Unit 8

Date of preparing: 17/02/2024
Period: 71
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;
3. Personal qualities
- Be responsible for their own lives and get prepared to live independently in the near
future
- Be honest to earn trust from parents and other people
- Actively join in class activities & develop their 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 (n) /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
GV: NGUYỄN NGỌC AN THI 1

5. (to) encourage /ɪnˈkʌrɪdʒ/ to give sb support, courage or hope
Assumption
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
- Provide vocabulary and useful language before
a speech
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 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 between independence and dependence
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

CATEGORIZING GAME Lists of activities:
- Ss work in 4 groups. Each group is given small - Independent lifestyle
pieces of paper on which activities of dependent and + Cook for yourself
independent lifestyles are written. + Have good time management
- Each group has to classify them into correct + Know how to keep house
categories. + Keep your body clean
- The first team to complete the task correctly is the + Think twice before deciding
winner. + Get enough good sleep
- Teacher asks the winner to go to the board and show - Dependent lifestyle
the correct answers. + Keep asking parents for money

+ Wait for parents to cook
+ Not do the 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 to learn the vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
- Students can identify some new words related to the topic before they read.
d. Organisation

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. convince (v)
- Teacher checks students’ understanding with the “Rub 4. responsible (adj)
out and remember” technique. 5. encourage (v)
- 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 in their notebooks.
3. ACTIVITY 2: PRACTICE (20 mins)

a. Objectives:
- To help students get to know the topic.
- To introduce more words and phrases related to the topic ‘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)
- Students can understand the content of the text and complete the tasks successfully.
d. Organisation

Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the picture 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 the picture?
- What do you think they are discussing?
Suggested answers:
- 3 friends, pan, mob,...
- They are discussing housework and how to earn
parents’ trust.
Task 2. Read the conversation again and decide who has these skills. (5 mins)
- Go through the three skills and ask for each one,
e.g. Who can manage their money? Who helps Answer key:
with the household chores? Who is good at 1. Mark
managing their time? 2. Mai
- Have Ss write their answers. Then give them 3. Nam
time to read the conversation again and locate the
speaker’s line that contains information for each
skill.
- Check answers as a class. Encourage Ss 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.
Extension: Call out sentences from the
conversation or other statements related to it, but
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 Answer key:
Ss need to find in the conversation to match are 1. confidence
related 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 4. money-management
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.
- 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 4. c
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 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss practise speaking skills;
- To help Ss memorise the basic knowledge on how to become independent.
b. Content:
- Role-play
- Students can give a short talk about how to live independently.
d. Organisation

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. The
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 gives marks to the best group.
e. Assessment
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
Board Plan
Date of teaching
Unit 8: BECOMING INDEPENDENT
Lesson 1: Getting started
*Warm-up

* Vocabulary
1. independent (adj)
2. trust (earn sb’s trust)
3. convince (v)
4. responsible (adj)
5. encourage (v)
- 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

Period: 72

Lesson 2: Language
I. OBJECTIVES
1. Knowledge
- Use the lexical items related to the topic Becoming independent;
- Identify and pronounce fall-rise intonation in invitations, suggestions and polite
requests;
- Review the use of cleft sentences.
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 & develop self-study skills.
- Be willing to help their friends to complete learning tasks
II. MATERIALS
- Grade 11 textbook, Unit 8, Language
- hoclieu.vn
Language analysis
Structure Example
Cleft sentences with It is/was …
who/that… 1. It was Nam that/who taught Mai how to use the
app in the library last weekend. (Focus on Nam - S)
- A cleft sentence is used to focus on a
2. It was the app that Nam taught Mai how to use in
particular part of the sentence and to
the library last weekend. (Focus on the app - O)
emphasize what we want to say.
3. It was in the library that Nam taught Mai how to
use the app last weekend. (Focus on Nam - A)
It is/was + S/O/A + that/who ….
Assumption
Students are reluctant to work in groups. - Encourage students to work in pairs and in groups so
that they can help each other.

a speech - Provide vocabulary and useful language before
assigning tasks
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;
b. Content:
- Watch a video and list out what to do to become independent.
- Students can listen and find out some ways to become independent.
d. Organisation

Watch a video Link: https://www.youtube.com/watch?
- Ss work in 4 groups. Each group is given a big-sized v=VLCgMkTIdLA
piece of paper and markers. Suggested answers:
- Ss watch the video once and list out what to do to be - Learn how to save
independent. - Set rules for yourself
- All teams stick the paper on the board. - Cap your spending
- Teacher checks the answers of each group. - Respect to be respected as an individual
- 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.
b. Content:
- Task 1: Listen and repeat. Pay attention to the fall-rise intonation in the following sentences.
(p.87)

- Task 2: Listen and pay attention to the fall-rise intonation in the following sentences. Then
practice saying them in pairs. (p.87)
- Students can say the sentences with correct fall-rise intonation in invitations, suggestions
and polite requests.
d. Organisation

Task 1: Listen and repeat. Pay attention to the fall-rise intonation in the following sentences. (5
mins)
- Ask Ss to listen to the sentences. Have them pay
attention to the fall-rise intonation in invitations, 1. Would you like a cup of tea?
suggestions and polite requests.
- Ask Ss to listen to the sentences again, but this time,
have them repeat the sentences. 2. Why don’t you answer your phone?
- Have Ss read the notes in the Remember! box.
3. Would you like me to help you install the
- Ask Ss to work in pairs and take turns to read the
sentences. Call on some Ss to read them out loud. software?
- In stronger classes, T can explain that the fall-rise
intonation helps make invitations, suggestions, and 4. Can you show me the money-management
requests sound friendlier or more polite. app you told me about?
Task 2: Listen and pay attention to the fall-rise intonation in the following sentences. Then
practise saying them in pairs. (7 mins)
- Ask Ss to listen and pay attention to the sentences 1. Shall we now talk about other learning
with the fall-rise intonation.
methods?
- Have Ss listen to the recording again, pausing after
each sentence for Ss to repeat. Correct any wrong 2. Could you please pay attention when I’m
pronunciation. talking to you?
- In stronger classes, ask individual Ss to read each 3. Why don’t we use public transport to go to
sentence first, and then play the recording for them to
check if they have correctly said the sentences. school?
- Ask Ss to work in pairs and take turns to practise 4. Would you like to join our cooking
reading the sentences. Call on some Ss to read them
out loud. course?
Extension: In stronger classes, have Ss write their
own sentences expressing invitations, suggestions,
and requests. Encourage them to say the sentences in
front of the class. Have the rest of the class say if
they are using the correct fall-rise intonation to sound
friendlier or more polite.
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 “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)
- Students can identify the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation

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 Answer key:
word. 1. e
- In weaker classes, make sure Ss understand the abbreviations in 2. d
brackets (v, n, adj). Read each word and elicit the part of speech they 3. b
need to look for in the given definitions, e.g. What part of speech do
you need to look for in the definition of ‘self-motivated’? Which 4. c
definition begins with an adjective? 5. a
- Have Ss match each word with its meaning.
- 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 Answer key:
to change the forms of some of the words if necessary. 1. trust
- Ask Ss to work individually to complete the sentences. Remind 2. life skills
them to use the context clues to help them decide on each word. 3. self-study
Then put Ss into pairs to compare their answers with a partner.
4. motivate
- 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
motivates her classmates. She has also learnt many basic life skills
like cooking meals, cleaning the house, managing time and money.
She has earned her parents’ trust.

e. Assessment
4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss recognise cleft sentences with it is/was … that/who.
- To help Ss practise cleft sentences with it is/was … that/who.
b. Content:
- Task 1. Rewrite the sentences using cleft sentences focusing on the underlined parts. (p.88)
- Task 2. Ask and answer questions about the chores you and your family members do at
home. Use cleft sentences. (p.87)
- Students identify how to use the cleft sentence and can apply it to give a short talk on the
given topic.
d. Organisation

Task 1. Rewrite the sentences using cleft sentences focusing on the underlined parts. (6 mins)
- Focus Ss’ attention on the Remember! box. Ask them to Answer key:
read the explanations and the examples. 1. is John that/who is saving his pocket
- Check understanding by asking questions, e.g. When do money
speakers/writers use cleft sentences? (when they want to 2. is 20 dollars that he gets every week
focus on a particular part of the sentence), What is the 3. was last weekend that John earned
structure of this type of cleft sentence? (begins with It and 4. was gifts for friends and family
the focus of the sentence is put after is / was). members that
- Have Ss do the sentences individually or in pairs. 5. is by doing household chores with
- Check answers as a class. children that parents
- In weaker classes, write the sentences on the board and
explain the structures, e. g. ‘It was at the age of seven that I
started getting pocket money’ has the same meaning as ‘I
started getting pocket money at the age of seven’ but the
former focuses on ‘at the age of seven’ while the latter does
not.
- In stronger classes, explain that there are other cleft
sentences (What they like is …, All I need is …) and give Ss
examples if necessary.
Task 2. Ask and answer questions about the chores you and your family members do at home.
Use cleft sentences. (7 mins)
- Have Ss read the instructions and example, and make sure Suggested answer:
they understand the context and what they have to do. In A: Is it your mum who does the laundry
weaker classes, model a short conversation with a student. at home?
- Have Ss first brainstorm verbs that can be used in the B: No, it is my brother who does the
clauses, and write them down as prompts, e.g. do the laundry. Is it you who tidies up your
laundry, vacuum the floor, water the plants, walk the dog,

make the beds, iron the clothes. room?
- Put Ss in pairs and have them take turns to ask and answer A: Yes, it is who tidies up my own room.
the questions. Encourage Ss to respond to their partners’
statement, e.g. That’s great! Amazing! Good for you.
Really? I can’t believe it.
- Walk round and help if necessary.
- Invite some Ss to report back to the class, e.g. This is what
I found out. It's Nam's mum who does the laundry in his
family. It's Nam who vacuums the floor.
e. Assessment
a. Wrap-up
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.
Board Plan
Date of teaching
Lesson 2: Language
*Warm-up
Watch a video
Pronunciation
- Task 1: Listen and repeat.
- Task 2: Read the sentences,
Vocabulary
- Task 1: Match the words with their meanings.
- Task 2. Complete the sentences.
Grammar
- Task 1. Rewrite the sentence..
- Task 2. Ask and answer questions.
*Homework

Period: 73
Lesson 3: Reading – How to become independent
I. OBJECTIVES
1. Knowledge
- Develop reading skills for general ideas and for specific information about how to live
independently.
2. Competences
future
II. MATERIALS
- Grade 11 textbook, Unit 8, Reading
- hoclieu.vn
Assumption
1. Students may lack knowledge about Provide students with the meaning and pronunciation of
some lexical items. words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so that
skills.
they can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
independent;

- To set the context for the reading part;
b. Content:
- Guessing game
- Students can find out the keywords based on the definitions given by the teacher.
d. Organisation

Guessing game Suggested words: cook, live alone, get around,
- Ss work in groups. relax, communicate, work
- Call one student from each group to the board to
pick a piece of paper, then explain the written
word by using body language.
- The rest of the groups must guess the word, if
they are wrong, the chance is passed to others.
- The groups with more correct answers will be
the winner.
e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-READING (8 mins)

a. Objectives:
- To introduce the topic of the reading and get Ss involved
b. Content:
- Task 1: Tick the appropriate box to see how independent you are. Add up your points. If
your total score is nine or above, you are independent. Compare with a partner. (p.89)
- Students can reflect on how independent they are.
d. Organisation

Task 1. Tick the appropriate box to see how independent you are. Add up your points. If your
total score is nine or above, you are independent. Compare with a partner. (8 mins)
- Focus Ss' attention on the heading and the table.

- Have Ss read through the rubrics. Invite some Ss to read the questions out Students’ answer
loud while others follow along and tick the correct boxes. Have Ss add up their
points according to their answers.
- Ask Ss to work in pairs to compare their answers. Invite some Ss to share
their answers with the class, e.g. I have 3 points for question 1, 6 points for
questions 2, 3, and 4, and 1 point for question 5. My total score is 10. I’m an

independent teenager.
- Lead in to the topic of the reading text, e. g. Would you like to become more
independent as a teenager? You’ll find more information about the skills
necessary for an independent teenager in the following article.
e. Assessment
- Teacher observes and gives feedback.
3. ACTIVITY 2: WHILE-READING (21 mins)

a. Objectives:
- To help Ss practise guessing the meaning of words from context;
- To develop reading skills for general information;
- To develop reading skills for specific information.
b. Content:
- Task 2: Read the text. Match the paragraphs (A-C) with their headings (1-5). There are
TWO extra headings. (p.89)
- Task 3: Read the text again and match the highlighted phrases in the text with their
meanings. (p.90)
- Task 4: Read the text again. Complete the diagrams with information from the text. Use no
more than TWO words for each gap. (p.90)
- Students can understand ideas of the text and complete the tasks successfully
d. Organisation

Task 2. Read the text. Match the paragraphs (A-C) with their headings (1-5). There are TWO
extra headings. (7 mins)
- Have Ss read the whole text quickly to get an overall idea. Walk round the
class and provide help if necessary. Answer key:
- In weaker classes, go through the options and check A-5
- Ask Ss to work in pairs to discuss and compare their answers. B-4
- In weaker classes offer help if they cannot decide on the correct answers. C - 3
Explain that each heading should cover the main content of the paragraph it
heads. To do the matching, Ss should read through all the headings, underline
the key words and look for them or their synonyms in the paragraphs, e. g.
heading 3 Develop time-management skills should go with paragraph C as we
can find the key words time, management and their related words (schedule,
sleep, hours, etc.) in this paragraph.
Task 3. Read the text again and match the highlighted phrases in the text with their meanings.
(7 mins)
- Ask Ss to read the article again.

- Focus Ss’ attention on the context of the highlighted words and have them Answer key:
look for clues offering direct or indirect suggestions about their meanings, e. g. 1. c
Ss can match ‘1. get around’ with ‘c. to be able to travel to different places’ 2. e
because they can use the words ‘transport, walking, cycling’ as clues. 3. b
- If necessary, tell Ss that all phrases are phrasal verbs and their meaning is 4. a
idiomatic. 5. d
- Have Ss guess the meaning of each of the words, based on the context. Tell
them to work individually first, then compare their choices with a partner.
Task 4. Read the text again. Complete the diagrams with information from the text. Use no more
than TWO words for each gap. (7 mins)
- Have Ss look at the diagrams and read through the steps. Check Ss’
Key:
understanding and explain new / difficult vocabulary for them if necessary.
- Ask Ss to read the text again. Have Ss work individually and fill the gaps. 1. many solutions
Encourage them to discuss and compare their answers with a partner. 2. best option
- Check answers as a class. Have Ss explain the answers by providing evidence
from the article. 3. a to-do-list
Extension: Have Ss create a diagram with information from paragraphs. Help 4. night’s sleep
Ss by asking questions about the paragraph, e.g. What basic life skill should
you learn first? (Getting around using public transport, walking or cycling)
What is the next skill should you learn? (Communicating well and developing
good relationships with people). Ask Ss to work in groups and present their
diagrams to the class.
e. Assessment
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: Which of the skills mentioned in the text do you have? What other skills do you
think teenagers need to become independent?
- Students can use the language and ideas from the unit to reflect on their own lifestyle.
d. Organisation

Task 5. Discussion Suggested answer:
From the skills mentioned in the text, both of

us have several basic life skills such as getting
- Ask Ss to work in groups of three or four.
around by ourselves, cooking healthy meals for
- Have Ss talk about the skills they have, brainstorm our family, cleaning the house, and doing
and suggest other skills they think they need to laundry. Unfortunately, we don’t quite know
become independent.
how to manage our money and time. It is the
- In stronger classes, encourage Ss to use cleft money-management and time-management
sentences if possible, e.g. It is getting around using skills that we have to develop. Also, we agree
public transport that teenagers need to become that teenagers need emotional skills. It’s
independent or It is the time-management skills that I important for teens to understand and manage
already have.
their emotions. It is emotional skills that help
- Ask Ss from different groups to share their ideas teenagers behave appropriately, make friends,
with the rest of the class. Praise for good answers and and become independent.
fluent delivery.
e. Assessment
- Teacher’s observation on Ss’ discussion.
a. Wrap-up
b. Homework
- Write a short paragraph about some skills teenagers should have to live independently.
- Prepare for the next lesson – Speaking.
Board Plan
Date of teaching
Unit 8: Becoming Independent
Lesson 3: Reading – How to become independent
*Warm-up
- Task 1: Tick the appropriate box.
- Task 2: Match the paragraphs with their headings.
- Task 3: Match the highlighted phrases in the text with their meanings.
- Task 4: Complete the diagrams.
- Task 5: Discussion
*Homework

Period: 74

Lesson 4: Speaking – Learning basic life skills
I. OBJECTIVES
1. Knowledge
- Give detailed instructions on learning basic life skills;
- Memorize vocabulary to talk about a basic life skill.
2. Competences
- Gain some language expressions to talk about life skill;
- Talk about the steps to give instructions for learning a life skill;
- Develop presentation skills;
future
II. MATERIALS
- Grade 11 textbook, Unit 8, Speaking
- hoclieu.vn
Language analysis
To give instructions, you should use:

• the imperative form of the verb
Example: Don’t …/Avoid …/Make sure …
• modal verbs
Example: You could …/You should …/ You mustn’t …
• linking words or phrases\
Example: First,/To begin with,/First of all, … Second,/Secondly, …
Then,/After that,/In addition, … Last but not least,/Finally, …
Assumption

Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
help each other.
- Give short, clear instructions and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on a basic life skill;
- To set the context for the speaking part;
b. Content:
- Watch a video on how to boil eggs.
- Students can follow the instructions and memorise some of the steps.
d. Organisation

Watch a video Link:
- Teacher asks Ss to watch a video about how to boil https://www.youtube.com/watch?
eggs. v=FTha4zARGN4
- Students watch the video and note down the steps of
how to boil eggs. Ss raise hands to answer some Questions:
questions related to the video. + What should we prepare?
+ What are the steps to boil eggs?
e. Assessment
- Teacher observes the students’ interactions, collects their answers and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (10 mins)

a. Objectives:
- To introduce more ideas for the main speaking task and get Ss involved in the lesson.
- To help Ss learn how to give detailed instructions on how to do the laundry.
b. Content:
- Task 1: Work in pairs. Discuss these questions. (p. 90)
- Task 2: Read the following instructions on how to do laundry. Circle the correct answers.
(p.90)
- Students can get some ideas on how to do the laundry.
- Students can identify the language and structures to give detailed instructions.
d. Organisation

Task 1. Work in pairs. Discuss these questions. (4 mins)
- Ask Ss to have a look at the pictures and ask, What is the man doing? What Key:
life skill are the pictures showing? (He’s loading a washing machine. He’s 1. B
adding washing detergent to the detergent drawer. They are showing how to 2. D
use a washing machine.) 3. E
- Have Ss work in pairs to discuss the first question. Set a time limit of two 4. C
minutes and invite some pairs to share their answers with the class. 5. A
- Tell Ss to look at the diagram and read through the steps. Explain any new
words or phrases.
- Have Ss put the steps in order. Encourage them to work with a partner.
- Give Ss two minutes to memorise the steps, then ask them to close their
books. Then call out a number, e.g. Two. Have the class say the correct step,
e.g. Add the washing powder or liquid. In stronger classes, have Ss test each
other in pairs.
Task 2. Read the following instructions on how to do laundry. Circle the correct answers. (6 mins)
- Ask Ss to read the instructions and the tips carefully, focusing on how to do
the laundry and check their comprehension. Key:
- Have Ss decide on the right choices. Tell them to work in pairs to check and 1. sort
discuss their answers. 2. Secondly
- Check answers as a class. 3. load
- Alternatively, call on some Ss to take turns and share their answers with the
4. remove
whole class. Correct any wrong answers. In stronger classes, ask other Ss to
5. Finally
decide if the answers are correct and give explanations.
e. Assessment
3. ACTIVITY 2: LESS CONTROLLED PRACTICE (10 mins)

a. Objectives:
- To give Ss an opportunity to practise giving instructions on how to cook rice in a rice
cooker.
b. Content:
- Task 3. Work in pairs. Read the steps in cooking rice in a rice cooker. Use the model in 2
and the tips above to give instructions. (p.91)
- Students can give instructions on cooking rice in a rice cooker.
d. Organisation
Task 3. Work in pairs. Read the steps in cooking rice in a rice cooker. Use the model in 2 and the
tips above to give instructions. (10 mins)

- Ask Ss to study the pictures with steps in cooking rice in a
Suggested answer:
rice cooker. Tell them that this is one of the basic life skills
teenagers need to become independent. There are several steps in cooking rice
- Check to make sure Ss understand the vocabulary used in in a rice cooker. First of all, rinse the
the pictures. Explain any difficult words / phrases or rice to remove any dirt. Secondly,
structures. measure the rice and the water. You
- Have Ss refer back to the sample and tips in Activity 2 to should add two cups of water for every
help them. Ask Ss to work in pairs. They should give cup of regular rice. Then, combine the
instructions to each other on how to cook rice in a rice rice and the water in the non-stick bowl
cooker.
that comes with the rice cooker. Finally,
- Walk round to provide help if necessary.
turn on the rice cooker and wait for a
Extension: Have Ss think of another life skill and write
detailed instructions, e. g. cleaning your bedroom. There are few minutes until the rice is cooked.
several steps in cleaning your bedroom. First of all, pick up
all rubbish and throw it away. Secondly, pick up any dirty
clothes and put them in the laundry basket. Next, remove
your bed sheets, put them in the laundry basket, and put the
new ones on. Then, wipe all surfaces clean with a wet cloth
or dust the furniture. Finally, clean the floor or vacuum the
carpet. You could also sweep the floor with a broom and
clean it with a wet cloth.
e. Assessment
4. ACTIVITY 3: FURTHER PRACTICE (17 mins)

a. Objectives:
- To give Ss an opportunity to further practise giving instructions.
- To help some students enhance their presentation skills;
b. Content:
- Task 4. Work in groups. Add more steps or tips, and report to the whole class. Vote for the
best recipe for cooking rice in a rice cooker. (p.91)
- Students can use the language and ideas from the unit to further practise giving instructions.
d. Organisation

Task 4. Work in groups. Add more steps or tips, and report to the whole class. Vote for the best
recipe for cooking rice in a rice cooker. (17 mins)
- Ask Ss to work in groups of three to discuss and Suggested answer:
decide on the additional steps or tips in cooking rice

in a rice cooker. Additional steps
- In weaker classes, provide more help by making 1. Use cold water to rinse the rice to remove
suggestions of the steps and tips by asking questions,
dirt and starch. For best results, rinse the rice
e.g. Do you use a non-stick container in the cooker?
Do you have to clean the container? Should you until the water runs clean.
check if the rice cooker works? Is it necessary to 2. Read the rice cooker instruction manual.
3. There are different types of rice so make
identify the type of rice to find out how much water it
needs? etc. You can offer help by writing or sure you adjust the rice to water ratio
projecting the questions / steps / tips on the board.
accordingly.
- Walk round the class to provide help when
necessary. 4. Measure the rice and water: 2 cups of water
for 1 cup of white rice.
- Invite some groups to present their instructions with
5. Combine the rice and water in the non-stick
additional steps / tips clearly in front of the class.
- Praise groups for good effort and clear, detailed bowl.
instructions. 6. Turn the cooker on and wait until the rice is
cooked.
7. Let the rice sit in the rice cooker for 10
minutes after cooking to make it fluffy.
8. Do not leave the cooked rice in the rice
cooker overnight.
9. Clean the non-stick bowl with a soft sponge.
Additional recipe tips
1. Use chicken broth or coconut juice instead
of water to add flavour.
2. Put dried spices in the water before turning
the cooker on.
3. Add fresh herbs to the rice before cooking.
e. Assessment
a. Wrap-up
b. Homework
- Prepare for the next lesson – Listening.
Board Plan
Date of teaching
Unit 8: Becoming independent
Lesson 4: Speaking – Learning basic life skills

*Warm-up
- Task 1: Discuss the questions.

- Task 2: Choose the correct answers.
- Task 3: Give instructions on how to cook rice.
- Task 4: Add more steps or tips, and report to the whole class.
*Homework

Period: 75

Lesson 5: Listening – Becoming independent learners
I. OBJECTIVES
1. Knowledge
- Listen for main ideas and specific information in a conversation about becoming
independent learners.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details
future
II. MATERIALS
- Grade 11 textbook, Unit 8, Listening
- hoclieu.vn
Assumption
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)

a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on becoming independent
learners;
- To set the context for the listening part.
b. Content:
- Reorder steps when you want to learn a new thing.
- Students can identify steps to follow when learning a new thing.
d. Organisation

Reorder the steps Steps:
- Show some jumbled sentences on the screen. 1. Reward yourself at important milestones.
- Ss discuss in pairs to put the steps in the correct 2. Learn through practical experience.
order when they want to learn a new thing. 3. Teach yourself using many sources.
- Ss raise their hands to answer. 4. Compare your work with an expert's.
- Teacher checks answers as a class. Suggested answer: 3-2-4-1
e. Assessment
- Teacher collects Ss’ answers and gives feedback.
2. ACTIVITY 1: PRE-LISTENING (4 mins)

a. Objectives:
- To introduce the topic of the listening and set the context.
b. Content:
- Task 1. Tick the columns to complete the following table about you. Compare your answers
in pairs. (p.91)
- Students can identify characteristics of independent learners.
d. Organisation

Task 1. Tick the columns to complete the following table about you. Compare your answers in
pairs. (4 mins)
- Ask Ss to look at the title and the table.
- Have Ss read through the questions in the table and check
comprehension. Explain or teach any difficult vocabulary. Students’ answer.
- Ask Ss to tick the columns and compare their answers with
a partner. If Ss have 3 ‘yes’ answers or more, they have
characteristics of independent learners.
- Invite some pairs to share their answers with the whole
class, e.g. I can say that my partner / classmate / friend Ngoc

Minh has characteristics of an independent learner. She said
‘yes’ to all the 4 questions.
e. Assessment
3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for the main idea and specific information about becoming
independent leaners
- To provide Ss with some basic information about becoming independent learners.
b. Content:
- Task 2. Listen to a conversation between Mai and Mike, and choose the correct answers A,
B, or C. (p.91)
- Task 3. Listen to the conversation again and answer each of the following questions using
no more than THREE words or numbers. (p.92)
- Students can catch the main idea as well as specific details of the recording and complete
the tasks successfully.
d. Organisation

Task 2. Listen to a conversation between Mai and Mike, and choose the correct answers A, B, or
C. (6 mins)
- Tell Ss that they are going to listen to a conversation between Mai and Answer key:
Mike. 1. C
- Ask Ss to read through the questions and the choices before they listen to 2. A
the talk. 3. B
- Make sure that Ss understand the vocabulary. Elicit or explain any 4. B
unfamiliar or difficult words.
- Play the recording and have Ss do the activity.
- If necessary, play the recording again, pausing at the places where they
can get the correct information. Remind Ss that incorrect choices are often
“irrelevant” (i.e., not meet the requirements) or “too narrow” (i.e., only
representing part of the talk) or “too general” (i.e., too broad or too vague).
In question 1, choices A and B are too narrow, while in question 4 (which
asks for the information not mentioned in the recording) choices A and C
are irrelevant as they are mentioned in the recording.
- In stronger class, invite some Ss to give answers and have the rest of the
class check if they are correct. Ask them to provide explanations for their
answers.

Task 3. Listen to the conversation again and answer each of the following questions using no
more than THREE words or numbers. (7 mins)
- Give Ss some time to read through the questions and underline key words
to help them work out the answers. Answer key:
- Focus Ss’ attention on the instruction ‘using no more than THREE words 1. Four / 4
or a number’. 2. Their own learning
- Ask Ss if they can answer any of the questions without listening to the 3. (Detailed) study plans
recording again. Write their answers on the board.
4. Asking difficult
- Play the recording once in stronger classes and twice in weaker classes.
questions
- If time allows, ask Ss to discuss their answers in pairs.
- Check answers as a class. Play the recording, pausing at the places where
Ss can hear the answers.
e. Assessment
- Teacher’s observation on Ss’ performance and answers
4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:
- To check students’ understanding and recall the information in the recording;
- To help students enhance their presentation skills;
- To practise team working;
b. Content:
- Task 4: Work in groups. Discuss the following questions. (p.92)
- Students can use the language and ideas from the unit to talk about their characteristics of
independent learners.
d. Organisation

Task 4: Work in groups. Discuss the following questions.
- Ask Ss to work in groups. Have Ss decide which of the Suggested answer:
characteristics of independent learners mentioned in the Hi, I’m Khoi. There are three students
conversation they have. in our group: Minh, Quang, and me.
- Tell Ss to make a list and add the names of the people next to We are all self-motivated, responsible,
the relevant characteristics. hard-working, and curious. However,
- In stronger classes, have Ss discuss why they think they have we think independent learners need
these characteristics and note down the answers on the list. more skills. Minh wants to develop
- Brainstorm some more characteristics of independent critical thinking skills because these
learners and write them as prompts, e.g. critical thinking, self- skills will help her make better
confident, discipline, self-evaluation. Ask Ss to explain each decisions. Quang needs time-

one or give examples, e.g. They think critically of a situation, management skills to get more done in
analyse all possible sides and come up with different less time. I’d like to be more self-
solutions. confident so as to deal with
- Give Ss some time to discuss and decide on the challenges, overcome difficulties, and
characteristics they want to develop in the future. Encourage better communicate with people.
them to provide reasons, e.g. I want to develop critical
thinking skills because these skills will help me make better
decisions.
- Invite Ss from each group to present a summary of their
discussions to the class.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
a. Wrap-up
b. Homework
- Prepare for the next lesson – Writing.
Board Plan
Date of teaching
Lesson 5: Listening – Becoming independent learners
*Warm-up
- Task 1: Tick the columns.

- Task 2: Choose the correct answers A, B, or C.
- Task 3: Answer the questions.
- Task 5: Discussion.
*Homework

Period: 76

Lesson 6: Writing – An article about pros and cons of self-study
I. OBJECTIVES
1. Knowledge
- Gain an overview about how to write an article;
- Write an article about the pros and cons of self-study.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
future
II. MATERIALS
- Grade 11 textbook, Unit 8, Writing
- hoclieu.vn
Assumption
Students may have underdeveloped - Guide students to make an outline before they write.
writing skills. - Encourage students to work in pairs and in groups so
that they can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and inspire students by a video;
- To set the context for the writing part;
b. Content:
- Watch a video

- Students feel excited about self-study.
d. Organisation

Watch a video Link:https://www.youtube.com/watch?
- Teacher asks Ss to watch a video. v=mtYahZhsy0M
- Ss watch the video and note down as many ways of Questions:
self-learning as possible. - Name some ways of self-learning mentioned
- Teacher calls students randomly to give the ideas of in the video?
self-learning by asking some questions related to the - Which ways have you applied to learn by
video. yourself?
- Can you name other ways of self-learning?
e. Assessment
- Teacher collects Ss’ answers and gives feedback.
2. ACTIVITY 1: PRE-WRITNG (9 mins)

a. Objectives:
- To help students develop ideas for their writing;
- To help students revise some common expressions in writing an article.
b. Content:
- Task 1: Work in pairs. Read the following ideas and decide if they are pros or cons of self-
study. Think of other pros and cons to add. (p.92)
- Students can identify the structure and get familiar with the language of an article.
d. Organisation

Task 1. Work in pairs. Read the following ideas and decide if they are pros and cons of self-study.
Think of other pros and cons to add. (9 mins)
- Have Ss work in pairs. Focus their attention on the title and the picture and
ask questions, e.g. What does the picture show? What is he doing? Is he Answer key:
studying on his own? Do you know what pros and cons mean? Elicit Ss’ Pros: 1, 3, 5
answers.
- Tell them to look at the table and read through the statements. Explain any Cons: 2, 4, 6
new words.
- Put them in pairs to discuss and decide if they are pros or cons of self-study.
- Ask Ss to tick the columns, then discuss and check their answers with a
partner.
- Encourage Ss to think of other pros and cons of self-study, e.g. pros: Ss can
learn at their own pace. Cons: Ss miss the opportunity to learn things from
teachers and peers.

e. Assessment
- Teacher checks Ss’ answers and gives feedback.
3. ACTIVITY 2: WHILE-WRITING (16 mins)

a. Objectives:
- To help Ss practise using some common structures in an article;
- To help Ss write a complete article about the pros and cons of self-study.
b. Content:
- Task 2. Write an article about the pros and cons of self-study. Use the ideas in 1 and the
outline with useful expressions below to help you. (p.92)
- Students are able to write a complete article about pros and cons of self-study.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 2. Write an article about the pros and cons of self-study. Use the ideas in 1 and the outline
with useful expressions below to help you. (16 mins)
- Explain the task. Ask Ss to refer back to the Suggested answer:
suggested ideas in 1, and study the outline with Pros and cons of self-study
the expressions in the box. Independent learning often involves self-study –
- If necessary, ask Ss to go back to the model learning at home without a teacher. Let’s look at its
on page 34 in Unit 3 and revise the different pros and cons.
parts of an article. First of all, self-study gives learners more freedom.
- Remind Ss that writers often provide detailed They decide what they should study and how to study
explanations or examples to support each idea depending on their abilities. Secondly, it can make
in a learners responsible. They set their learning goals
paragraph, e.g. Self-study gives learners more and make study plans to achieve them. Finally, it
freedom. They decide what they should study makes them more confident. Completing tasks and
and how to study depending on their abilities. solving problems on their own boost learners’
- Set a time limit for Ss to write in class. confidence.
- In weaker classes, put Ss in pairs or groups to On the other hand, learners may need more time to
help each other. Walk round the class to learn things. They study at their own pace, with no
provide help. one to push them or help them. Moreover, they may
- If time allows, encourage Ss to swap their not develop certain life skills. For example, as they
writing with a partner for peer feedback. Ask always study alone, they may have difficulty
them to communicating or developing relationships. Finally,
focus on the content, language, and structure in they may not learn practical skills. Focusing too
their comments. Encourage Ss to make some much on theoretical knowledge, they may fail to
revisions based on their partners’ suggestions apply their academic skills in real life.
before they produce a final draft. In conclusion, learners should understand both the

- Collect Ss’ articles and give face-to-face advantages and disadvantages to choose the right
feedback in private, or give them back with option. However, as education is changing all the
some written feedback. time, they may have to get used to the challenges of
independent learning.
e. Assessment
4. ACTIVITY 3: POST-WRITING (12 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation

CROSS-CHECKING Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss 2. Legibility: …/10
do the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner 5. Grammar usage: …/10
and discuss how to improve it. TOTAL: …/50
- Teacher then chooses one piece of writing and gives
feedback on it as a model.
- Teacher chooses some useful or excellent words/ phrases/
expressions/ word choices Ss have used to give suggestions
to other Ss
- Teacher chooses some typical errors and corrects as a
whole class without nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
a. Wrap-up
b. Homework
- Prepare for the next lesson – Communication and Culture.

Board Plan
Date of teaching
Lesson 6: Writing – An article about pros and cons of self-study
*Warm-up
- Task 1. Decide if the ideas are pros and cons of self-study.

- Task 2. Write an article about the pros and cons of self-study.
* Cross-checking
*Homework

Period: 77

Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
1. Knowledge
- Expand vocabulary related to the topic of the unit;
- Review expressions for expressing best wishes and responding to them;
- Learn how teenagers in the US become independent.
2. Core competence
- Be collaborative and supportive in pair work and teamwork
future
II. MATERIALS
- Grade 11 textbook, Unit 8, Communication and Culture
- hoclieu.vn
Assumption
- Encourage students to work in pairs and in groups so
Students are reluctant to work in groups. that they can help each other.
a speech - Provide vocabulary and useful language before
assigning tasks
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 the unit.

b. Content:
- Video watching
- Students can identify the pros and cons of living alone.
d. Organisation

Video watching Link: https://www.youtube.com/watch?
- Teacher ask Ss to watch a video about living alone. v=FzAX_PTTnOk
- Ss watch the video and note down the pros and cons Suggested answer:
of living alone, e.g: the problems they might face - Cons: have to make dinner while you’re
when living alone, the solutions for them,... tired, repair or fix broken things by yourself,
- Ss work in pairs to brainstorm the ideas. feel bored sometimes,...
- Teacher calls some Ss randomly to present the ideas - Pros: there will be your favorite food only,
to the whole class. live quietly, dress up your space,...
e. Assessment
- Teacher observes the Ss’ discussions, listens to their presentations and gives feedback.
2. ACTIVITY 1: EVERYDAY ENGLISH (18 mins)

a. Objectives:
- To provide Ss with example conversations in which people express best wishes and respond
to them;
- To review expressions for expressing best wishes and responding to them.
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practice
it in pairs (p.93)
- Task 2: Work in pairs. Make similar conversation for these situations (p.93)
- Students can use appropriate language to express help and respond to offers in certain
situations.
d. Organisation

Task 1: Listen and complete the conversation with the expressions in the box. Then practice it in
pairs (8 mins)
- Ask Ss to think about when people express best wishes, e.g. for Answer key
formal occasions such as weddings and anniversaries, and less 1. B
formal ones like birthdays, holidays, and exams. 2. D
- Tell Ss that they are going to listen to two conversations in 3. C
which speakers give best wishes and respond to them. While 4. A
listening, Ss should complete the conversations with the
expressions they hear. Remind them that the expressions are also
in the word box.

- Give Ss a few minutes to skim through the conversations and
look for context clues for the missing expressions. In stronger
classes, encourage them to work out the answers based on the
context clues before they listen.
- Play the recording once (in stronger classes) or twice (in
weaker classes).
- Check answers as a class. Play the recording again, pausing
after each gap to confirm the correct answers.
- Put Ss into pairs and have them practise the conversations.
Task 2: Work in pairs. Make similar conversation for these situations. (10 mins)
- Remind Ss that the expressions they used to fill in the gaps in 1 Suggested answers:
are set expressions for expressing best wishes and responding to 1.
them. B: I heard you’re taking an English
- Ask Ss to read the list of useful expressions in the box and exam tomorrow. Good luck!
check their understanding. A: Thanks so much.
- Put Ss in pairs and explain the situations. 2.
- Give Ss a few minutes to plan their conversations, e.g. who A: Are you OK? You look very
will be Student A, who will be Student B, how they are going to tired.
start their conversations, what kind of exam they will be talking B: I’m afraid I’m not feeling well.
about, and what expressions they are going to use.
A: I’m sorry to hear that. Hope you
- In weaker classes, model a conversation for one of the feel better soon.
situations with a student and write some prompts on the board,
e.g. I heard your exam is coming soon/you are not feeling well. B: Thanks.
- If time allows, have Ss swap roles so that they have a chance to
role-play both Students A and B in each situation.
- Walk round the class and provide help when necessary.
- Invite some pairs to role-play their conversations in front of the
class. Praise for good effort, appropriate use of the expressions
for good wishes, and fluent delivery.
e. Assessment
- Teacher obverses Ss’s work, listens to some dialogues and gives feedback.
- Teacher gives scores to evaluate Ss’ performance.
3. ACTIVITY 2: CULTURE (20 mins)

a. Objectives:
- To help Ss learn how teenagers in the US become independent.
- To help Ss relate what they have learnt about teen independence in the US to their country.
b. Content:
- Task 1: Read the text below and complete the diagram. Use no more than THREE words for
each gap. (p.93)
- Task 2: Work in groups. Discuss the following questions. (p.93)
- Students can get ideas about how teenagers in the US become independent and relate what
they have learnt to their country.
d. Organisation

Task 1: Read the text below and complete the diagram. Use no more than THREE words for
each gap. (10 mins)
- Focus Ss’ attention on the heading and the pictures. Questions
Ask some questions to find out what Ss already know - Do you know how teenagers in the US
about the topic. become independent?
- Ask Ss what they want to know about the topic. - What do they do at school?
Write their questions on the board, e.g. What subjects - What activities do they do outside school?
do teenagers in the US study at school? (They study
required subjects like English, maths, science, or Key:
social studies.) Do they have extracurricular
activities? (Yes, they take part in sports, clubs, and 1. English, maths
bands.) What is community service for? (It counts 2. sports, clubs
towards the volunteer hours required for university 3. fast-food restaurants
admission.) 4. local hospitals
- Explain or elicit any new or difficult words, e.g.
diploma, (subjects) required/selected, extracurricular
activities, babysitting, university admission. In
stronger classes, encourage Ss to guess the words
from context.
- Ask Ss to read the diagram and remind them to use
no more than three words for each gap.
- Have Ss read the text and fill the gaps individually.
Then encourage them to discuss and compare their
answers with a partner.
- Go back to the questions on the board, i.e. the
things Ss wanted to know about the topic. Ask which
of the questions they can answer now and cross them
out. Assign the rest for homework.
Task 2: Work in groups. Discuss the following questions. (10 mins)
- Put Ss in groups and give them enough time to Suggested answer:
discuss the questions. Alternatively, have them create We made a diagram about Vietnamese teens,
a similar diagram about Vietnamese teens. This will and we can see both similarities and
differences. To begin with, I’ll talk about the
help them see the similarities and differences.
similarities at school. We also have required
- In weaker classes, offer help by reading sections subjects like Vietnamese literature, maths,
from the text and asking questions, e.g. American natural sciences (physics, biology, chemistry),
teenagers often start high school with a basic plan of and social sciences (geography, history, civic
education) to get a high school diploma.
classes they need to take to get a high school
Extracurricular activities are also becoming
diploma. How about Vietnamese students? Some
popular in Vietnamese secondary schools.
subjects like English, maths, science, or social However, there are differences too.
studies are required, others can be selected. What In Viet Nam, all subjects are compulsory for
subjects are compulsory in Viet Nam? Can students students while in the US, some school subjects
select any subjects? can be selected. Also, in the US, emphasis is
placed on providing a well-rounded education

- Ask some groups to share their ideas with the whole whereas Vietnamese education focuses more
on grades and academic achievements.
class.
e. Assessment
a. Wrap-up
b. Homework
- Prepare for Lesson 8 - Looking back and project.
Board Plan
Date of teaching
Lesson 7: Communication and Culture / CLIL
*Warm-up
* Everyday English
- Task 1: Listen and complete the conversation.
- Task 2: Make similar conversations.
* Culture
- Task 1: Complete the diagram.
- Task 2: Discussion.
*Homework

Period: 78

Lesson 8: Looking back and project
I. OBJECTIVES
1. Knowledge
- Review the vocabulary and grammar of Unit 8;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
future
II. MATERIALS
- Grade 11 textbook, Unit 8, Looking back and project
- hoclieu.vn
Assumption
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating skills that they can help each other.
when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessively talkative students practise.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
independent.
b. Content:

- Video watching
- Students ara able to describe the reasons why they should do chores.
d. Organisation

Video watching Link: https://www.youtube.com/watch?
- Teacher lets Ss watch a video and answer the v=hBkwCyiIvmc
question: Why should we do chores? Suggested answers:
- Ss watch the video, note down some of the - Benefits: develop teamwork skills, strengthen
reasons why doing chores is essential for kids and bond with siblings, high self-esteem when
teens. completed tasks,...
- Ss raise hands to share the ideas. Ss may include
some detailed information, e.g: At which age - Chores for different age:
should children do chores? What are the benefits + Pre-school: pick up toys, put dirty clothes into
of doing chores at young age? What kind of chores laundry bags, ...
should parents assign children? + 7-12: clean study table, help to set the dinning
table, …
+ Teenagers: clean the garage, keep the house
clean, …
e. Assessment
2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss review fall-rise intonation in invitations, suggestions and polite requests.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review cleft sentences.
b. Content:
- Task 1: Read the sentences using fall-rise intonation. Then listen and compare. Practise
saying them in pairs. (p.94)
- Task 2: Choose the correct answers A, B, or C to complete the sentences. (p.94)
- Task 3: Complete the answers to these questions using cleft sentences focusing on the
words or phrases in brackets. (p.95)
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation

Task 1: Read the sentences using fall-rise intonation. Then listen and compare. Practise saying
them in pairs. (4 mins)
- Ask Ss to work individually. Have them read the Audio script:
sentences and mark the fall-rise intonation at the 1. Shall we look for a part-time job to earn

appropriate words. some pocket money?
- Play the recording, pausing after each sentence for Ss 2. Do you feel like doing a vegetarian
to listen and repeat. cooking course?
- Have Ss practise reading the sentences in pairs, 3. Would you please give me some advice
focusing on the fall-rise intonation. on how to set my goals?
4. Could you help me improve my
communication skills?
Task 2: Choose the correct answers A, B, or C to complete the sentences. (4 mins)
- Have Ss read each sentence and decide which word Key
best completes it. Make sure that they know all the 1. A
words. 2. A
- In weaker classes, have Ss work in pairs or groups. 3. C
- Check answers as a class. 4. B
Extension: If time allows, ask Ss to find the place where
each word / phrase first appears in the unit and call out
the section of the unit where it appears, e.g. manage first
appears in the Getting started section.
Task 3: Complete the answers to these questions using cleft sentences focusing on the words or
phrases in brackets. (4 mins)
- Explain to Ss that they are going to review the use of Key:
cleft sentences. 1. is the dog walking job that
- In weaker classes, have Ss review the grammar rules in 2. was a new motorbike that
the Language section before they do the exercise. If 3. is Tuan that/who
necessary, complete the first sentences on the board as an 4. is the day after tomorrow that
example and explain the sentence structure.
- Walk round the class to provide help if necessary.
- If time allows, ask Ss to work in pairs to compare
answers.
e. Assessment
- Teacher checks Ss’ answers and gives feedback.
3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their communication and collaboration skills,
and to practise giving an oral presentation.
b. Content:
- Project: A life skills workshop (p.95)
- Students apply what they have learnt into practice through a project.
d. Organisation

Project: A life skills workshop

- As Ss have prepared for the project throughout the unit, the focus of this Students’
lesson should be on the final product, which is an oral presentation. presentations
- Have Ss work in their groups. Give them a few minutes to get ready for the
presentation.
- Give Ss checklists for peer and self-assessment. Explain that they will have to
tick appropriate items while listening to their classmates’ presentation and write
comments if they have any. The presenters should complete their self-
assessment checklists after completing their presentation.
- If necessary, go through the criteria for assessing their talk to make sure Ss are
familiar with them.
- Invite two or three groups to give their presentations. Encourage the rest of the
class to ask questions
at the end.
- Give praise and feedback after each presentation. You can also give Ss marks
for their presentation as part of their continuous assessment.
e. Assessment
- Teacher gives comments and feedback to the presentations, and awards a prize to the group
which has the most votes.
a. Wrap-up
b. Homework
- Prepare for Unit 9.
Board Plan
Date of teaching
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation: Fall-rise intonation
- Vocabulary: Choose the correct answer.
- Language: Complete the answers.
* Project: A life skills workshop
*Homework

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Date of preparing: 17/02/2024

UNIT 8: BECOMING INDEPENDENT

3. (to) convince /kənˈvɪns/ to make someone feel certain that something is

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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2. ACTIVITY 1: PRESENTATION (7 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

3. ACTIVITY 2: PRACTICE (20 mins)

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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- Task 1: Listen and read.

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UNIT 8: BECOMING INDEPENDENT

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRONUNCIATION (12 mins)

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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4. ACTIVITY 3: GRAMMAR (13 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRE-READING (8 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

- Focus Ss' attention on the heading and the table.

GV: NGUYỄN NGỌC AN THI 15

3. ACTIVITY 2: WHILE-READING (21 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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UNIT 8: BECOMING INDEPENDENT

To give instructions, you should use:

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: CONTROLLED PRACTICE (10 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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3. ACTIVITY 2: LESS CONTROLLED PRACTICE (10 mins)

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4. ACTIVITY 3: FURTHER PRACTICE (17 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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- Task 1: Discuss the questions.

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UNIT 8: BECOMING INDEPENDENT

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