Tiếng AnhLớp 11Phần 10. Unit 8: Becoming independent

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- use the fall-rise intonation in invitations, suggestions and polite requests;
- form and use cleft sentences with “It was … who/that …” to highlight a person, a time, or an object;
- use the six topic words of the unit (independent, self-study, budget, priority, manage, self-motivated) accurately in context.

2. Competences

a) General competences

Self-control and independent learning: Ss work on the matching, grammar and pronunciation tasks alone first, check their own answers, and correct their mistakes before sharing them with the class.
Communication and collaboration: Ss practise intonation in pairs, give feedback to each other, and perform a short invitation and request dialogue together.
Problem-solving and creativity: Ss decide which part of a sentence to highlight with a cleft structure and create their own sentences about independent living.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat polite invitations and requests with the correct intonation, read a practice text aloud, and produce a short dialogue and a paragraph using cleft sentences.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the intonation pattern correctly, understand and use the unit vocabulary, and apply the cleft sentence structure to highlight person, time and object.

3. Personal qualities

Diligence: Ss complete all practice tasks on time and repeat intonation patterns until they sound natural.
Responsibility: Ss take responsibility for their own pronunciation and their share of the pair work, and they complete the homework writing task independently.
Honesty: Ss assess their own reading aloud honestly and accept peer feedback without exaggeration.

II. Teaching aids and materials

1. Teacher

Projector, lesson slides with the sample sentences and arrows (↘↗)
Worksheet 1 and Worksheet 2 (printed or projected)
Digital lesson page on NeoEdu: neoedu.vn/learn/11/english/unit-8-language (presentation, examples and interactive exercises)
Timer, whiteboard and markers

2. Students

Student’s book Tiếng Anh 11 (Global Success), Unit 8
Notebook, pens, pencils
Pairs of Ss use a short dialogue card prepared in class

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: Who makes the decisions?

a) Aims

Ss activate prior knowledge about living independently and get ready to use the unit topic words.

b) Content

T asks Ss three questions on the slide:

What do you do independently at home?
Who usually makes the plan for your weekly budget?
Do you think self-study is important for students? Why?
Ss answer briefly, and T writes some key ideas on the board.

c) Expected outcomes

Ss’ spoken answers, for example:

“I manage my own timetable for homework.”
“My parents discuss the budget with me.”
“Self-study helps me become more independent.”
The board shows the key ideas that link to the topic “Becoming independent”.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the slide with three questions and asks Ss to think for 30 seconds before answering.
Students
Ss look at the questions and think silently about their own experiences.
Teacher
Step 2: Task performance
T walks around and gives short support when needed.
Students
Ss discuss the answers with a partner for about one minute.
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their ideas with the class and writes key words on the board.
Students
Some Ss report, for example: “I manage my own timetable for homework.” Other Ss respond with “I agree” or “Me too”.
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says: “Today we will learn words about independence and how to use intonation and cleft sentences.”
Students
Ss listen and write the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary: Words about independence

a) Aims

Ss understand the meaning of six topic words of the unit and use them in simple sentences.

b) Content

Ss complete the matching task in Worksheet 1 (individually first, then check in pairs). Then Ss listen to T pronounce each word, repeat in chorus, and make one sentence with each word.
Worksheet 1 contains the words: independent, self-study, budget, priority, manage, self-motivated.

c) Expected outcomes

Matching key:

independent – tự lập
self-study – tự học
budget – ngân sách
priority – việc ưu tiên
manage – quản lí
self-motivated – có động lực tự thân
Ss write one example sentence for each word, for example: “I manage my own budget every month.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and says: “Match each word with its Vietnamese meaning. You have three minutes.”
Students
Ss read the words and the meanings on the worksheet.
Teacher
Step 2: Task performance
T monitors and encourages Ss to check with a partner.
Students
Ss work individually for two minutes, then compare their answers with a partner and correct any mistakes.
Teacher
Step 3: Report and discussion
T calls on Ss to read a pair of words and meanings. T models the pronunciation and Ss repeat in chorus.
Students
Ss say, for example: “Independent means tự lập.” Ss repeat the words after T and make one sentence each.
Teacher
Step 4: Conclusion and assessment
T confirms the correct matches and highlights the word “self-motivated” and the word “manage” as useful for the speaking tasks later.
Students
Ss write the correct matches and one example sentence in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Pronunciation: Intonation in polite requests

a) Aims

Ss recognise and produce the friendly fall-rise intonation in invitations, suggestions and polite requests.

b) Content

T models three sentences from the lesson:

Would you like to join our workshop? ↘↗
Why don’t we practise together? ↘↗
Could you show me the timetable? ↘↗
T explains that the printed focus is a friendly fall-rise contour, that other natural polite contours can be valid in context, and that Ss should practise a fall then rise without stretching every syllable. Ss listen, repeat in chorus and then in pairs.

c) Expected outcomes

Ss can identify the fall-rise pattern in the three sentences and say them with a friendly tone.
Key point written on the board:

Fall then rise (↘↗) to sound friendly and polite.
Meaning, tone and wording work together.
Do not stretch every syllable; keep the rhythm natural.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: “Listen carefully to the intonation. Notice how the voice falls and then rises at the end of each sentence.”
Students
Ss listen to T and watch the arrows (↘↗) on the slide.
Teacher
Step 2: Task performance
T models each sentence twice, then asks Ss to repeat in chorus. Next, T asks pairs to take turns making invitations and requests with the same contour.
Students
Ss repeat in chorus, then practise in pairs. One S says the sentence and the partner gives a friendly response, for example: “Yes, I’d love to!”
Teacher
Step 3: Report and discussion
T asks 2 or 3 pairs to perform in front of the class and asks the rest to notice the pattern. T asks, “Does the voice fall and then rise? Does it sound friendly?”
Students
Some Ss perform, for example: “Would you like to join our workshop?” The class answers, “Yes, the voice falls and rises. It sounds friendly.”
Teacher
Step 4: Conclusion and assessment
T summarises the key point on the board: fall then rise, natural rhythm, friendly tone. T reminds Ss that other natural polite contours can also be acceptable in context.
Students
Ss copy the key points into their notebooks.

Activity 2.3: Knowledge formation · 15 minutes

Grammar: Cleft sentences with “It was … who/that”

a) Aims

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

b) Content

T shows the example: Lan made the plan → It was Lan who/that made the plan. T then shows: It was on Monday that Lan made it.
T asks Ss to observe the structure and answer these questions:

What is the focus in the first sentence? (Lan)
Which word is used for a person? (who)
Which word is used for time? (that)
What stays the same after the change? (the original event, the tense and the actor)

c) Expected outcomes

Ss’ notes on the board:

Structure: It was + focus + who/that + remainder.
Who is used for a person; that is used for other focuses such as time, place or object.
Keep the original event, tense and actor unchanged.
Do not use a cleft sentence to suggest a contrast that is not supported.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two examples on the board and asks Ss to compare them with the original sentence, “Lan made the plan.”
Students
Ss read the examples and think about the questions on the board.
Teacher
Step 2: Task performance
T guides Ss to find the focus and the relative word. T uses the NeoEdu lesson page to show more examples if time allows.
Students
Ss work in pairs, discuss the questions and find the focus, the relative word and the unchanged parts.
Teacher
Step 3: Report and discussion
T invites Ss to share the answers and asks, “Why do we use who here?” and “Why do we use that with time?”
Students
Ss answer, for example: “We use who because Lan is a person.” “We use that because on Monday is a time focus.”
Teacher
Step 4: Conclusion and assessment
T confirms the structure and the rules on the board and reminds Ss not to change the tense, the actor or the event.
Students
Ss write the structure and the key rules in their notebooks.

Activity 3.1: Practice · 20 minutes

Grammar drill: Cleft sentence choices

a) Aims

Ss choose the correct cleft sentence for different focuses (person, time, place, object) and explain their choice.

b) Content

Ss complete Worksheet 2 individually (questions 1–8). Then they check their answers in pairs and explain their choices. T uses the NeoEdu interactive exercises if Ss need more practice.
Worksheet 2 contains eight multiple-choice questions based on the lesson.

c) Expected outcomes

Answer key:

A – It was Lan who made the plan. (It was introduces a past cleft.)
D – It was on Monday that she called. (That introduces the remainder after a time focus.)
C – It was the calendar that helped me. (The focused noun phrase is the calendar.)
B – It was Nam who taught Mai. (Actor, receiver and past event remain unchanged.)
A – It is my sister who usually checks the list. (Who refers to the focused person.)
D – It was in the library that we met. (A prepositional place phrase can be focused.)
C – It was a weekly budget that I prepared. (That introduces the object-focus remainder.)
B – “It was yesterday that she paid” emphasises the time.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and says: “Choose the correct answer and be ready to explain why.”
Students
Ss read the eight questions and the options.
Teacher
Step 2: Task performance
T monitors and gives hints when Ss are stuck, for example: “Is the focus a person, a time or an object?”
Students
Ss complete the worksheet individually for about 10 minutes, then compare answers with a partner and explain their choices.
Teacher
Step 3: Report and discussion
T calls on individual Ss to give answers to questions 1–8 and asks the class to agree or disagree.
Students
Ss answer, for example: “Question 2 is D because it is a time focus, so we use that.” Other Ss respond with “I agree” or “I think it is different because…”
Teacher
Step 4: Conclusion and assessment
T reveals the answer key and explains any difficult items, especially questions 4 and 7.
Students
Ss check and correct their answers and write any corrections in their notebooks.

Activity 3.2: Practice · 10 minutes

Reading aloud: Intonation check

a) Aims

Ss read a practice text aloud with the fall-rise intonation and explain the intonation focus of the unit.

b) Content

Ss read the practice text aloud twice: first slowly, then at a natural pace. The text is:

Would you like to join our workshop? ↘↗
Why don’t we practise together? ↘↗
Could you show me the timetable? ↘↗
After reading, each S explains the unit’s intonation focus in one sentence and demonstrates it for the class.

c) Expected outcomes

Ss’ oral reading with the fall-rise pattern for each invitation and request.
Sample explanation: “The sentences end with a fall then a rise. This makes the request polite and friendly.”
T gives feedback on three points: focus on the intonation pattern, clear pronunciation and meaning, and natural rhythm.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: “Read the three sentences aloud twice. First read slowly, then read at a natural pace.”
Students
Ss look at the text and prepare to read.
Teacher
Step 2: Task performance
T listens and notes Ss who need more practice.
Students
Ss read the sentences aloud individually or in pairs, one reading and one listening.
Teacher
Step 3: Report and discussion
T invites 3 or 4 Ss to read and explain the intonation focus. T asks other Ss to give quick feedback.
Students
Ss read and explain, for example: “The voice falls, then rises, so it sounds polite.” Classmates say, for example: “Your rise was clear.”
Teacher
Step 4: Conclusion and assessment
T gives specific feedback on the three points and models the most difficult sentence again.
Students
Ss repeat the model sentence once more and note their own areas to improve.

Activity 4: Application · 15 minutes

Role-play: Inviting a partner to a workshop

a) Aims

Ss use the intonation of invitations and polite requests and at least one cleft sentence in a realistic conversation about independent living.

b) Content

In pairs, Ss prepare and perform a short dialogue (about 6–8 lines). Student A invites Student B to a workshop on self-study or budget management, makes a suggestion with “Why don’t we …?”, and makes a polite request with “Could you …?”. Each dialogue must include at least one cleft sentence, for example: “It was my mum who taught me to manage my budget.”
For homework, Ss write a paragraph about one independent habit using one cleft sentence.

c) Expected outcomes

A short dialogue performed with the fall-rise intonation and at least one correct cleft sentence, for example:
A: “Would you like to join our workshop? ↘↗”
B: “Yes, I’d love to. Why don’t we practise together? ↘↗”
A: “Could you show me the timetable? ↘↗”
B: “Sure. It was my teacher who gave me this timetable.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and shows the dialogue framework on the slide. T says: “You have five minutes to prepare, and then you perform for the class.”
Students
Ss read the framework and decide who will be Student A and Student B.
Teacher
Step 2: Task performance
T monitors pairs and helps with intonation and cleft sentences when needed.
Students
Ss write and practise their dialogues in pairs for about five minutes, checking the intonation and the structure of the cleft sentence.
Teacher
Step 3: Report and discussion
T invites 3 pairs to perform. T asks the class to notice the intonation and the cleft sentence in each performance.
Students
Pairs perform their dialogues. The class answers T’s questions, for example: “Which cleft sentence did you hear?”
Teacher
Step 4: Conclusion and assessment
T praises the good performances and summarises the key points: fall-rise intonation for polite requests and the cleft structure “It was … who/that …”. T assigns the homework paragraph.
Students
Ss note the feedback and write the homework task in their notebooks.

Worksheets

Worksheet 1: Vocabulary matching

Match each word with its meaning.

independent
self-study
budget
priority
manage
self-motivated

Meanings:

việc ưu tiên
quản lí
tự học
ngân sách
tự lập
có động lực tự thân

After matching, write one example sentence for each word.

Worksheet 2: Cleft sentences

Choose the best answer (A, B, C or D).

Focus on Lan: ___ Lan who made the plan.

A. It was
B. There was
C. It were
D. Was it

Focus on time: It was on Monday ___ she called.

A. who
B. whose
C. where to
D. that

Choose the cleft focusing on the tool.

A. It was yesterday that I planned.
B. The calendar helped me.
C. It was the calendar that helped me.
D. It was I who used the calendar.

Choose the equivalent of “Nam taught Mai.”

A. It is Nam who will teach Mai.
B. It was Nam who taught Mai.
C. It was Mai who taught Nam.
D. It was Nam who was taught by Mai.

It is my sister ___ usually checks the list.

A. who
B. which
C. whose
D. where

Focus on place: It was ___ that we met.

A. who the library
B. the library who
C. where in
D. in the library

Choose a correct object focus.

A. It was I which prepared a budget.
B. It was prepared that a weekly budget.
C. It was a weekly budget that I prepared.
D. It was a weekly budget who I prepared.

“It was yesterday that she paid” emphasises ___.

A. the method
B. the time
C. the payer
D. the amount

Homework

Write a paragraph of 5–6 sentences about one independent habit you have (for example, managing your budget, self-study, or planning your timetable). Use at least one cleft sentence with “It was … who/that …”.
Practise reading aloud the three sentences: “Would you like to join our workshop?”, “Why don’t we practise together?” and “Could you show me the timetable?” with the fall-rise intonation. Record yourself if possible and listen to check your intonation.
Review the six topic words (independent, self-study, budget, priority, manage, self-motivated). Make one new sentence with each word.
Explore more practice on the NeoEdu lesson page: neoedu.vn/learn/11/english/unit-8-language.

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