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    Giáo án Tiếng Anh 11 Unit 8 (Global Success 2024): Becoming independent

    Với Giáo án Unit 8: Becoming independent Tiếng Anh lớp 11 sách Global Success sẽ giúp thầy cô dễ dàng giảng dạy và biên soạn giáo án Tiếng Anh 11 Unit 8.

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    Giáo án Tiếng Anh 11 Unit 8 (Global Success): 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

    Language analysis

    Form

    Pronunciation

    Meaning

    Vietnamese equivalent

    1. independent (adj)

    /ˌɪn.dɪˈpen.dənt/

    confident and free to do things without needing help from other people

    Tự lập

    2. trust

    (earn sb’s trust)

    /trʌst/

    the belief that sb/sth is good, sincere, honest, etc.

    Niềm tin

    3. (to) convince

    /kənˈvɪns/

    to make someone feel certain that something is true

    Thuyết phục

    4. responsible (adj)

    /rɪˈspɔnsɪbəl/

    having the job or duty of doing sth or taking care of sb/sth

    Trách nhiệm

    5. (to) encourage

    /ɪnˈkʌr.ɪdʒ/

    to give sb support, courage or hope

    Động viên

    Assumption

    Anticipated difficulties

    Solutions

    Students are reluctant to work in groups.

    - Encourage students to work in pairs and in groups so that they can help each other.

    - Provide feedback and help if necessary.

    Students may lack vocabulary to deliver a speech

    - Explain expectations for each task in detail.

    - Continue to explain task expectations in small chunks (before every activity).

    - Provide vocabulary and useful language before assigning tasks

    - Encourage students to work in groups so that they can help each other.

    III. PROCEDURES

    1. WARM-UP (5 mins)

    a. Objectives:

    - To stir up the atmosphere and activate students’ knowledge on the topic of 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

    - Ss work in groups. Each group is given small pieces of paper on which activities of dependent and independent lifestyle 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.

    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

    + 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

    - Teacher introduces the vocabulary.

    - Teacher explains the meaning of the new vocabulary by pictures, or explanations.

    - Teacher checks students’ understanding with the “Rub out and remember” technique.

    - Teacher 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)

    2. trust (earn sb’s trust)

    3. (to) convince

    4. responsible (adj)

    5. (to) encourage

    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)

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