Kế hoạch bài dạy Tiếng Anh Lớp 10 Global Success theo CV5512 - Review 2

 Anticipated difficulties Solutions
1. Students may have underdeveloped speaking, - Encourage students to work in pairs and in 
 writing and co-operating skills when doing the groups so that they can help each other.
 project. - Provide feedback and help if necessary.
2. Some students will excessively talk in the class. - Explain expectations for each task in detail.
 Have excessive talking students practise.
 - Continue to explain task expectations in small 
 chunks (before every activity). 
 2 ** Implement the task
*** Discuss
**** Giving comments or feedback
 Stage Stage aim Procedure Interaction Time
 Warm-up - To revise the Miming game 5 
 vocabulary * Teacher lists out some key words of Unit 4 and Unit 5, e.g. T-S mins
 related to the generous, benefit, community, application, invention, 
 topic of Unit 4 laptop, smartphone, experiment, hardware, software, S
 and Unit 5. laboratory, equipment. Have a volunteer come to the front. 
 Teacher whispers one of the words into his/her ears. S-S
 ** Ss have to draw or mime the word. The rest of the class T-S
 make guesses. The first student who correctly calls out the 
 word gets a point.
 *** The class play the game together.
 **** Teacher checks if the answers are correct or incorrect 
 and lead in the lesson.
 4 - To further 
practice putting T-S
stress on three-
syllable words S-S
 S-S
 Activity 2: Pair the cards.
 * T explains the activity.
 T puts Ss in pairs and gives each pair 10 cards.
 T writes 20 familiar three-syllable words on the board: 10 
 words with stress on the 1st syllable, 10 words with stress on 
 the 2nd syllable. Ask Ss to copy words on their cards. Then 
 they shuffle the cards and spread in front of them. 
 T-S
 6 Activity 2. Complete the sentences using these words. There 
 To check if Ss are some extra ones. (p.63) T-S
 recognize the * T quickly reviews the differences between -ing and -ed, -ful 
 differences and -less adjectives. Then T explains the activity. T asks Ss 
 between -ing and to fill in the gaps with words from the box. Remind them 
 -ed, -ful and -less that there are some extra words that they might not need. S
 adjectives ** Ss do the task as required. S-S
 *** Students exchange the answers. T-S
 **** Teacher gives feedback and discusses with the class.
 Answers:
 1. interesting / useful, careful
 2. useless, interested
Grammar To check if Activity 1. Read the text and circle the correct answers. 13 
 students can use (p.63) mins
 the past simple, * T explains the context of the text. Tell Ss that new ideas are T-S
 past continuous, usually the result of careful planning and analysis, but 
 present perfect, sometimes accidents that leads to useful inventions. Ask 
 gerunds, and to- them to look at the pictures and guess what these inventions 
 infinitives. are. 
 ** Ss read the passage and choose the correct answers as S
 they read. S-S
 8 made apples fall straight to the ground. That’s how I 
 discovered gravity. S-S
 *** Ss work in groups and then report to the whole class. T-S
 **** Teacher gives feedback.
 Wrap-up To consolidate Teacher asks students to talk about what they have learnt in T-S 2 
 what students the lesson. mins
 have learnt in the 
 lesson.
Homework To prepare for the Prepare for the next lesson: Review 2: Lesson 2 – Skills. T-S 1 min
 next lesson.
 10 Anticipated difficulties Solutions
1. Students may have underdeveloped speaking, - Encourage students to work in pairs and in 
 writing and co-operating skills when doing the groups so that they can help each other.
 project. - Provide feedback and help if necessary.
2. Some students will excessively talk in the class. - Explain expectations for each task in detail.
 Have excessive talking students practise.
 - Continue to explain task expectations in small 
 chunks (before every activity). 
 12 **** Giving comments or feedback
 Stage Stage aim Procedure Interaction Time
 Warm-up To give Game: Hangman 5 
 excitement to * Teacher writes the words “SMART HOME” on the board (no T-S mins
 students and lead letter of the word is revealed yet)
 in the lesson. _ _ _ _ _ _ _ _ _ S
 ** Ss guess the letters in turn.
 *** The class play the game together. The first student to get S-S
 the correct answer is the winner. T-S
 **** Teacher checks if the answers are correct or incorrect 
 and leads in the lesson.
 Listening - To Activity 1. Listen and choose the best title for the talk (p.64) 7 
 pra * Teacher explains the activity. T asks Ss if they know what a mins
 ctic smart home is. T-S
 e ** Ss read the titles, listen and choose the best one for the 
 list talk as they listen.
 eni *** Students work individually and then compare their S-S
 ng answer with the friend’s.
 14 cifi Activity 3. Work in groups. Complete the sentences with as 7 
c many words as possible. mins
inf * T puts Ss in groups and explains the task. T-S
or ** T gives each group a handout with 4 sentences. Each S-S
ma sentence has only 3 words available. T plays the audio. T can 
tio pause longer between sentences or play the audio several 
n times if necessary. 
 *** Ss listen to the audio and complete each sentence with S-S
 as many words as they can.
 **** Teacher gives feedback and discusses with the class. T-S
 1. .. everything is controlled 
 2. .. turn on when .
 3. . your house temperature .
 4.  that’s how technology 
 Answers:
 1. Imagine living in a house where everything is controlled 
 from a distance.
 2. The lights turn on when you enter the room, and then turn 
 off as you leave.
 3. You can even control your house temperature, lights and 
 devices from a mobile phone when you are far from home.
 16 *** T walks round the class and gives support if necessary. T S-S
 encourages them to use the expressions provided. T-S
 **** Teacher asks some groups to share their ideas with the 
 rest of the class. T gives feedback and discusses with the 
 class. T praises for interesting ideas and good delivery.
 Wrap-up To consolidate Teacher asks students to talk about what they have learnt in T-S 2 
 what students the lesson. mins
 have learnt in the 
 lesson.
Homework To prepare for the Prepare for the next lesson: Review 2. Lesson 3. Skills (2) T-S 1 min
 next lesson. Reading and Writing.
 18 Anticipated difficulties Solutions
1. Students may have underdeveloped speaking, - Encourage students to work in pairs and in 
 writing and co-operating skills when doing the groups so that they can help each other.
 project. - Provide feedback and help if necessary.
2. Some students will excessively talk in the class. - Explain expectations for each task in detail.
 Have excessive talking students practise.
 - Continue to explain task expectations in small 
 chunks (before every activity). 
 20 **** Giving comments or feedback
 Stage Stage aim Procedure Interaction Time
 Warm-up To give Warm-up 5 
 excitement to * T asks a student to come to the board. T shows him/her the T-S mins
 students and lead key word “community service” and asks him/her to explain 
 in the lesson. this word to the whole class. 
 ** This student can use any ways to describe the word, S-S
 except for saying it directly.
 *** The class play the game together. The fastest student to S-S
 guess the correct key word is the winner of the game.
 **** Teacher checks if the answers are correct or incorrect S-S
 and lead in the lesson. 
 Reading To practice Activity 1. Read the text. Match the highlighted words with 5 
 understanding their meanings (p.64-65) mins
 words from * T explains the context of the text. T-S
 context. - T writes down the words ‘community service’ and 
 ‘volunteering’ on the board. T asks if Ss know the difference 
 between them. Tell them that they will find the answer in the 
 reading text. 
 22 3. a (Clue: In general, people may volunteer not just to 
 have others, but to help themselves)
 Activity 3. Play with cards.
 * T puts Ss into pairs. Ask each pair to prepare two quiz T-S 6 
 questions based on the reading text and write them on cards mins
 or pieces of paper, e.g. How many types of community service 
 are there? Why does the writer think volunteering isn’t 
 always selfless?
 ** T collects the cards, shuffles them and spreads them, face 
 down, on a table in front of the class. Invite pairs to take 
 turns to come to the table and turn over a card. 
 *** Ss read the question and answer it. Ss get one point for a 
 correct answer. If the answer is wrong, they should put the S-S
 card face down in the same position. 
 **** T checks the answers and gives feedback.
 T-S
Writing To practice Complete this application letter for a volunteer job by 10 
 writing a job writing a short paragraph. You may use the ideas below to mins
 application letter. help you. (p.65)
 Activity 1. Brainstorming T-S
 24 ** Ss completes the application letter. T-S
 *** T gives students enough time to write their letters. Walk T-S
 round the class and offer help.
 **** T collects some or all Ss’ writings to give written 
 feedbacks.
 Sample answer:
 I am very interested in the job because I am very fond of 
 reading and I can sort books very well. I also love helping 
 others and meeting new people, especially children. In fact 
 reading books to children is my favorite hobby. I am also 
 interested in this job because it will help me to develop my 
 social skills, such as communication and teamwork skills.
 Wrap-up To consolidate Teacher asks students to talk about what they have learnt in T-S 2 
 what students the lesson. mins
 have learnt in the 
 lesson.
Homework To prepare for the Prepare for the next lesson: Unit 6. Lesson 1 – Getting T-S 1 min
 next lesson. Started.
 26