Teacher’s name: Nguyen Thi Diem Kieu

Instructor’s name: Nguyen Thi Diem Kieu

Attendee’s name: Nguyen Thi Kim Anh

School internship: Tam Hiep High School

Period: 68

Class: 11A7

Date: February 28th,2024

LESSON PLAN

TEXTBOOK: English 11 - UNIT 8: Becoming Independent

LESSON 1: Getting Started – Earning your parents’ trust (page: 86, 87)

STAGE 1: DESIRED OBJECTIVES/ OUTCOMES

A. OBJECTIVES

By the end of the lesson, students will be able to:

1. Language competences
❖ Cognition: gain overview about the topic Becoming Independent; gain vocabulary to talk about
becoming independent; get to know the language aspects: cleft sentences
❖ Skills:
• develop communication skills and creativity
• use key language more appropriately
• distinguish independene and dependence
2. General Competences
❖ Self-control & independent learning: perform individual tasks
❖ Communication and collaboration: collaborate and support in pair work and teamwork
3. Attributes
❖ Honesty: be honest to earn trust from parents and other people
❖ Diligence: complete tasks
❖ Self-study: develop their self-study skills
❖ Responsibility: being responsible for their own lives and get prepared to live independently in the
near future
B. LANGUAGE FOCUS
❖ Vocabulary: independent, trust, convince, responsible, encourage,...
C. INSTRUCTIONAL RESOURCES
1. Teacher
❖ Reference teaching materials: Textbooks, teacher’s book, lesson plan,...
❖ Teaching aids: board, pictures, audio files,...
2. Students
❖ Textbooks, pen, pencils,....
 STAGE 2: ASSESSMENT EVIDENCE

Performance tasks Performance products Assessment tools

Doing Task 1, 2, 3, 4 Ss’ answers Observation
Doing Task 5 Ss’ discussion Observation, questions and answers

STAGE 3: LEARNING PLAN/ LEARNING EXPRIENCES

Time Stages/ Procedure Interactions

Activities
5 Lead-in/Warm- * Aim: arousing the atmosphere classroom and leading in the
up lesson
* Content: lists of activities: independent lifestyle and
dependent lifestyle
* Products: Ss’ answers
* Steps:
- Ss work in 4 groups. Each group is given small pieces of
paper on which activities of dependent and independent
lifestyles are written.
- Each group has to classify them into correct categories.
- The first team to complete the task correctly is the winner
- Teacher asks the winner to go to the board and show the
correct answers.
T <--> Ss
Suggested answer:
Lists of activities:
- Independent lifestyle
+ Cook for yourself
+ Have good time management
+ Know how to keep house
+ Keep your body clean
+ Think twice before deciding
+ Get enough good sleep
- Dependent lifestyle
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
7 Vocabulary * Aim: getting Ss to learn these fives new words related to
the topic
* Content: teaching vocabulary related to the content of the
dialogue
* Products: Ss can identify some new words related to the
topic before they read
* Steps:
- T introduces the vocabulary.
- T explains the meaning of the new vocabulary by pictures,
or explanations.
- T checks Ss’ understanding with the “Rub out and
remember” technique. T <--> Ss
- T reveals that these five words will appear in the
reading text and asks students to open their textbook to
 discover further.

New words:
1. independent (adj) /ˌɪn.dɪˈpendənt/ confident and free
to do things without needing help from other people

2. trust (earn sb’s trust) /trʌst/ the belief that sb/sth is

good, sincere, honest, etc.

3. convince (v) /kənˈvɪns/ to make someone feel certain

that something is true

4. responsible (adj) /rɪˈspɑːnsəbəl/ having the job or

duty of doing sth or taking care of sb/sth

5. encourage (v) /ɪnˈkʌrɪdʒ/ to give sb support, courage

or hope

5 Activity 1. * Aim: helping Ss get to know the topic

Listen and read. * Content: completing Task 1 in textbook
* Products: Ss can understand the content of the text and
complete the tasks successfully
* Steps:
- T asks Ss to look at the picture in the book as well as the
dialogue and answer the questions.
- T plays the recording twice. Ss listen and read.
- T checks Ss’ prediction. T calls 2 Ss to read the
conversation aloud. T <--> Ss
 Questions:
- What can you see in the picture?
- What do you think they are discussing?
Suggested answers:
Activity 2. Read - 3 friends, pan, mob,...
5 the conversation - They are discussing housework and how to earn parent’s
again and decide trust.
who has these
skills. * Aim: checking Ss’ knowledge about through conversation
* Content: completing Task 2 in textbook
* Products: Ss’ answer
* Steps:
- T goes through the three skills and ask for each one, e.g. T <--> Ss
Who can manage their money? Who helps with the
household chores? Who is good at managing their time?
- T has Ss write their answers. Then give them time to read
the conversation again and locate the speaker’s line that
contains information for each skill.
- T checks 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.

Answer key:
Activity 3. Find 1. Mark
5 words and a 2. Mai
phrase in 1 that 3. Nam
have the
following * Aim: introducing more words and phrases related to the
meanings. topic ‘becoming independent’
* Content: completing Task 3 in Textbook T <--> Ss
* Products: Ss’ answer
* Steps:
- T has Ss read the definitions and check understanding.
Explain that the words or phrases Ss need to find in the
conversation to match are related to earning parents’ trust.
- 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.
- T checks answers as a class.

Answer key:
1. confidence
2. independent
5 Activity 4. 3. responsibilities
Match the two 4. money-management
halves to make
* Aim: helping Ss identify the cleft sentences with “it is/ was
 sentences used in … who/that …”
1. * Content: completing Task 4 in Textbook
* Products: Ss’ answer
* Steps:
- T tells Ss to read the sentence halves and check
comprehension. T <--> Ss
- T checks answers by having individual Ss read out the
sentences.
- T focuses attention on the beginning of each sentence half
on the left (It’s/It was ...) and on the first word of each
sentence half on the right (that/who). Ask Ss if they can
identify the grammar structure, i.e. cleft sentences with It
is/was ... that/who ...

Answer key:
1. d
2. a
3. b
Activity 5. Role- 4. c
10 play
* Aim: helping Ss practice speaking skills
* Content: role play
* Products: Ss can give a short talk about how to live
independently
* Steps:
- T asks Ss to work in groups.
- 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.
- T invites 1 or 2 groups to come to the stage and do the role-
play.
- T asks other groups to listen and give comments.
- T gives feedback and gives marks to the best group.
3 Consolidation * Aim: consolidating what Ss have learned in the lesson and
preparing for the next lesson
* Content: having discussion T <--> Ss
* Products: Ss’ answer
* Steps:
- T asks Ss to talk about what they have learnt in the lesson.
- T asks Ss to write a short paragraph about how to live
independently.
- T asks Ss to prepare for the project in Lesson 8

Instructor Presenter

Nguyen Thi Diem Kieu Nguyen Thị Kim Anh