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

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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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