TUẦN 23 Date: 14/02/2025

School: Dong Son 2 High school

Teacher’s name: Cu Thi Linh
Class: 11A1

UNIT 8: BECOMING INDEPENDENT

Period 68 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

Language analysis
Form Pronunciation Meaning

1 1. independent /ˌɪndɪˈpendənt/ confident and free to do things without needing help

(adj) from other people

2 2. trust (n) /trʌst/ the belief that sb/sth is good, sincere, honest, etc.
(earn sb’s trust)

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

4 4. responsible /rɪˈspɔnsɪbəl/ having the job or duty of doing sth or taking care of
(adj) sb/sth
5 5. (to) encourage /ɪnˈkʌrɪdʒ/ to give sb support, courage or hope

Assumption
Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups

Students are reluctant to work in
so that they can help each other.
groups.
- 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
- Provide vocabulary and useful language before
deliver a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stage aim Procedure Interacti

on
WARM-UP WARM-UP
Lucky Blind Boxes (5 mins)
- To stir up the - Ss work in 2 groups T-S
atmosphere and - The group will discuss which blind bag to open,
activate students’ + if the box with the question is chosen, the teacher will
read the question and the whole team must discuss to find
knowledge on the the answer, if the answer is correct, the team will get 10
topic of becoming points, if wrong, the other team has the right to answer.
independent; + if the lucky box is chosen, the team will not have to
- To set the context answer the question and will be congratulated, which means
for the listening and receiving a lucky score of 10 points.
reading part;
- To enhance
students’ skills of
cooperating with
teammates.

Lists of activities:
+ Cook for yourself
+ Have good time management
+ Know how to keep house
+ Keep asking parents for money
+ Communicate badly with people
+ Not do the homework

PRESENTATION PRESENTATION
Vocabulary pre-teaching (5 mins)
- To get students to - Teacher introduces the vocabulary. T
learn the vocabulary - Teacher explains the meaning of the new vocabulary by
related to the topic. pictures, or explanations.
- Teacher checks students’ understanding with the “Rub out T-S
and remember” technique.
- Teacher reveals that these five words will appear in the T-S
reading text and asks students to open their textbook to
discover further.

New words:
1. independent (adj) /ˌɪndɪˈpendənt/
confident and free to do things without needing help from
other people
2. trust (n) /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) /rɪˈspɔnsɪbəl/
having the job or duty of doing sth or taking care of sb/sth

5. encourage (v) /ɪnˈkʌr.ɪdʒ/

to give sb support, courage or hope

PRACTICE PRACTICE
Task 1. Listen and read. (5 mins)
- To help students get Mai: Mark, why don’t you answer your phone? It keeps
to know the topic. ringing.
Mark: It’s my mum who’s calling me again. She wants me
- To introduce more to contact her from time to time.
words and phrases Mai: My parents used to be like that. They thought I didn’t
related to the topic have the confidence to deal with difficult situations.
‘becoming Mark: I had the same experience. It was earning my
independent’. parents' trust that was hard. But I managed to convince them
that I’m responsible when I run errands.
- To help Ss identify Mai: It’s my parents who still think I don’t have the skills to
the cleft sentences be independent. I’m not good at managing my time or
with “it is/was …. money, but I’m independent at home — I can cook, clean,
who/that…”. and do my laundry!
Mark: That’s a good start! I use a time-management app to
plan my weekly schedule, including my activities and
responsibilities. Would you like me to help you with that?
Mai: That’d be great, thanks, Mark.
Mark: I use a money-management app. It’s the app that
taught me how to be responsible with money.
Mai: Can you show it to me?
Mark: No problem. My parents also encourage me to take
part-time jobs and pay me for doing certain chores around
the house.
Mai: Lucky you!

- Teacher asks Ss to look at the picture in the book as well T-S

as the dialogue and answer the questions.
- Ss answer the questions in pairs. S-S
- Teacher plays the recording twice. Ss listen and read. T-S
- Teacher checks Ss’ prediction. T calls 2 Ss to read the T-S
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)
- Give name cards to students (Mai, Nam, Mark) T
- Review the three skills and ask about each skill
Who can manage their money? T
Who helps with housework?
Who is good at time management?
- Ask students to hold up their name cards to answer their
questions. Then give them time to read the dialogue again T-S
and identify the information contained in the dialogue for
each skill.
- Check their answers.
T

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

Task 3. Find words and a phrase in 1 that have the

following meanings. (5 mins)
- Ask students to read the definitions and check their
understanding. Explain that the words or phrases they need
to find in the conversation to match are related to gaining T-S
parents' trust.
- Ask students to work in pairs. Ask them if they need help.
- T can provide some more clues:
+ Number 1 is a noun that starts with the letter 'c'. T-S
+ Number 2 is a four-syllable adjective. T
+ Number 3 is a plural noun that ends in '-ilities'.
+ Number 4 is a phrase made up of two nouns joined by a
hyphen.
- Check answers.
- Ask students to pronounce the new vocabulary again
T
T-S
Answer key:
1. confidence
2. independent
3. responsibilities
4. money-management

Task 4. Match the two halves to make sentences used in

1. (7 mins)

- Ask students to read each half of the sentence and check T-S
their understanding.
- Give students handouts. T
- Ask students to work in groups (4 groups) S-S
- Check answers by asking each student to stick the answer T-S
on the board.
- Check answers. T
- Focus on the first part of each left-hand half of the
sentence (It's/It was ...) and the first word of each right-hand T-S
half of the sentence (that/who). Ask students if they can
identify the grammatical structure ( Cleft sentence with It
is/was ... that/who ...)

Suggested questions:
1. Can anyone explain the purpose of starting a sentence
 with "It is" or "It was"? How does this affect the meaning?
=>"It is" and "It was" are used to emphasize the subject of
the sentence, highlighting important information.
2. Look at the phrase "that/who" in these sentences. What
role do they play in connecting the two parts?
=>"That" and "who" connect two parts of the sentence.
"That" is used for objects, "who" is used for people, helping
to clarify the subject.
Answer key:
1. d
2. a
3. b
4. c

PRODUCTION PRODUCTION
- To help Ss practise Task 5. Role play (10 mins)
speaking skills; - Teacher asks Ss to work in groups. T-S
S-S
- To help Ss memorise - In each group, one student plays the role of a student. The
the basic knowledge others are advisors.
on how to become - Advisors are giving advice on how to live independently.
independent
- 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.

CONSOLIDATION CONSOLIDATION (3 mins)

- To consolidate what
students have learnt in WRAP-UP
the lesson. - T asks Ss to talk about what they have learnt in the lesson: T-S
- To prepare for the What have you learnt today?
next lesson.
HOMEWORK
- Write a short paragraph about how to live independently. T
- Prepare for the Language lesson.

Duyệt của BCM Duyệt của GVHD giảng dạy Người soạn