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Giáo án Tiếng Anh 11
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 identify the features of a completed project: title, audience, method, evidence, practical limits and source notes.
  • By the end of the lesson, Ss will be able to explain how the opening, the middle steps and the closing of the model work together to deliver one clear message.
  • By the end of the lesson, Ss will be able to produce a one-page weekly budget project and a rehearsed short presentation with source credits and a genuine question period.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own draft against a checklist and revise it without reminders from the teacher.
  • Communication and collaboration: Ss share ideas and give feedback in pairs and groups, and ask and answer questions politely during the presentation.
  • Problem-solving and creativity: Ss revise a budget when an essential cost changes and suggest a sensible adjustment instead of hiding the difference.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the model aloud, answer comprehension questions, write a short summary and conclusion, and give a short presentation with a question period.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the sentences of the model clearly, use the words budget, priority, manage and independent accurately, and use a friendly fall-rise intonation in polite requests such as 'Could you show me the timetable?'.

3. Personal qualities

  • Responsibility: Ss keep real personal financial data private, label fictional figures clearly and report only actual data.
  • Honesty: Ss show the difference between planned and actual amounts openly and explain how they adjust the plan.
  • Diligence: Ss complete all planning steps on time and rehearse the presentation at least twice before speaking to the class.

II. Teaching aids and materials

1. Teacher

  • Projector and slide showing the completed model: 'Life-skill plan — completed model: Weekly money management'
  • Worksheet No. 1 and Worksheet No. 2 (printed, one copy per pair or group)
  • Online lesson page with the lecture, examples and interactive exercises: neoedu.vn/learn/11/english/unit-8-project
  • Board, markers and a timer

2. Students

  • Notebook, pen and a highlighter
  • A blank sheet of A4 paper for the group project
  • Calculator (optional, for checking the sums)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: What makes a project convincing?

a) Aims

Ss recall what a useful project needs and activate the key vocabulary: independent, budget, priority, manage, self-study, self-motivated.

b) Content

T asks Ss to think in pairs about this question: 'What should a good project on becoming independent show?' Ss focus on the title, the audience, the evidence and the limits. T writes the key words on the board and asks Ss to say how each word connects with the topic.

c) Expected outcomes

A short list of 3–4 features that a convincing project needs, for example:

  • A clear title
  • A named audience
  • Evidence that is real or clearly labelled as an example
  • A plan with practical limits
  • A short presentation with sources

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work in pairs. Name three things a good project on becoming independent should include. You have one minute.' T writes the key words on the board.

    Students

    Ss listen, look at the board and prepare their ideas.

  2. Teacher

    Step 2: Task performance

    T monitors and prompts with questions such as 'Who is the audience?' and 'How can we show that the evidence is real?'

    Students

    Pairs discuss and make a short list. Expected ideas: 'The audience is classmates and the teacher.' / 'We should label the example as fictional.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share their lists and writes the main points on the board.

    Students

    Ss report, for example: 'A clear title and a named audience.' / 'Evidence and limits, like the budget.'

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'Today we will study a completed model and then make our own budget project.' T points out the key words and asks Ss to copy them into their notebooks.

    Students

    Ss copy the key words and the lesson focus into their notebooks.

Activity 2: Knowledge formation · 10 minutes

Analysing the completed model

a) Aims

Ss identify the parts of a project model and explain the job of each part.

b) Content

Ss read the model 'Life-skill plan — completed model: Weekly money management' on the slide and in Worksheet No. 1. Pairs complete the table in Worksheet No. 1 (part / sentence / function). T may show the lecture on the NeoEdu page to support the analysis. Key questions:

  1. What is the opening sentence?
  2. What does Week 3 add to the project?
  3. Why does the closing sentence qualify the aim?
  4. Which words show that the example is fictional?

c) Expected outcomes

Completed Worksheet No. 1. Key answers:

  • Opening: 'Life-skill plan — completed model: Weekly money management.' It names the topic and the situation.
  • Middle: Week 1 records actual spending; Week 2 makes a budget and reserves travel costs first; Week 3 compares planned and actual amounts, explains one difference and adjusts.
  • Closing: 'Success means explaining and revising a plan, not spending the least at any cost.' It qualifies the aim of the project.
  • Labels: 'a fictional worked example' shows that the figures are illustrative.
    Key knowledge: a good project keeps its title, audience, method, evidence and limits visible, and labels examples clearly. A real record stays private.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the model on the slide and hands out Worksheet No. 1. T says: 'Work in pairs. Find the opening sentence and read it aloud. Then complete the table.'

    Students

    Ss look at the slide and the worksheet, and read the model silently.

  2. Teacher

    Step 2: Task performance

    T circulates, checks pronunciation of 'Life-skill plan' and 'Success means explaining and revising a plan', and helps weaker pairs find the labels.

    Students

    Pairs underline key phrases and discuss. Expected answer: 'The opening tells us the topic. The closing tells us what success means.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What does Week 3 add to the project?'

    Students

    Ss answer: 'It shows how the student compares the plan with actual spending and adjusts the plan.' Another pair says: 'The example is fictional, so it is not a real record.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key answers and summarises the checklist: title, audience, method, evidence, limits and sources. T reminds Ss: 'A real record stays private; the 200,000 đồng example is fictional.'

    Students

    Ss copy the checklist into their notebooks and tick the parts they have found in the model.

Activity 3: Practice · 15 minutes

Checking the model: exercises 2–8

a) Aims

Ss use the model to answer questions about purpose, audience, details and summary, supporting each answer with a detail from the text.

b) Content

Pairs answer Tasks 2–5 orally first, then write short answers for Tasks 6–8 in their notebooks. Tasks:
2. State the purpose and audience of the project product and presentation on 'Becoming independent'. Support your answer with one detail.
3. Identify the opening sentence and explain how it introduces the topic.
4. Select two useful details from the model and explain why they are better than saying only that the topic is important.
5. Write a three-sentence summary using only the information in the model. Keep any condition or limit that is essential.
6. Choose one sentence from the middle of the model and explain what it contributes.
7. Read the opening and closing aloud, then explain one difference between their jobs.
8. Write a short concluding sentence that keeps the model's message, using only details already supplied.

c) Expected outcomes

Model answers (teacher checks with the guide; equivalent wording is accepted):

  • Task 2: Audience: classmates and the teacher reviewing the project. Purpose: to present the named project and its concrete evidence, proposed action and limits. Detail: 'Week 3: compare planned and actual amounts, explain one difference and adjust.'
  • Task 3: The opening is 'Life-skill plan — completed model: Weekly money management.' It introduces the particular situation before the later detail.
  • Task 4: (1) 'Week 1: record all actual spending privately and group it as necessary or optional.' (2) 'Success means explaining and revising a plan, not spending the least at any cost.' Both are specific and show a limit or a result, not just a claim that the topic is important.
  • Task 5: 'The model is a weekly money plan. In Week 1, the student records all actual spending privately and groups it as necessary or optional. Success means explaining and revising a plan, not spending the least at any cost.'
  • Task 6: 'Week 3: compare planned and actual amounts, explain one difference and adjust.' It gives a concrete action that shows the method.
  • Task 7: The opening sets up the specific situation; the closing qualifies the message. A source citation credits the evidence but is not the author's conclusion.
  • Task 8: 'A real record stays private, and success means explaining and revising a plan rather than spending the least.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work in pairs. Answer Tasks 2 to 5 orally. Then write short answers for Tasks 6 to 8. Use details from the model only.'

    Students

    Ss read the tasks and underline the key words in each question.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions: 'What is the evidence for your answer?' / 'Is this detail a claim or an example?'

    Students

    Pairs answer the questions. Expected answer for Task 2: 'The audience is classmates and the teacher, and the purpose is to present the project and its evidence.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to read their answers to Tasks 3, 4 and 7 aloud, and asks the class to check accuracy.

    Students

    Ss read their answers. Other pairs say whether the answer uses information from the model: 'Yes, that detail is in the text.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the model answers on the slide, highlights the difference between the opening and the closing, and reminds Ss that examples must be labelled.

    Students

    Ss compare their answers with the model answers and correct their notes.

Activity 4: Application · 15 minutes

Planning our own weekly budget project

a) Aims

Ss produce a short project product and rehearse a presentation with source notes, a labelled example and a genuine question period.

b) Content

Groups of three or four Ss write a one-page weekly budget project on A4 paper, using Worksheet No. 2 as a planning frame. The project must include: a title, the audience (classmates and teacher), a three-week method, a fictional example labelled as fictional, practical limits and source notes. Example of a planning frame:

  • Money actually available (labelled as an example)
  • Travel and school costs
  • A small reserve
  • Optional spending
  • Week 3 comparison: one difference and one adjustment
    Then each group rehearses a two-minute presentation. The presenter uses a polite request with a fall-rise intonation, for example 'Could you show me the timetable?', and the class asks at least two questions.

c) Expected outcomes

A one-page project sheet with:

  • Title: for example 'Weekly Money Plan for Becoming Independent'
  • Audience: classmates and teacher
  • Method: three weeks (record, plan, compare and adjust)
  • Fictional example that adds up, for example: 200,000 đồng = 80,000 travel + 50,000 school materials + 20,000 reserve + 50,000 optional spending
  • Limits and source notes
    and a rehearsed two-minute presentation that answers at least two questions from classmates.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models a short rehearsal and says: 'Your product must be useful and private. Label every example as fictional. Do not share bank details or passwords.'

    Students

    Ss listen and check their groups' roles: writer, timekeeper, presenter, sources checker.

  2. Teacher

    Step 2: Task performance

    T circulates, asks 'Is this figure real or an example?' and reminds groups to write the amounts so that they add up to the available total.

    Students

    Groups write their sheets and rehearse. Expected answer from a group: 'This figure is fictional, so we label it as an example.'

  3. Teacher

    Step 3: Report and discussion

    T invites each group to present in two minutes and asks the class to ask one question after each presentation.

    Students

    Groups present. Classmates ask questions such as 'Could you explain the reserve?' Expected answer: 'The reserve is for unexpected costs, so we set it aside first.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on three criteria: clarity of the message, labelled evidence and a genuine question period. T reminds Ss: 'Success is responsible planning, not spending the least at any cost.'

    Students

    Ss note the feedback and decide what to revise in their final version at home.

Worksheets

Worksheet No. 1: Analysing the model

Read the completed model 'Life-skill plan — completed model: Weekly money management' and complete the table below.

  • Part of the project: opening sentence
    Sentence from the model: ____________
    Function: ____________
  • Part of the project: Week 1
    Sentence from the model: ____________
    Function: ____________
  • Part of the project: Week 2
    Sentence from the model: ____________
    Function: ____________
  • Part of the project: Week 3
    Sentence from the model: ____________
    Function: ____________
  • Part of the project: closing sentence
    Sentence from the model: ____________
    Function: ____________
  • Label showing the example is fictional
    Words from the model: ____________

Questions:

  1. Why is the opening sentence useful for the audience?
  2. What does Week 3 add to the project?
  3. Why does the closing sentence qualify the aim?
  4. Why must a real record stay private?

Worksheet No. 2: Our weekly budget project

Group name: ____________
Project title: ____________
Audience: ____________

Step 1 – Record (Week 1)

  • Money actually available (label as an example if fictional): ____________
  • Necessary spending: ____________
  • Optional spending: ____________

Step 2 – Plan (Week 2)

  • Travel costs: ____________
  • School materials: ____________
  • Reserve: ____________
  • Optional spending: ____________
  • Check: the four amounts add up to the available total? Yes / No

Step 3 – Compare and adjust (Week 3)

  • One difference between planned and actual amounts: ____________
  • One adjustment for the next week: ____________

Limits and sources

  • Practical limits: ____________
  • Sources (what is real, what is an example): ____________

Presentation checklist

  • I have a polite request with fall-rise intonation, for example 'Could you show me the timetable?'
  • I have invited at least two questions.
  • I have not shared any bank details or passwords.

Homework

  • Finish the one-page weekly budget project sheet. Make sure the example is clearly labelled as fictional and that the four amounts add up to the available total.
  • Rehearse your two-minute presentation at least twice with a partner or in front of a mirror. Practise the fall-rise intonation in 'Could you show me the timetable?' and prepare answers to two possible questions.
  • Write a three-sentence summary of the completed model in your notebook, keeping the condition that a real record stays private and the limit that success is not spending the least at any cost.

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