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;
- Teach the use of cleft sentences.
2. Competences
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
3. Personal qualities
- Actively join in class activities & develop self-study skills.
- Be willing to help their friends to complete learning tasks.
II. MATERIALS
- Grade 11 textbook, Unit 8, Getting started.
- Computer connected to the Internet.
- Projector / powerpoint.
III. Produres
I. Warm up (10 mins)
a. Objective:
- To stir up the atmosphere and activate students’ knowledge on the topic of
independent lifestyle;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Watch a video and list out what to do to become independent.
c. Output:
- Students can listen and find out some ways to become independent.
d. Process:
 Teacher’s / Student’s activities Content
Watch a video Link:
- Ss work in 4 groups. Each group is given a https://www.youtube.com/watch?
big-sized piece of paper and markers. v=VLCgM
- Ss watch the video once and list out what kTIdLA
to do to be independent. Suggested answers:
- All teams stick the paper on the board. - Learn how to save
- Teacher checks the answers of each group. - Set rules for yourself
- The group that has the most correct - Cap your spending
answers is the winner. - Respect to be respected as an
individual
II. New Lesson ( 35 mins )
Activity 1: PRONUNCIATION
a. Objective:
- To help Ss recognise and practise fall-rise intonation in invitations, suggestions
and polite requests.
b. Content:
- Task 1: Listen and repeat. Pay attention to the fall-rise intonation in the
following sentences. (p.87)
- Task 2: Listen and pay attention to the fall-rise intonation in the following
sentences. Then practice saying them in pairs. (p.87)
c. Output:
- Students can say the sentences with correct fall-rise intonation in invitations,
suggestions and polite requests.
d. Process:
Teacher’s/ Student’s activities Content
T can explain that the fall-rise intonation
helps make invitations, suggestions, and
requests sound friendlier or more polite.
Task 1: Listen and repeat. Pay attention 1. Would you like a cup of tea?
to the fall-rise intonation in the following 2. Why don’t you answer your
sentences. phone?
- Ask Ss to listen to the sentences. Have 3. Would you like me to help you
them pay attention to the fall-rise intonation install the software?
in invitations, suggestions and polite 4. Can you show me the money-
requests. management app you told me
- Ask Ss to listen to the sentences again, but about?
this time, have them repeat the sentences.
- Have Ss read the notes in the Remember!
box.
- Ask Ss to work in pairs and take turns to
read the sentences. Call on some Ss to read
them out loud.
Task 2: Listen and pay attention to the
fall-rise intonation in the following
sentences. Then practise saying them in 1. Shall we now talk about other
pairs. learning methods?
- Ask Ss to listen and pay attention to the 2. Could you please pay attention
sentences with the fall-rise intonation. when I’m talking to you?
- Have Ss listen to the recording again, 3. Why don’t we use public
pausing after each sentence for Ss to repeat.
transport to go to school?
Correct any wrong pronunciation.
4. Would you like to join our
- In stronger classes, ask individual Ss to
cooking course?
read each sentence first, and then play the
recording for them to check if they have
correctly said the sentences.
- Ask Ss to work in pairs and take turns to
practise reading the sentences. Call on some
Ss to read them out loud.
Activity 2: VOCABULARY
a. Objective:
- To introduce words / phrases related to “Teens and independence”.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p.88)
- Task 2: Complete the sentences using the correct forms of the words in 1.
(p.88)
c. Output:
- Students can identify the meaning of words, memorise them and are able to use
them in meaningful contexts.
d. Process:
Teacher’s / Student’s activities Content
Task 1. Match the words with their meanings. Answer key:
- Ask Ss to work individually to do the matching. Then 1. e
put them in pairs to compare their answers and discuss 2. d
the meaning of each word. 3. b
- T makes sure Ss understand the abbreviations in 4. c
brackets (v, n, adj). Read each word and elicit the part 5. a
of speech they need to look for in the given definitions,
e.g. What part of speech do you need to look for in the
definition of ‘self-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
- Tell Ss to read the sentences carefully and decide
Answer key:
which word in Activity 1 can be used to complete each 1. trust
of the sentences. Tell them to change the forms of some 2. life skills
of the words if necessary. 3. self-study
- Ask Ss to work individually to complete the 4. motivate
sentences. Remind them to use the context clues to help 5. self-motivated
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.
Activity 3: GRAMMAR (13 mins)
a. Objective:
- To help Ss recognise cleft sentences with it is/was … that/who.
- To help Ss practise cleft sentences with it is/was … that/who
b. Content:
- Task 4. Match the two halves to make sentences used in 1. (p.87)
- Task 1. Rewrite the sentences using cleft sentences focusing on the underlined
parts. (p.88)
- Task 2. Ask and answer questions about the chores you and your family
members do at home. Use cleft sentences. (p.87)
c. Output:
- Students identify how to use the cleft sentence and can apply it to give a short
talk on the given topic.
d. Process:
Teacher’s / Student’s activities Content
Task 4. Match the two halves to make sentences Answer key:
used in 1. (p.87) 1. d
- Focus Ss’ attention on the Remember! box. Ask them 2. a
to read the explanations and the examples. 3. b
- Check understanding by asking questions, e.g. When 4. c
do speakers/writers use cleft sentences? (when they
want to focus on a particular part of the sentence), What
is the structure of this type of cleft sentence? (begins
with It and the focus of the sentence is put after is /
was).
- T give student structure of cleft sentence: " It+tobe+ S
that/Who+V... "
- Tell Ss to read the sentence halves and check
comprehension.
- Have Ss work individually.
- Check answers by having individual Ss read out the
sentences.
Task 1. Rewrite the sentences using cleft sentences Answer key:
focusing on the underlined parts. (6 mins) 1. is John that/who is
- Have Ss do the sentences individually or in pairs. saving his pocket
- Check answers as a class. money
- In weaker classes, write the sentences on the board 2. is 20 dollars that he
and explain the structures, e. g. ‘It was at the age of gets every week
seven that I started getting pocket money’ has the same 3. was last weekend
meaning as ‘I started getting pocket money at the age of that John earned
seven’ but the former focuses on ‘at the age of seven’ 4. was gifts for friends
while the latter does not. and family members
that
5. is by doing
household chores with
 children that parents
Task 2. Ask and answer questions about the chores Suggested answer:
you and your family members do at home. Use cleft A: Is it your mum who
sentences. does the laundry
at home?
- Have Ss read the instructions and example, and make
B: No, it is my brother
sure they understand the context and what they have to who does the
do. In weaker classes, model a short conversation with laundry. Is it you who
a student. tidies up your
- Have Ss first brainstorm verbs that can be used in the room?
clauses, and write them down as prompts. A: Yes, it is who tidies
- Put Ss in pairs and have them take turns to ask and up my own room.
answer the questions. Encourage Ss to respond to their
partners’ statement.
- Walk round and help if necessary.
- Invite some Ss to report back to the class.
Consolidation
- T asks SS what they have learnt in the lesson.
-> SS answer
- T gives feedback
Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.