TRƯỜNG ĐẠI HỌC CẦN THƠ MẪU T2a

TT. BỒI DƯỠNG NGHIỆP VỤ SƯ PHẠM

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LESSON PLAN

Trường thực tập: THPT Bình Thủy Họ & tên GSh: Đàm Lê Thanh Trúc
Lớp thực tập: 11B8 và 11A3 Mã số SV:
Môn dạy: Tiếng Anh Ngành học:
Tiết thứ: Họ & tên GVHD (chuyên môn): Trần Thị Lệ Huyền
Tuần:
Ngày soạn: Ngày …, tháng …, năm 2025
Ngày dạy: Ngày …, tháng …, năm 2025

UNIT 8: BECOMING INDEPENDENT

Lesson 1: Getting started – Earning your parents’ trust

I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Language knowledge and skills
-
2. Core competences
- Actively participate in class activities;
3. Attitude
-
II. MATERIALS
- Global success textbook, Grade 11
- Computer
- Projector / TV

Language analysis
No. Form Elicit Definition Vietnamese
meaning
1 confidence Vietnamese meaning, question a belief in your sự tự tin
(Imagine you have to give a ability to do
 (n) presentation to the class, and you things and be
prepare very well? Do you have successful
confident (a) confidence or don’t have
confidence?)

2 deal with context, question to take action to giải quyết

(vp) solve a problem

(Imagine you don’t understand your homework. You don’t know w

3 earn context, question to have/gain giành được

someone’s someone’s sự tin tưởng
trust (vp) belief in your của ai đó
honesty

(Imagine you go out with your friends. You promise your parents y

4 convince (v) context, question to make thuyết phục

somebody
believe that
something is
true
(Imagine you want to go to a coffee shop with your friends to study

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5 question able to do tự lập
things by
independent (a) independence (n) yourself,
without needing
help
(Can you cook for yourself/ sleep enough/ do the housework by yourself/ pa

6 manage (v) image, question to control or quản lý

organise
effectively

time-management (a); money-management (a)

(What is the girl’s plan? Does she control her time effectively? It means

do I manage my time
well?)

7 responsibility context, question a task or a job trách nhiệm

that you have to
deal with
responsible (for)
(You are students. What do you need to do at school? Do you need

8 image, question to give support khuyến

encourage (v) promote (Is the boy nervous? Is he
andconfident?
confidenceWhatkhích,
is thecổ
father
vũ doing? The

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 to someone to
do something

III. PROCEDURES
STAGE STAGE TEACHER AND STUDENT EXPECTED TIME
AIM ACTIVITIES OUTCOME

WARM- - To arouse Brainstorming - Students are 5’

UP the Step 1: Teacher divides the class into able to
classroom’s two groups and asks them to brainstorm
atmosphere brainstorm ideas showing what it some
- To set the means to be independent in two independent
context for minutes. activities.
the listening Step 2: Students from each group take
and reading turns going to the board to write their
task ideas.
Step 3: The teacher discusses the
answers with the class. The group with
the most relevant ideas is declared the
winner.

Suggested answers:
+ Cook for yourself
+ Have good time management
+ Know how to keep house
+ Keep your body clean
+ Think twice before deciding

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 + Get enough good sleep

PRESEN Task 1. Listen and number the 23’

TATION following words in the order that
you hear. (7 minutes)
Step 1: Teacher asks students to look
at the 6 phrases on the TV.
Step 2: Teacher gives instructions and
checks their understanding.
Step 3: Teacher plays the recording
twice if needed to help students listen
and write.
Step 4: Teacher checks students’
answers with the class.

Answer key:
1. confidence
2. independent
3. time-management
4. responsibility
5. money-management

Teaching vocabulary (16 minutes)

Step 1: Teacher writes down the
vocabulary on the board.
Step 2: Teacher elicits the meaning of
the new vocabulary by pictures/
synonyms/ actions, and then gives
Vietnamese meanings.
Step 3: Teacher has students identify
the stress/ synonyms/ part of speech.

PRACTI Task 2. Read the conversation again 15’

CE and decide who has these skills. (5
minutes)
Step 1: Teacher asks students to work
alone in 2 minutes.

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Step 2: Teacher has some students
write the answers and the speaker’s
line that contains information on the
board.
Step 3: Teacher checks students’
answers with the class. Teacher can
encourage students to provide
evidence from the conversation, e.g.
Mark is good at managing money
because he uses a money-management
app that taught him how to be
responsible with money.

Answer key:
1. Mark
2. Mai
3. Nam

Task 3. Find words and a phrase in

1 that have the following meanings.
(5 mins)
Step 1: Teacher has students read the
definitions and underline keywords.
In weaker classes, provide some extra
clues, e.g. No 1 is a noun beginning
with the letter ‘c’. No 2 is an 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.
Step 2: Teacher has the students work
alone.
Step 3: Teacher calls on some students
to share their answers and checks
answers with the class.

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 Answer key:
1. confidence
2. independent
3. responsibilities
4. money-management

Task 4. Match the two halves to

make sentences used in 1. (5 mins)
Step 1: Teacher has students read each
sentence individually and underline
keywords.
Step 2: Teacher asks students to work
in pairs and find the answers in the
conversation.
Step 3: Teacher checks answers by
calling on individual students to read
the complete sentences.
Step 4: Teacher highlights 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), and introduces the
structure “cleft sentence” with “It
is/was ... that/who …”
Step 5: Teacher tells students that they
will learn more about the grammar
point in the following lesson.

Answer key:
1. d
2. a
3. b
4. c

CONSOL - To Step 1: Teacher asks students to talk - Students are 2’

IDATION consolidate about what they have learned in the able to review

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 what students lesson. what they
have learned Step 2: Teacher asks students to have learned
in the lesson; prepare the next lesson. in the lesson.

Cần Thơ, ngày . . . tháng . . . năm . . . .

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