PHAN VAN DANG HIGH SCHOOL

ENGLISH 11

Week: 24
Period: 71

Date of preparation:18-02-2024
Date of teaching:

UNIT 8: BECOMING INDEPENDENT
Lesson 1: Getting started – Earning your parents' trust
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic becoming independent;
- Gain vocabulary to talk about becoming independent;
- Get to know the language aspects: cleft sentences.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be prepared to be live independently;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 8, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
III. PROCEDURES
1. WARM-UP ACTIVITY: (5 mins)
Aims of the activity

Content, techniques for organizing

Expected products and

students' learning activities

assessment of students'
work

CATEGORIZING GAME
- Ss work in 4 groups. Each group is given
- To stir up the
small pieces of paper on which activities of
atmosphere and activate dependent and independent lifestyle are
written.
students' knowledge on
- Each group has to classify them into correct
the topic of ecosystems;
categories.
- The first team to complete the task correctly
GV: Lam Thi Kim Hong

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NH 2023- 2024

Expected answers:
Lists of activities:
- Independent lifestyle
+ Cook for yourself
+ Have good time
management
+ Know how to keep house
+ Keep your body clean

PHAN VAN DANG HIGH SCHOOL

- To set the context for
the listening and

ENGLISH 11

is the winner.
- Teacher asks the winner to go to the board
and show the correct answers.
- Teacher observes the groups and gives
feedback.

reading part;
- To enhance students'
skills of cooperating
with teammates

+ Think twice before
deciding
+ Get enough good sleep
- Dependent lifestyle
+ Ask parents for money
+ Wait parents to cook
+ Don't do your homework
+ Need mother to drop you
off at school
+ communicate badly with
people
+ Eat instant noodles all the
time

2. ACTIVITY 1 :PRESENTATION (7 mins)
Aims of the activity

Content, techniques for organizing

Expected products and

students' learning activities

assessment of students'
work

- To get students learn

Vocabulary pre-teaching

New words:

vocabulary related to

- Teacher introduces the vocabulary.

the topic.

- Teacher explains the meaning of the new

New words:
1. independent (adj):độc
lập , không lệ thuộc
2. trust (earn sb's trust):sự
tín nhiệm , lòng tin
3. (to) convince :làm cho tin
4. responsible (adj):có trách
nhiệm
5. (to) encourage:khuyến

vocabulary by pictures.
- Teacher checks students' understanding with
the “Rub out and remember” technique.
- Teacher reveals that these five words will
appear in the reading text and asks students to
open their textbook to discover further.

khích, động viên

3. ACTIVITY 2: PRACTICE (20 mins)
Aims of the activity

Content, techniques for organizing

Expected products and

students' learning activities

assessment of students'
work

GV: Lam Thi Kim Hong

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PHAN VAN DANG HIGH SCHOOL

ENGLISH 11

- To help students get to Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the picture in the
know the topic;
book as well as the dialogue and answer the
- To introduce words
questions.
and phrases related to
- Ss answer the questions in pairs.
teen independence.
- Teacher plays the recording twice. Ss listen
- To help Ss identify the and read.
- Teacher checks Ss' prediction. T calls 2 Ss to
Cleft sentences with It
read the conversation aloud.
is/ was…..that /
who…..
Questions:
- What can you see in the
picture?
Task 2. Read the conversation again and
- What do you think they are
decide who has these skills. (5 mins)
discussing?
- Go through the three skills and ask for each Suggested answers:
one, e.g. Who can manage their money? Who - 3 friends, pan, mob,...
helps with the household chores? Who is good - They are discussing
at managing their time?
housework and how to earn
- Have Ss write their answers. Then give them
parents' trust.
time to read the conversation again and locate
the speaker's line that contains information for
each skill.
- Check answers as a class. Encourage Ss to
provide evidence from the conversation, e.g.
Mark is good at managing money because he
uses a money-management app that taught him
Answer key:
how to be responsible with money.
1. Mark
2. Mai
3. Nam
Task 3. Find words and a phrase in 1 that
have the following meanings. (5 mins)

GV: Lam Thi Kim Hong

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NH 2023- 2024

Answer key:
Answer key:
1. confidence
2. independent
3. responsibilities

PHAN VAN DANG HIGH SCHOOL

ENGLISH 11
4. money-management

- Have Ss read the definitions and check
understanding. Explain that the words or
phrases Ss need to find in the conversation to
match are related to earning parents' trust.
- In weaker classes, provide some extra clues,
e.g. No 1 is a noun beginning with the letter
'c'. No 2 is an adjective containing four
syllables. No 3 is a plural noun ending in 'ilities'. No 4 is a phrase
consisting of two nouns linked with a hyphen.
- Have Ss work individually first. Then check
answers as a class.
Task 4. Match the two halves to make

Expected answers:

sentences used in 1. (5 mins)

1. D
- Tell Ss to read the sentence halves and check 2. A
3. B
comprehension.
4. C
- Have Ss work individually.
- Check answers by having individual Ss read
out the sentences.
- Focus attention on the beginning of each
sentence half on the left (It's/It was ...) and on
the first word of each sentence half on the right
(that/who). Ask Ss if they can identify the
grammar structure, i.e. cleft sentences with It
is/was ... that/who ...
4. ACTIVITY 3: PRODUCTION (10 mins)
Aims of the activity

Content, techniques for organizing

Expected products and

students' learning activities

assessment of students'
work

- To help Ss practice
speaking skills;
- To help Ss memorize
the information about

Task 5. Role play
- Teacher asks Ss to work in groups.
- In each group, one student plays the role of a
student. Others are advisors.

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NH 2023- 2024

Students' own creativity.

PHAN VAN DANG HIGH SCHOOL

ENGLISH 11

ecosystems that they

- Advisors are giving advice on how to live
independently.
have learnt in the
- Ss have 3 minutes to prepare for the role-play.
lesson.
- Teacher invites 1 or 2 groups to come to the
stage and do the role-play.
- Teacher asks other groups to listen and give
comments.
- Teacher gives feedback and gives marks to
the best group.
5. CONSOLIDATION (3 mins)
Aims of the activity

Content, techniques for organising

Expected products and

students'learning activities

assessment of students
work

- To consolidate what

WRAP-UP

Expected answers:

students have learnt in

- T asks Ss to talk about what they have learnt
in the lesson.

+ Use the words and phrases

the lesson
- To prepare for the
next lesson

related to teen
independence.
- To help Ss identify the

HOMEWORK

Cleft sentences with It is/

- Prepare: Language

GV: Lam Thi Kim Hong

was…..that / who…..

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NH 2023- 2024

PHAN VAN DANG HIGH SCHOOL

ENGLISH 11

Week: 24
Period: 72

Date of preparation:19-02-2024
Date of teaching:

UNIT 8: BECOMING INDEPENDENT
Lesson 2: Language

I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge

- Use the lexical items related to the topic Becoming independent;
- Identify and pronounce fall-rise intonation in invitations, suggestions and polite requests;
- Review the use of cleft sentences.

2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to have independent lifestyle;
- Develop self-study skills.

II. MATERIALS

- Grade 11 textbook, Unit 8, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
III. PROCEDURES
1. WARM-UP ACTIVITY: (5 mins)
Aims of the
Content, techniques for
activity
organizing
students' learning activities
Watch a video
- To stir up the
- Ss work in 4 groups. Each
atmosphere and
group is given a big-sized
activate students' piece of paper and markers.
- Ss watch the video once and
list out what to do to be
GV: Lam Thi Kim Hong

Expected products and assessment of students'
work
Link: https://www.youtube.com/watch?
v=VLCgMkTIdLA
Suggested answers:
- Learn how to save
- Set rules for yourself
- Cap your spending
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PHAN VAN DANG HIGH SCHOOL

knowledge on the
topic of plants
and animals;
- To enhance
students' skills of
cooperating with
teammates.

ENGLISH 11
- Respect to be respected as an individual

independent.
- All teams stick the paper on
the board.
- Teacher checks answers of
each group.
- The group that has the most
correct answers is the winner.
- Teacher observes the groups
and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)
Task 1: Listen and repeat. Pay attention to the fall-rise intonation in the following
sentences. (5 mins)
Aims of the activity
Content, techniques for organizing
Expected products and
students' learning activities
assessment of students'
work
- To help Ss revise
- Ask Ss to listen to the sentences. Have them Audio script:
intonation in question
pay attention to the fall-rise intonation in 1. A: So we need to protect
tags;
local ecosystems, don't we?
invitations, suggestions and polite requests.
- To help Ss practise
- Ask Ss to listen to the sentences again, but
intonation in question this time, have them repeat the sentences.
B: Yes, we do.
tags
- Have Ss read the notes in the Remember! box. 2. A: You'll take the books
back to the library, won't
- Ask Ss to work in pairs and take turns to read
the sentences. Call on some Ss to read them out you?
B: OK, I'll do that
loud.
- In stronger classes, T can explain that the fall- tomorrow.
3. A: We don't want our
rise intonation helps make invitations,
planet to lose biodiversity,
suggestions, and requests sound friendlier or
do we?
more polite.
B: No, we don't.
4. A: An ecosystem is a
community of living things,
isn't it?
B: No, it isn't. It's a
community of both living and
non-living things.
5. A: You went to Cuc
Phuong National Park last
weekend, didn't you?
B: Yes, I did
Task 2: Listen and pay attention to the fall-rise intonation in the following sentences. Then
practice saying them in pairs. (7 mins)
Aims of the activity
Content, techniques for organizing
Expected products and
students' learning activities
assessment of students' work
GV: Lam Thi Kim Hong

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NH 2023- 2024

PHAN VAN DANG HIGH SCHOOL

ENGLISH 11

- To help Ss practise
intonation in question
tags.

- Ask Ss to listen and pay attention to the Expected answers:
sentences with the fall-rise intonation.
1. Shall we now talk about other
- Have Ss listen to the recording again,
pausing after each sentence for Ss to repeat. learning methods?
Correct any wrong pronunciation.
2. Could you please pay
- In stronger classes, ask individual Ss to read attention when I'm talking to
each sentence first, and then play the
recording for them to check if they have you?
3. Why don't we use public
correctly said the sentences.
- Ask Ss to work in pairs and take turns to transport to go to school?
practise reading the sentences. Call on some
4. Would you like to join our
Ss to read them out loud.
cooking
- Teacher checks students' pronunciation and
gives feedback.
course?
- Students in class listen and give feedback on
their friends' performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
Task 1. Match the words with their meanings. (6 mins)
Aims of the activity
Content, techniques for organizing
Expected products and
students' learning activities
assessment of students' work
To
help
Ss - Ask Ss to work individually to do the Expected answers:
understand
the matching. Then put them in pairs to compare
meanings
of
the their answers and discuss the meaning of 1. e
2. d
words/phrases
that each word.
have been introduced - In weaker classes, make sure Ss understand 3. b
in Getting Started or the abbreviations in brackets (v, n, adj). 4. c
will be encountered in Read each word and elicit the part of speech 5. a
the unit.
they need to look for in the given
- To help Ss practise
definitions, e.g. What part of speech do you
the words in
need to look for in the definition of 'selfmeaningful contexts.
motivated'? Which definition begins with an
adjective?
- Have Ss match each word with its
meaning.
- If necessary, do the first one as an example
before asking Ss to match the rest
individually or in pairs.
- Weaker Ss may look up the words in the
glossary.
- Check answers as a class.
Task 2. Complete the sentences using the correct forms of the words in Task 1 (6 mins)
Aims of the activity
Content, techniques for organizing
Expected products and
students' learning activities
assessment of students' work
- To help Ss understand - Tell Ss to read the sentences carefully and Expected answers:
GV: Lam Thi Kim Hong

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NH 2023- 2024

PHAN VAN DANG HIGH SCHOOL
the meanings of the
words/phrases that have
been introduced in
Getting Started or will
be encountered in the
unit.
- To help Ss practise the
words in meaningful
contexts.

ENGLISH 11

decide which word in Activity 1 can be used
to complete each of the sentences. Tell them
to change the forms of some of the words if
necessary.
- Ask Ss to work individually to complete
the sentences. Remind them to use the
context clues to help them decide on each
word. Then put Ss into pairs to compare
their answers with a partner.
- Have Ss call out the word they have used
in each sentence before checking answers as
a class.

1. trust
2. life skills
3. self-study
4. manage
5. self-motivated

4. ACTIVITY 3: GRAMMAR (13 mins)
Task 1. Rewrite the sentences using cleft sentences focusing on the underlined parts. (6
mins)
Aims of the activity
Content, techniques for organizing
Expected products and
students' learning activities
assessment of students' work
- To help Ss recognise
- Focus Ss' attention on the Remember! box. Expected answers:
cleft sentences with it
Ask them to read the explanations and the
1. is John that/who is saving his
is/was … that/who.
examples.
pocket money
- To help Ss practise
- Check understanding by asking questions,
2. is 20 dollars that he gets
cleft sentences with it
e.g. When do speakers/writers use cleft
every week
is/was … that/who.
sentences? (when they want to focus on a
3. was last weekend that John
particular part of the sentence), What is the
earned
structure of this type of cleft sentence?
(begins with It and the focus of the sentence 4. was gifts for friends and
family members that
is put after is / was).
- Have Ss do the sentences individually or in 5. is by doing household chores
with children that parents
pairs.
- Check answers as a class.
- In weaker classes, write the sentences on
the board and explain the structures, e. g. 'It
was at the age of seven that I started getting
pocket money' has the same meaning as 'I
started getting pocket money at the age of
seven' but the former focuses on 'at the age
of seven' while the latter does not.
Task 2. Ask and answer questions about the chores you and your family members do at
home. Use cleft sentences. (7 mins)
Aims of the activity
Content, techniques for organizing
Expected products and
students 'learning activities
assessment of students work
Expected answers:
- To help Ss recognise
- Have Ss read the instructions and example,
cleft sentences with it
and make sure they understand the context
GV: Lam Thi Kim Hong

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NH 2023- 2024

PHAN VAN DANG HIGH SCHOOL

ENGLISH 11

is/was … that/who.
- To help Ss practise
cleft sentences with it
is/was … that/who.

and what they have to do. - Have Ss first
brainstorm verbs that can be used in the
clauses, and write them down as prompts, e.g.
do the laundry, vacuum the floor, water the
plants, walk the dog, make the beds, iron the
clothes.
- Put Ss in pairs and have them take turns to
ask and answer the questions. Encourage Ss
to respond to their partners' statement, e.g.
That's great! Amazing! Good for you. Really?
I can't believe it.
- Walk round and help if necessary.
- Invite some Ss to report back to the class,
e.g. This is what I found out. It's Nam's mum
who does the laundry in his family. It's Nam
who vacuums the floor.
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. CONSOLIDATION (3 mins)
Aims of the activity
Content, techniques for organizing
students 'learning activities
WRAP-UP
To help students
* T asks: What have you learnt today?
memorise the target
language and skills that
they have learnt
HOMEWORK
- Exercises in the workbook
- Prepare for lesson 3 Unit 8.

Week: 25
Period:73

A: Is it your mom who does the
laundry at home?
B: No, it is my brother who does
the laundry. Is it you who tidies
up your room?
A: Yes, it is who tidies up my
own room.

Expected products and
assessment of students work
Expected answers:
- New words related to related to
teen independence.
- To help Ss recognise cleft
sentences with it is/was …
that/who.
- Intonation in question tags

Date of preparation: 24-02-2024
Date of teaching:

UNIT 8: BECOMING INDEPENDENT
Lesson 3: Reading – How to become independent
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about how to live
independently.
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NH 2023- 2024

PHAN VAN DANG HIGH SCHOOL

ENGLISH 11

2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Acknowledge and be able to apply the tips on how to develop independent lifestyle in their
own life;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 8, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
III. PROCEDURES
1. WARM UP ACTIVITY: 5 minutes
Aims of the activity
- To arouse the
classroom's atmosphere
- To lead in the lesson

Content, techniques for organising
students'learning activities
Guessing game
- Ss work in groups.
- Call on each group one student to the board
to pick a piece of paper, then explain the
written word by using body language.
- The rest of the groups must guess the word,
if they are wrong, the chance turns to others.
- The groups with more correct answers will
be the winner.

Expected products and
assessment of students work
Expected answers:
cook, live alone, get around,
relax, communicate, work

2. PRE-READING ACTIVITY: 12 minutes
Task 1. Tick the appropriate box to see how independent you are. Add up your points. If your
total score is nine or above, you are independent. Compare with a partner. (8 mins)
Aims of the activity
-To introduce some
vocabulary in text to
help ss to read and
understand the passage
correctly
To introduce the topic

Content, techniques for organising
students'learning activities

Expected products and assessment
of students work

- Focus Ss' attention on the heading and the Students' answer
table.
- Have Ss read through the rubrics. Invite
some Ss to read the questions out loud
while others follow along and tick the

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NH 2023- 2024

PHAN VAN DANG HIGH SCHOOL

ENGLISH 11

of the reading and get
correct boxes. Have Ss add up their points
students involved in the
according to their answers.
lesson
- Ask Ss to work in pairs to compare their
answers. Invite some Ss to share their
answers with the class, e.g. I have 3 points
for question 1, 6 points for questions 2, 3,
and 4, and 1 point for question 5. My total
score is 10. I'm an independent teenager.
- Lead in to the topic of the reading text, e.
g. Would you like to become more
independent as a teenager? You'll find
more information about the skills
necessary for an independent teenager in
the following article.
3. WHILE- READING ACTIVITY
Task 2. Read the text. Match the paragraphs (A-C) with their headings (1-5). There are
TWO extra headings. (7 mins)
Aims of the activity
Content, techniques for organising
Expected products and
students'learning activities
assessment of students work
-To help students
Expected answers:
- Have Ss read the whole text quickly to get
practise guessing the
A-5
an overall idea. Walk round the class and
meanings of words in
B-4
provide help if necessary.
context
C-3
- In weaker classes, go through the options
and check
- Ask Ss to work in pairs to discuss and
compare their answers.
- In weaker classes offer help if they cannot
decide on the correct answers. Explain that
each heading should cover the main content
of the paragraph it heads. To do the matching,
Ss should read through all the headings,
underline the key words and look for them or
their synonyms in the paragraphs, e. g.
heading 3 Develop time-management skills
should go with paragraph C as we can find the
key words time, management and their related
words (schedule, sleep, hours, etc.) in this
paragraph.
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PHAN VAN DANG HIGH SCHOOL

ENGLISH 11

- Check answers as a class.
Task 3. Read the text again and match the highlighted phrases in the text with their
meanings. (7 mins)
Aims of the activity
Content, techniques for organising
Expected products and
students'learning activities
assessment of students work
To help students
Expected answers:
- Ask Ss to read the article again.
practise reading for
1. c
specific information
- Focus Ss' attention on the context of the 2. e
highlighted words and have them look for 3. b
clues offering direct or indirect suggestions 4. a
about their meanings, e. g. Ss can match '1. 5. d
get around' with 'c. to be able to travel to
different places' because they can use the
words 'transport, walking, cycling' as clues.
- If necessary, tell Ss that all phrases are
phrasal verbs and their meaning is idiomatic.
- Have Ss guess the meaning of each of the
words, based on the context. Tell them to
work individually first, then compare their
choices with a partner.
- Check answers as a class.
Task 4. Read the text again. Complete the diagrams with information from the text. Use no
more than TWO words for each gap. (7 mins)
Aims of the activity
Content, techniques for organising
Expected products and
students'learning activities
assessment of students work
-To help students
Expected
answers:
- Have Ss look at the diagrams and read
practise reading for
through the steps. Check Ss' understanding 1. many solutions
specific information
and explain new / difficult vocabulary for 2. best option
them if necessary.
3. a to-do-list
- Ask Ss to read the text again. Have Ss work
individually and fill the gaps. Encourage them 4. night's sleep
to discuss and compare their answers with a
partner.
- Check answers as a class. Have Ss explain
the answers by providing evidence from the
article.
Extension: Have Ss create a diagram with
information from paragraph. Help Ss by
asking questions about the paragraph, e.g.
What basic life skill should you learn first?
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PHAN VAN DANG HIGH SCHOOL

ENGLISH 11

(Getting around using public transport,
walking or cycling) What is the next skill
should you learn? (Communicating well and
developing good relationships with people).
Ask Ss work in groups and present their
diagrams to the class.
4. POST- READING ACTIVITY: (8 minutes)
Task 5. Work in groups. Discuss the following question
Aims of the activity

Content, techniques for organising
students'learning activities
To help students use the Task 5. Discussion
ideas and language in
the reading to talk about - Ask Ss to work in groups of three or four.
themselve
- Have Ss talk about the skills they have,

brainstorm and suggest other skills they think
they need to become independent.
- In stronger classes, encourage Ss to use cleft
sentences if possible, e.g. It is getting around
using public transport that teenagers need to
become independent or It is the timemanagement skills that I already have.
- Ask Ss from different groups to share their
ideas with the rest of the class. Praise for
good answers and fluent delivery.

Expected products and
assessment of students work
Suggested answer:
From the skills mentioned in the
text, both of us have several
basic life skills such as getting
around by ourselves, cooking
healthy meals for our family,
cleaning the house, and doing
laundry. Unfortunately, we don't
quite know how to manage our
money and time. It is the moneymanagement and timemanagement skills that we have
to develop. Also, we agree that
teenagers need emotional skills.
It's important for teens to
understand and manage their
emotions. It is emotional skills
that help teenagers behave
appropriately, make friends, and
become independent.

5. CONSOLIDATION: (3minutes)
Aims of the activity
- To consolidate what
students have learnt in
the lesson
- To prepare for the
next lesson

Content, techniques for organising
students'learning activities
Wrap-up
- Teacher asks Ss to talk about what they have
learnt in the lesson.
Homework
- Teacher asks Ss to write a short paragraph
aboutteenagers need to become
independent.

GV: Lam Thi Kim Hong

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Expected products and
assessment of students work
Expected answer:
Students reviews the
vocabularies and know about
teenagers need to become
independent

NH 2023- 2024

PHAN VAN DANG HIGH SCHOOL

ENGLISH 11

- Ss do exercises on workbook.
- Ss prepare for the next lesson – Speaking.

Week: 25
Period: 74

Date of preparation:25-02-2024
Date of teaching:

UNIT 8: BECOMING INDEPENDENT
Lesson 4: Speaking-– Learning basic life skills
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Give detailed instructions on learning basic life skills;
- Memorize vocabulary to talk about a basic life skill.
2. Competences
- Gain some language expressions to talk about life skill;
- Talk about the steps to give instructions for learning a life skill;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Acknowledge and be able to give instructions on learning basic life skills;
- Develop self-study skills;
- Actively join in class activities
II. TEACHING AIDS AND MATERIALS
- Laptop with Internet connection.
- Projector/ TV, chalk, board, handout.
- English Grade 11 textbook.
III. PROCEDURES
1. WARM UP ACTIVITY: 5 minutes
Aims of the activity

- To stir up the
atmosphere and
activate students'
knowledge on a basic
life skill;

Content, techniques for organizing students
'learning activities
Watch a video
- Teacher ask ss to watch a video about how to
boil eggs.
- Students watch the video and note down the
steps of how to boil eggs. Ss raise hands to
answer the questions:
+ What should we prepare?
+ What are the steps to boil eggs?
Link:
https://www.youtube.com/watch?
v=FTha4zARGN4

Expected products and assessment of
students work
- Teacher observes the students'
performance, collects their answers and
gives feedback.

2. ACTIVITY 1:CONTROLLED PRACTICE
GV: Lam Thi Kim Hong

15

NH 2023- 2024

PHAN VAN DANG HIGH SCHOOL

ENGLISH 11

Task 1. Work in pairs. Discuss these questions. (4 mins)
Aims of the activity

Content, techniques for organizing students
'learning activities
- Ask Ss to have a look at the pictures and ask,
What is the man doing? What life skill are the
pictures showing? (He's loading a washing
machine. He's adding washing detergent to the
detergent drawer. They are showing how to use
a washing machine.)
- Have Ss work in pairs to discuss the first
question. Set a time limit of two minutes and
invite some pairs to share their answers with the
class.
- Tell Ss to look at the diagram and read through
the steps. Explain any new words or phrases.
- Have Ss put the steps in order. Encourage them
to work with a partner.
- Check answers as a class.
- Give Ss two minutes to memorise the steps,
then ask them to close their books. Then call out
a number, e.g. Two. Have the class say the
correct step, e.g. Add the washing powder or
liquid. In stronger classes, have Ss test each
other in pairs.

- To introduce more
ideas for the main
speaking task and get
Ss involved in the
lesson.
- To help Ss learn
how to give detailed
instructions on how
to do the laundry.

Expected products and assessment of
students work
Suggested answers:
1. B
2. D
3. E
4. C
5. A

Task 2. Read the following instructions on how to do laundry. Circle the correct answers.
(6 mins)
Aims of the activity
- To help Ss learn how to
give detailed instructions
on how to do the laundry.

Content, techniques for organizing students
'learning activities
- Ask Ss to read the instructions and the tips
carefully, focusing on how to do the laundry and
check their comprehension.
- Have Ss decide on the right choices. Tell them to
work in pairs to check and discuss their answers.
- Check answers as a class.
- Alternatively, call on some Ss to take turns and
share their answers with the whole class. Correct
any wrong answers. In stronger classes, ask other
Ss to decide if the answers are correct and give
explanations.

GV: Lam Thi Kim Hong

16

NH 2023- 2024

Expected products and
assessment of students work

Suggested answers:
1. sort
2. Secondly
3. load
4. remove
5. Finally

PHAN VAN DANG HIGH SCHOOL

ENGLISH 11

Task 3. Work in pairs. Read the steps in cooking rice in a rice cooker. Use the model in 2
and the tips above to give instructions. (10 mins)
Aims of the activity
- To give Ss an
opportunity to practise
giving instructions on
how to cook rice in a rice
cooker.

Content, techniques for organizing students
'learning activities
- Ask Ss to study the pictures with steps in
cooking rice in a rice cooker. Tell them that this is
one of the basic life skill teenagers need to
become independent.
- Check to make sure Ss u...