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

II. MATERIALS
- Grade 11 textbook, Unit 8, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Form

Pronunciation

Meaning

1. independent
(adj)

/ˌɪndɪˈpendənt/

confident and free to do things without needing
help from other people

2. trust (n)
(earn sb's trust)

/trʌst/

3. (to) convince

/kənˈvɪns/

4. responsible
(adj)
5. (to) encourage

/rɪˈspɔnsɪbəl/

/ɪnˈkʌrɪdʒ/

the belief that sb/sth is good, sincere, honest,
etc.
to make someone feel certain that something is
true
having the job or duty of doing sth or taking
care of sb/sth
to give sb support, courage or hope

Assumption
Anticipated difficulties

Solutions

Students are reluctant to work in groups.

- Encourage students to work in pairs and in groups so
that they can help each other.
- Provide feedback and help if necessary.

Students may lack vocabulary to deliver
a speech

- Explain expectations for each task in detail.
- Continue to explain task expectations in small chunks
(before every activity).
- Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they can
help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the topic of becoming
independent;
- To set the context for the listening and reading part;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Categorizing game: Classify dependent and independent people with some activities
c. Expected outcomes:
- Students can distinguish between independence and dependence
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CATEGORIZING GAME
- Ss work in 4 groups. Each group is given small
pieces of paper on which activities of dependent and
independent lifestyles are written.
- Each group has to classify them into correct
categories.
- The first team to complete the task correctly is the
winner.

CONTENTS
Lists of activities:
- Independent lifestyle
+ Cook for yourself
+ Have good time management
+ Know how to keep house
+ Keep your body clean
+ Think twice before deciding
+ Get enough good sleep
- Dependent lifestyle

- Teacher asks the winner to go to the board and show
the correct answers.

+ Keep asking parents for money
+ Wait for parents to cook
+ Not do the homework
+ Need mother to drop you off at school
+ Communicate badly with people
+ Eat instant noodles all the time

e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To get students to learn the vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can identify some new words related to the topic before they read.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Vocabulary pre-teaching
New words:
- Teacher introduces the vocabulary.
1. independent (adj)
- Teacher explains the meaning of the new vocabulary
2. trust (earn sb's trust)
by pictures, or explanations.
3. convince (v)
- Teacher checks students' understanding with the “Rub 4. responsible (adj)
out and remember” technique.
5. encourage (v)
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Teacher observes Ss' writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help students get to know the topic.
- To introduce more words and phrases related to the topic 'becoming independent'.
- To help Ss identify the cleft sentences with “it is/was …. who/that…”.
b. Content:
- Task 1: Listen and read (p.86)

- Task 2. Read the conversation again and decide who has these skills. (p.87)
- Task 3. Find words and a phrase in 1 that have the following meanings. (p.87)
- Task 4. Match the two halves to make sentences used in 1. (p.87)
c. Expected outcomes:
- Students can understand the content of the text and complete the tasks successfully.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the picture in the book
as well as the dialogue and answer the questions.
- Ss answer the questions in pairs.
- Teacher plays the recording twice. Ss listen and
read.
- Teacher checks Ss' prediction. T calls 2 Ss to
read the conversation aloud.

CONTENTS

Questions:
- What can you see in the picture?
- What do you think they are discussing?
Suggested answers:
- 3 friends, pan, mob,...
- They are discussing housework and how to earn
parents' trust.
Task 2. Read the conversation again and decide who has these skills. (5 mins)
- Go through the three skills and ask for each one,
e.g. Who can manage their money? Who helps Answer key:
with the household chores? Who is good at 1. Mark
managing their time?
2. Mai
- Have Ss write their answers. Then give them 3. Nam
time to read the conversation again and locate the
speaker's line that contains information for each
skill.
- Check answers as a class. Encourage Ss to
provide evidence from the conversation, e.g. Mark
is good at managing money because he uses a
money-management app that taught him how to be
responsible with money.

Extension: Call out sentences from the
conversation or other statements related to it, but
make mistakes, e.g. Mai doesn't have a mobile
phone. Have Ss stand up when they hear a false
statement and say No! Invite a student to correct
the mistake. In stronger classes, vary the game by
having Ss say the false statements.
Task 3. Find words and a phrase in 1 that have the following meanings. (5 mins)
- Have Ss read the definitions and check
understanding. Explain that the words or phrases Answer key:
Ss need to find in the conversation to match are 1. confidence
related to earning parents' trust.
2. independent
- In weaker classes, provide some extra clues, e.g. 3. responsibilities
No 1 is a noun beginning with the letter 'c'. No 2 4. money-management
is an adjective containing four syllables. No 3 is a
plural noun ending in '-ilities'. No 4 is a phrase
consisting of two nouns linked with a hyphen.
- Have Ss work individually first. Then check
answers as a class.
Extension: In stronger classes, ask Ss to choose
other words or phrases from the conversation. In
pairs, Ss write short definitions of them or other
clues to help guess the words/phrases. Ask pairs to
take turns reading their definitions or clues for the
rest of the class to guess the word/phrase or find it
in the conversation, e.g. a person's mother and
father (parent), Nam says that he uses this to
manage his time. (time-management app).
Task 4. Match the two halves to make sentences used in 1. (5 mins)
- Tell Ss to read the sentence halves and check
comprehension.
Answer key:
- Have Ss work individually.
1. d
- Check answers by having individual Ss read out 2. a
the sentences.
3. b
- Focus attention on the beginning of each 4. c
sentence half on the left (It's/It was ...) and on the
first word of each sentence half on the right
(that/who). Ask Ss if they can identify the
grammar structure, i.e. cleft sentences with It
is/was ... that/who ...

e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss practise speaking skills;
- To help Ss memorise the basic knowledge on how to become independent.
b. Content:
- Role-play
c. Expected outcomes:
- Students can give a short talk about how to live independently.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Task 5. Role play
- Teacher asks Ss to work in groups.
- In each group, one student plays the role of a student. The
others are advisors.
- Advisors are giving advice on how to live independently.
- Ss have 3 minutes to prepare for the role-play.
- Teacher invites 1 or 2 groups to come to the stage and do the
role-play.
- Teacher asks other groups to listen and give comments.
- Teacher gives feedback and gives marks to the best group.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about how to live independently.
- Prepare for the project in Lesson 8
Board Plan

CONTENTS
Students' own creativity.

Date of teaching
Unit 8: BECOMING INDEPENDENT
Lesson 1: Getting started
*Warm-up
* Vocabulary
1. independent (adj)
2. trust (earn sb's trust)
3. convince (v)
4. responsible (adj)
5. encourage (v)
- Task 1: Listen and read.
- Task 2: Decide who has these skills.
- Task 3: Find words and a phrase.
- Task 4: Match the two halves to make sentences.
- Task 5: Role-play
*Homework

UNIT 8: BECOMING INDEPENDENT
Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Becoming independent;
- Identify and pronounce fall-rise intonation in invitations, suggestions and polite
requests;
- Review the use of cleft sentences.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
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, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Structure
Cleft sentences with It is/was …
who/that…
- A cleft sentence is used to focus on a
particular part of the sentence and to
emphasize what we want to say.
It is/was + S/O/A + that/who ….

Example
1. It was Nam that/who taught Mai how to use the
app in the library last weekend. (Focus on Nam - S)
2. It was the app that Nam taught Mai how to use in
the library last weekend. (Focus on the app - O)
3. It was in the library that Nam taught Mai how to
use the app last weekend. (Focus on Nam - A)

Assumption
Anticipated difficulties

Solutions

Students are reluctant to work in groups.

- Encourage students to work in pairs and in groups so
that they can help each other.

- Provide feedback and help if necessary.

Students may lack vocabulary to deliver
a speech

- Explain expectations for each task in detail.
- Continue to explain task expectations in small chunks
(before every activity).
- Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they can
help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- 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. Expected outcomes:
- Students can listen and find out some ways to become independent.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Watch a video
- Ss work in 4 groups. Each group is given a big-sized
piece of paper and markers.
- Ss watch the video once and list out what to do to be
independent.
- All teams stick the paper on the board.
- Teacher checks the answers of each group.
- The group that has the most correct answers is the
winner.

CONTENTS
Link:
https://www.youtube.com/watch?v=VLCgM
kTIdLA
Suggested answers:
- Learn how to save
- Set rules for yourself
- Cap your spending
- Respect to be respected as an individual

e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- 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. Expected outcomes:
- Students can say the sentences with correct fall-rise intonation in invitations, suggestions
and polite requests.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1: Listen and repeat. Pay attention to the fall-rise intonation in the following sentences. (5
mins)
- Ask Ss to listen to the sentences. Have them pay
attention to the fall-rise intonation in invitations,
suggestions and polite requests.
- Ask Ss to listen to the sentences again, but 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.
- In stronger classes, T can explain that the fall-rise
intonation helps make invitations, suggestions, and
requests sound friendlier or more polite.

1. Would you like a cup of tea?
2. Why don't you answer your phone?
3. Would you like me to help you install the
software?
4. Can you show me the money-management
app you told me about?

Task 2: Listen and pay attention to the fall-rise intonation in the following sentences. Then
practise saying them in pairs. (7 mins)
- Ask Ss to listen and pay attention to the sentences
with the fall-rise intonation.
- Have Ss listen to the recording again, pausing after
each sentence for Ss to repeat. Correct any wrong
pronunciation.
- In stronger classes, ask individual Ss to 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.
Extension: In stronger classes, have Ss write their
own sentences expressing invitations, suggestions,
and requests. Encourage them to say the sentences in
front of the class. Have the rest of the class say if
they are using the correct fall-rise intonation to sound
friendlier or more polite.

1. Shall we now talk about other learning
methods?
2. Could you please pay attention when I'm
talking to you?
3. Why don't we use public transport to go to
school?
4. Would you like to join our cooking
course?

e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Students in class listen and give feedback on their friends' performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:
- 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. Expected outcomes:
- Students can identify the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1. Match the words with their meanings. (6 mins)
- Ask Ss to work individually to do the matching. Then put them in
pairs to compare their answers and discuss the meaning of each
word.
- In weaker classes, make sure Ss understand the abbreviations in
brackets (v, n, adj). Read each word and elicit the part 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.

Answer key:
1. e
2. d
3. b
4. c
5. a

Task 2. Complete the sentences using the correct forms of the words in Task 1 (6 mins)
- Tell Ss to read the sentences carefully and decide which word in
Activity 1 can be used to complete each of the sentences. Tell them
to change the forms of some of the words if necessary.
- Ask Ss to work individually to complete the sentences. Remind
them to use the context clues to help them decide on each word.
Then put Ss into pairs to compare their answers with a partner.
- Have Ss call out the word they have used in each sentence before
checking answers as a class.
Extension: In stronger classes, have Ss play a game. Put them into
groups and have each group create a short meaningful text using the
five words. They can do that orally or in written form. Give groups a
time limit of three minutes. The group with a coherent text and
grammatically correct sentences is the winner. Example: My friend is

Answer key:
1. trust
2. life skills
3. self-study
4. motivate
5. self-motivated

highly self-motivated. She studies hard, does a lot of self-study, and
motivates her classmates. She has also learnt many basic life skills
like cooking meals, cleaning the house, managing time and money.
She has earned her parents' trust.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives:
- 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 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. Expected outcomes:
- Students identify how to use the cleft sentence and can apply it to give a short talk on the
given topic.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1. Rewrite the sentences using cleft sentences focusing on the underlined parts. (6 mins)
- Focus Ss' attention on the Remember! box. Ask them to
read the explanations and the examples.
- Check understanding by asking questions, e.g. When 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).
- Have Ss do the sentences individually or in pairs.
- Check answers as a class.
- In weaker classes, write the sentences on the board and
explain the structures, e. g. 'It was at the age of seven that I
started getting pocket money' has the same meaning as 'I
started getting pocket money at the age of seven' but the
former focuses on 'at the age of seven' while the latter does
not.
- In stronger classes, explain that there are other cleft
sentences (What they like is …, All I need is …) and give Ss
examples if necessary.

Answer key:
1. is John that/who is saving his pocket
money
2. is 20 dollars that he gets every week
3. was last weekend that John earned
4. was gifts for friends and family
members that
5. is by doing household chores with
children that parents

Task 2. Ask and answer questions about the chores you and your family members do at home.
Use cleft sentences. (7 mins)

- Have Ss read the instructions and example, and make sure
they understand the context and what they have to do. In
weaker classes, model a short conversation with a student.
- Have Ss first brainstorm verbs that can be used in the
clauses, and write them down as prompts, e.g. do the
laundry, vacuum the floor, water the plants, walk the dog,
make the beds, iron the clothes.
- Put Ss in pairs and have them take turns to ask and answer
the questions. Encourage Ss to respond to their partners'
statement, e.g. That's great! Amazing! Good for you.
Really? I can't believe it.
- Walk round and help if necessary.
- Invite some Ss to report back to the class, e.g. This is what
I found out. It's Nam's mum who does the laundry in his
family. It's Nam who vacuums the floor.

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

e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.
Board Plan
Date of teaching
Unit 8: BECOMING INDEPENDENT
Lesson 2: Language
*Warm-up
Watch a video
Pronunciation
- Task 1: Listen and repeat.
- Task 2: Read the sentences,
Vocabulary
- Task 1: Match the words with their meanings.
- Task 2. Complete the sentences.
Grammar
- Task 1. Rewrite the sentence..
- Task 2. Ask and answer questions.
*Homework

UNIT 8: A LONG AND HEALTHY LIFE
Lesson 3: Reading – How to become independent
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about how to live
independently.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
3. Personal qualities
- Be responsible for their own lives and get prepared to live independently in the near
future
- Actively join in class activities & develop their self-study skills

II. MATERIALS
- Grade 11 textbook, Unit 8, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties

Solutions

1. Students may lack knowledge about
some lexical items.

Provide students with the meaning and pronunciation
of words.

2. Students may have underdeveloped
reading, speaking and co-operating
skills.

- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
for students to speak.
- Encourage students to work in pairs, in groups so that
they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the topic of becoming
independent;

- To set the context for the reading part;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Guessing game
c. Expected outcomes:
- Students can find out the keywords based on the definitions given by the teacher.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Guessing game
Suggested words: cook, live alone, get around,
- Ss work in groups.
relax, communicate, work
- Call one student from each group to the board to
pick a piece of paper, then explain the written
word by using body language.
- The rest of the groups must guess the word, if
they are wrong, the chance is passed to others.
- The groups with more correct answers will be
the winner.
e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-READING (8 mins)
a. Objectives:
- To introduce the topic of the reading and get Ss involved
b. Content:
- Task 1: Tick the appropriate box to see how independent you are. Add up your points. If
your total score is nine or above, you are independent. Compare with a partner. (p.89)
c. Expected outcomes:
- Students can reflect on how independent they are.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 1. Tick the appropriate box to see how independent you are. Add up your points. If your
total score is nine or above, you are independent. Compare with a partner. (8 mins)
- Focus Ss' attention on the heading and the table.
- Have Ss read through the rubrics. Invite some Ss to read the questions out Students' answer
loud while others follow along and tick the correct boxes. Have Ss add up their
points according to their answers.
- Ask Ss to work in pairs to compare their answers. Invite some Ss to share
their answers with the class, e.g. I have 3 points for question 1, 6 points for

questions 2, 3, and 4, and 1 point for question 5. My total score is 10. I'm an
independent teenager.
- Lead in to the topic of the reading text, e. g. Would you like to become more
independent as a teenager? You'll find more information about the skills
necessary for an independent teenager in the following article.
e. Assessment
- Teacher observes and gives feedback.
3. ACTIVITY 2: WHILE-READING (21 mins)
a. Objectives:
- To help Ss practise guessing the meaning of words from context;
- To develop reading skills for general information;
- To develop reading skills for specific information.
b. Content:
- Task 2: Read the text. Match the paragraphs (A-C) with their headings (1-5). There are
TWO extra headings. (p.89)
- Task 3: Read the text again and match the highlighted phrases in the text with their
meanings. (p.90)
- Task 4: Read the text again. Complete the diagrams with information from the text. Use no
more than TWO words for each gap. (p.90)
c. Expected outcomes:
- Students can understand ideas of the text and complete the tasks successfully
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 2. Read the text. Match the paragraphs (A-C) with their headings (1-5). There are TWO
extra headings. (7 mins)
- Have Ss read the whole text quickly to get an overall idea. Walk round the
class and provide help if necessary.
Answer key:
- In weaker classes, go through the options and check
A-5
- Ask Ss to work in pairs to discuss and compare their answers.
B-4
- In weaker classes offer help if they cannot decide on the correct answers. C - 3
Explain that each heading should cover the main content of the paragraph it
heads. To do the matching, Ss should read through all the headings, underline
the key words and look for them or their synonyms in the paragraphs, e. g.
heading 3 Develop time-management skills should go with paragraph C as we
can find the key words time, management and their related words (schedule,
sleep, hours, etc.) in this paragraph.
- Check answers as a class.
Task 3. Read the text again and match the highlighted phrases in the text with their meanings.
(7 mins)

- Ask Ss to read the article again.
- Focus Ss' attention on the context of the highlighted words and have them Answer key:
look for clues offering direct or indirect suggestions about their meanings, e. g. 1. c
Ss can match '1. get around' with 'c. to be able to travel to different places' 2. e
because they can use the words 'transport, walking, cycling' as clues.
3. b
- If necessary, tell Ss that all phrases are phrasal verbs and their meaning is 4. a
idiomatic.
5. d
- Have Ss guess the meaning of each of the words, based on the context. Tell
them to work individually first, then compare their choices with a partner.
- Check answers as a class.
Task 4. Read the text again. Complete the diagrams with information from the text. Use no more
than TWO words for each gap. (7 mins)
- Have Ss look at the diagrams and read through the steps. Check Ss'
Key:
understanding and explain new / difficult vocabulary for them if necessary.
- Ask Ss to read the text again. Have Ss work individually and fill the gaps. 1. many solutions
Encourage them to discuss and compare their answers with a partner.
2. best option
- Check answers as a class. Have Ss explain the answers by providing evidence
3. a to-do-list
from the article.
Extension: Have Ss create a diagram with information from paragraphs. Help 4. night's sleep
Ss by asking questions about the paragraph, e.g. What basic life skill should
you learn first? (Getting around using public transport, walking or cycling)
What is the next skill should you learn? (Communicating well and developing
good relationships with people). Ask Ss to work in groups and present their
diagrams to the class.
e. Assessment
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: POST-READING (8 mins)
a. Objectives:
- To check students' understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Discussion: Which of the skills mentioned in the text do you have? What other skills do you
think teenagers need to become independent?
c. Expected outcomes:
- Students can use the language and ideas from the unit to reflect on their own lifestyle.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Task 5. Discussion

CONTENTS
Suggested answer:

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

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

e. Assessment
- Teacher's observation on Ss' discussion.
- Teacher's fee...