Giáo án Tiếng Anh Lớp 11 (Global success) - Unit 8: Becoming Independent

 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
 - Gain an overview about the topic becoming independent;
 - Gain vocabulary to talk about becoming independent;
 - Get to know the language aspects: cleft sentences.
 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 prepared to be live independently;
 - Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook, Unit 8, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis 
 Form Pronunciation Meaning
1. independent /ˌɪndɪˈpendənt/ confident and free to do things without needing 
 (adj) help from other people
2. trust /trʌst/ the belief that sb/sth is good, sincere, honest, 
(earn sb’s trust) etc. 
3. (to) convince /kənˈvɪns/ to make someone feel certain that something is 
 true
4. responsible (adj) /rɪˈspɔnsɪbəl/ having the job or duty of doing sth or taking 
 care of sb/sth
5. (to) encourage /ɪnˈkʌrɪdʒ/ to give sb support, courage or hope + Don’t do your homework
 + Need mother to drop you off at school
 + communicate badly with people
 + Eat instant noodles all the time
 e. Assessment
 - Teacher observes the groups and gives feedback.
 2. ACTIVITY 1: PRESENTATION (7 mins)
 a. Objectives: 
 - To get students 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. independent (adj)
- Teacher explains the meaning of the new vocabulary 2. trust (earn sb’s trust) 
by pictures, or explanations. 3. (to) convince 
- Teacher checks students’ understanding with the “Rub 4. responsible (adj) 
out and remember” technique. 5. (to) encourage 
- 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 Ss’ writing of vocabulary on 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 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) make mistakes, e.g. Mai doesn’t have a mobile 
phone. Have Ss stand up when they hear a false 
statement and say No! Invite a student to correct the 
mistake. In stronger classes, vary the game by 
having Ss say the false statements.
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 Answer key:
need to find in the conversation to match are related 1. confidence
to earning parents’ trust. 2. independent
- In weaker classes, provide some extra clues, e.g. 3. responsibilities
No 1 is a noun beginning with the letter ‘c’. No 2 is 4. money-management
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.
- Have Ss work individually first. Then check 
answers as a class.
Extension: In stronger classes, ask Ss to choose 
other words or phrases from the conversation. In 
pairs, Ss write short definitions of them or other 
clues to help guess the words/phrases. Ask pairs to 
take turns reading their definitions or clues for the 
rest of the class to guess the word/phrase or find it 
in the conversation, e.g. a person’s mother and 
father (parent), Nam says that he uses this to 
manage his time. (time-management app).
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 
- Check answers by having individual Ss read out 2. a 
the sentences. 3. b 
- Focus attention on the beginning of each sentence 4. c
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. 
* Vocabulary
1. independent (adj)
2. trust (earn sb’s trust) 
3. (to) convince 
4. responsible (adj) 
5. (to) encourage 
- Task 1: Listen and read.
- Task 2: Decide who has these skills.
- Task 3: Find words and a phrase.
- Task 4: Match the two halves to make sentences.
- Task 5: Role-play
*Homework - 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
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To stir up the atmosphere and activate students’ knowledge on the topic of independent 
 lifestyle;
 - To enhance students’ skills of cooperating with teammates.
 b. Content:
 - Watch a video and list out what to do to become independent.
 c. Expected outcomes:
 - Students can listen and find out some ways to become independent.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Watch a video Link: 
- Ss work in 4 groups. Each group is given a big-sized Suggested answers:
piece of paper and markers. - Learn how to save
- Ss watch the video once and list out what to do to be - Set rules for yourself
independent. - Cap your spending
- All teams stick the paper on the board. - Respect to be respected as an individual
- Teacher checks 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 fall-rise intonation in invitations, suggestions and polite 
 requests.
 - To help Ss practise fall-rise intonation in invitations, suggestions and polite requests.
 b. Content: - 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 “Teens and independence”.
 - To help Ss practise the words in meaningful contexts.
 b. Content:
 - Task 1: Match the words with their meanings. (p.88)
 - Task 2: Complete the sentences using the correct forms of the words in 1. (p.88)
 c. Expected outcomes:
 - Students understand the meaning of words, memorise them and are able to use them in 
 meaningful context.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Match the words with their meanings. (6 mins)
- Ask Ss to work individually to do the matching. Then put them in 
pairs to compare their answers and discuss the meaning of each word. Answer key:
- In weaker classes, make sure Ss understand the abbreviations in 1. e
brackets (v, n, adj). Read each word and elicit the part of speech they 2. d
need to look for in the given definitions, e.g. What part of speech do 
 3. b
you need to look for in the definition of ‘self-motivated’? Which 
definition begins with an adjective? 4. c
- Have Ss match each word with its meaning. 5. a
- If necessary, do the first one as an example before asking Ss to match 
the rest individually or in pairs. 
- Weaker Ss may look up the words in the glossary.
- Check answers as a class.
Task 2. Complete the sentences using the correct forms of the words in Task 1 (6 mins)
- Tell Ss to read the sentences carefully and decide which word in 
Activity 1 can be used to complete each of the sentences. Tell them to Answer key:
change the forms of some of the words if necessary. 1. trust 
- Ask Ss to work individually to complete the sentences. Remind them 2. life skills
to use the context clues to help them decide on each word. Then put 
 3. self-study
Ss into pairs to compare their answers with a partner. 
 4. manage 
- Have Ss call out the word they have used in each sentence before 
checking answers as a class. 5. self-motivated
Extension: In stronger classes, have Ss play a game. Put them into 
groups and have each group create a short meaningful text using the 
five words. They can do that orally or in written form. Give groups a 
time limit of three minutes. The group with a coherent text and 
grammatically correct sentences is the winner. Example: My friend is 
highly self-motivated. She studies hard, does a lot of self-study, and 
gets very good marks at school. She has also learnt many basic life