Giáo án Unit 8: Becoming independent Tiếng Anh 11 Global success

Planning date :…/…./2023 Teaching date:… /…./2023 Period:….
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 sentence. 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
- Phần mềm tương tác hoclieu.vn III. PROCEDURES 1. WARM-UP (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 teammates. b. Content:
- Categorizing game: Classify dependent and independent people with some activities c. Expected outcomes:
- Students can distinguish independence and dependence d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS CATEGORIZING GAME Lists of activities:
- Ss work in groups. Each group is given small pieces of
- Independent lifestyle
paper on which activities of dependent and independent + Cook for yourself lifestyle are written.
+ Have good time management
- Each group has to classify them into correct categories.
+ Know how to keep house
- The first team to complete the task correctly is the winner. + keep your body clean
- Teacher asks the winner to go to the board and show the
+ Think twice before deciding correct answers. + Get enough good sleep - Dependent lifestyle + Ask parents for money + Wait parents to cook + 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 give 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 by 2. trust (earn sb’s trust) pictures, or explanations. 3. (to) convince
- Teacher checks students’ understanding with the “Rub out 4. responsible (adj) 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 sentence 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
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?
- What do you think they are discussing? Suggested answers: - 2 friends, pan, food…
- They are discussing about how to cook and how to earn parents’ trust.
Task 2. Read the conversation again and decide who has these skills. (5 mins)
- Ask Ss to read the conversation again and decide
who has the skills 1-3. Have them to pay attention to Answer key:


the key words in the phrases first. Then give them 1. Mark 2. Mai 3. Nam
time to read the conversation again and locate the part
that contains the information for each phrase.
- Then put Ss into pairs to compare their answers.
- Check answers as a class. Encourage Ss to provide
evidence from the conversation, e. g. Mike is good at
managing money because he uses a money-
management app that taught him how to be responsible with money.
Extension: Call out sentences from the conversation
or other statements related to it, but make mistakes, e.
g. Mark can cook, clean the house, and do laundry.
Have Ss stand up when they hear a mistake and say
No! Invite a student to correct the mistake. In stronger
classes, vary the game by having Ss say the wrong statements.
Task 3. Find words and a phrase in 1 that have the following meanings. (5 mins)
Aim: To help Ss revise phrases related to earning parents’ trust. Answer key:
- Have Ss look at the words with scrambled parts. 1 confidence, 2 independent, 3 responsibility 4. money-management
Explain that the words are part of phrases related to
teen independence and they are all used in the conversation in Activity 1.
- Ask Ss to read the definitions and unscramble the
words so that the words / phrases on the left match the definitions on the right.
- Have Ss work individually first. Then check answers as a class.
- Elicit the meaning of any words Ss don’t know or find hard to understand.
Extension: In stronger classes, ask Ss to choose other
phrases from the conversation to scramble for their
partners to guess / unscramble (convince, experience, encourage, etc.)
Task 4. Match the two halves to make sentences used in 1. (5 mins)
Aim: To help Ss identify cleft-sentences used in the conversation. Answer key:
- Tell Ss to read the sentence halves and check 1d 2a 3b 4c comprehension. - Have Ss work individually.
- Check answers by having individual Ss read out the sentences.
- Ask them if they can identify the grammar structure,
i.e. cleft sentences with it is / was - Focus attention on
the beginning of the sentence halves on the left (It’s) and on the right (that / who).
Extension: Put Ss into pairs and have them change
the cleft sentences to sentences with a normal word
order, e. g. 1. My mum is calling me. 2. Earning
parents’ trust took a long time. 3. My parents still
think I don’t have the skills to be independent. 4. The
app taught me to be responsible with money. e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: 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: - 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 a student. Others are advisors.
- Advisors are giving advice on how to live independently.
- 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 give marks to the best group. e. Assessment
- Teacher 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