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GIÁO ÁN TIẾNG ANH LỚP 11 TUẦN 7
NĂM 2019 - 2020
Date of preparation:
Date of signing:
Period 19:
Unit 3: BECOMING INDEPENDENT
Part 1: Getting started
I. Objectives
By the end of the lesson, students will be able to gain:
1. Knowledge
- getting to know the topic of becoming independent, the vocabulary related to being
independent, and the grammar points of the unit: to-infinitives after cetain nouns and
adjectives.
2. Skill
- Listening, reading, speaking
3. Attitude
- be raised an awareness of being independent.
II. Teaching method: Integrated, mainly communicative
III. Teaching aids
- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure
Date

Period

….. __ / __ / __

Class

Attendance

Absentees/Notes

…. / ….

1. Class organization:
2. Previous lesson check: No
3. New lesson:
T’s and Ss’Activities

Knowledge

Warm-up
- shows Ss some pictures and ask Ss to answer * Questions:


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the questions

1. What words come up to your mind when
you think of an independent person?

Ss Look at the pictures and answer the 2. Does an independent person often ask for
questions.

help when doing things?
3. Can she do things for herself?


T elicits answers from students, encourages
different interpretations
Lead in: These people are doing the work 1. Listen and read
without being paid for it. What do you call this -Topic: an independent person
kind of work?
(Expected

answer):

Vocabulary:

reliable,

determined,

BECOMING confident,…

INDEPENDENT

- Grammar: To- V

In our lesson today, you will know about
volunteer activities
- asks Ss to guess what the conversation might
be about by reading the title “An independent
person”
- T asks Ss some questions about the
conversation: “What are Mai and Lan talking
about?”


2. Answer the questions:

- Ss can guess the content of the conversation

* Expected answers:

- play the recording.

1. Because Minh doesn’t rely on other people

- listen and read the conversation at the same for help and isn’t influenced by other’
time.

people’s opinions

- ask Ss to underline vocabulary related or the 2. Because he always completes his tasks on
grammar points which appear in the dialogue.

time, and never needs to be reminded about
assignments and other schoolwork.
3. He tried hard and spent the whole night an

- lets Ss read the questions first, then read the a hard Maths problem when most student in
conversation again to answer the questions

the class had given up.


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Ss work in pairs to practice asking and 4. He always tries to find solutions to his
answering the questions

problem and seldom needs help from others.
5. Responsible, reliable, self-reliant, decisive,

- Ss report their answers

determined, well-informed and confident

- check if they have any difficulty in 6. Ss’ own answers
understanding the conversation.

3. Match each word with their definitions

- refer the conversation to get clues for their

1. d

answers

2. e

- check Ss’ answers and encourage Ss to give

3. b

their opinions to answer the question 6

4. c

5. f
6. a
4. Find the sentences with To-infinitive after

- ask students to look through the task then work certain

adjectives

and

nouns

in

the

individually to finish the task

conversation and write down them in the

- work individually to finish the task

spaces below

- ask them to work in pairs to compare and 1. It’s good to have a friend you can rely on.
check their answers

2. Evan our Maths teacher was very surprised

- call some students to give the answers then to read his answer.

give the correct answers

3. His parents must be really pleased to have
such a son.
4. But he still has time to read, …
5. It’s interesting to talk to him.
6. I really admire his ability to make decisions

- tell Ss to take a quick look at the conversation so quickly.
to find the sentences with To-infinitive after 7. You’re lucky to have a close friend like
certain adjectives and nouns, underline them him.
and then write down
- Ss work in pairs
- Check their answers and give the feedback.


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4. Consolidation:
- Summarize the main points: getting to know the topic of becoming independent, the
vocabulary related and the grammar point to-infinitive
5. Homework:
- practice the tasks.
- prepare for the next lesson
--------------------------------------------------o0o-------------------------------------------------Date of preparation:
Date of signing:
Period 20:
Unit 3: BECOMING INDEPENDENT
Part 2: Language
I. Objectives

By the end of the lesson, students will be able to gain:
1. Knowledge
- vocabulary related to the topic, suffixes to form adjectives
- linking between a consonant and a vowel
- To-infinitives after adjectives and nouns
2. Skill
- Listening, reading, writing
3. Attitude
- be raised an awareness of being independent.
II. Teaching method: Integrated, mainly communicative
III. Teaching aids
- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date

Period

….. __ / __ / __
2. Previous lesson check:
- act out the dialogue.

Class

Attendance
…. / ….

Absentees/Notes



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3. New lesson:
T’s and Ss’Activities

Knowledge

Warm-up:
T asks Ss to look at the pictures and write down I: Vocabulary
adjectives to describe them

* Activity 1: Complete the table with words

- Ss give the adjectives (if they can’t, T give that have the same roots as the adj. in the first
some letters to help them find out Adj. easily)

column.

- T leads into the new lesson.

Adjective

Noun

Adverb

1

reliable


reliability

reliably

2

confident

confidence

confidently

3

independent independence independently

4

self-reliant

self-reliance

5

decisive

decisiveness

Ss can use dictionaries to look up words to


6

determined

determination determinedly

complete the table

7

responsible responsibility

T explains to Ss what they are supposed to do

decisively
responsibly

T can point out the use of suffixes such as –
ity, -ce, -ness, -tion as a word formation strategy * Activity 2: Complete the sentences with
Ss speak out
some of words from 1
1. reliable
T writes the corresponding word form on the 2. confidence
board
3. well-informed
4. responsible
5. self-reliance
6. decisively
- T asks Ss to work individually first


7. independence

- Ss work individually
- T lets Ss work in pairs or groups to compare II: Pronunciation (linking
their answers
consonant and a vowel)

between

a

- Ss work in pairs or groups to compare their
answers

- Linking between a consonant and a vowel is

- T calls some representatives to speak out their a very important feature of English as it helps


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answers and explain them if T asks

preserve rhythm and makes the spoken

- T gives feedback

language sound natural.
* Activity 1: Listen and repeat the following
sentences, paying attention to the linking

between the words.

T shows the pictures and has Ss read aloud the - Linking can occur when a word ends in a
sentence

consonant and the following word starts with
a vowel. The consonant sound is linked with

Ss read aloud

the vowel sound.
* Activity 2 : Listen and link the consonant

T elicits

sounds and the vowel sounds. Then practice
reading the sentences.

T introduces how to link between a consonant III. Grammar:
and a vowel

* Activity 1: To-infinitives after nouns/

T plays the recording for Ss to listen

adjectives

T plays the recording again with pauses for Ss

1. Form:


to repeat each sentence

S + linking V + N/ Adj. + TO- infinitive

Ss listen and repeat the sentences

2. Uses:

Ss study The Yellow stick note

We can use the to- infinitive after certain adj.

T asks Ss to work in pairs and take turns reading to give a reason for the adj.
the sentences in rows

Eg: I’m happy to meet you again.

- Ss practice the sentences a few times.

* Note:

- T invites some Ss to read the words and We can use the to- infinitive after with IT and
corrects their pronunciation

certain adj. to make a comment or judgment.
It + linking V + Adj. + TO- infinitive

- T reminds Ss of To-infinitives after nouns/ Eg: It is interesting to talk to him.
adjectives


(IT is the formal subject while the infinitive

- T asks Ss to pay attention to sentences with phrase is the real subject of sentence.
TO- INFINITVE in GETTING STARTED

Eg: Talking to him is interesting
1. It’s good to have a friend you can rely on.
(It + linking V + Adj. + TO- infinitive)


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- Ss

write down and discuss how to TO- 2. Even our Maths teacher was very surprised

infinitive used in these sentences.

to read his answer. (S + linking V + Adj. +

- T gives feedback.

TO- infinitive)
3. But he still have time to read….( S +
linking V + N + TO- infinitive)

- Ss make some examples of their own.

* Activity 2: To-infinitives after adjectives


- T gives explanations and provides help when

1. The little boy was afraid to jump into the

necessary.

pool.
2. She is proud to be the leader of the group.
3. The students were excited to hear that they
had won the competition.
4. My mother was very surprised to hear that I
would take part in the storytelling contest.
5. I’m sorry to disturb you.
* Activity 3: To-infinitives after Noun
1. It’s unreasonable to expect that everybody
will understand.
2. It’s impossible to guess what will happen .
3. It’s easy to learn some simple sentences in

- Ss rewrite the sentences

English such as How are you? or Thank you.

- T asks Ss to work in pairs to check their 3. His decision to take part in the contest
answers

surprised all of us.

- T gives feedback and highlights TO- infinitive


4. It’s necessary to take a map with you when
traveling in a foreign country.
5. It’s possible for you to finish the project on

- T lets Ss do the exercise individually

your own.

- Ss work by themselves

* Note: We can use the to- infinitive after

- T observes and helps them if necessary.

certain abstract nouns to say what action they
relate to.

- T asks Ss to take turns reading the sentences NOUN+ TO- infinitive
aloud and then write them on the board.

Eg: Your dream to become a teacher will


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- Ss read and write the sentences

come true.
* Activity 4: To-infinitives after Noun


- T gives comments.

1. You are not ill so there’s no need to stay in
bed.

- T ask Ss to look at examples and do the 2. My teacher has the ability to make
exercise individually

complicated things easy to understand.

- Ss work by themselves

3. His decision to take part in the contest

- T observes and helps them if necessary.

surprised all of us.

- T asks Ss to take turns reading the sentences 4. I couldn’t get permission to go to the party.
aloud and then write them on the board.

5. I didn’t know about their plan to go to Nha

- Ss read and write the sentences

Trang for the summer holidays.

- T elicits Ss’ answers about rules
- Ss study the rules given in the yellow box and

give examples
- T explains the rules if necessary
- T lets Ss do the exercise individually
- Ss work by themselves
- T observes and helps them if necessary.
- T asks Ss to take turns reading the sentences
aloud and then write them on the board.
- Ss read and write the sentences
4. Consolidation:
- Summarize the main points:
- vocabulary related to the topic, suffixes to form adjectives
- linking between a consonant and a vowel
- To-infinitives after adjectives and nouns
5. Homework:
- complete the tasks.
- prepare for the next lesson


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Date of preparation:
Date of signing:
Period 21:
Unit 3: BECOMING INDEPENDENT
Part 3: Reading
I. Objectives
By the end of the lesson, students will be able to gain:
1. Knowledge
- time-management skills
2. Skill

- Reading: scanning, skimming
3. Attitude
- be aware of the importance of time-management skills
II. Teaching method: Integrated, mainly communicative
III. Teaching aids
- board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date

Period

Class

….. __ / __ / __

Attendance

Absentees/Notes

…. / ….

2. Previous lesson check: - activity 3,4.
3. New lesson:
T’s and Ss’Activities
Warm up

Knowledge

Chatting


- T plays a video about time-management and ask * Activity 1:
Ss some questions to set the topic of reading?

* Activity 2: Read the text and select the

- Ss give their answers

statement that expresses its main idea.

- T encourages Ss to give different viewpoints
- T introduces the title of the reading text

* key: D


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Have Ss work with a partner
Group-work
- Ss read the text quickly and choose the statement
they think it’s the main idea of the text

* Activity 3: Read the statements. Decide if
they are true, false or not given
1. NG

- T goes around the class to help Ss with some 2. F (However, the ability to be an
independent person does not develop
difficult if necessary

- T asks Ss compare with the others.
- T doesn’t give feedback
- T asks Ss to read through the passage, check if
the statements are true, false or no given, referring
to the text if necessary.

naturally.)

3. F (…. You need a number of life skill to
stop relying on your parents and older
siblings.)
4. T

- T asks them to underline the key words in the 5. T

statements and relevant words/ phrases in the text

* Activity 4: Read the text again. Answer

- Ss read the text and underline the key words in the questions.
the statements and relevant words/ phrases in the 1. With good time-management skills, you
text
don’t feel very stressed when exam
- Ss work individually to do the task, then discuss
dates are approaching; you can act more
their answers with their partners

- T calls on some Ss to give their answers and asks
them to give clues from the reading text
- T gives feedback

- T asks Ss to do this exercise individually, then
compare with a partner
+ ask them to scan the text to find answers to the
questions.

independently

and

responsibly,

get

better grades at school and have more
time for family and friends.
2. Write the things you will have to do on a
planner or an app on your mobile
device, and put time limits on them.
3. So you can check them later.

+ let them highlight the keys words both in the 4. Decide what is important to you and give
it the most of your time or add it to the
questions and in the text.
+ let them take turns asking and answering in

top of your list.


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pairs.- Ss do this task, then discuss their answers 5. Once routines are developed, they take
with their partners
less time to do.
- T checks Ss’ answers and give further
* Activity 5: Work in groups.
explanation if necessary
- Making plans
- T asks Ss to look back at the text to locate the
- Prioritizing activities.
highlighted words
- Ss try to guess the meaning of each of the - Developing routines
highlighted words, based on the context
- Some representatives read aloud their answers
- T checks Ss’ answers
Group-work
- T has Ss work in groups of 4 to note down the
time-management skills mentioned in the text
- Ss express giving opinions that they know
- Ss take turns speaking
- T joins some group and reminds Ss to take turns
speaking
- T asks some representatives from groups to
perform in front of the whole class.
- Feedback by listening to each other.
4. Consolidation:
- Summarize the main points:
+ Reading for general information and specific ideas about time-management skills.
5. Homework:
- practice the tasks.
- prepare for the next lesson

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