Kế hoạch bài dạy Tiếng Anh Lớp 11 Global Success theo CV5512 - Review 1

 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
CATEGORIZING GAME Suggested words:
- Teacher lists out some key words of Unit 1, Unit 2 and squat, star jump, bacteria, conflict, curious, 
Unit 3, e.g. squat, star jump, bacteria, conflict, curious, screen time, infrastructure, skyscraper
screen time, infrastructure, skyscraper
- Teacher has a volunteer come to the front then 
whispers one of the words into his/her ears.
- Ss have to draw or mime the word. The rest of the 
class makes guesses. The first student who correctly 
calls out the word gets a point.
- The class plays the game together.
- T checks if the answers are correct or incorrect and 
leads in the lesson.
 e. Assessment
 - Teacher observes the groups and gives feedback.
 2. ACTIVITY 1: PRONUNCIATION (12 mins)
 a. Objectives: 
 - To help Ss review strong and weak forms, contractions and consonant-to-vowel linking and 
 provide further pronunciation practice.
 b. Content:
 Listen and complete the conversation. Then underline the weak forms of the auxiliary verbs, 
 circle the contracted forms, and mark the consonant-to-vowel linking with (ᴗ). Practise saying 
 the conversation in pairs. (p.38)
 c. Expected outcomes:
 - Students can identify the strong and weak forms of auxiliary verbs, recognize contracted forms 
 and revise how to link final consonants to initial vowels.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Listen and complete the conversation. Then underline the weak forms of the auxiliary verbs, circle 
the contracted forms, and mark the consonant-to-vowel linking with (ᴗ). Practise saying the 
conversation in pairs. (p.38)
- Teacher plays the recording for Ss to listen and do the Answer keys:
activity individually. Then have them compare their 1. What’s‿it (linking)
answers in pairs. 2. in‿a (linking)
 3. It’s (contracted forms)
- Teacher plays the recording again, pausing after each 4. can (weak form)
sentence for Ss to check their answers. 5. of
 6. Do you (weak form), have a (linking)
 7. I don’t (contracted form) - Teacher tells Ss that they have learnt all the words and 1. skyscrapers
phrases in Unit 1, 2 and 3. The first letters are given to help 2. dwellers
them find the answer more easily. ACROSS
 3. treatment
- Individual Ss share their answers with the class. 4. values
 5. screen time
- Teacher confirms the correct answers.
 6. strength
- Extension: Invite individual Ss to add other topic-related 
words they have learnt from Unit 1 to Unit 3. Make sure there 
are about 15 words. Teacher writes all the words on the board. 
Have Ss study them for half a minute, then the teacher asks Ss 
to cover/close their eyes. Erase one word from the board. Have 
Ss open their eyes and identify which word is missing. In 
stronger classes, ask Ss to make sentences with the word. 
Continue until the board is empty.
 e. Assessment
 - Teacher observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 4. ACTIVITY 3: GRAMMAR (13 mins)
 a. Objectives: 
 - To help Ss review past simple and present perfect and provide further grammar practice.
 - To help Ss review linking verbs and stative verbs in the continuous form and provide further 
 grammar practice.
 - To help Ss review modal verbs must, have to and should and provide further grammar practice.
 b. Content:
 - Task 1. Complete the sentences with the correct forms of the verbs in brackets. (p.39)
 - Task 2. Choose the correct words or phrases. (p.39)
 - Task 3. Choose the correct answer A, B, C or D to complete each of the following sentences 
 (p.39)
 c. Expected outcomes:
 - Students know how to use the past simple or the present perfect, review linking verbs and 
 stative verbs in continuous form and distinguish the use of modal verbs.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Complete the sentences with the correct forms of the verbs in brackets. (4 mins)
- Teacher asks Ss to read the sentences and check Answer key:
comprehension. 1. took up
 2. has just decided
- Ss complete the sentences individually
 3. have won
with the correct form of the verbs in brackets.
 4. started Date of teaching
 REVIEW 1
 Lesson 1: Language
*Warm-up
 Miming game
* Pronunciation
Listen and complete the conversation. Then underline the weak forms of the auxiliary 
verbs, circle the contracted forms, and mark the consonant-to-vowel linking with (ᴗ). 
* Vocabulary
- Task 1. Choose the correct answer. 
- Task 2. Solve the crosswords 
* Grammar
- Task 1. Complete the sentences.
- Task 2. Choose the correct words or phrases. 
- Task 3. Choose the correct answer.
*Homework TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Watch a video Suggested answers:
https://www.youtube.com/watch?v=FttJjqfURB8 1. It has been an increasing trend from 1738 
 to 2015.
- Teacher asks Ss to watch a short video and try to 2. North America, Western Europe, 
remember the information in the video.
 Australia, Japan
- After the Ss listen, Teacher shows each question, one 
by one. 3. Some parts of Africa
- Ss raise their hands to grab the chance to answer.
- T checks if the answers are correct or incorrect and 
leads in the lesson.
Questions:
1. What is the trend of life expectancy all over the 
world? 
2. Which regions in the world have high life 
expectancy? 
3. Which regions in the world have low life expectancy? 
 e. Assessment
 - Teacher observes the students and gives feedback.
 2. ACTIVITY 1: LISTENING (18 mins)
 a. Objectives: 
 - To practise listening for main ideas
 - To practise listening for specific information
 b. Content:
 - Task 1. Listen to a talk about life expectancy. Put the topics in the order you hear them.
 (p.40)
 - Task 2. Listen again and choose the correct answer A, B or C. (p.40)
 c. Expected outcomes:
 - Students can understand the main ideas of the listening passage and reorder the key 
 information.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Listen to a talk about life expectancy. Put the topics in the order you hear them. (6 mins)
- Teacher focuses Ss’ attention on the picture. Ask, What Answer key:
do you think the listening text will be about? to 1. C
elicit the topic of life expectancy. 2. A
 3. D - Task 2. Work in groups. Compare your diagrams. Discuss which is the most important thing 
 that will help people to live a long and healthy life in the cities of the future. (p.40)
 c. Expected outcomes:
 - Students come up with good ideas and are able to decide on the most important thing that will 
 help people to live a long and healthy life in the cities of the future.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Work in pairs. Discuss what future cities should have so that city dwellers can live
a long and healthy life. Fill in the diagram. (9 mins)
- Teacher has Ss read through the instructions and write Students’ suggested answers:
down the discussion question on the board if necessary. - Smart buildings with sensor technology 
- Teacher asks them to work in pairs to discuss the to reduce waste and save resources
suggestions in the diagram and add more ideas to 
complete it. - AI technologies to improve people’s 
- Teacher walks around the class to offer help if safety and security 
necessary. - Green space with more pedestrian zones 
- Teacher invites some pairs to present their completed and cycle paths
diagrams in front of the class.
Task 2. Work in groups. Compare your diagrams. Discuss which is the most important
thing that will help people to live a long and healthy life in the cities of the future. (10 mins)
- Teacher has Ss work in groups and discuss the most Student’s answers
important thing that will help people to live a long and Discussion sample:
healthy life in the cities of the future. A: There are a lot of things that will help 
- Teacher walks around the class to offer help if people to live a long and healthy life in 
necessary. future cities. In your opinion, what’s the 
- Teacher invites some groups to present a summary of most important thing, B?
their group discussion to the class. B: Well, I think people in future cities 
 really need green space with more 
 pedestrian zones and cycle paths.
 C: I totally agree with B. These are 
 necessary for a healthy life. People need a 
 space where they can walk or cycle 
 regularly and safely. 
 A: I can’t agree more. Exercising outdoors 
 is good for people both physically and 
 mentally.
 Report sample:
 In our group, we all agree that green 
 space with more pedestrian zones and 
 cycle paths is the most important thing that 
 will help people to live a long and healthy REVIEW 1
 Lesson 3: Skills (2) - Reading and Writing
I. OBJECTIVES
By the end of this lesson, students will be able to:
 1. Knowledge
 - Review the Reading and Writing skills they have learnt in Unit 1-2-3.
 2. Core competence
 - Develop critical thinking skills;
 - Be collaborative and supportive in pair work and team work;
 - Actively join in class activities.
 3. Personal qualities
 - Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn
Assumptions
 Anticipated difficulties Solutions
Students may find the lesson boring due to a - Encourage students to work in pairs and in 
large number of language exercises. groups so that they can help each other.
 - Provide feedback and help if necessary.
Some students will excessively talk in the - Explain expectations for each task in 
class. detail. Have excessive talking students 
 practise.
 - Continue to explain task expectations in 
 small chunks (before every activity). 
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: 
- To give excitement to students and lead in the lesson.
b. Content:
- Picture description and brainstorming about generation gap
c. Expected outcomes:
- Students can describe a picture and discuss the reasons for the generation gap.
d. Organisation - Teacher has Ss read through the three headings and the Answer key:
text. 1. B 
- Teacher asks Ss to do the matching individually, then 2. C
puts them into pairs to compare their answers. 3. A
- Teacher confirms the correct answers.
- In stronger classes, ask pairs to come up with a suitable 
title for the whole text. Write Ss’ ideas on the board and 
have the class vote for each one.
Task 2. Read the text again and decide whether the following statements are true or false (6 mins)
- Teacher asks Ss to read through the statements and 
checks understanding of the vocabulary. Answer key:
 1. T
- Teacher tells Ss to underline the key information in 2. F (they see things differently)
each statement. 3. F (busy schedules prevent them from 
- Teacher checks the key words Ss have underlined, e.g. spending time together)
1.three causes, parents and children; 2. changes, parents 4. T
and children get closer; 3. busy schedules, parents and 5. T
children, spend a lot of time together; 4. parents, not 
enough time, long working hours; 5. comparing children, 
good for them.
- Teacher has Ss read the text again and look for the 
information to decide whether each of the statements is 
true or false. 
- Teacher has Ss compare their answers in pairs.
- Teacher checks answers as a class.
Task 3. Extra activity (6 mins)
- Teacher divides Ss into groups. 
- Teacher has each group prepare three comprehension 
questions about the reading text. Call each group to read 
out their questions and invite other groups to answer, e.g. 
Why do parents and children see the world differently? 
- In stronger classes, ask Ss to close their books.
 e. Assessment
 - Teacher checks students’ work and gives feedback. 
 - Students in class listen and give feedback on their friends’ performance.
 3. ACTIVITY 2: WRITING (19 mins)
 a. Objectives: 
 - To help Ss practise writing an opinion essay.
 b. Content: 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 the next lesson: Unit 4 – Lesson 1.
 Board Plan
 Date of teaching
 REVIEW 1
 Lesson 3: Skills (2) – Reading and Writing
 *Warm-up
 Brainstorming
 * Reading
 - Task 1. Read the text. Match the headings (A-C) with the paragraphs (1-3) 
 - Task 2. Read the text again and decide whether the following statements are True or 
 False
 - Task 3. Extra activity
 * Writing
 Write an opinion essay on the following topic: Some parents often compare their own 
 childhood to their children’s experiences today with the intention of teaching them good 
 behaviours. Do you think this is a good idea?
 *Homework