Kế hoạch bài dạy Tiếng Anh Lớp 11 Global Success theo CV5512 - Review 3

 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
- Introduce the review by asking Ss if they remember Suggested words:
what they have learnt so far in units 6,7,8 in terms of 1. intonation
language. 
 2. Words and phrases related to preserving 
 heritage, education after school and teen 
 independence
 3. To infinitive, perfect gerunds and 
 participle clauses and cleft sentences
 e. Assessment
 - Teacher observes the groups and gives feedback.
 2. ACTIVITY 1: PRONUNCIATION (6 mins)
 a. Objectives: 
 - To help Ss review intonation and sentence stress.
 b. Content:
 Mark the intonation in the following sentences, using falling intonation, rising intonation, level-
 rising intonation or fall-rise intonation symbols. Then listen and check. Practice saying them in 
 pairs. (p.96)
 c. Expected outcomes:
 - Students can practise speaking with a correct intonation.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Mark the intonation in the following sentences, using falling intonation, rising intonation, level-
rising intonation or fall-rise intonation symbols. Then listen and check. Practice saying them in 
pairs. (6 mins)
- Ask Ss to read the sentences and mark the changes in 1. Could you show me the way to the 
intonation using the appropriate arrows which indicate Museum of History? ➚
different patterns of intonations. 2. What do you want to see during the 
 festival? ➘
- Play the recording and have Ss check their answers. 
Check answers as a class. 3. How about going on a boat trip this 
 weekend? ➘ ➚
- Play the recording again, pausing after each sentence 
 4. I want to go to a vocational school after 
for Ss to repeat as naturally as possible.
 finishing secondary school. ➘
 5. Would you like to go to the cinema with 
 me? ➘ ➚
 6. Why don’t you join the cooking classes? 
 ➘ ➚
 7. During my trip, I visited a historic 
 monument, an ancient pagoda, and an old 
 village. ➚ ➚ ➘ - Students can use to-infinitive clauses, perfect participle clauses and cleft sentences to complete 
 the tasks.
 d. Organisation
Task 1: Choose the correct answers a, B, C, or d to complete the following sentences. (6 mins)
- Review to-infinitive clauses, perfect participle clauses Suggested answers:
and cleft sentences by explaining the most important 
 1. A
notes of each grammatical point.
 2. B 
- Ask Ss to do the activity individually.
 3. A 
- Have Ss compare their answers in pairs.
 4. D 
- Call on some Ss to read their sentences aloud or call on 
some Ss to write their answers on the board. 5. A 
- Check answers as a class. 6. C 
 7. A 
 8. B
Task 2: Rewrite the sentences beginning with the words given. (10 mins)
- Ask Ss to do the exercise individually. 1. It was at a university in Canada that I 
 applied to study.
- Have Ss compare their answers in pairs.
 2. Having watched the documentary, I came 
- Call on some Ss to read their sentences aloud or write 
 up with some ideas for my project.
them on the board.
 3. We went to Hoi An to see old beautiful 
- Check answers as a class.
 Japanese bridges and French houses. 
 4. Having done the project, I felt more 
 confident in my abilities.
 5. It was community work that gave many 
 young people of Gen Z real-life 
 experiences. 
 6. Marie Curie is the only person to win a 
 Nobel prize in two different fields.
 7. Having done the course, I got better at 
 managing my study time.
 8. It was in 2010 that The Imperial Citadel 
 of Thang Long was recognized as the world 
 heritage.
 e. Assessment
 - Teacher obverses Ss’s work and give feedback.
 4. CONSOLIDATION (3 mins)
 a. Wrap-up
 - T asks Ss to talk about what they have learnt in the lesson. REVIEW 3.2
 SKILLS: LISTENING & SPEAKING
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - Revise the listening skills for main and specific information and improve speaking skills 
 of discussion.
 - Summarise Ss’ answers and add some more information if necessary.
 2. Core competence
 - Develop communication skills and creativity;
 - 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, Review 3.2
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Assumption
 Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups so 
speaking, writing and co-operating skills that they can help each other.
when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in the - Explain expectations for each task in detail.
class. - 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 stir up the atmosphere and activate students’ knowledge on a basic life skill;
- To set the context for the speaking part;
b. Content:
- Choosing the essential things to live on an island alone.
c. Expected outcomes:
- Students choose and explain why they choose those things.
d. Organisation - Check answers as a class.
- In weaker classes, play the recording again, pausing 
after the sentences containing the 
- missing word.
Tapescript: 
More and more school leavers are choosing to study abroad after finishing secondary school. While this 
is definitely an exciting experience, it’s living independently in a foreign country that is challenging for 
many students. In today’s talk, I’ll share some tips with you to help you become more independent 
when studying abroad.
First of all, you should learn the foreign language well. This way, you will become more independent 
while attending the lectures at the university and studying for the exams afterwards. A good knowledge 
of the local language will also help you take part in conversations with local people, thus making you 
more confident in your daily life. 
Another way to become more independent is to get a part-time job, which will allow you to earn some 
pocket money. You will also learn how to be more organised and feel more independent by gaining 
some work experience. The best thing is that you will be regularly paid, cover some of your expenses 
and even save some money. 
Cooking for yourself is also a good way to become more independent. When you are living abroad, you 
have to learn to cook if you don’t want to eat junk food or spend a lot of money at restaurants. Knowing 
to cook and knowing what ingredients you put in your meals will give you a sense of freedom and 
independence. 
 e. Assessment
 - Teacher observes the groups and gives feedback.
 3. ACTIVITY 3: SPEAKING (20 mins)
 a. Objectives: 
 - To help students improve the skills of discussion in pairs and groups.
 b. Content:
 - Task 1: Work in pairs. What can you do to become more independent while studying abroad? 
 Give your reasons? (p.98)
 - Task 2: Work in groups. What skills do you think you will gain while studying abroad?
 Report your group's answer to the class. (p.98)
 c. Expected outcomes:
 - Students use all the skills to do the exercises.
 d. Organisation
Task 1: Work in pairs. What can you do to become more independent while studying abroad? 
Give your reasons? (10 mins)
- Have Ss work in pairs and discuss things Ss should do to Suggested ideas for discussion
become independent while studying abroad. - Learn the language of the country where 
- In weaker classes, tell them to use the ideas and you study
expressions in the listening to help them with discussion. - Get a part-time job
In stronger classes, encourage Ss to come up with their - Learn how to cook for yourself
own ideas using their own vocabulary and language 
 - Travel alone
expressions.
 - Make friends
- Tell Ss to use the example as guidelines for their 
discussion. Board Plan
 Date of teaching
 REVIEW 3.2
 SKILLS: LISTENING AND SPEAKING
*Warm-up
* Skills 
LISTENING
- Task 1: Listen to a short talk by a student advisor. What is it about?
- Task 2: Listen again and complete the notes with no more than TWO words for each 
answer.
SPEAKING
- Task 1: Work in pairs. What can you do to become more independent while studying 
abroad? Give your reasons?
- Task 2: Work in groups. What skills do you think you will gain while studying abroad?
Report your group's answer to the class.
*Homework TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
- Ask students to listen to some pieces of music. Suggested words:
- Ask students to give names of the songs. songs
 e. Assessment
 - Teacher observes the groups and give feedback.
 2. ACTIVITY 1: READING (15 mins)
 a. Objectives: 
 - To help Ss practice reading for main idea and specific information.
 b. Content:
 - Task 1: Read the text. Choose the best heading (1–5) for each paragraph (a–C). There are 
 TWO extra headings. (p.98)
 - Task 2: Read the text again and decide whether the statements are true (T) or false (F). (p.99)
 c. Expected outcomes:
 - Students can use all the skills to complete the tasks successfully.
 d. Organisation
Task 1: Read the text. Choose the best heading (1–5) for each paragraph (A–C). There are TWO 
extra headings. (7 mins)
- Ask Ss to read the whole text once to get an overall idea. Key: 
- Have Ss read again paying attention to the main idea of 1. D
each paragraph and match it with appropriate heading. 2. B
- Note that there are two extra headings which are not 3. A
used.
- Tell Ss to work in groups to compare answers.
- Check answers as a class.
Task 2: Read the text again and decide whether the statements are true (T) or false (F). (8 mins)
- Ask Ss to read the text again and complete the exercise. Key:
- Check answers as a class. 1. T
- Ask Ss to provide evidence from the text to support each 2. F
answer, e.g. the information for question 1 is available in 3. F
the first paragraph (Recognised as UNESCO’s world 4. T
cultural heritage in 2013).
 5. T
 e. Assessment
 - Teacher observes the groups and gives feedback.
 2. ACTIVITY 2: WRITING (20 mins)
 a. Objectives: 
 - To help Ss practise writing an email requesting information about Don Ca Tai Tu.
 b. Content:
 - Task 1: Work in pairs. Read the advert below and discuss what other information you want to 
 know about how to become a club member. (p.99) 4. CONSOLIDATION (5 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for Unit 9.
 Board Plan
 Date of teaching
 REVIEW 3.3
 SKILLS: READING AND WRITING
 *Warm-up
 * Skills 
 READING
 - Task 1: Read the text. Choose the best heading (1–5) for each paragraph (a–C). There are 
 TWO extra headings.
 - Task 2: Read the text again and decide whether the statements are true (T) or false (F). 
 WRITING
 - Task 1: Work in pairs. Read the advert below and discuss what other information you want 
 to know about how to become a club member. 
 - Task 2: Write an email (140–170 words) to the club president asking for more information 
 about how to become a club member. Use the outline below to help you. 
 *Homework