Date of preparation:

Unit 3 BECOMING INDEPENDENT

Lesson: 20 GETTING STARTED Tiết PPCT: 20
I. Objectives
1. Knowledge, skills,attitude
-Knowledge: To know how to becomeindependent, vocabulary related to being independent
-Skills: listening, speaking, reading and writing skills
-Attitude: To make them raise an awareness of becoming independent
2. Orientation towards students’ competency development
-Communicative competence and social skills
II. Preparation of teacher andstudents
1.On the teacher’s part: handouts, text books, worksheets, teacher's book, computer and speaker.
2.On the students’ part: text books, the old and the new lesson
III. Teachingprocedures
1.Stabilization(2ms)
- Check attendance
- Talk something to the sts
2.Formerly assigned assignments check-up ( no )
3.Classroomactivities
A. START/ WARM UP ACTIVITY (5ms)

Aims of activities Lesson content and techniques for Expected products and
organizing students’ learning activites assessment of student work
- To introduce the subject that the Play a game “ Guessing word” Ss are expected to give the
sts are going to study today as - Divide the class into two groups, give answer like this:
well as make them more energetic cues so that the sts guess what the word “ INDEPENDENT”
for the lesson. is.
1.This word is an adjective.
2.It tells us about personality of a
person that doesn’t rely on other people.
3.It has 12 letters
4.Its antonym is “ dependent”.
* Questions
1. What come up to your mind when you
think of an independent person?
2. According to you what will we do if
we want to become independent?

B. KNOWLEDGE INFORMATION ACTIVITIES(12ms)

ACTIVITY1: Listening and reading(6ms)

Aims of activities Lesson content and techniques Expected products and assessment of
for organizing students’ student work
learning activites
- To help the sts listen, - Listen and read the conversation Students’ answer can be as follow
recognizevocabulary relating to - Teach some new words New words
the subject and read them + reliable (adj.) ( explanation) - reliable (adj.) : consistently good in
exactly. ( example) quality or performance; able to be
- To provide vocabulary related to Eg: a reliable source of trusted ( có thể tin cậy được)
being independent. information Eg: a reliable source of information
+ self-reliant / (adj.) (synonym) - self-reliant / (adj.) = indepentdent
+ decisive (adj.) (example) (adj): tự chủ
+ determined (adj.) ( translation ) - decisive (adj.) : quyết đoán
+ well-informed (adj) Ex: He is able to make a decision quickly.
 ( translation) He is a decisive person.
+ confident //(adj.) (explanation + - determined (adj.):quyết tâm
example) - well-informed (adj): thạo tin, hiểu biết
- confident //(adj.) : feeling or showing
confidence in oneself or one’s abilities
( tự tin)
Eg: She was a confident, outgoing girl.

ACTIVITY2: Matching(6ms)
Aimes of activities Lesson content and techniques for Expected products and
organizing students’ learning assessment of student work
activites
- To help the sts check level of Play a game “ Matching” Students’ answer can be as follow
understanding the words that the + Divide the class into two groups. Matching
teacher has just provided + Each group goes to the board and Keys:
match words with their definitions. 1.d 2. e 3. b
+ The group with more correct 4. c 5. f 6. a
answers will win the game.
C.PRACTICE ACTIVITIES (14ms)
ACTIVITY1:Questions – Answers(8ms)

Aimes of activities Lesson content and techniques Expected products and assessment of
for organizing students’ student work
learning activites
- To help the sts understand the - Ask the sts to work in pairs to
Questions - Answers
Keys
content of the lesson and develop find answers for six questions
the reading skill ( read for 1. Because Minh doesn’t rely on other
specific information) and people for help and isn’t influenced by
speaking skill. other people’s opinions.
2. Because he always completes his
tasks on time, and never needs to be
reminded about assignments and other
schoolwork.
3. He tried hard and spent the whole
night an a hard Maths problem when
most student in the class had given up.
4. He always tries to find solutions to
his problem and seldom needs help from
others.
5. Responsible, reliable, self-reliant,
decisive, determined, well-informed and
confident.
6. Ss’ own answers
ACTIVITY 2: Finding to infinitive after adjective and nouns in the conversation(6ms)

Aimes of activities Lesson content and techniques
for organizing students’
learning activites
- To help the sts know some cases Play a game “ Who is the
to use “to infinitive” quickest?”
- Divide the class into two groups.
- Each group goes to the board and
write down the sentences with to
infinitive after adjective or nouns
in the conversation.
- The group with more correct
Expected products and assessment of
student work
Finding to infinitive after adjective
and nouns in the conversation
Keys:
1. It is good to have a friend you can
rely on.
2. Evan, our Maths teacher, was very
surprised to read his answer.
3. His parents must be really pleased to
have such a son.
 answers in the shortest time will 4. But he still has time to read.
win the game 5. It’s interesting to talk to him.
6. I really admire his ability to make
decisions so quickly.
7. You’re lucky to have a close friend
like him.
C. APPLICATION AND EXTENSION ACTIVITIES
ACTIVITY: Role-play(7ms)
Aimes of activities Lesson content and techniques for Expected products and
organizing students’ learning activites assessment of student work
- To consolidate the Two students – Mai and Tan -are discussing Role-play
knowledge that the sts have about “how an independent person is”. Example:
just studied and develop Work in pairs, one student plays the role of Mai: What do you think of an
speaking skill Mai and the other of Tan to act out the independent person, Tan?
conversation. Tan : Oh, I think he can do most
Example: of things without help from other
Mai: What do you think of an independent people.
person, Tan? Mai: Well, he is also responsible
Tan : Oh, I think he can do most of the things one, isn’t he?
without help from other people. Tan: Yes, he always completes
Mai: Well, he is also responsible one, isn’t his work on time and never need
he? to reminded.
Tan: Yes, he always completes his work on
time and never need to reminded.
E.HOMEWORK(5ms)
Choose the word which is different from the other in the position of primary stress.
1 A. confident B. approach C. communicate D. contribute
2 A. enquire B. enroll C. responsibly D. housekeeping
3 A. protective B. fulfill C. motivated D. priority
4 A. schedule B. struggle C. deadline D. remind
5 A. management B. discourage C. advertise D. overcome
Questions/ Exercises for testing and assessment follow the competency-oriented assessment.
Choose the best answer to complete each sentence
1. It's time for you to stop relying _______ your parents. ( knowledge)
A.on B. in C. at D. with
2._____ is the quality of being able to be trusted to do what somebody wants or needs ( comprehension)
A. reliability B. responsibility C. decisiveness D. experience
3.We are very surprised to ________ Peter at the party. ( knowledge)
A. seeing B. see C. seen D. Saw
4. Parents can help buil a child’s ________ by encouraging good habits. ( comprehension)
A. dependent B. dependence C. independence D. independent
5. She’s able to do things for herself and doesn’t depend on other people. She is ______.(low application).
A. experienced B. self – reliant C. self – confident D. reliable
7. I was really ________ gifts at Christmas. ( high application)
A. to give B. to be given C. giving D. being given
8. My father is ________ about local issues. ( knowledge)
A. good – informed B. well – informed C. good – information D. well - informing
9. Choose the word whose main stress is placed differently from the others. ( comprehension)
A. solution B. decisive C. reliable D. confident
10. Choose the underlined part among A,B, C or D that needs correcting( knowledge)
Linh was so surprised received a big bunch of flowers from her boyfriend.
A B C D
Self - evaluation:
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
 Date of preparation:
Unit 3 BECOMING INDEPENDENT
Lesson: 21 LANGUAGE Tiết PPCT: 21
I. OBJECTIVES
1. Knowledge, skills, attitude:
- Knowledge:
- know more vocabulary related to being independent.
- form words in ending with the suffixes -ity, -ce, -ness, -tion
- link between a consonant and a vowel
- use To-infinitive after certain adjectives and nouns
- Skills: integrated skill
- Attitude: make sts raise an awareness of becoming independent.
2. Orienting competencies that students can form and develop:
- Self-learning competence: distinguish nouns, use vocabulary related to the topic being independent, use to-
infinitive correctly
- Communicative competence: speak English more naturaly and can talk about the topic being independent
- Creative thinking capacity: form independent personality in real life
II. PREPARATION OF TEACHER AND STUDENTS
1. On the teacher’s part: lesson plan and teaching aids
2. On the students’ part: Read guiding books, prepare lessons and do exercises
III. TEACHING PROCEDURES
1. Stabilization: (1m)
- Greet students and check attendance
2. Formerly assigned assignments check-up: (3ms)
- Check sts’ homework.
3. Classroom Activities:
A. START/ WARM UP ACTIVITY (3ms)

Aims of the Lesson content & techniques for Expected products & assessment of
activity organising students’ learning activities student work
- To help sts feel T asks Ss to look at the pictures and write UNIT3:
relaxed and set a down adjectives to describe them BECOMING INDEPENDENT
positive mood to - Ss give the adjectives (if they can’t, T give Part 2: LANGUAGE
start a lesson some letters to help them find out Adj easily) -Look at the pictures and write down
- T leads into the new lesson. adjectives
Decisive
Confident
Determined
Reliable
Responsible
Self-reliant

B. KNOWLEDGE FORMATION ACTIVITIES (12ms)

ACTIVITY 1: Vocabulary (3ms)
Aims of the Lesson content & techniques for Expected products & assessment of
activity organising students’ learning activities student work
To help Ss - Point out the use of suffixes such as -ity, - I. Vocabulary: Suffixes that make
focuses on the ce, -ness, -tion as a word formation strategy NOUN
use of suffixes to - Ask sts to give some examples Notes
make noun - Provide more related information

ACTIVITY 2: Pronunciation (4ms)

Aims of the Lesson content & techniques for Expected products & assessment of
activity organising students’ learning activities student work
 To focus on - Give an example and ask sts to focus on II. Pronunciation
linking between a pronunciation in a sentence. - Linking between a consonant and a
final consonant My name is Amy. vowel is a very important feature of
sound and an - Ask sts to repeat English as it helps preserve rhythm and
initial vowel that - Ask sts to read Do you know …? in the makes the spoken language sound
follows it textbook natural.
- Explain when necessary - Linking can occur when a word ends in
a consonant and the following word starts
with a vowel. The consonant sound is
linked with the vowel sound.
ACTIVITY 3: Grammar (5ms)
Lesson content &
Aims of the techniques for organising
Expected products & assessment of student work
activity students’ learning
activities
- To introduce sts 1. Formation III. Grammar
the new - Ask Ss to look at the 1. Formation
structures using sentences with to- (1) Noun/ Pronoun + linking verb + adjective + to-
to- infinitive infinitives they have infinitive
- To help sts use written down in activity 4 (2) It + linking verb + adjective + to-infinitive
English properly in GETTING STARTED, Notes
by using underline the to-infinitive In structure (1), the noun/ pronoun is the subject of the
grammar and discuss how they are sentence and the to-infinitive.
correctly used in each sentence. Example: We are proud to be Vietnamese.
- Tell Ss that in sentences In structure (2), “it” is the formal subject while the infinitive
phrase is the real subject of the sentence.
1, 2, 4 and 6, the to- - Only certain adjectives can be used in this structure,
infinitive is used after an and it is incorrect to use adjectives that describe people’s
adjective, and after a noun feeling or reaction (glad, happy, lucky, amazed,
in sentences 3 and 5. surprised, proud, eager, determined, pleased, sorry,
- Elicit two structures willing, etc.) in this structure.
- Tell Ss to notice the Example: It is difficult to get tickets for the concert on
difference between the two Saturday.
 To get tickets for the concert on Saturday is difficult.
Structures .Key:
- Have Ss translate the 1. It’s good to have a friend you can rely on. (2)
sentences containing
2. Even our Maths teacher was very surprised
structure (2) to check if to read his answer. (1)
they have understood them 3. But he still has time to read, … (to-infinitive is used
correctly. after a noun.)
4. It’s interesting to talk to him. (1)
5. I really admire his ability to make decisions so
quickly. (to-infinitive is used after a noun.)
6. You’re lucky to have a close friend like him. (1)
C. PRACTICE ACTIVITIES (11ms)
ACTIVITY 1: Vocabulary (3ms)
Lesson content & techniques
Aims of the Expected products & assessment of student
for organising students’
activity work
learning activities
To help Ss focus 1. Complete the table I. Vocabulary
on words and - Explain to sts what they are
phrases related to supposed to do.
being - Tell them that some adjectives 1. Complete the table:
independent do not have all the Adjective Noun Adverb
corresponding word forms. 1 Reliable reliability reliably
- Write the corresponding word 2 Confident confidence confidently
forms on the board. 3 Independent independence independently
- Let them use a dictionary, if 4 Self-reliant self-reliance
 necessary. 5 Decisive decisiveness decisively
- Calls some Ss to give their 6 Determined determination determinedly
answers 7 Responsible responsibility responsibly
- Gives feedback
ACTIVITY 2: Pronunciation (3ms)
Aims of the Lesson content & techniques for Expected products & assessment of
activity organising students’ learning activities student work
To focus on 1. Listen and repeat II-Pronunciation
linking between a - Ask Ss to read the sentences first, and 1. Listen and repeat
final consonant then listen to the recording. - Sts can link final consonants and initial
sound and an - Let Ss listen to the recording the second vowels in connected speech.
intial vowel that time and repeat what they hear.
follows it
ACTIVITY 3: Grammar (5ms)
Lesson content & techniques for
Aims of the Expected products & assessment of
organising students’ learning
activity student work
activities
- To help Sts 2. Rewrite sentences III. Grammar
focus on using - Let Ss do the exercise individually. 2. Key
the to-infinitive - Observe and help them if necessary. 1. The little boy was afraid to jump into the
after certain - Call some to answer the questions pool.
adjectives in the - Give feedback 2. She is proud to be the leader of the group.
structure “Noun/ 3. Combine the sentences 3. The students were excited to hear that they
Pronoun + - Let sts do the exercise individually. had won the competition.
linking verb + - Observe and help them if necessary. 4. My mother was very surprised to hear that
adjective + to- - Call some to answer the questions I would take part in the story telling contest.
infinitive” - Give the answers. 5. I’m sorry to disturb you.
- To help Sts 3. Key
focus on on the 1. It’s unreasonable to expect that everybody
to-infinitive after will understand you.
certain adjectives 2. It’s impossible to guess what will happen.
in the structure 3. It’s easy tolearn some simple sentences in
“It + linking verb English such as How are you? or Thank you.
+ adjective + to- 4. It’s necessary to take a map with you
infinitive” when travelling in a foreign country.
5. It’s possible for you to fi nish the project
on your own.
D. APPLICATION AND EXTENSION ACTIVITIES (10ms)
ACTIVITY 1: Vocabulary (3ms)
Aims of the Lesson content & techniques for Expected products & assessment of
activity organising students’ learning activities student work
To help Ss focus 2. Fill in the blanks I. Vocabulary:
on the use the - Ask sts to work individually first 2. Fill in the blanks
words in - Let sts work in pairs or groups to * Keys:
Vocabulary compare their answers 1. reliable 2. confidence
acitivity 2 in - Call some representatives to speak out 3. well-informed 4. responsible
appropriate their answers and explain them if T asks 5. self-reliance 6. decisively
contexts - Gives feedback 7. Independence

ACTIVITY 2: Pronunciation (3ms)

Aims of the Lesson content & techniques for Expected products & assessment of
activity organising students’ learning activities student work
To help Sts focus 2. Listen and link II-Pronunciation
on linking - Ask Ss to listen and put a link between 2. Listen and link
between a final the sounds. 1. Line up and wait until I tell you what to
consonant sound - Check if Ss have marked all cases of do.
and an intial linking and then ask them to practise 2. My phone number is oh nine oh eight
 vowel that reading the sentences in pairs or groups seven six oh four oh five (0908760405).
follows it 3. You could earn alot of money if you
write an interesting e-book.
4. Once upon a time, there was a frog that
lived in a little pond.
5. Take a box from over there and give it
to me
ACTIVITY 3: Grammar (4ms)
Lesson content & techniques for
Expected products & assessment
organising students’ learning
of student work
activities
To help Sts focus on 2. - Ask Ss to use the word in brackets to III. Grammar
the to-infinitive after rewrite each sentence . 4. Key
certain nouns -Help them if necessary. 1. You are not ill so there’s no need
- Check Ss'answers to stay in bed.
2. My teacher has the ability to make
complicated things easy to
understand.
3. His decision to take part in the
contest surprised all of us.
4. I couldn’t get permission to go to
the party.
5. I didn’t know about their plan to
go to Nha Trang for the summer
holidays.

E. HOMEWORK ( 5ms)
- Ask sts to review the lesson
- Prepare the next lesson
- Instruct sts to do the homework
Questions/ Exercises for testing and assessment follow Competency-based Orientation
1.Knowledge
- Learn by heart the words in vocabulary activity 1
2.Comprehension
- Link the consonant sounds and the vowel sounds in this sentence: “Don't be afraid to ask me if you have
any further queries”
3.Low application
- Mark the letter A, B, C, or D to indicate the correct answer to each of the following questions.
a. My parents are glad ____ my success in finding a job after graduation.
A. to see B. seeing C. see D. saw
b. She left a message with a request ____ in the contract.
A. not to sign B. not sign C. to not sign D. don't sign
4.High application
- Rewrite the sentence without changing the meaning
a. I am not deaf so you don’t have to shout. (need) 
b. I am not allowed to use my phone after 10 PM. (permission). 

IV. APPENDIX

Decisive Determined

Confident
 Expected products & assessment of student work

Determined

Reliable

Responsible

Self-reliant

Self - evaluation:
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
 Date of preparation:
Unit 3 BECOMING INDEPENDENT
Lesson: Reading Tiết PPCT: 22
I. Objectives
1. Knowledge, skills, attitude
- Knowledge: By the end of the lesson, sts will:
+ lexically know words and phrases related to time-management skills.
+ know the most successful time-management skills mentioned in the reading passage.
- Skills: By the end of the lesson, sts will be able to:
+ read for general ideas and specific information about time-management skills.
+ talk about the skills and how to develop them.
- Attitude: By the end of the lesson, sts will be able to learn about time-management skills which can help
them become more independent, have a positive attitude about life. Moreover, they will take more
responsibility towards their families and improve their capability to solve the problems in their lives.
2. Orientation towards students’ competency development
This lesson channels all the activities designed into the development of the following competences:
§ Interpersonal competences (effective work, team work)
§ Personal competences ( responsibility, self-control, planning)
§ Learning competences (problem solving, active participation in the learning process)
§ Cognitive competences (evaluation, self-assessment, critical thinking)
II. Preparation of teacher and students
1. On the teacher’s part: Lesson plan, textbooks, worksheets, handouts, pictures, equipment (i.e. Internet
connection, CD Player, laptop, computers, Digital projector, etc.),…
2. On the students’ part: Textbooks, home assignments.
III. Teaching procedures
1. Stabilization (2ms)
- Greet and have a talk with sts.
2. Formerly assigned assignments check-up: (no checking because T will give marks during the lesson).
3. Classroom activities
A. START/ WARM UP ACTIVITY (5 ms)

Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
- Set the tone of * GAME: “MIDDLE RIDDLE” (see Sts will take part in the activity
the lesson. appendix) eagerly and find the secret word:
- Create the - Deliver handouts with 14 pictures on. “TIME-MANAGEMENT”
positive - Put sts to work in groups of five or six. kites pig comment bread
atmosphere. - In groups, sts identify each pictures, write homemaker cat ninth hat
- Provide a the middle letter of each word. When tiger pen farmers ten
transition into the finished, the Middle Riddle reveals a word. money letters
topic. - The group that first find out the secret word
will be the winner.
- Check sts’ understanding of the instructions.

B. KNOWLEDGE FORMATION ACTIVITIES (13 ms)

ACTIVITY 1: Work with a partner, ask and answer the questions below. (5 ms)

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
- Help sts get - Ask sts to work with a partner. - Ask and answer the questions
more information - Explain the questions if necessary. confidently, fluently, and correctly.
about time - Have them ask and answer the questions
management below.
from their - Call some pairs to ask and answer the
partners. questions.
- Give comments.
ACTIVITY 2: Teaching vocabulary (8 ms)
Aims of
Lesson content & techniques for Expected products & assessment of student
the
organising students’ learning activities work
activity
- Learn - Teach some vocabulary, using different - Pronounce the words correctly and guess their
more techniques. meaning thanks to T’s techniques.
vocabular + strive for [straiv] (v): give an example + strive for [straiv] (v)
y about and ask sts to guess the meaning of the Ex: The number of patients in Ho Chi Minh city
the topic. word. has increased quickly. The city strives for reducing
Ex: The number of patients in Ho Chi hospital overload.
Minh city has increased quickly. The city + sibling /ˈsɪb.lɪŋ/ (n)=a brother or sister:
strives for reducing hospital overload. + prioritize /praɪˈɒr.ɪ.taɪz/  (v): dành ưu tiên.
>> priority [prai'ɔrəti] (n)
+ self-esteem [self i'sti:m] (n):
belief and confidence in your own ability and value
.
Ex: Of course you try to build up your
children's confidence and self-esteem. .
+ sibling /ˈsɪb.lɪŋ/ (n) + routine /ruːˈtiːn/  (n):
=a brother or sister:
+ prioritize /praɪˈɒr.ɪ.taɪz/  (v):
translation ( dành ưu tiên).
>> priority [prai'ɔrəti] (n)
+ self-esteem [self i'sti:m] (n):
belief and 
confidence in your own ability and value
.
Ex: Of course you try to build up your
children's confidence and self-esteem. .
+ routine /ruːˈtiːn/  (n): using pictures
and explanation.

- Ask sts to repeat the words in chorus.

- Call some sts to read aloud the words.
- Give feedback.
C. PRACTICE ACTIVITIES (15ms)

ACTIVITY 1: Read the text and select the statement that expresses its main idea. (3ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
- Read for - Ask sts to read the text quickly and choose the - Give the correct answer.
general ideas. statement they think it’s the main idea of the Key: D
text.
- Go around the class to help sts with some
difficult words if necessary.
- Ask sts to compare with the others.
- Call some sts to give answers and explain
 about their choice.
- Give feedback.

ACTIVITY 2: Read the text again. Decide whether the sentences are T or F, or NG (5ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
- Read for - Ask sts to read through the passage. - Give useful evidences to explain
specific - Have them work in pairs and underline some their choices.
information. key words. Key:
- Make sure that sts understand all sentences. 1. NG
- Go around to give help. 2. F (However, the ability to be an
- Call some sts to answer. independent person does not develop
- Give feedback. naturally.)
3. F (…. You need a number of life
skill to stop relying on your parents
and older siblings.)
4. T (With good time-management
skills,……at home.)
5. T (….you can use your time
wisely…)

ACTIVITY 3: Answer the following questions (7ms)

Aims of the Lesson content & techniques for organising
activity students’ learning activities
- Read for - Check if sts can answer the comprehension Qs
specific ideas. without reading the text again. If sts cannot, T
- Have teamwork gets them to read the Qs carefully and underline
skills. the key words to do task.
- Divide the class into 2 teams and have them
play the game “The Wonderful hat”.
+ Choose the question and answer.
+ If sts answer the questions correctly, they can
spin the wheel to have marks.
+ there are some lucky numbers.
- Give feedbacks
Expected products & assessment
of student work
- Work in groups effectively.
- Give answers:
1. With good time-management
skills, you don’t feel very stressed
when exam dates are approaching;
you can act more 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.
4. Decide what is important to you
and give it the most of your time or
add it to the top of your list.
5. Once routines are developed, they
take less time to do.

D. APPLICATION AND EXTENSION ACTIVITIES

ACTIVITY 1: Work in groups. Discuss the questions (5ms)

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
- Help sts make * Questions: “Which of the time management - The presentations should be well
small talks about skills mentioned in the text do you have? Which informed. Sts can use some body
their time- do you need to develop?” language to show their confidence
management - Have sts work in groups of 4 to note down the when talking about their time-
skills and time-management skills mentioned in the text. management skills.
develop the ones - Join in some groups and remind sts to take - Sts can use the words they have
they don’t have. turns speaking. just learned in the previous parts to
- Ask some representatives from the groups to talk about their management skills.
perform in front of the whole class.
- Give comments and marks if some groups
have good presentations.

E. HOMEWORK ( 5ms)
- Ask students to learn by heart the new words.
- Finish all tasks.
- Prepare for the next lesson.
Questions/ Exercises for testing and assessment follow Competency-based Orientation
1.Knowledge
* Mark the letter A, B, C, or D to indicate the correct answer to each of the following questions.
1. We strive ………….perfection but sometimes have to accept something less.
A. with B. for C. to D. of
2. “……..” is the process of organizing and planning how to divide your time between specific activities.
A. time-management B. time-manage C. dependent D. beautiful
3. You need important life skills to become…………….
A. depend B. develop C. independent D. rely
4. The young man is capable ……………bringing up a baby.
A. of B. to C. with D. in
5. My parents always encourage me to take my own …………..
A. decide B. decisive C. decides D. decisions
2.Comprehension
* Mark the letter A, B, C, or D to indicate the word(s) CLOSEST meaning to the underlined word(s) in
each of the following sentences.
6. Many working women rely on relatives to help take care of their children.
A. work on B. depend on C. decide on D. focus on
7. Many young people live a life of constant anxiety over money and job security.
A. worry B. relaxation C. pleasure D. debts
8. Many parents believe that their role is to provide children with a happy and wealthy childhood.
A. enough B. insufficient C. cash-rich D. poor
9. He is truly a reliable friend. He will always be with me and never let me down.
A. mean B. independent C. decisive D. dependable
10. All students are revising carefully, for the final test is approaching soon.
A. going fast B. reaching fast C. coming near D. getting near
V. Appendix
3.Low application
* Read the following passage and mark the letter A, B, C, or D to indicate the correct word or phrase that
best fits each of the numbered blanks.
TIME MANAGEMENT FOR STUDENTS
Learning to manage your time involves using a variety of life skills together. First of all, you need to
know yourself. Only you know (9) _________ you are a morning or an evening person, for example.
Understanding when you are (10) _________ your best can help you decide when to do certain things you
have to do – like studying. Then, you need to prioritize and decide which things are the most (and least)
important. After that, you need to get organized and start planning a schedule, (11) _________ could include
where to study, as well as when to relax. It is important to be (12) _________ when you are trying to
manage your time. You need to factor in time to sleep, (13) _________, and this should be based on your
normal sleep patterns there is no (14) _________ in planning to study at six in the morning if you have never
managed to get out of bed before eight. Many people forget to include socializing, but this is a mistake
because it is unhealthy to avoid seeing people, just as it is a mistake to (15) _________ all your time
socializing while your list of things to do grows longer and longer.
9. A. that B. whether C. what D. how
10. A. in B. on C. at D. over
11. A. that B. which C. it D. there
12. A. real B. realism C. reality D. realistic
13. A. in contrast B. in addition C. for all D. for instance
14. A. point B. need C. demand D. request
15. A. take B. put C. bring D. spend

4.High application
Read the passage and choose the best answer for each of the following questions.
Time management: two words that have me breaking out in a cold sweat. Why should I suddenly have
to learn how to manage my time? Surely time had got on perfectly well for several millennia without
requiring management, let alone by me. But my university tutor was adamant: time needed some managing
and apparently it was up to me to do it.
First of all, let’s be clear. I do have plenty of time to manage. As an arts students, I generally have 23
hours in the day that aren’t given over to going to lectures. But I generally need somebody to tell me what I
should be writing, so I go to lectures.
Perhaps I had “taken on too much”? I’d been elected to four committees, produced a play, applied for a
part time job, hung around the college bar with my friends, and written the odd essay. But I thought I was
coping well. Sure, there was the day when I did the research for an essay on the morning of deadline day and
wrote it that afternoon, but that was a one off.
On second thoughts, may be my tutor is right. It’s difficult to give up what you’re involved in but
perhaps it’s a good idea to sit back and have a breather once in a while. Even an arts student has to get down
to some real work!

16. What was the writer’s initial reaction to his tutor’s ultimatum?
A. He had to admit that it was sound advice.
B. He failed to see how it could help him.
C. He had no understanding of what it meant.
D. He had tried it before so he knew it would fail.
17. What is the writer’s job?
A. He’s a time manager. B. He’s a lecturer.
C. He’s an arts student. D. He’s a university tutor.
18. Which of the following is NOT mentioned as something he had done?
A. Producing a play B. Getting a part time job
C. Writing an essay D. Head of four committees
19. The writer slowly begins to realize that he should _____________ .
A. spend more time with his friends B. end his obsession with leisure pursuit
C. integrate more into university life D. apply himself to the real task in hand
20. The word “breather” in the passage mostly means_________.
A. an assignment B. a machine
C. a rest D. a passion

* KEYS:
1.B 2.A 3.C 4.A 5.D 6.B 7.A 8.C 9.B 10.C 11.B 12.D 13.D 14.A
15.D 16.B 17.C 18. D 19. D 20.C

Self - evaluation:
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
V. Appendix

HANDOUT

k_ _ _ _ _ p_ _ c_ _ _ _ _ _ b_ _ _ _

h_ _ _ _ _ _ _ _ c_ _ n_ _ _ _ h_ _

t____ p_ _ f_ _ _ _ _ _ t_ _

m____ l______
 Date of preparation:
Unit 3 BECOMING INDEPENDENT
Lesson: 23 SPEAKING Tiết PPCT: 23
I. Objectives
1. Knowledge, skills, attitude
- Knowledge: The skills teens need to develop in order to become independent and the reason why those skills
are necessary
- Skills: Speaking
- Attitude: Students are educated to raise their awareness of becoming independent
2. Orientation towards students’ competency development
This lesson channels all the activities designed into the development of the following competences:
§ Interpersonal competences (effective work, team work)
§ Personal competences (responsibility, self-control, planning)
§ Learning competences (problem solving, active participation in the learning process)
§ Cognitive competences (evaluation, self-assessment, critical thinking)
II. Preparation of teacher and students
1. On the teacher’s part:Lesson plan, textbooks, worksheets, handouts, pictures, equipment (i.e. Internet
connection, CD Player, laptop, computers, Digital projector, etc.), A0 size paper for pair work/group
work, whiteboard pens, …
2. On the students’ part:Textbooks, home assignments.
III. Teaching procedures
1. Stabilization (2ms)
- Greet and have a talk with Ss.
1. Formerly assigned assignments check-up(no checking because T will give marks during the lesson).
2. Classroom activities

F. START/ WARM UP ACTIVITY (8ms)

Aims of the Lesson content & techniques for Expected products &
activity organising students’ learning activities assessment of student work
- Set the tone of Brainstorming Sts will take part in the activity
the lesson. - T shows Ss the pictures and asks Ss how eagerly
- Create the to manage their time?
positive
atmosphere.

- Ss look at the pictures and give their own

answers
- T asks Ss if these skills are useful
- Ss comment
 G. KNOWLEDGE FORMATION ACTIVITIES

ACTIVITY 1: Work in pairs and match the skills with the appropriate reasons.(7ms)
Aims of the Lesson content & techniques for Expected products &
activity organising students’ learning activities assessment of student work
- Help Ss get - AskSs to work in pairs. - Give the correct answer.
more information - Explain to Ss that in the left column are Key:
about the skills some of the skills that people need in order 1. d
teens need to to be independent. 2. f
develop in order - Ask Ss to read through all the skills and 3. e
to become the reasons why they are important. 4. a
independent, and - Check if Ss have difficulty understanding 5. g
the reasons why any words/ phrases. 6. b
those skills are - T goes around and help Ss when and 7. c
necessary. where necessary.
- Ss compare their answers with the others
in groups.
- T calls on some Ss to give their answers
by reading aloud these activities and the
reasons why they are important.
- T checks Ss answers.

H. PRACTICE ACTIVITIES

ACTIVITY 2: Use the words in the box to complete their conversation. Then practice it in pairs.(8ms)
Aims of the Lesson content & techniques for Expected products &
activity organising students’ learning activities assessment of student work
- Complete the - Asks Ss to read the conversation. - Give the correct answer
conversation and - Ask Ss to use the words in the box to fill 1. loneliness.
practice it. in the blanks individually first. 2. decisions
- Have Ss work in pairs to role-play the 3. Interpersonal communication
conversation. 4. communicate

I. APPLICATION AND EXTENSION ACTIVITIES

ACTIVITY 3:Work in pairs and make a conversation(15ms)

Aims of the Lesson content & techniques for Expected products &
activity organising students’ learning activities assessment of student work
- Have the pairs - Ask Ss to look at Activity 1 and decide - Work in pairs effectively.
skill on the three most urgent / important skills - Practice speaking skill
- Make a for them to in order to become independent confidently, fluently.
conversation and the reason why those skills are
based on the necessary.
sample. - AskSs to practice using Useful phrases
 in speaking.
- Ask Ss to make a similar conversation as
the one in 2.
- Ask Ssto support reasons based on their
own experience.
- Join some pairs and help Ss when and
where necessary.
- Ask some pairs to present their
conversation.
- Ask the class to vote for the pair with the
most interesting ideas.
- The pairs having the most votes will be
awarded by the teacher

J. HOMEWORK ( 5ms)
- Finish all tasks.
- Prepare for the next lesson.
Questions/ Exercises for testing and assessment follow Competency-based Orientation
1. Knowledge
- Do the tasks again
2. Comprehension
- Complete the task at home
3. Low application
-Making a conversation based on the sample.
4. High application
- Write a paragraph (50-70 words) about some of the skills necessary for people to live independently and
the reasons why they are important. Then he/she performs his/her lecture in front of the whole class.
Self - evaluation:
……………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
 Date of preparation:
Unit 3 BECOMING INDEPENDENT
Lesson: 24 LISTENING Tiết PPCT: 24
I. Objectives
1. Knowledge, skills, attitude
Knowledge:
By the end of the lesson, students will be able to gain:
- listen to a radio show of three grade 11 students for specific information.
Skills:
- Help the sts improve listening skill beside reading ,writing and speaking skills.
Attitude:
-Sts will be educated to be aware of how some parents help their children to become independent.
2. Orientation towards students’ competency development
After the lesson, SS have a chance to know more about how parents help them become independent
II. Preparation of teacher and students
1.On the teacher’s part: textbooks, posters, video clip, pictures, CD,
2.On the students’ part: Think of any words related to the topic: becoming independent
III. Teaching procedures
2. Stabilization (2 ms)
3. Formerly assigned assignments check-up: none because the lesson is long.
4. Classroom activities
K. START/ WARM UP ACTIVITY (5 ms)

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Help Ss review Jumble words- (4 minutes) + Ss have something in mind about
some vocabulary ELARIBEL  their habbits.
EIDSVECI  + Ss are assessed through their
NEPROSEISLB  presentation
FDONCINTE 
WOKLENEDGBEAL 
Keys:
RELIABLE
DECISIVE
RESPONSIBLE
CONFIDENT
KNOWLEDGEABLE
L. KNOWLEDGE FORMATION ACTIVITIES
ACTIVITY 1: A. Look at the photo and answer the questions (3ms)

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Help Ss know Techniques: explanation, translation,….. + Ss can realize their responsibilities.
how parents help Content: + Ss are assessed through their
them become presentation.
independent

ACTIVITY 2: Pre – teach some vocabulary

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
take part in the Techniques: explanation, example, translation +Ss get to know some new words
activity to -T introduces new vocabulary; conduct and pronounce them correctly
remember the choral repetition of the words; elicits words’ + Assessment of student work can be
new words. meanings judged through their results
-Ss work individually; take notes 1. assist (v)= help
-T asks Ss to take part in the activity to → assistance (n)
remember the new words 2. fulfill(v)= accomplish (v)
1. assist (v)= help 3. to cope with (v): đối phó, đương
→ assistance (n) đầu
2. fulfill(v)= accomplish (v) 4. follow a set routine
3. to cope with (v): đối phó, đương đầu 5. make decision = decide to do ST
4. follow a set routine
5. make decision = decide to do ST
- Helps the sts pronounce these words in
chorus and individuals

M. PRACTICE ACTIVITIES
ACTIVITY 1: : Listen to an interview on Life Skills., the most popular radio show for teens and parents,
and match the statements with the speakers.(10ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Help the sts -Techniques:Explanation,translation,examples +Ss can express their opinions about
improve their - Ss work in pairs. life skills
listening skill T plays the recording and let Ss do the + Ss are assessed through their
exercise presentation.
- Ss listen to the tape one more time and Keys:
match the statements with the speakers. 1. Long: b, f
- T calls on Ss to check their answers. 2. Tuan: a, d
- Ss give clues for their answers 3. Minh: c, e

ACTIVITY 2: Listen again and answer the questions (8ms)

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Help the know Techniques: explanation, example, translation + Ss can make their own choice to
how to become - Ask students to read through the questions become independent
independent and - Play the tape twice + Assessment of student work can be
improve their - Ask Ss to do individually then compare the judged through their results
listening skill answer with a partner. Keys:
- Play the tape again, have students listen and
1. They didn’t let him to do any
check the answers household chores and drove him to
- Call some Ss to give the answers school until he finished Grade 9.
- Checks and gives feedback. 2. To voice (speak out) his opinion.
3. They focus on teaching him about
responsibility.
4. If he does his responsibilities well,
they give him a reward.
5. To do chores and follow a set routine.
6. He can make his own choices
about these items.
D.APPLICATION AND EXTENSION ACTIVITIES
ACTIVITY 1:Discussion (5ms)
 Aims of the Lesson content & techniques for Expected products & assessment of
activity organising students’ learning activities student work
Help Ss to tell -Techniques: instruction, modeling + Sts can remind the way they were
whether they Ss: Work in groups of 4 or 5, tell their group brought
were brought up members whether they were brought up in the + Ss are assessed through their
in what way.. same ways as Long, Tuan, Minh. presentation.
T: Go around and give help if necessary
T: Call on some groups to report.
Peer and teacher’s feedback.

E.HOMEWORK ( 5 ms): Asks the sts to :

-Learn by heart all the vocabulary
-Prepare the next lesson.
Questions/ Exercises for testing and assessment follow Competency-based Orientation
5. Knowledge
6. Comprehension
7. Low application
8. High application
……………………………………………………………………………………
V. Appendix

HANDOUT
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….

Self - evaluation:
……………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
 Date of preparation:
Unit 3 BECOMING INDEPENDENT
Lesson: 25 WRITING Tiết PPCT: 25

I. Objectives
1. Knowledge, skills, attitude
Knowledge:
- useful language used in writing a letter requesting information
- Write a letter asking for further information about a course.
Skills:
- To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
Attitude:
-Sts are responsible for awareness of being independent
2. Orientation towards students’ competency development
S have a chance to express themselves in written English.
II. Preparation of teacher and students
1.On the teacher’s part: textbooks, posters, colors chalks,……
2.On the students’ part: read and analyse the example so they know what they are expected to do
III. Teaching procedures
1.Stabilization (2 ms)
2.Formerly assigned assignments check-up: none because the lesson is long.
3.Classroom activities
A.START/ WARM UP ACTIVITY (4 ms)

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Help Ss to *Warm-up: Brainstorming BECOMING INDEPENDENT
approach the Lesson WRITING
topic “Being - Ask Ss to work in groups and list all the ways they
independent” often use to get information about courses in life + list all the ways they often use to get
skills. information about courses in life skills.
-T : Today we are going to study the way to
write a request letter
B.KNOWLEDGE FORMATION ACTIVITIES
ACTIVITY 1: . Answer the questions (9 mins)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Help Ss to know a) T has Ss look at the advertisement for life
the out line of a skills course in Teenage Magazine answer the
request letter … questions.
- Ss read the advertisement and read aloud their
answers.
- T elicits vocabulary using explanations and
examples. I. Answer the questions
- T lets Ss repeat the new words in chorus, 1. Courses that teach the skills
individual. people need to become independent.
- Check Ss’ vocabulary using the technique 2. Those who want to be independent
Letter template /live on their own successfully.
- T asks Ss to read the letter and find out the 3. The skills to overcome the feeling
 right order letter of loneliness.
- Ss read and discuss with their partner 4. A discount on the tuition fee.
- T checks Ss’ answer and inform this is a 5. Write to Ms Angela Brown
sample letter
- T checks Ss’ answer by asking Ss to read their
answer aloud and correct wrong answers if
there are any mistakes
b)Have Ss work in pairs, read the parts in the
template and put the parts of the letter in the II. Put the parts of the letter in the
right order according to the template right order according to the
- T calls on some Ss to read aloud the answers template
and check with the whole class. 1. d 2. a 3. f
4. b 5. e 6. c

C . PRACTICE ACTIVITIES
ACTIVITY 1: Match each problem and identify its sign ( 6ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Ss know more - Techniques: explanation, matching III. Match each problem and
about the form groupwork identify its sign
and problems of a - T asks Ss to read the problems and identify 1. c, d
request letter their signs one by one 2. a, e
- Ss read and find signal words by themselves 3. b, f
- T lets Ss compare with their groups
- Ss share and compare their answers with their
friends

ACTIVITY 2: Write a letter similar to the one in 2 to Ms Brown for advice on a suitable course (12ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
- Techniques: group work IV. Imagine that you have one of
- Content: the problems above. Write a letter
- T makes sure that Ss know why they write similar to the one in 2 to Ms
the letter Brown for advice on a suitable
- Explain to Ss that now they should pretend that course and get further information
they have one of the problems (in activity 3), and about:
need to take a course to overcome their problem. - course duration
Have Ss work in pairs and write a letter asking - lecturer/ trainer
for further information about the course they - starting date
need to take. Remind them to include two - certificate
following parts in the letter: Giving background
information and Requesting further
information. - Move
around to give help with vocabulary and
structure if necessary.
-T uses “ lucky pairs” game to choose two Ss
copy their answer on the sub- board for
checking.
-Then Ss write the letter individually.
ACTIVITY 3: Peer correction( 5ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
Help the sts - Techniques: pairs work, critical thinking;
realize the other Collaboration + Ss are assessed through their
mistakes. - Content: presentation.

D. APPLICATION AND EXTENSION ACTIVITIES

4. ACTIVITY 1:Ask and answer the following questions (4ms)
Lesson content & techniques
Expected products & assessment of
Aims of the activity for organising students’
student work
learning activities
Help the Ss improve their life -Techniques: explanation, + Their talk about life skills
skills examples, pair-work, + Ss are assessed through their
presentation.
E.HOMEWORK ( 3 ms)
- Do the tasks again
-Prepare Communication and Culture at home
Exercise: Give the correct word form
1. His ………………….. makes him successful. (CONFIDE)
2. He does the job……………………………(RESPONSIBLE)
3. We can believe because he is ………………………..(RELY)
4. You should live …………………………………(DEPEND)
5. He is successful because he is ……………….CONFIDE)
6. He takes ……………………………for doing the housework. (RESPONSIBLE)
7. We can believe because of his ………………………..(RELY)
8. Do you know………………………………… Day of Japan. (DEPEND)
KEY:
1. confidence
2. responsibly
3. reliable
4. independently
5. confident
6. responsibility
7. reliability
8. Independence

V. Appendix

HANDOUT
Outline of a request letter (It’s a formal letter)
1. Heading:
- Your address, date of writing
- Name and address of the company/ Organization
2. Opening:
- Dear Mr. /Ms. Last Name,
- Dear Sir/Madam, (if you do not have information about the receiver)
A comma after greeting is necessary.
3. Body:
- Stating the reason for writing
 - Giving background information
- Requesting advice based on the background information
- Expressing hope
- Thank-you note
4. Closing:
- Yours faithfully (if you don’t know the person’s name)
- Yours sincerely (if you address the person by name)

Self - evaluation:
……………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

Date of preparation:
Unit 3 BECOMING INDEPENDENT
Lesson: 26 COMMUNICATION AND CULTURE Tiết PPCT: 26
I. Objectives
1. Knowledge, skills, attitude
Knowledge:
- General knowledge:
+ By the end of lesson the students can discuss a father’s words to his son to work out what it means
to be independent and know some information about American vs. Vietnamese ways of raising children.
+ Get some knowledge about being independent
- Language: Words relating to the topic being independent
Learn about the differences between the ways American and Vietnamese parents raise their children
and help them to become independent.
Skills:
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
Attitude:
- Improve their listening, speaking and reading skills.
- Sts will be aware of becoming independent.
2. Orientation towards students’ competency development
After the lesson, SS have a chance to talk about independence
II. Preparation of teacher and students
1. On the teacher’s part: Textbooks, posters, colors chalks, ……
2. On the students’ part: Read and analyze the example so they know what they are expected to do
III. Teaching procedures
1. Stabilization (2ms)
2. Formerly assigned assignments check-up: none because the lesson is long.
3. Classroom activities
A. START/ WARM UP ACTIVITY (5 ms)

Lesson content & techniques for

Aims of the Expected products & assessment of student
organising students’ learning
activity work
activities
Help Ss know - Shows Ss a funny clip in which a + Ss have something in mind to explain the
how to describe Vietnamese father and his daughter meaning of words
the drawings are talking about the daughter’s + Ss are assessed through their presentation
 future jobs. * General questions:
- Asks Ss if most American fathers Have you ever listened to your father’s words? If
do the same things as Vietnamese
father.
-> Introduce the lesson
- Ss are asked to describe the
pictures, saying what the person in
each picture is doing.
yes, what did you do?
- Elicits the situations to get more Ss
speak about the topic
- Write: What it means to be
independent
- Help Ss understand this saying

B. KNOWLEDGE FORMATION ACTIVITIES

COMMUNICATION- ACTIVITY 1: Discuss the extract and prepare a short talk expressing your
group’s opinion about it (8ms).

Lesson content & techniques for

Aims of the Expected products & assessment of student
organizing students’ learning
activity work
activities
Help Ss know - Lets Ss read “A father tells his + Ss can know some new words.
some new words son” + Ss are assessed through their presentation.
and improve the - Asks Ss to work in groups to
pronunciation answer the three questions
involved in the - Asks some groups to perform in
topic. front of the whole class I. COMMUNICATION
- Gives comment
- T introduces some new words 1. He wants his son to grow up to be
- Techniques: explanation, independent.
examples 2. The father wants his son to do everything with
New words: strong desire and determination to get success.
- gotta: have got to
- gonna: going to

C. PRACTICE ACTIVITIES
CULTURE: Activity 1: Read the two passages about how American and Vietnamese parents raise their
children and answer the questions (10ms)
Lesson content & techniques for
Aims of the Expected products & assessment of student
organizing students’ learning
activity work
activities
Helps sts to look - Techniques: Explanation + Ss can understand the two passages and find
at the pictures - Ss work in individuals out the answers
and answer the CULTURE: + Ss are assessed through their presentation.
question “Are American Vietnamese Keys:
there any 1. To teach their children to live independently.
differences 2. To protect their children and to provide them
between three with a happy and wealthy childhood.
ways American 3. They make them do things such as washing,
and Vietnamese cleaning and cooking for themselves from the
parents raise their time they are very small.
children? 4. No. Vietnamese parents seldom ask for their
children’s opinions before making family
choices.
5. They show respect for them and let them voice
their opinions on family issues.
6. After they get married.

ACTIVITY 2: Work in groups. Make some comparisons between the two ways of child raising using
While, whereas, different from. (10ms)
Lesson content & techniques for
Aims of the Expected products & assessment of student
organising students’ learning
activity work
activities
Encourage the sts - Techniques: critical thinking; - Help the sts to report the results of their
to make some Collaboration, discussion.
comparisons pair work - Assessment can be made through Ss’ answers.
between the two - Model answer:
ways of child + While most Vietnamese children sleep with their
raising parents until they go to primary school, American
children get their own rooms from an early age.
+ Many Vietnamese parents think their most
important role is to protect their children and
provide them with a happy and wealthy childhood
whereas American parents help their kids to
become self-reliant by making them do such
things as washing, cleaning and cooking for
themselves from the time they are very small.
+ Right after American children finish school,
most of them will move out of the family home
and start a truly independent life while
Vietnamese children do not move out of the
family home before they get married. Even then,
many parents still want the couple to live with
them in the same house.
D. APPLICATION AND EXTENSION ACTIVITIES
ACTIVITY 1: (5ms) Find out the differences between Vietnamese and American cultures.
Aims of the Lesson content & techniques for Expected products & assessment of
activity organizing students’ learning activities student work
- Help sts to find -Techniques: Critical thinking; Collaboration. + Ss are assessed through their
out the Suggested answers: presentation.
differences In Vietnam In the USA
between - Two, three or - Two generations
Vietnamese and even four live in a home.
American generations live
cultures. under one roof.
- Old aged parents - Old aged parents
live with their live in nursing
children. homes
 - Vietnamese ones - Children sleep in
sleep with their their own
parents so that they bedrooms,
are cared well.
E. HOMEWORK (5 ms)
+ Prepare the section Looking back and Project
Questions/ Exercises for testing and assessment follow Competency-based Orientation
Mark the letter A, B, C, or D to indicate the correct answer to each of the following questions.
1. Knowledge
+ Many Vietnamese parents think their most important role is to ………… their children and provide them with
a happy and wealthy childhood.
A. protect B. protection C. protected D. protective
2. Comprehension
+ It was essential for him to be financially ____ of his parents, so he decided to find a part-time job.
A. dependent B. independent C. dependable D. undependable
3. Low application
+ Our team needs a _________ leader who can make important decisions quickly and confidently.
A. decisive B. decision C. decide D. decided
4. High application
+ Parents are always willing to ……….. a sympathetic ear to their children when they have problems.
A. lend B. buy C. make D. listen
Key:
1. A 2. B 3. A 4. A
A. V. Appendix

HANDOUT
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Date of preparation:
Unit 3 BECOMING INDEPENDENT
Lesson: 27 LOOKING BACK AND PROJECT Tiết PPCT: 27
I. Objectives
1. Knowledge, skills, attitude

By the end of the lesson, students will be able to review:

- pronunciation: linking between a consonant and a vowel
- vocabulary: words and phrases related to being independent
- grammar: to-infinitives after adjectives and nouns
Skills:
- To promote Ss to develop Listening, reading, speaking skills
- To help Ss develop the skill of working in pairs and groups
Attitude:
 - Sts will be aware of the need to become independent
2. Orientation towards students’ competency development
After the lesson, SS will know more about how independent they are and they also develop the skill of
collaboration.
II. Preparation of teacher and students
1.On the teacher’s part: textbooks, posters, video clip, pictures, CD,
2.On the students’ part: Think of any words related to the topic: becoming independent
III. Teaching procedures
5. Stabilization (2ms)
6. Formerly assigned assignments check-up: none because the lesson is long.
7. Classroom activities
A.START/ WARM UP ACTIVITY (5ms)

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Help Ss to Warm-up: + Ss have something in mind about
approach the - T plays a piece of song and asks Ss to take linking between a consonant and a
pronunciation notes the words that link the final consonants vowel.
“linking between and initial vowels. + Ss are assessed through their
a consonant and a - The winner is the person who has the most presentation
vowel” words in class
- T gives presents for the winner
- T leads into the new lesson.

B.KNOWLEDGE FORMATION ACTIVITIES (10ms)

.Pronunciation: ACTIVITY 1: Listen and repeat these sentences.Then listen again and link the final
consonants and initial vowels. (3ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Help Ss improve -T lets Ss practice reading sentences + Ss can read the sentences smoothly
the pronunciation - Ss say the words linking the final consonants and get some ideas about the topic.
and initial vowels. + Ss are assessed through their
- T checks Ss’ pronunciation and helps Ss say presentation.
these sentences correctly 1. He’s a teacher of English in an
- T plays the recording for Ss to listen to the urban school.
sentences and repeat 2. My brother is well-informed
- Ss listen and do the exercise, then cross check about local issues.
with their friends 3. Most Americans use some forms
- T checks Ss’ answers of discipline for their children

ACTIVITY 2: Read the paragraph below and link the final consonants and initial vowels.(3ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
Help the sts -Techniques: explanation, example, + Ss can use the provided words in
improve their translation contexts
pronunciation -T asks Ss to read the paragraph below and + Assessment of student work can be
link the final consonants and initial vowels. made through Ss’examples
- Ss read and link Being independent is being able to
- T checks Ss’ pronunciation and helps Ss take care of yourself, and not having
read correctly to rely on anyone else. That is what
- T plays the recording for Ss to listen to the many young people strive for.
 sentences and check their answers However, the ability to live
independent does not develop
naturally: you need a number of life
skills to stop relying on your parents
and older siblings.

C.PRACTICE ACTIVITIES
Vocabulary:ACTIVITY 1: Complete the sentences with the words in the box. (7ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
Help Ss to review - Techniques: Explanation, giving evidence +Ss can improve their reading skill.
some vocabulary -. Ss do this activity individually. Then + Ss are assessed through their
compare their answers with a partner. presentation.
- T calls on Ss to give answers. Keys
- Ss go to the board and write their answers. 1. confident 2. well-informed
- T asks Ss to explain their answers if 3. determined 4. decision
necessary and gives feedback 5. decisiveness 6. responsibly
7. Reliability 8. independent

Grammar:ACTIVITY 2: Combine the sentences, using to – infinitives (10ms)

Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities
Ss can review the - Techniques:Explanation, pair work
usage of to - T lets Ss remember how to combine the
infinitive after sentences, using To- infinitive
adjective and - T asks Ss to combine the sentences
noun - Ss do this exercise individually. Then
compare their answers with a partner.
- T asks Ss to write their answers on the 2. Ann was so lucky to pass the exam.
board
- T checks Ss’ answers on the board
student work
+ Ss can improve their writing skill.
+ Assessment can be made through
Ss’answers.
Keys
1. Denis was happy to receive a letter
from his mother.
3. It’s impossible to learn a foreign
language in one day
4. The students are very keen to take
part in the Green Day activities.
5. It’s necessary for you to develop
habits that will keep your body healthy
and clean.
6. We are relieved to hear that Helen is
feeling better now.
7. It’s difficult to guess what will
happen.\
8. It’s important to learn how to cope
with loneliness.
10. Dave was very surprised to receive
a birthday gift from an old friend.

ACTIVITY 3: Rewrite the sentences using the nouns in brackets and To- infinitives without changing the
meaning of the sentences.(10ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
Help Ss review - Techniques: group work, instruction + Ss can improve their writing skill.
the usage of to - T asks Ss to works in groups of table to + Ss are assessed through their
infinitive after rewrite the sentences using the nouns in
adjective and brackets and To- infinitives without changing
noun the meaning of the sentences
- T asks Ss to write the and on the sub-boards
- T calls the Ss in two tables using the sub-
board – hang it on the board and check with
the whole class
presentation.
Keys:
1. Their goal to win the first prize
seems unrealistic.
2. Nobody knew about his dream to
become a doctor.
3. Her failure to obey the school rules
upset her parents very much.
4. Tania’s ability to speak three foreign
language is amazing.
5. Tom’s attempt to persuade his
parents to allow him to join the club
failed.
6. He made an effort to overcome any
difficulties by himself.

Project. ACTIVITY 4: Complete the questionnaire. Tick the number based on how accurate each
sentences is for you.(6ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
Help Ss know -Techniques: Interaction, team work + Ss can find out how independent
how to express - Ask Ss to work in groups of three to find out they are
their ideas how independent they are. + Ss are assessed through their
- Go around, giving help if necessary. presentation.
- Call on Ss to report about the members in their
groups.
- Give feedback and comments.

D.APPLICATION AND EXTENSION ACTIVITIES

ACTIVITY 1:Ask and answer the following questions (5ms)
Lesson content & techniques
Expected products & assessment of
Aims of the activity for organising students’
student work
learning activities
Help Ss do some exercises -Techniques: individuals, + Ss are assessed through their
instruction, modeling presentation.
- Teacher asks the sts to choose
the correct answer to complete
the following sentences.

N. HOMEWORK ( 3 ms)
+ learn new words by heart
+ Do the following exercise
+Prepare for review
Questions/ Exercises for testing and assessment follow Competency-based Orientation
1.Knowledge
1.That Tom is ____ of finishing the research project prior to the deadline satisfied our manager.
A. able B. skillful C. capable D. talented
2.Comprehension
2. We've divided the group report into three parts and you're ____ for the conclusion one.
A. responsible B. irresponsible C. response D. responsive
3.Low application
3. You should make a list of things to do and ____ them if you want to work effectively.
A. do B. arrange C. prioritise D. approach
4.High application
4. Despite my parents' disagreement, I'm ____ to drop out of university and establish my own business.
A. determined B. confident C. successful D. All are correct
……………………………………………………………………………………
V. Appendix

HANDOUT
Rewrite the sentences:
1. I know how to deal with the issue. (way)
2. The window- washer is coming soon so you don’t have to clean the windows. (need)
3. I was surprised when I saw that my friend can do a magic. (ability)
4. The students were not allowed to cheat in the examination room. (permission)