School: ……………………………………….. Date: ……………………………..

Class: ……………………………..................... Period: ………………………......

UNIT 8: INDEPENDENT LIFE

Lesson 2.1 – Vocabulary and Reading (pages 82 & 83)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- practice and learn vocabulary: becoming independent (career, eat out, independent, part-time job,
recipe, rely on, stressful, take care of)
- practice reading for specific information
1.2. Competences
- improve Ss’ communication, collaboration, and critical thinking skills.
1.3. Attributes
- to raise awareness of challenges and skills required for independent living.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương
tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV
(if any), PowerPoint slides.
2. Students’ aids: Student’s book, workbook, notebook.
III. ASSESSMENT EVIDENCE
Performance Tasks Performance Products Assessment Tools
- Look at the picture and discuss - Ss’ answers. - T’s feedback/Peers’ feedback.
the questions.
- Match the underlined words to - Ss’ presentation. - T’s feedback/Peers’ feedback.
the definitions. Listen and
repeat.
- In pairs: Talk about your - Ss’ presentation/ answers. - T’s feedback/Peers’ feedback.
family using some of the new
words.
- Read the emails very quickly. - Ss’ answers. - T’s feedback/Peers’ feedback.
Which two dishes did Mark and
James talk about?
- Now, read and answer the - Ss’ answers. - T’s feedback/Peers’ feedback.
questions.
- Listen and read. - Ss’ answers. - T’s feedback/Peers’ feedback.
- Fact-Finding Challenge - Ss’ answers. - T’s feedback/Peers’ feedback.
- Speaking: Would you like to - Ss’ answers/ presentation. - T’s observation and feedback.
go to university in a province or
in a big city? Why?
IV. PROCEDURES
A. Warm-up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire the new language; get
students' attention at the beginning of the class with enjoyable and short activities and engage them in
the follow-up steps.
b) Content: Introducing words about becoming independent.
c) Expected outcomes: Ss get to know some new words/structures they are going to study in
the lesson.
d) Organization of the activity:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Let’s Talk! (p82 – SB)
- Divide the class into groups. - Work in groups.
- Have Ss look at the picture and discuss the questions.
 What is happening in the picture?
 What type of lesson does the picture show?
 How can this help young people be more
independent? - Answer the questions.
- Elicit answers from some Ss.
- Lead to the new lesson.
B. New lesson (35’)
 Activity 1: Pre-Reading (Vocabulary) (12’)
a) Objective: Ss get to know words about automation.
b) Content:
- Vocabulary study (career, eat out, independent, part-time job, recipe, rely on, stressful, take care of)
- Speaking: Talk about your family using some of the new words.
c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when they
do specific reading tasks.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Teach Vocabulary
- Introduce new words with the following techniques. - Listen and write down.
1. career (synonym: work, job, occupation)
2. eat out (example)
3. independent (explanation)
4. part-time job (explanation, antonym: full-time
job)
5. recipe (picture)
6. rely on (example)
7. stressful (picture)
8. take care of (picture & explanation)
Task a. Match the underlined words to the
definitions. Listen and repeat.
- Demonstrate the activity using the example. - Look and listen.
- Have Ss the underlined words with the definitions. - Work individually.
- Divide the class into pairs and have them check their Answer keys
answers with their partners. 1. b 2. e 3. f 4. a 5. c 6. d
- Play audio. Have Ss listen and repeat.
- Correct Ss’ pronunciation.
- Give feedback.

Task b. In pairs: Talk about your family using

some of the new words.
- Have pairs talk about their families using the new - Work in pairs to discuss.
words.
- Have some pairs share their ideas with the class. - Share ideas.
- Circulate and give help if necessary. Suggested answers
- Give feedback. My older sister has a part-time job. She
doesn't rely on our parents for money.
 Activity 2: While - Reading (17’)
B. New lesson (35’)
  Activity 1: Reading (17’)
a) Objective: Students can develop their reading skills regarding the two emails.
b) Content: Practicing reading the text on independent life.
- Read the emails very quickly. Which two dishes did Mark and James talk about?
- Read and match.
- Listen and read.
c) Expected outcomes: Students can practice reading and understanding general and specific
information of the two emails regarding the importance of independence in students’ life.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Read the emails very quickly. Which two
dishes did Mark and James talk about?
- Have Ss scan the emails and ask “What is the - They are possibly siblings. They refer to
relationship between Mark and James?” their shared experiences at home and
mention their parents.
- Have Ss read the question. - Read the question.
- Set a time limit (between 15 seconds and one
minute, depending on class ability).
- Have Ss scan the text to find evidence and answer - Give answers and explanations.
the question.
- Have Ss find two dishes in the two emails. Scan
the text and find words such as “food”, “meal”,
“make”, “try”, “cook”, etc.
- Check the answer as a whole class. Answer keys
fried rice, chicken curry
Task b. Now, read and answer the questions.
- Have Ss read the questions, and identify and - Read, identify, and underline the keywords.
underline the keywords.
- Have Ss reread the emails and answer the - Read and answer the questions.
questions.
* Remind Ss of reading techniques:
 Scan the text
 Read the questions first
 Skim the text and take notes while reading
and highlight any key points
 Make connections between different parts of
the emails
 Look for context clues for questions.
*NOTE: To locate specific information, pay
attention to the ideas expressed in Mark and James,
as indicated by phrases such as "Mark says,"
"James thinks," "James says," and "in James's
message to Mark."
- Have Ss check their answers with a partner. Answer keys
- Check answers as a whole class. 1. d 2. c 3. b 4. a 5. b
- Give feedback.
Tasks c. Listen and read.
- Have Ss listen to the audio and read along. - Listen to the audio and read along.
- Give feedback.

*FOLLOW-UP ACTIVITY:
 Fact-Finding Challenge:
- Divide the class into groups of three or four Ss. - Work in groups.
- Have Ss reread the text and ask them to close
books.
- Set a timer for three minutes and tell the groups to
think about as many facts as they can remember
from the emails.
- Once the time is up, have the groups gather in a
circle.
- Ask each group to take turns sharing one fact they - Share information.
remembered from the emails.
- Announce the group that has the most facts as the
winner.
- Give feedback.

 Activity 3: Post-Reading (6’)

a) Objective: Students can use the vocabulary and the content in the listening part to develop their
speaking skills.
b) Content: Speaking: Would you like to go to university in a province or in a big city? Why?
c) Expected outcomes: Ss can express their opinions and reasons regarding the topic of attending
university in a province or a big city.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task d. In pairs: Would you like to go to
university in a province or in a big city? Why?
- Have Ss discuss the questions in pairs. - Discuss in pairs.
- Elicit answers from some Ss.
- Call some Ss to share their answers with the whole - Present.
class.
- Give feedback.
C. Consolidation and homework assignments (5’)
* Consolidation:
- Gap-Fill Summary: Fill in the gap with one word.
In the first email, Mark talked about how easy it was for him to do his own laundry. He mentioned that
he was almost out of money because ___1____ out was more expensive than he expected. Mark asked
James if cooking ____2___ rice was difficult. In response, James said that Mom would be happy when
she heard about how ___3____ Mark was becoming. James advised Mark to cook his own meals to
save money. He suggested learning healthier ___4____ like chicken curry. He also mentioned that
preparing lots of food and freezing it would be a convenient option.
Answer keys:
1. eating
2. fried
3. independent
4. recipes
* Homework
- Learn the new words.
- Practice talking about becoming independent.
- Do the exercises in WB: New Words and Reading (page 46).
- Play the consolidation games in Tiếng Anh 11 i-Learn Smart World DHA App on
www.eduhome.com.vn
- Prepare: Lesson 2.2 – Grammar (pages 83 & 84 – SB).
V. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………