Kế hoạch bài dạy Tiếng Anh Lớp 11 Global Success theo CV5512 - Unit 8: Becoming independent

 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 independence and dependence
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
CATEGORIZING GAME Lists of activities:
- Ss work in groups. Each group is given small pieces of - Independent lifestyle
paper on which activities of dependent and independent + Cook for yourself
lifestyle are written. + Have good time management
- Each group has to classify them into correct categories. + Know how to keep house
- The first team to complete the task correctly is the + keep your body clean
winner. + Think twice before deciding
- Teacher asks the winner to go to the board and show + Get enough good sleep
the correct answers. - Dependent lifestyle
 + Ask parents for money
 + Wait parents to cook
 + Don’t do your homework - Students can thoroughly understand the content of the text and complete the tasks 
 successfully.
 d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the pictures 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 each picture?
 - What do you think they are discussing?
 Suggested answers:
 - 2 friends, pan, food
 - They are discussing about how to cook and how 
 to earn parents’ trust.
Task 2. Read the conversation again and decide who has these skills. (5 mins)
- Ask Ss to read the conversation again and decide 
who has the skills 1-3. Have them to pay attention Answer key:
to the key words in the phrases first. Then give 1. Mark 2. Mai 3. Nam
them time to read the conversation again and 
locate the part that contains the information for 
each phrase.
- Then put Ss into pairs to compare their answers.
- Check answers as a class. Encourage Ss to 
provide evidence from the conversation, e. g. 
Mike 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. Mark can cook, clean the 
house, and do laundry. Have Ss stand up when 
they hear a mistake and say No! Invite a student to 
correct the mistake. In stronger classes, vary the 
game by having Ss say the wrong statements.
Task 3. Find words and a phrase in 1 that have the following meanings. (5 mins)
Aim: To help Ss revise phrases related to earning a. Objectives: 
 - To help Ss practice speaking skills;
 - To help Ss memorize the basic knowledge on how to become independent.
 b. Content:
 - Role play
 c. Expected outcomes:
 - Students can give a short talk about good habits to stay healthy.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
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. 
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 give marks to the best 
group.
 e. Assessment
 - Teacher observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 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 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 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.
 3. Personal qualities
 - Be ready to have independent lifestyle;
 - Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook, Unit 8, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Language analysis 
Cleft sentences with It is/was  who/that
- A cleft sentence is used to focus on a particular part of the sentence and to emphasize what 
we want to say.
 It is/was + S/O/A + that/who .
Eg: 
 1. It was Nam that/who taught Mai how to use the app in the library last weekend. 
 (Focus on Nam - S)
 2. It was the app that Nam taught Mai how to use in the library last weekend. (Focus on 
 the app - O)
 3. It was in the library that Nam taught Mai how to use the app last weekend. (Focus on 
 Nam - A)
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.
 Students may lack vocabulary to deliver - Explain expectations for each task in detail. c. Expected outcomes:
 - Students can pronounce correctly fall-rise intonation in invitations, suggestions and polite 
 requests.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and repeat. Pay attention to the fall-rise intonation in the following sentences. (5 
mins)
Aim: To help Ss recognise and practise fall-rise 
intonation in invitations, suggestions and polite requests. 1) Why don’t you answer your phone?
- Ask Ss to listen to the sentences. Have them pay 
 2) Would you like me to help you install 
attention to the fall-rise intonation in invitations, 
suggestions and polite requests. the software? 
- Ask Ss to listen to the sentences again, but this time, 3) Can you show me the money-
have them repeat the sentences. 
 management app you told me? 
- Have Ss read the notes in the Remember! box. 
- Ask Ss to work in pairs and take turns to read the 4) Would you like a cup of tea?
sentences. Call on some Ss to read them out loud.
- In stronger classes, T can explain that the fall-rise 
intonation helps make invitations, suggestions, and 
requests sound friendlier or more polite.
Task 2: Listen and pay attention to the fall-rise intonation in the following sentences. Then 
practice saying them in pairs. (7 mins)
Aim: To help Ss practise fall-rise intonation in Answer key:
invitations, suggestions, and polite requests. 1) Shall we now talk about other learning 
- Ask Ss to listen and pay attention to the sentences with methods?
the fall-rise intonation. 2) Could you please pay attention when I’m 
- Have Ss listen to the recording again, pausing after talking to you?
each sentence for Ss to repeat. Correct any wrong 3) Why don’t we use public transport to go 
pronunciation. to school? 
- In stronger classes, ask individual Ss to read each 4) Would you like to join our cooking 
sentence first, and then play the recording for them to course? 
check if they have correctly said the sentences. 
- Ask Ss to work in pairs and take turns to practise 
reading the sentences. Call on some Ss to read them out 
loud.
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) meals, cleaning the house, managing time and money. She has 
earned her parents’ trust.
 e. Assessment
 - Teacher observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 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)
 c. Expected outcomes:
 - Students know how to use the cleft sentence and can apply it to give a short talk on the 
 given topic.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
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. It is John who is saving his pocket 
- Check understanding by asking questions, e.g. When do money to buy a new phone.
speakers/writers use cleft sentences? (when they want to 2. It is 20 dollars that he gets every 
focus on a particular part of the sentence), What is the week by doing chores around the house.
structure of this type of cleft sentence? (begins with It and 3. It was last weekend that John earned 
the focus of the sentence is put after is / was). more pocket money helping his 
- Have Ss do the sentences individually or in pairs. grandpa.
- Check answers as a class. 4. It was gifts for friends and family 
- In weaker classes, write the sentences on the board and members that he bought with his pocket 
explain the structures, e. g. ‘It was at the age of seven that I money.
started getting pocket money’ has the same meaning as ‘I 5. It is by taking part-time jobs that 
started getting pocket money at the age of seven’ but the teenagers can earn pocket money.
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)
- Ask Ss to complete the sentences. Tell them to pay Suggested answer:
attention to the underlined part of each sentence (namely, the 
part we want to focus on). 
- Have Ss to work individually. Walk round the class and UNIT 8: A LONG AND HEALTHY LIFE
 Lesson 3: Reading – How to become independent
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - Develop reading skills for general ideas and for specific information about how to live 
independently.
 2. Competences
 - Develop communication skills and creativity;
 - Be collaborative and supportive in pair work and teamwork;
 - Develop presentation skills;
 - Actively join in class activities.
 3. Personal qualities
 - Acknowledge and be able to apply the tips on how to develop independent lifestyle in 
their own life;
 - Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook, Unit 8, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Assumption
 Anticipated difficulties Solutions
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.
 - Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)