Kế hoạch bài dạy Tiếng Anh Lớp 11 Global Success theo CV5512 - Review 4

 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
MINI GAME: CATCH A WORD Answers:
- Divide 2 teams and tell students the rules of the game Depression, national park, ecosystem, 
- T shows the pictures to students crime, food chain, pressure
- Introduces the lesson 
 e. Assessment
 - Teacher observes the groups and give feedback.
 2. ACTIVITY 1: PRONUNCIATION (12 mins)
 a. Objectives: 
 - To check if Ss can identify intonation in tag and choice questions and provide further 
 pronunciation practice.
 b. Content:
 - Mark the intonation, using (falling intonation) or  (rising intonation). Then listen and 
 check. Practise saying the sentences in pairs. (p.120)
 c. Expected outcomes:
 - Students can express intonation in tag and choice questions.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Mark the intonation, using (falling intonation) or  (rising intonation). Then listen and check. 
Practise saying the sentences in pairs. (12 mins)
- Ask students to study the questions. Encourage them to 
identify the type of questions (i.e. tag or choice 
questions). 
- Briefly review intonation in tag and choice questions 
on the board. 
- Ask Ss to mark the intonation in these questions. Then 
play the recording for them to check their answers. 
- Ask Ss to practise saying the questions in pairs, using 
the correct intonations. 
- Ask some Ss to say these questions out loud in front of 
the whole class. 
Extension: Ask Ss to work in pairs and change the tag 
questions into choice questions, and vice versa, e.g., 1. 
This is an example of negative peer pressure, isn’t it? 6. 
Have you been to Cuc Phuong or U Minh National Park? 
Ask Ss to practise saying the new questions in pairs. 
Invite some Ss to say their sentences in front of the class. - In weaker classes, put Ss in pairs to work on the activity.
- Check answers as a class by asking individual Ss to spell the 
words on the board
Extension: Play a game to revise other key words Ss have 
learnt in Unit 9 and Unit 10. Have a volunteer come to the 
front. Whisper one of the words into his / her ear and have the 
student draw the word on the board or mime it. In stronger 
classes, ask the student to write the first two or three letters. 
Ask the rest of the class to make guesses. Give a point to the 
first student who correctly calls out the word. Continue with 
other words until all Ss have a go. The winner is the student 
with most points.
 e. Assessment
 - Teacher observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 4. ACTIVITY 3: GRAMMAR (13 mins)
 a. Objectives: 
 - To check if Ss can use linking words and phrases.
 - To check if Ss can use the compound nouns correctly.
 b. Content:
 - Task 1. Write one sentence using the linking words and phrases in brackets. Do not change the 
 meaning of the original sentences. (p.121)
 - Task 2. Circle the correct answer. (p.121)
 c. Expected outcomes:
 - Students know how to adapt linking words/ phrases and compound nouns for real life 
 conversations.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Write one sentence using the linking words and phrases in brackets. Do not change the 
meaning of the original sentences. (7 mins)
- Ask Ss to read the sentences and check understanding. Suggested answers:
- Have Ss study the linking words and phrases and try to 1. Because of cyberbullying, many 
 teenagers become depressed. / Many 
recall how they are used (i.e. whether they are followed by a 
 teenagers become depressed because of 
noun/gerund or by a clause; whether they are used to add 
 cyberbullying.
information or show reasons). In weaker classes, review the 
 2. As people pollute the environment, 
rules on the board. 
 ecosystems are damaged. / Ecosystems 
 are damaged as people pollute the 
 environment. Date of teaching
 REVIEW 4
 Lesson 1: Language
*Warm-up
 Mini game
* Pronunciation
- Mark the intonation, using ↘ (falling intonation) or ↗ (rising intonation). Then listen and 
check. Practise saying the sentences in pairs. (p.120)
* Vocabulary
- What are the missing letters? Complete the sentences using the pictures to help you. (p. 
120)
* Grammar
- Task 1. Write one sentence using the linking words and phrases in brackets. Do not 
change the meaning of the original sentences. (p.121)
- Task 2. Circle the correct answer. (p.121)
*Homework TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Watch a video. Suggested answers:
https://www.youtube.com/watch?v=D9OOXCu5XMg The message is that it’s good to be yourself. 
 The film’s goal is to empower children of all 
- Teacher asks Ss to watch a short video and try to ages to find the courage to look inside and 
remember the information in the video. love themselves as they are.
- After the Ss listen, teacher shows the question.
- Ss raise their hands to grab the chance to answers.
- T checks if the answers are correct or incorrect and 
leads in the lesson.
Question:
 “What message does the video convey?”
 e. Assessment
 - Teacher observes the students and give 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 show. Put the main points in the order they are mentioned. There is one 
 extra choice. (p.121)
 - Task 2. Listen to the talk show again. Choose the correct answers A, B, or C. (p.122)
 c. Expected outcomes:
 - Students can understand the main ideas of the listening passage and solve the exercises 
 successfully.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Listen to a talk show. Put the main points in the order they are mentioned. There is one 
extra choice. (9 mins)
- Ask Ss if they remember what body-shaming is. Tell Answer keys:
them that they are going to listen to a talk show about 1.A 2. D 3. B 
body-shaming.
- Ask Ss to read the ideas (A-D) and put them in the 
order that they appear on the recording. Remind them 
that there is ONE extra option. 
- Play the recording for Ss to listen and number the 
points.
- Check answers as a class. - Task 1: Work in pairs. Which of the ways below do you think is the best way to deal with body 
 shaming? give your reasons. (p.122)
 - Task 2. Work in groups. Read the situations below and think of some possible responses. 
 Provide reasons for each answer. Report to the class and vote for the best response. (p.122)
 c. Expected outcomes:
 - Students come up with good ideas and good ways to deal with body shaming.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Work in pairs. Which of the ways below do you think is the best way to deal with body 
shaming? give your reasons. (9 mins)
- Put Ss in pairs. Ask them to discuss which they think is 
the best way to deal with body-shaming. 
- Before they start, quickly review different techniques for Students’ performance
starting, maintaining, and concluding a conversation or 
discussion by writing on the board some key 
communication strategies and eliciting useful expressions, 
e.g. Can you tell me one way to start a conversation? 
When we end a conversation, what should we do? 
- Encourage Ss to use the expressions when they discuss 
the questions in pairs. 
- Go through each point and ask Ss how each point will 
help victims of body shaming. e.g., 1) People should 
ignore negative comments especially online and pretend 
that they don’t even hear them. Responding to rude 
comments will only give the other person more attention 
and more opportunities to be rude and offensive.
- Walk around and provide help if necessary.
Task 2. Work in groups. Read the situations below and think of some possible responses. Provide 
reasons for each answer. Report to the class and vote for the best response. (10 mins)
- Ask Ss to read the situations carefully.
- Tell Ss that they are going to work in groups to discuss Students’ performance
each situation and provide a suitable response. Encourage 
them to continue using the communication strategies for 
starting, maintaining and concluding a discussion. 
- Put Ss in groups and assign one person to be the group 
note taker to take notes of their ideas. Ss can use the notes 
to formulate the final response that most group members 
agree on. 
- Set a time limit for the activity.
- Have some Ss present their ideas the whole class. 
- Ask other Ss to vote for the best idea. Announce and 
praise the winners. REVIEW 4
 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 9 and 10.
 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
- sachmem.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:
- Watch 2 videos about national parks and answer the questions.
c. Expected outcomes:
- Students understand what is inside a national park.
d. Organisation Task 2. Read the article again. Which paragraph contains the following information? Write A, B, 
or C. (6 mins)
- Ask Ss to read the five points and check understanding.
 Answer keys:
- In stronger classes, have them do the activity first, then 1 B 2A 3 C 4 B 5 C 
read the text to check their answers. In weaker classes, 
do the first one as an example and have Ss read the text 
again to locate the information.
- Check answers as a class.
- Ask Ss to provide evidence from the text to support 
each answer, e.g. 1 B (attracts many nature lovers, very 
popular).
Extension: (6 mins)
Put Ss into teams. Ask them to study the numbers in the 
text for one minute, then close their books. Write a 
number on the board, e.g. 400, 2000, 3,000. The first 
group to say what the number refers to, e.g. 400 species 
of butterflies, 2000 kinds of plants, 3000 bird species 
wins a point The winner is the team with most points.
 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 generate ideas for a proposal. 
 - To help Ss practise writing a proposal.
 b. Content:
 - Task 1: Work in pairs. Discuss the advert and the questions below. Add more details. (p. 123)
 - Task 2: Write your proposal (150–180 words). Use the idea in 1 and the outline below to help 
 you. (p. 123)
 c. Expected outcomes:
 - Students develop writing skills on the given topic. They can complete a proposal for protecting 
 Cuc Phuong National Park.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1: Work in pairs. Discuss the advert and the questions below. Add more details. (9 mins)
- Ask Ss to read the advert in the box and check Students’ performance
understanding. Encourage them to underline key words to - 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 on workbook.
 Board Plan
 Date of teaching
 REVIEW 4
 Lesson 3: Skills (2) – Reading and Writing
 *Warm-up
 Watch videos.
 * Reading
 - Task 1. Read the article. Choose the best heading for each section. There are TWO extra 
 headings. (p.122)
 - Task 2. Read the article again. Which paragraph contains the following information? 
 Write A, B, or C (p.123)
 - Extension.
 * Writing
 - Task 1: Work in pairs. Discuss the advert and the questions below. Add more details. (p. 
 123)
 - Task 2: Write your proposal (150–180 words). Use the idea in 1 and the outline below 
 to help you. (p. 123)
 *Homework