Tiếng AnhLớp 11Phần 10. Unit 8: Becoming independent

Giáo án Speaking

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
explain the structure of a complete spoken model: opening, supporting details with a concrete example, limitation and closing;
use vocabulary related to independence and budgeting (independent, self-study, budget, priority, manage, self-motivated);
use polite intonation in invitations, suggestions and requests, and a cleft sentence to highlight one part of a message;
give a position on a topic, support it with an example, acknowledge a limitation and respond to a partner's follow-up question.

2. Competences

a) General competences

Self-control and independent learning: Ss plan and prepare their own short speaking contribution before the pair work and check their notes independently.
Communication and collaboration: Ss take turns in pairs, listen to their partner's position, ask a real follow-up question and respond politely.
Problem-solving and creativity: Ss choose a realistic example of independence and adapt the budget model to their own situation, including a way to handle a rise in travel costs.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss develop and defend a viewpoint on becoming independent, respond to a partner in a clear and interactive way, and summarise the model in three sentences.
Language knowledge (pronunciation, vocabulary, grammar): Ss use fall-rise intonation in polite suggestions, use the target vocabulary accurately, and form cleft sentences such as "It was on Monday that Lan made the plan".

3. Personal qualities

Responsibility: Ss explain why a family or personal budget should be revised honestly when an essential cost changes, instead of hiding the difference.
Honesty: Ss label fictional or illustrative figures as examples and do not present them as real personal data.
Diligence: Ss complete the record-and-compare task in their notebooks and prepare their speaking card carefully before the pair work.

II. Teaching aids and materials

1. Teacher

Projector, slides with the model text, the interaction dialogue and the target vocabulary
Audio recording or teacher's model reading of the speaking text (fall-rise intonation)
Timer and small cards for the warm-up question
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/11/english/unit-8-speaking
Worksheet No. 1 and Worksheet No. 2 (printed or projected)

2. Students

Notebook, pen and pencil
Worksheet No. 1 and Worksheet No. 2
Mobile device or laptop for the NeoEdu exercises (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Taking the first step to independence

a) Aims

Ss activate prior knowledge about independence and get ready to talk about the topic "Becoming independent".

b) Content

Ss answer the teacher's question: "What is one thing you can do independently now, and what is one thing you still need help with?" Ss use the words independent, self-study and self-motivated in their answers.

c) Expected outcomes

Ss give 2–3 short oral answers. Expected answers: "I can cook a simple meal by myself." / "I do self-study for English every evening." / "I still need help to manage my money." Ss write the three key words on the board: independent, self-study, self-motivated.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the question on the slide and says: "Think of one thing you do independently and one thing you still need help with. You have 30 seconds."
Students
Ss listen and think silently for 30 seconds.
Teacher
Step 2: Task performance
T calls on 3 pairs to talk for 30 seconds each and monitors quietly.
Students
Ss take turns telling a partner their answers, for example: "I am independent in choosing my clothes, but I need help to manage my budget."
Teacher
Step 3: Report and discussion
T asks: "Which skill is the hardest to become independent in?"
Students
Ss answer briefly, for example: "Managing money is the hardest for me." / "Time management is difficult."
Teacher
Step 4: Conclusion and assessment
T writes the key words on the board, explains independent (tự lập), self-study (tự học) and self-motivated (có động lực tự thân), and introduces the lesson topic.
Students
Ss copy the words into their notebooks and repeat them after T.

Activity 2.1: Knowledge formation · 10 minutes

Model speech: planning a weekly budget

a) Aims

Ss identify the structure of a complete spoken model and understand how a concrete example and a limitation make a viewpoint convincing.

b) Content

Ss read and listen to the model about planning a weekly budget. T asks the following questions:

What is the first step in planning a weekly budget?
What example is given? What are the four amounts?
What should you do if an essential cost changes?
What is the purpose of the budget, according to the speaker?
Ss also learn the vocabulary: budget (ngân sách), priority (việc ưu tiên), manage (quản lí).

c) Expected outcomes

Ss can state the key content of the model:

First step: write down the money actually available, not money you hope to receive.
Example (fictional): from 200,000 VND, allow 80,000 for travel, 50,000 for school materials, 20,000 for a reserve and 50,000 for optional spending.
If an essential cost changes, reconsider optional spending rather than hide the difference.
Purpose: responsible planning, not a competition to spend the least.
Ss note: the example is labelled as fictional, so it is not presented as a real observation.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: "Listen to the model once. While listening, underline the first step and the purpose of the budget." T plays the audio or reads the model with fall-rise intonation.
Students
Ss listen and underline the words in their handouts or notebooks.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and answer the four questions on the slide. T walks around and helps with vocabulary.
Students
Ss discuss in pairs. Expected answers: "You write down the money you actually have." / "The example is 200,000 VND, with 80,000 for travel." / "You reconsider optional spending."
Teacher
Step 3: Report and discussion
T calls on 2 pairs to report. T asks: "Why does the speaker say the example is fictional?"
Students
Ss answer: "Because it is an example, not the speaker's real financial record."
Teacher
Step 4: Conclusion and assessment
T summarises the structure of a good spoken model: a clear position at the start, a concrete example, a limitation or condition, and a closing that gives the purpose. T stresses the word "budget" (ngân sách) and the phrase "manage money".
Students
Ss write the four parts of the model structure in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Interaction: responding to a partner politely

a) Aims

Ss recognise how a speaker responds to a partner and use friendly fall-rise intonation in invitations, suggestions and polite requests.

b) Content

Ss read the dialogue:
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 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? ↘↗

c) Expected outcomes

Ss can name the three functions in the dialogue: giving good wishes, giving information ("I have saved the route and contact number") and giving a positive comment ("That sounds well prepared"). Ss can read the three polite questions with a friendly fall-rise contour, for example: "Would you like to join our workshop?" with a fall on "workshop" and a rise at the end. Ss understand that the contour is friendly, not that every syllable must be stretched.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: "Read the dialogue. Then listen to the three polite questions and notice the voice at the end." T models each question with a fall-rise contour.
Students
Ss listen and mark the rising and falling arrows on their handouts.
Teacher
Step 2: Task performance
T asks Ss to practise in pairs: A says the question, B answers with a short response. T monitors intonation and gives quick corrections.
Students
Ss practise. Example response: "Yes, I'd love to. When is the workshop?"
Teacher
Step 3: Report and discussion
T invites 2 pairs to perform in front of the class and asks the class: "Was the voice friendly? Where did it fall and where did it rise?"
Students
Ss give feedback, for example: "The voice fell on 'workshop' and rose at the end, so it sounded friendly."
Teacher
Step 4: Conclusion and assessment
T confirms that the printed fall-rise contour is one friendly option, and that other natural polite contours can be valid in context. T reminds Ss to keep meaning, tone and wording together.
Students
Ss repeat the three questions once more, with a friendly tone.

Activity 2.3: Knowledge formation · 6 minutes

Grammar focus: cleft sentences to highlight one part

a) Aims

Ss form and use cleft sentences to highlight a part of a sentence, such as the actor or the time, while keeping the original event and tense.

b) Content

T gives the example: Lan made the plan → It was Lan who/that made the plan. It was on Monday that Lan made it. Ss change these sentences from the budget model:

Lan made the plan on Monday. (Focus: Lan)
Record purchases during the week. (Focus: during the week)
T reminds Ss: who is used for a person; that is used for other focuses.

c) Expected outcomes

Ss write the following cleft sentences:

It was Lan who made the plan.
It was on Monday that Lan made the plan.
It is during the week that you should record purchases.
Ss can explain that the event, tense and actor stay the same, and that a cleft sentence should not be used to imply an unsupported contrast.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the example on the board and explains that a cleft sentence highlights one part with It was/is ... who/that.
Students
Ss copy the example and the pattern into their notebooks.
Teacher
Step 2: Task performance
T asks Ss to work individually for 2 minutes, then check with a partner. T walks around and checks the use of who and that.
Students
Ss rewrite the two sentences. Expected answers: "It was Lan who made the plan." / "It was on Monday that Lan made the plan."
Teacher
Step 3: Report and discussion
T asks 2 Ss to write their answers on the board and asks the class: "Why do we use who here, not that?"
Students
Ss answer: "Because Lan is a person, so we use who."
Teacher
Step 4: Conclusion and assessment
T summarises: use who for people, that for other focuses (time, place, thing). Keep the original tense and actor.
Students
Ss write the summary rule in their notebooks.

Activity 3: Practice · 8 minutes

Analysing the model and its key features

a) Aims

Ss analyse the model speech to find the opening sentence, the key details and the closing, and explain how each part supports the message.

b) Content

Ss complete Worksheet No. 1 by answering the following tasks:

Identify the opening sentence and explain how it introduces the situation.
Select two useful details and explain why they are better than saying only that the topic is important.
Read the opening and the closing aloud and explain one difference between their jobs.
Write a three-sentence summary of the model. Keep the condition: if an essential cost changes.

c) Expected outcomes

Answer key (for T's reference):

Opening: "To plan a weekly budget, first write down the money actually available, not money you hope to receive." It introduces the specific situation of planning a budget.
Useful details: "Next, list necessary travel and school costs." and "The four amounts add up to the available total." They are concrete and show how the plan works.
Closing: "The purpose is responsible planning, not a competition to spend the least." The opening starts the topic; the closing states the purpose.
Summary (three sentences): First, write down the money actually available. Then list necessary costs and set aside a small reserve. Finally, compare the record with the plan and reconsider optional spending if an essential cost changes.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 1 and says: "You have 5 minutes to complete the four tasks individually. Then check with your partner."
Students
Ss read the model again and complete Worksheet No. 1.
Teacher
Step 2: Task performance
T monitors and checks whether Ss use the model accurately and do not invent results or figures.
Students
Ss work individually, then compare answers with their partner. Ss can say: "The example is fictional, so I wrote that it is an example."
Teacher
Step 3: Report and discussion
T asks 2 Ss to read their summary aloud and asks the class: "Does the summary keep the condition about the essential cost?"
Students
Ss read their summaries. The class checks whether the condition is kept.
Teacher
Step 4: Conclusion and assessment
T confirms the answer key and stresses that a good summary keeps the main idea, the facts and the essential condition without adding new results.
Students
Ss correct their worksheets and write the key points in their notebooks.

Activity 4: Application · 8 minutes

Defending my viewpoint on becoming independent

a) Aims

Ss develop a short viewpoint on becoming independent, support it with a concrete example, acknowledge a limitation, and respond to a partner's follow-up question.

b) Content

Ss use Worksheet No. 2 (Speaking Card) to prepare a 1-minute spoken contribution:

Position: "I think ... is the key step to becoming independent."
Concrete example (label it as your own example or a fictional one).
Limitation: "One limitation is ..."
Invitation: "What do you think?"
Partner's task: ask one real follow-up question, for example: "What would you do if the bus fare rose?"

c) Expected outcomes

Each pair completes one exchange: Speaker A gives a 1-minute position with a concrete example and a limitation; Speaker B asks a real follow-up question and gives a polite response, for example: "Revise the budget and seek advice before cutting essential travel costs." Ss use at least one fall-rise polite question, for example: "Could you show me the timetable?"

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: "Fill in the Speaking Card in 3 minutes. Then speak to your partner. Your partner must ask one real follow-up question." T shows a model card on the slide.
Students
Ss fill in Worksheet No. 2 individually.
Teacher
Step 2: Task performance
T asks pairs to exchange roles. T listens and notes examples of good intonation and useful follow-up questions.
Students
Ss speak to each other. Sample: "I think planning money is the key step. For example, I use 20,000 VND as a reserve each week. One limitation is that I sometimes forget to record purchases. What do you think?" Partner: "What would you do if your bus fare rose?"
Teacher
Step 3: Report and discussion
T invites 2 pairs to present to the class and asks the class to give one positive comment and one suggestion.
Students
Ss listen and give feedback, for example: "Your example was clear. Next time, add a reason for your position."
Teacher
Step 4: Conclusion and assessment
T praises the good points and reminds Ss that a convincing speaker gives a position, a concrete example, a limitation and an invitation to respond. T assigns the homework.
Students
Ss write down the teacher's feedback and the key structure in their notebooks.

Worksheets

Worksheet No. 1: Analysing the model

Read the model about planning a weekly budget. Then complete the tasks below.

Task 1: Identify the opening sentence. Explain how it introduces the situation.
Task 2: Select two useful details from the model. Explain why they are better than saying only that the topic is important.
Task 3: Read the opening and the closing aloud. Explain one difference between their jobs.
Task 4: Write a three-sentence summary using only the information in the model. Keep the condition: if an essential cost changes, reconsider optional spending rather than hide the difference.
Check: Is the example labelled as fictional? Did you invent any results?

Worksheet No. 2: Speaking Card

Prepare your 1-minute spoken contribution on "Becoming independent".

My position: I think ... is the key step to becoming independent.
My concrete example (label it as my own or fictional): ...
My limitation: One limitation is ...
My invitation: What do you think?
My partner's follow-up question (a real question, not a prepared speech): ...
My polite response to my partner: ...
Intonation check: Use a friendly fall-rise contour in at least one question, for example: "Would you like to join our workshop?"

Homework

Write a short paragraph (about 80–100 words) about one way you are becoming more independent. Include a position, a concrete example and one limitation. Label any example that is not real as fictional.
Practise the three polite questions (Would you like to join our workshop? / Why don't we practise together? / Could you show me the timetable?) with a friendly fall-rise intonation. Record yourself and listen again.
Write one cleft sentence about a plan you made this week, for example: "It was on Sunday that I made my budget." Keep the original tense and actor.
Prepare to present your 1-minute spoken contribution to a classmate in the next lesson. Check the vocabulary: independent, self-study, budget, priority, manage, self-motivated.
Explore more practice exercises at neoedu.vn/learn/11/english/unit-8-speaking.

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