Giáo án Tiếng Anh 11 thí điểm - Unit 3 Becoming independent

B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 8 minutes 
Lead in
Inform the class of the lesson objectives: Skimming and scanning a text for main ideas and specific information
T Ss
2. New lesson
12 minutes
10 minutes
12 minutes
Activity 1: Work with a partner, ask and answer the questions below
- Discuss with a partner
- Let Ss work in pairs, do the task
Suggested answer:
 Sometimes, I forget to do my homework or have to struggle to meet deadlines. I make plans to manage my time.
Activity 2: Read the text and select the statement that expresses its main idea
- Let Ss read the four statement A, B, C, D first and make sure they understand all of them
- Ask Ss to read through the text once without stopping at the words that they don't know the meaning
- Ask them to work in pairs to decide on the main idea of the whole text
- Help them eliminate the choice that is only one aspect of the text
* Key: The main idea of the text is "Time management skill has many benefit and there are three steps to develop them"
Activity 3: Read the text again. Decide whether the sentences are T, F or NG
- Ask Ss to do the task then compare the answer with their partner
Keys: 1. NG 2. F 3. F 4. T 5. T
Activity 4: Read the text carefully then answer the questions
- Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words
- Let Ss read the text again and locate the parts of the text where they can get the answers
* Keys: 1.With good time management skills, you don't feel very stressed when exam dates are approaching; you can act more independently and responsibly, get better grades at school and have more time for family and friends.
2. Write the things you will have to do on a planner or an app on your mobile device, and put time limits on them
3. So you can check them later
4. Decide what is important to you and give it the most of your time or add it to the top of your list
5. Once routines are developed, they take less time to do 
Activity 5: Work in groups, discuss the questions.
- Put Ss in groups of four and let them discuss the questions freely
Pair work
T Ss
Pair work
T Ss
Group work
T Ss
Group work
3.
Consolidation
2 minutes 
- Summarize the main points of the lesson
T Ss
4. Homework
1 minute
- Ask students to learn by heart the new words.
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: September, 30th 2015	 Date of signing: October, 5th 2015
Distributive period: 23	 Date of teaching:
 Unit 3 becoming independent
Lesson 4	Speaking
A. Aims and Objectives:
1. Language focus
- To provide learners some vocabulary related to the topic of becoming independent.
- To provide learners different expressions of giving opinions about the importance of the skills needed to be independent.
2. Skills
- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
 - Teacher: Handouts, textbook, lesson plan and pieces of papers.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Check up
 8 minutes 
- Ask Some Ss to go to the board and do the tasks in reading part again
- Feedback
T Ss
2. New lesson
8 minutes
13 minutes
13 minutes
 Activity 1: Work in pairs. Discuss and match the skills with the appropriate reasons
- Ask Ss to work in pairs, do matching exercise
- Encourage Ss to explain their choice
*Key: 
1. d
2. f
3. e
4. a
5. g
6. b
7. c
Activity 2: Use the words in the box to complete the conversation. Then practice it in pairs
- Put Ss in pairs, ask them to ask and do the task
- Let Ss read the text again and locate the parts of the text where they can get the answers.
* Keys:
1. loneliness
2. decisions
3. Interpersonal communication
4. communicate
Activity 3: If you want to be independent, which of the skills in 1 are the most important for you? Work in pairs. Make the similar conversation 
- Ask Ss to work in pairs, do the task.
- Do as appointed
Suggested answers:
A: Which of the life skills do you think are the most important?
B: I think that interpersonal communication is the most important skill.
A: Really? Why do you think so?
B: Because lacking this skill may keep me out of the social communication. I cannot make friends with other people as well as develop personal relationships. What about you? Which of the skills are the most important?
A: Problem solving skill. Because it helps me to feel confident have experiences when I deal with my own problem.
Pair work
T Ss
Pair work
T Ss
Pair work
Ss Ss
3.
Consolidation
2 minutes 
- Summarize what they have learnt by asking Ss some questions:
What have you learnt today? What can you do now?
T Ss
4.Homework
1 minute
- Ask students to learn by heart the expressions.
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: September, 30th 2015	 Date of signing: October, 5th 2015
Distributive period: 24	 Date of teaching:
TEST CORRECTION
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To help Ss revise the knowledge 
- To get feedback from the students
2. Skills
- To correct Ss’ errors if necessary
3. Attitudes
- To give Ss the motivation to learn hard for their exam
II. PREPARATION
1. Teacher:
- Teaching aids: Lesson plan, answer keys
- Teaching method: Communicative language teaching
2. Students:
- Look at their test paper at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check – up (omitted)
- Some Ss go to the board, do some tasks again
3. Testing correction (40 minutes)
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
- Gives the answer keys
- Explains some knowledge
- Answers Ss’ questions
- Compare the answer keys with their performance
- Revise some knowledge 
- Ask questions
4. Consolidation: (3 minutes)
- Vocabulary in unit 1 and unit 2
- Some modal verbs
- Linking verbs
5. Homework (1 minute)
- Unit 3 - Getting started
ANSWER KEY
LANGUAGE
Pronunciation
Mark the stressed words in the following sentences with the mark '
1. Being 'rude to your 'parents 'won't con'vince them you're 'right. 'This can 'have the 'opposite ef'fect.
2. 'How can 'parents sup'port their 'children through the 'bad 'times?
3. 'Money can be 'source of 'conflict for 'many 'families.
Choose the best answer
1. we are
2. won't; I will; I'll
3. I am
Vocabulary
Make words related to generation gap and relationships using the letters
1. nuclear family
2. curfew
3. reconciled	
4. romantic
5. problem	
Complete the sentences with the correct words based on the letter given
1. break-up; councellor
2. friendship; sympathetic
3. childcare
Grammar
Complete the sentences with the verbs in the box.
1. looked
2. seems
3. stay
4. grows
5. tastes
Rewrite the sentences, using the cleft structure
1. It is on a luxury cruise ship that their wedding will be held.
2. It was Phong's sense of humour that Hoa couldn't understand.
3. It is me that is/ It is I who am in charge of organizing the storytelling contest.
SKILLS
READING
Read the text then do the following tasks
1. stable
2. partner
3. settle down
4. serious
5. trust
6. identity
7. form
8. stating
9. attracted
10. remain
Find the words or phrases from the text which means the following
1. income
2. get-together
3. mature
4. at first sight
5. fate
LISTENING
Listen to the conversation between Paul and Andrea and decide whether the statements are T or F
1. F 2. F 3. F 4. T 5. T
Listen again and give short answer to each of the following question
1. 6
2. No
3. cooks big meals
WRITING
Write a paragraph about conflicts in your family
- form of a paragraph
- correct grammar and vocabulary
- coherence 
Date of preparation: October, 10th 2015	 Date of signing: October, 10th 2015
Distributive period: 25	 Date of teaching:
 Unit 3 becoming independent
Lesson 5	Listening
A. Aims and Objectives: 
1. Language focus
- To provide learners some vocabulary related to the topic of how to become independent
2. Skills
- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
1. Teacher
- Teaching aids: textbook, lesson plan and cassette
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 3 - Listening at home
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Check up
 7 minutes 
- Ask some Ss to go to the board and talk about skills to become independent.
- Feedback
T Ss
2. New lesson
15 minutes
12 minutes
8 minutes
Task 1: Look at the photo and answer the question
- Ask Ss to work in pairs and do the task 
Suggested answer:
 The boy is riding a bicycle and his father is helping him
Task 2: Listen to an interview on life skills, the most popular radio show for teens and parents, and match the statements with the speakers
- Have Ss listen to the CD for the first time and try to note down the information that helps them to check their answers
- Ask Ss to share with their friends to see if they have the same answers or not
- Let Ss listen to the CD for the second time and try to note down information they didn’t understand for the first time 
- Elicit answers from Ss and ask them to give clues to their answers 
- Let Ss listen again and pause at certain places if necessary to help Ss hear the information they need.
*Key: 
1. Long: b, f
2. Tuan: a, d
3. Minh: c, e
Task 3: Listen again. Answer the questions
- Let Ss work in pairs to answer the questions
- Play the tape twice
- Let Ss listen to the recording, do the task then compare the answer with their partner
- Elicit Ss’ answers and give them the correct ones.
Keys: 1. They didn't let him do any household chores and drove him to school until he finished Grade 9
2. To voice (speak out) his opinions
3. They focus on teaching him about responsibility
4. If he does his responsibilities well, they give him a reward
5. To do chores and follow set routine
6. He can make his own choices about these items 
Task 4: Work in groups. Tell your group members whether you were brought up in the same way as Tuan, Long or Minh
- Ask Ss to listen again and do the task then compare the answer with their partner
- Do as appointed
Pair work
T Ss
Pair work
T Ss
Pair work
T Ss
Ss Ss
Group work
T Ss
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today? 
 What can you do now?
T Ss
4.Homework
1 minute
- Prepare for the next lesson.
T Ss
 E. Experience:
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......................................................................................................................................................................................... Date of preparation: October, 10th 2015	 Date of signing: October, 10th 2015
Distributive period: 26	 Date of teaching:
 Unit 3 becoming independent
 Lesson 6	Writing
A. Aims and Objectives: 
 - To teach Ss to write a letter requesting further information about a course.
 - To teach Ss to develop ability to think in a logical way to form a well-structured text. 
 - By the end of the lesson, students will be able to:
 + Learn a letter requesting further information about a course.
 + Write a letter requesting further information about a course.
 + Develop the writing skills in general. Build up vocabulary supported for writing. 
B. Preparations:
 - Teacher: Handouts, textbook, lesson plan and pieces of papers.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 5 minutes 
- Inform Ss of the lesson objectives: Writing a letter requesting further information about a course.
T Ss
2. New lesson
15 minutes
12 minutes
10 minutes
Task 1: Read the advertisement for life skill courses in Teenage Magazine below and answer the questions
- Ask Ss to work in pairs and do the task
- Set a time limit for this activity and assist Ss if necessary
Keys: 
1. Courses that teach the skills people need to become independent
2. Those who want to be independent/ live on their own successfully
3. The skills to overcome the feeling of loneliness
4. A discount on the tuition fee
5. Write to Mrs Angela Brown 
Task 2: Put parts of the letter in the right order
- Ask Ss to do the task, then compare the result with their partner.
- Draw Ss’ attention to the instructions and questions
- Get Ss to work individually to find the answer
- Ask them to practice in pairs
- Call on a few Ss to report the answers
Keys: 1. d 2. a 3. f 4. b 5. e 6. c 
Task 3: Match each problem with its sign. Then discuss with a partner
- Ask Ss to do the task
- Draw Ss’ attention to the instructions. 
- Point out to Ss how to write a letter.
- T goes around and gives help, collects common mistakes for later correction.
- Collect 5 stories to mark in class so that all Ss feel the need to do the task.
- Walk around and offer help if necessary.
- Get students' answers and comments. 
- Get some outputs to highlight and comment and correct the possible mistakes of students. 
- Give feedback on these papers 
Suggested answers:
1. Lacking time management skills c, d
2. Suffering from stress: a, e
3. Lacking interpersonal skills: b, f 
Task 4: Imagine that you have one of the problems, write a letter similar to the one in 2 to Mrs. Brown for advice
- Ask Ss to do the task
- Draw Ss’ attention to the instructions. 
- Point out to Ss how to write.
- Ask Ss to exchange their writing for peer comment 
- T goes around and gives help, collects common mistakes for later correction.
T Ss
Pair work
T Ss
Individually
T Ss
Individually
T Ss
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Focus on the form of a biography
- Ask Ss to complete the writing at home and collect
- Ask Ss: What have you learnt today? 
 What can you do now?
T Ss
4.Homework
1 minute
- Write the text again at home.
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: October, 17th 2015	 Date of signing: October, 19th 2015
Distributive period: 27	 Date of teaching:
 Unit 3 becoming independent
 Lesson 7	 Communication and culture
A. Aims and Objectives: 
 - To teach Ss about what it means to be independent.
 - To teach Ss to talk and read about American and Vietnamese ways of raising children.
 - To provide learners some communication samples and cultural items
 - To promote Ss to develop their communication skills and cultural understanding
 - To help Ss develop the skill of working in pairs and groups
 - By the end of the lesson, students will be able to:	
 + Understand and read about what it means to be independent.
 + Talk about about what it means to be independent.
 + Get knowledge of American and Vietnamese ways of raising children.
B. Preparations:
 - Teacher: Handouts, textbook, lesson plan and pieces of papers.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 5 minutes 
- Inform the class of the lesson objectives: Further skill development
T Ss
2. New lesson
12 minutes
25 minutes
1. Communication: 
 Activity 1: What it meant to be independent
Discussion 
- Work in groups, discuss the extract and prepare a short talk expressing your group's opinion about it.
- Feedback.
2. Culture: 
Activity 1: Ways of raising children
- Read the two passage about how American and Vietnamese parents raise their children and answer the questions.
- Ask Ss to work in pairs and do the task.
- Ask several pairs to ask and answer the questions.
Suggested answers:
1. To teach their children to live independently
2. To protect their children and to provide them with a happy and wealthy childhood.
3. They make them do things such as washing, cleaning, and cooking for themselves from the time they are very small
4. No. Vietnamese parents seldom ask for their children's opinions before making family choices.
5. They show respect for them and let them voice their opinions on family issues.
6. After they get married
Activity 2: Make some comparisons between the two ways of child raising using while, whereas, different from
- Ask Ss to work in groups and do the task.
Example:
While most Vietnamese children sleep with their parents until they go to primary school, most America children get their own rooms from an early age.
Group work
T Ss
 Pair work
Group work
T Ss
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today? 
 What can you do now?
T Ss
4.Homework
1 minute
- T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: October, 17th 2015	 Date of signing: October, 19th 2015
Distributive period: 28	 Date of teaching:
 Unit 3 becoming independent
 Lesson 8	 Looking back and project
A. Aims and Objectives: 
 - To help Ss pronounce revise what they have learned in unit 3.
 - To teach Ss some lexical items related to becoming independent.
 - To give them a chance to do a small project in which they can develop their speaking skills
 - By the end of the lesson Ss are able to: 
 + Use the sentence stress and rhythm in connected speech correctly.
	+ Use some key words of the topic becoming independent.
 + Do the exercises on to-infinitives.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Homework
 5 minutes 
* Checking
- Ask some Ss to go to the board talk about how to teach children to become independent in VN and in the USA.
- Feedback.
- Speak out their ideas and opinions, knowledge that they have learnt in Unit 2. 
T Ss
2. New lesson
12 minutes
10 minutes
15 minutes
Pronunciation:
Activity 1: Listen and repeat these sentences
- Ask Ss to listen then link the final consonants and initial vowels.
- Ask Ss read the exchanges and do the task
- Ask Ss to check their answer with other classmates
- Elicit answers from the whole class 
- Let Ss listen again and pause to help them to notice the linking.
Activity 2: Read the paragraph below and link the final consonants and initial vowels
- Play the recording and let Ss listen and do the task.
- Play the CD once and ask S to check their answers.
- Let them listen again if necessary
- Ask Ss to check their answer with other classmates
- Elicit answers from the whole class 
Vocabulary:
Activity 1: Complete these sentences with the corr