Tiếng AnhLớp 11Phần 10. Unit 8: Becoming independent

Giáo án Communication and Culture / CLIL

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- perform the everyday-English exchange about a first independent bus journey, using a friendly fall-rise intonation for invitations, suggestions and polite requests.
- explain the purpose, audience and opening of the model exchange, with one supporting detail.
- transform sentences into cleft sentences (It was ... who/that ...) to highlight one part of the sentence, keeping the original event, tense and actor.
- interpret the culture/CLIL text on teen independence in the US without overgeneralising.

2. Competences

a) General competences

Self-control and independent learning: Ss prepare their own lines for the role-play, check their intonation with the audio and correct their own answers against the key.
Communication and collaboration: Ss work in pairs to practise the exchange and in small groups to compare answers on the culture text and the summary task.
Problem-solving and creativity: Ss decide which details of a model are the most useful, and build a short paragraph about independence that uses only supplied information.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and perform the bus-journey exchange, read the culture text for key ideas, and write a short explanation and summary using details from the model.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the words independent, self-study, budget, priority, manage and self-motivated; practise the fall-rise intonation; and form cleft sentences with It was ... who/that.

3. Personal qualities

Responsibility: Ss rehearse their parts seriously and give their partner accurate, constructive feedback on pronunciation.
Honesty: Ss report only what the text says, and do not claim results or facts that are not in the model.
Kindness: Ss encourage classmates who are hesitant to speak and praise each other's effort during pair work.

II. Teaching aids and materials

1. Teacher

Textbook English 11 (Global Success), Unit 8: Becoming independent, Communication and Culture / CLIL
Audio recording of the everyday-English exchange and the culture text
Projector and slides showing the dialogue, the intonation examples, the cleft sentence examples and the CLIL text
Printed Worksheet No.1 and Worksheet No.2 for each pair
NeoEdu lesson page (neoedu.vn/learn/11/english/unit-8-communication-and-culture-clil) with interactive exercises for quick checking

2. Students

Textbook, notebook and pen
Highlighter for marking key details in the text
Worksheets No.1 and No.2 (given by T)

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: What does independence mean?

a) Aims

Ss activate prior knowledge about independence and get familiar with the key words of the unit.

b) Content

Ss look at the title 'Becoming independent' and the six key words: independent, self-study, budget, priority, manage, self-motivated. Ss answer the question: 'Which tasks can you already do on your own?' Ss match each word with its Vietnamese meaning: independent (tự lập), self-study (tự học), budget (ngân sách), priority (việc ưu tiên), manage (quản lí), self-motivated (có động lực tự thân).

c) Expected outcomes

Ss write down three tasks they can already do independently, for example 'I manage my own study timetable.' Ss match the six words correctly with their meanings: independent – tự lập; self-study – tự học; budget – ngân sách; priority – việc ưu tiên; manage – quản lí; self-motivated – có động lực tự thân.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the title on the board and asks: 'What does it mean to be independent? Can you give one example from your daily life?' T shows the six key words on slides and reads them aloud for choral repetition.
Students
Ss look at the title and the words, repeat them in chorus and think about their own daily tasks.
Teacher
Step 2: Task performance
T asks Ss to work individually: write three tasks they can do on their own, then match the words to their meanings in their notebooks. T walks around to support.
Students
Ss write their tasks, for example: 'I plan my own budget for snacks.' Ss match the words with the Vietnamese meanings.
Teacher
Step 3: Report and discussion
T calls on 3–4 Ss to share one task and asks the class to check the matches on the slide.
Students
Ss share: 'I can manage my own study time.' Other Ss say whether the match is correct. Likely answer: 'I can manage my own study time, so I think I am independent in studying.'
Teacher
Step 4: Conclusion and assessment
T confirms the meanings and says: 'Today we will learn how to talk about a first independent step, and how to read a text about independence carefully.'
Students
Ss note the lesson focus in their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Everyday English: a first independent bus journey

a) Aims

Ss understand the everyday-English exchange and perform it with a friendly fall-rise intonation in invitations, suggestions and polite requests.

b) Content

Ss listen to the exchange: A: I'm taking my first independent bus journey tomorrow. B: Best of luck! I hope it goes smoothly. A: Thank you. I have saved the route and contact number. B: That sounds well prepared. Ss answer: (1) What is A going to do tomorrow? (2) What does B wish A? (3) What has A prepared? (4) How does B feel about A's preparation? Ss practise the intonation with the examples: 'Would you like to join our workshop?' ↘↗; 'Why don't we practise together?' ↘↗; 'Could you show me the timetable?' ↘↗. Ss practise a fall then a rise without stretching every syllable.

c) Expected outcomes

Ss answer correctly: (1) A is taking her first independent bus journey tomorrow. (2) B wishes A good luck and hopes the journey goes smoothly. (3) A has saved the route and contact number. (4) B thinks A is well prepared. Ss repeat the three intonation examples with a clear fall-rise contour and perform the dialogue in pairs.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T plays the audio twice and asks Ss to listen for the main idea. T then asks the four comprehension questions on the slide and explains the meaning of the new words: independent (tự lập), manage (quản lí).
Students
Ss listen carefully, take notes and prepare to answer the four questions in pairs.
Teacher
Step 2: Task performance
T plays the audio again, pauses after each line and asks Ss to repeat the lines chorally. T models the three intonation examples with the fall-rise contour and asks Ss to practise them. In the pair work, T asks Ss to switch roles A and B.
Students
Ss listen, repeat each line and practise the intonation. In pairs, Ss read the dialogue aloud and answer the comprehension questions. Likely answer: 'A is taking her first bus journey on her own tomorrow.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to perform the dialogue in front of the class and asks the others to give feedback on the intonation. T asks: 'Why is B's line 'That sounds well prepared' a positive response?'
Students
Ss perform the dialogue. Other Ss comment on the intonation. Likely answer: 'B praises A because A has planned the route and the contact number.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and summarises the key intonation point: 'a friendly fall-rise contour is the model here, while other natural polite contours can also be correct in context.' T reminds Ss to keep meaning, tone and wording together.
Students
Ss note the key points and the three intonation examples in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Language focus: cleft sentences

a) Aims

Ss understand the structure of a cleft sentence and form cleft sentences to highlight one part of a sentence.

b) Content

T presents the example: Lan made the plan → It was Lan who/that made the plan. T shows the focus on time: It was on Monday that Lan made it. Ss note that the event, tense and actor stay the same, and that 'who' is used for a person while 'that' works for other focuses. Ss complete Worksheet No.2: transform three sentences: (1) Minh booked the bus ticket yesterday. → It was ... (2) Minh booked the bus ticket yesterday. → It was ... (3) Lan saved the route. → It was ...

c) Expected outcomes

Ss write the correct forms: (1) It was Minh who booked the bus ticket yesterday. (2) It was yesterday that Minh booked the bus ticket. (3) It was Lan who saved the route. Ss state the rule: It + was/is + the focus + who/that + the rest of the clause, with the same tense and actor.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes Lan made the plan on the board and asks Ss to identify the subject, the verb and the object. T then shows the cleft version and asks: 'Which part is highlighted?' T distributes Worksheet No.2 to pairs.
Students
Ss identify the parts of the sentence and answer: 'Lan is highlighted.' Ss receive Worksheet No.2.
Teacher
Step 2: Task performance
T asks pairs to complete Worksheet No.2 in 5 minutes and reminds them to keep the tense and the actor unchanged. T monitors and checks the use of who and that.
Students
Ss complete the three transformations in pairs and check each other's forms. Likely mistake: 'It was yesterday who Minh booked...' – T corrects it to 'It was yesterday that Minh booked...'.
Teacher
Step 3: Report and discussion
T asks 2 pairs to read out their answers and the class to check. T also asks: 'Can we use a cleft sentence to suggest a contrast that the text does not say?'
Students
Ss read their answers. Likely answer for the question: 'No, we should not, because the cleft sentence highlights one part only and must not imply an unsupported contrast.'
Teacher
Step 4: Conclusion and assessment
T writes the structure on the board and confirms the rules: who for a person; that for other focuses such as time or things. T emphasises that the cleft sentence highlights one part without changing the event.
Students
Ss copy the structure and the two rules into their notebooks.

Activity 2.3: Knowledge formation · 15 minutes

Culture / CLIL: teen independence in the US

a) Aims

Ss read the culture/CLIL text, identify the factors that shape teen independence and interpret the text without overgeneralising.

b) Content

Ss read the text: 'Teen independence in the US varies with family circumstances, location, culture and resources. A textbook example of part-time work or driving is not a rule for every teenager and not advice about Vietnamese legal requirements. Compare the responsibilities and support in a specific case. Independence includes safe decision-making and seeking help, not merely living away from family.' Ss complete Worksheet No.1: (a) list the four factors that affect teen independence; (b) answer: Does the text say that every US teenager must work part-time or drive? (c) Why does the text say 'Independence includes safe decision-making and seeking help'?

c) Expected outcomes

Ss complete Worksheet No.1: (a) family circumstances, location, culture, resources. (b) No. A part-time job or driving is only a textbook example, not a rule for every teenager. (c) Because independence is not just living away from family; it also includes making safe decisions and asking for help when needed.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks Ss to read the text silently and underline the key words. T distributes Worksheet No.1 and explains the three tasks (a), (b) and (c).
Students
Ss read the text silently for 2 minutes, underline the key words and receive Worksheet No.1.
Teacher
Step 2: Task performance
T asks Ss to work in groups of four to discuss the three tasks, and reminds them to base answers on the text only. T listens to the groups and prompts: 'Where in the text can you find this idea?'
Students
Ss discuss in groups and write the answers. Likely answer for (a): 'family circumstances, location, culture and resources.'
Teacher
Step 3: Report and discussion
T asks one group to report answer (b) and another group to report answer (c). T asks the class: 'Does the text give a general rule for all teenagers?'
Students
Ss report and compare. Likely answer: 'No, the text says this is only one example, and it changes with each family.'
Teacher
Step 4: Conclusion and assessment
T explains that the text describes variation and gives an example, not a rule, and does not give advice on Vietnamese law. T stresses that a good reading avoids overgeneralisation.
Students
Ss correct their worksheets and write the key idea: 'Teen independence varies, and it includes safe decision-making and seeking help.'

Activity 3: Practice · 15 minutes

Practice: reading the model and answering questions

a) Aims

Ss consolidate the everyday-English exchange and the reading skills by answering questions 2–5 from the lesson.

b) Content

Ss work in pairs. Exercise 1: read aloud the exchange in question 1 with correct intonation. Exercise 2: state the purpose and audience of the exchange and support it with one detail. Exercise 3: identify the opening sentence and explain how it introduces the topic. Exercise 4: select two useful details and explain why they are better than saying only that the topic is important. Exercise 5: write a three-sentence summary using only information in the model, keeping the essential condition.

c) Expected outcomes

Ex.1: The exchange is read aloud with a friendly fall-rise contour. Ex.2: Audience: the two speakers, A and B. Purpose: to handle the concrete request, the response and the conditions in the exchange. Supporting detail: A: Thank you. Ex.3: Opening sentence: 'I'm taking my first independent bus journey tomorrow.' It introduces the particular situation before the later detail. Ex.4: (1) 'Best of luck! I hope it goes smoothly.' – it tells what is being wished. (2) 'I have saved the route and contact number.' – it gives a concrete action and must not be lost; both are specific, unlike a general claim that the topic matters. Ex.5: 'A will make a first independent bus journey tomorrow. B offers good wishes and hopes it goes smoothly. A has saved the route and contact number, which B considers good preparation.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays exercises 1–5 on the slide and reminds Ss to use only information from the model. T sets a time limit of 15 minutes.
Students
Ss read the five exercises and decide who will read aloud and who will write the answers.
Teacher
Step 2: Task performance
T asks pairs to complete exercises 1–5 in writing and checks the summary for accuracy. T encourages Ss to keep the condition 'saved the route and contact number' in the summary.
Students
Ss work in pairs, read the exchange aloud, write their answers for exercises 2–5 and check each other's summary.
Teacher
Step 3: Report and discussion
T calls on two pairs to read their answers for exercises 3 and 4 and asks the class to comment on the accuracy of the details.
Students
Ss read their answers. Likely answer for exercise 4: 'The detail about saving the route is more useful, because it shows A's preparation.'
Teacher
Step 4: Conclusion and assessment
T reads the model answers from the product and highlights the key points: a specific opening, specific details and a summary that keeps the essential condition.
Students
Ss compare their answers with the model, correct any mistakes and note the key points.

Activity 4: Application · 20 minutes

Application: writing about my own step to independence

a) Aims

Ss write a short explanation about independence, use the structure of the model and the key words, and avoid overgeneralising.

b) Content

Ss write a short paragraph of five to six sentences about a first independent step that they or someone they know has taken (for example: a first bus journey, managing a small budget, or self-study). Ss start with a specific opening sentence, add one or two concrete details, and end with a sentence about safe decision-making or seeking help. Ss label any example as 'an illustrative example', not as a general fact. Ss may use one cleft sentence, such as 'It was my mother who ...'.

c) Expected outcomes

A model paragraph (illustrative example): 'I am taking my first independent bus journey to school next week. I have saved the route and the contact number of my parents. For me, independence includes making safe decisions and asking for help when I need it. This is only my own example, and other teenagers may have different circumstances.' Ss use the key words independent, manage, budget or self-motivated at least once, and keep all details supplied by themselves, without invented results.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the model paragraph and points out the opening sentence, the concrete details and the closing sentence. T gives the writing task and the checklist: specific opening, two details, a safe-decision sentence, a label for the example.
Students
Ss read the model, identify the parts and copy the checklist into their notebooks.
Teacher
Step 2: Task performance
T asks Ss to write individually for 10 minutes and to share their paragraph with a partner for 3 minutes of peer feedback. T walks around and supports Ss who need help with vocabulary.
Students
Ss write their paragraphs and read them to a partner. Partners check the checklist and suggest one improvement.
Teacher
Step 3: Report and discussion
T invites 3 Ss to read their paragraphs and asks the class to say whether the example is labelled correctly. T asks: 'Does your example describe every teenager?'
Students
Ss read their paragraphs. Likely answer: 'No, it is only my example, and other teenagers may have different circumstances.'
Teacher
Step 4: Conclusion and assessment
T praises accurate and clearly labelled examples and reminds Ss that a culture text should not be turned into a general rule. T asks Ss to correct their paragraphs for homework.
Students
Ss note the feedback and revise their paragraphs.

Worksheets

Worksheet No.1: Teen independence in the US

Read the text and answer the questions.

(a) List the four factors that affect teen independence in the US: ____, ____, ____, ____.
(b) Does the text say that every US teenager must work part-time or drive? Explain with one phrase from the text.
(c) Why does the text say 'Independence includes safe decision-making and seeking help, not merely living away from family'?
(d) Write one sentence showing that the text is an example, not a rule.

Worksheet No.2: Cleft sentences

Rewrite each sentence as a cleft sentence. Keep the same event, tense and actor.

(1) Minh booked the bus ticket yesterday. → It was ... who ...
(2) Minh booked the bus ticket yesterday. → It was ... that ...
(3) Lan saved the route. → It was ... who/that ...
Answer the question: Why must a cleft sentence not imply an unsupported contrast?

Homework

Rewrite your paragraph from the apply activity. Check that your opening sentence is specific, that your details are real or clearly labelled as an illustrative example, and that your closing sentence mentions safe decision-making or seeking help.
Listen to the everyday-English exchange on the NeoEdu lesson page (neoedu.vn/learn/11/english/unit-8-communication-and-culture-clil) and record yourself. Compare your intonation with the model and mark any part that needs more practice.
Write three cleft sentences of your own, based on the sentences in Worksheet No.2. Use 'who' for a person and 'that' for time or things, and keep the tense and the actor unchanged.

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