEDURES
ACTIVITY 1 – WARM UP and LEAD-IN (5 mins )
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of becoming
independent.
- To set the context for the listening and reading part.
 - To enhance students’ skills of cooperating with teamates.
b. Content:
- Guess the picture.
c. Expected outcomes:
- Students can find out all the words.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Guess the picture game Warm up
-T opens the game on the baamboozle website. Baamboozle website link: Guess the picture |
-T divides the whole class into two groups and Baamboozle - Baamboozle | The Most Fun
explains the rule. Classroom Games!
Rule: Team 1 and Team 2 take turns answering
the question, and the team with the higher point
will win.
Question: What’s she doing?
Answer: Cleaning;Doing laudry; Saving money;
Cooking.
-Ss work in groups.

Lead-in

The above actions are considered actions

that show independence, and today we will
learn more about them so that we can
perform them and somehow gain the trust
of our parents.

e. Assessment
- The teacher observes and give feedback.
ACTIVITY 2: PRESENTATION (7 mins )
a. Objectives:
- To get students to learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
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’ CONTENTS
ACTIVITIES
Vocabulary pre-teaching Vocavulary:
- T explains some new words or phrases.
-T explains with definitions 1.Depend (v) /dɪˈpend/ + on.
e.g. Children depend on their parents.

- dependent (adj) /dɪˈpen.dənt/

needing the support of someone
#
- independent (adj) /ɪn.dɪˈpen.dənt/
not taking help or money from other people

2. confidence (adj) /ˈkɒn.fɪ.dəns/

-T asks Ss to gues the meaning throw picture

3. convince (v) /kənˈvɪns/

- T uses pictures and sentence to explain.

e.g. He's trying to convince his girlfriend to let

him go out with his friends.

4.responsible (adj) /rɪˈspɔnsɪbəl/

- T use pictures to compare. Parents are responsible for raising the
children.
-T asks Ss to practice pronouncing words and
phrases and call some Ss to read out loud.

 
ACTIVITY 3: PRACTICE (20 mins)
a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to becoming independent.
- To help Ss identify the cleft sentences with “it is/was …. who/that…”.
b. Content:
- Task 1: Listen and read (p.86)
- Task 2. Read the conversation again and decide who has these skills. (p.87)
- Task 3. Find words and a phrase in 1 that have the following meanings. (p.87)
- Task 4. Match the two halves to make sentences used in 1. (p.87)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

Task 1: Listen and read. (5 mins)

-T asks Ss to look at the picture in the book as Questions:

well as the dialogue to answer the questions. - What can you see in the picture?
- Ss answer the questions in pairs. - What do you think they are discussing?
- T determines the number of lines of the
Suggested answers:
dialogue with the students. - 3 friends, pan, mob,...
- Teacher plays the recording twice. Ss listen - They are discussing housework and how to
and read. earn parents’ trust.
- Teacher checks Ss’ prediction. T calls some Ss
to read the conversation aloud.

Task 2. Read the conversation again and decide who has these skills. Put a tick () in the
correct column. (5 mins) PAIRWORK

- Go through the three skills and ask for each

one, e.g. Who can manage their money? Who Answer key:
helps with the household chores? Who is good 1. Mark
2. Mai
at managing their time?
3. Nam
- Have Ss write their answers. Then give them
time to read the conversation again and locate
the speaker’s line that contains information for
each skill.
- Check answers as a class. Asks Ss to provide
evidence from the conversation
Task 3. Find words and a phrase in 1 that have the following meanings. (5 mins)

- Have Ss read the definitions and check

understanding. Explain that the words or
phrases Ss need to find in the conversation to Answer key:
1. confidence
match are related to earning parents’ trust.
2. independent
- Provide some extra clues, e.g. No 1 is a noun 3. responsibilities
beginning with the letter ‘c’. No 2 is an 4. money-management
adjective containing four syllables. No 3 is a
plural noun ending in ‘-ilities’. No 4 is a phrase
consisting of two nouns linked with a hyphen.
- Have Ss work individually first. Then check
answers as a class by spell that word.
- Use the duck racing game to determine student
answers.

Task 4. Match the two halves to make sentences used in 1. (5 mins)

- Tell Ss to read the sentence halves and check

comprehension. Answer key:
- Have Ss work individually. 1. d
2. a
- Check answers by having individual Ss read
3. b
out the sentences. 4. c
- Focus attention on the beginning of each
sentence half on the left (It’s/It was ...) and on
the first word of each sentence half on the right
(that/who). Ask Ss if they can identify the
grammar structure, i.e. cleft sentences with It
is/was ... that/who ...

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
 4. ACTIVITY 4: PRODUCTION (10 mins)
a. Objectives:
- To help Ss practice speaking skills;
- To help Ss memorize the basic knowledge on how to become independent.
b. Content:
- Group work
c. Expected outcomes:
- Students can give a short talk about how to live independently.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. List 5 ways to becoming independent. Useful language :

- Teacher asks Ss to work in groups. I think...

- In each group, students list 5 ways to becoming independent In my opinion...

in their opinion after that present their idea in front of the class.
( Ss wirte their opinion on the piece of petal flower )
Students’ own creativity.
- Ss have 3 minutes to prepare .

- Teacher invites 1 or 2 groups to come to the stage and present

their idea.

- Teacher asks other groups to listen and give comments.

- Teacher gives feedback.

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 live independently.
- Prepare for the project in Lesson 8.
 29th February 2024 28th February 2024
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Phạm Thị Hoàng Vy Lê Nguyễn Trà My