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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)