Kế hoạch bài dạy Tiếng Anh Lớp 12 Global Success theo CV5512 - Review 1

 1. WARM-UP (5 mins)
 a. Objectives: 
 - To revise the vocabulary related to the topic of Unit 1, Unit 2 and Unit 3.
 b. Content:
 - Miming game: Students describe the words without saying them and then guess the words that 
 they have learnt in 3 units.
 c. Expected outcomes:
 - Students can recall the important new words that they have learnt.
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
MIMING GAME - Draw or mime the word. Suggested words:
- List out some key words of Unit 1, The rest of the class makes genius, cutting-edge, diversity, 
Unit 2 and Unit 3. guesses. The first student who trend, globalization, culture 
- Have a volunteer come to the front correctly calls out the word shock, carbon footprint, 
then whispers one of the words into gets a point. compost, landfill 
his/ her ears.
- Explain the rules: Ss have to draw or - The whole class plays the 
mime the word. The rest of the class game together.
makes guesses. The first student who 
correctly calls out the word gets a 
point.
- Check 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 check if Ss can identify diphthongs and provide further pronunciation practice.
 - To check if Ss can identify word stress and provide further pronunciation practice.
 b. Content:
 - Task 1. Mark the letter A, B, C, or D to indicate the word whose underlined part differs from 
 the other three in pronunciation. (p.44)
 - Task 2. Mark the letter A, B, C, or D to indicate the word which differs from the other three in 
 the position of the main stress. (p.44)
 c. Expected outcomes:
 - Students can identify diphthongs as well as word stress and apply exam strategies to do the 
 exericises.
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS a. Objectives: 
 - To check if students can use words and phrases related to the topics that they have learnt in 
 Unit 1, 2 and 3.
 b. Content:
 - Task 1: Mark the letter A, B, C, or D to indicate the word CLOSEST in meaning to the 
 underlined word. (p.44)
 - Task 2: Mark the letter A, B, C, or D to indicate the word OPPOSITE in meaning to the 
 underlined word. (p.44)
 - Task 3: Mark the letter A, B, C, or D to indicate the correct answer. (p.44, 45)
 c. Expected outcomes:
 - Students understand the meaning of words, memorise them and are able to use them in a 
 meaningful context.
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1. Mark the letter A, B, C, or D to indicate the word CLOSEST in meaning to the underlined 
word.
- Ask Ss to do the activity individually. - Read the sentences. Answer key: 
Tell them to read and try to understand 1-A; 2-D; 3-C; 4-B
the meaning of each sentence. - Try replacing the underlined 
- Tell Ss to replace the underlined word words and guessing the Exam strategies
with each of the words from four answer. Vocabulary (MCQs): 
options. If they are not sure about the Identifying the word(s) 
meaning of any word, tell them to skip CLOSEST in meaning to the 
it and focus on the others. The words underlined word(s)
that change the meaning of the 1. Read the whole sentence, 
sentence cannot be the correct answers. focus on the underlined word.
- Ask Ss to share their answers with the 2. Try to understand the context 
whole class. - Work with a partner and around the underlined word.
- Confirm the correct answers and ask share the answer. 3. Replace the underlined word 
Ss to explain for their choices. with each of the words from 
 four options. If you are not sure 
 about the meaning of any word, 
 skip it and focus on the others.
 4. The words that change the 
 meaning of the sentence cannot 
 be the correct answer.
Task 2. Mark the letter A, B, C, or D to indicate the word OPPOSITE in meaning to the 
underlined word.
- Ask Ss to do the activity individually. - Read the sentences. Answer key: 
Tell them to read and try to understand 1-A; 2-B; 3-D; 4-C 
the meaning of each sentence. - Try replacing the underlined Exam strategies
- Tell Ss to replace the underlined word words and guessing the Vocabulary (MCQs): 
with each of the words from four answer. Identifying the word(s) 
options. If they are not sure about the OPPOSITE in meaning to 
meaning of any word, tell them to skip the underlined word(s) c. Expected outcomes:
 - Students know how to use the past simple and past continuous, articles (a/ an/ the), verbs and 
 prepositions, and non-defining relative clauses referring to all information in the previous clause.
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1. Mark the letter A, B, C, or D to indicate the underlined part that needs correction in each 
of the following sentences
- Tell Ss to read the whole sentence and - Read the sentences. Answer key: 
focus on the underlined words/ 1-A to
phrases. 2-B off
- Check whether these underlined 3-A found
words/ phrases are grammatically 4-A arrived
correct or not by studying both the - Study the underlined parts, 5-B the
underlined parts, the phrases and the the phrases and the sentences 6-B the
sentences that contain these parts. that contain these parts to find 7-B for
- If you're not sure about a choice, tell the mistake. 8-C which
Ss to skip it and focus on the others to 
see if you can find the mistake in these 
choices or not.
- In weaker classes, categorize these 
sentences into groups corresponding to 
the grammar points Ss learnt in Units 
1-3 and quickly review the uses of the 
grammar points on the board or go 
back to Language sections in these 
Units. 
- Then have them compare answers - Work with a partner and 
and correct the mistakes in pairs, share the answer.
before confirming answers as a class. 
Task 2. Mark the letter A, B, C, or D to indicate the sentence that best combines each pair of 
sentences.
- Have Ss work in pairs. Tell them to - Read the sentences. Answer key: 
read the sentences carefully and study - Study the relationship 1-A
the relationship between these between these sentences. 2-C
sentences. 3-B
- Tell Ss to read four options and 4-A
choose the option that: Exam strategies
+ best represents the relationship Sentence combination: 
between two sentences; Identifying the sentence that 
+ is grammatically incorrect; and best combines a pair of given 
+ does not change the meaning of the sentences
original sentences. 1. Read the two sentences and 
- Have Ss compare their answers in study the relationship between 
pairs. Board Plan
 Date of teaching
 REVIEW 1
 Lesson 1: Language
*Warm-up
 Miming game
- Pronunciation
Task 1. Choose the underlined part that differs from the other three in pronunciation.
Task 2. Choose the word which differs from the other three in the position of the main 
stress.
- Vocabulary
Task 1. Choose the word CLOSEST in meaning to the underlined word.
Task 2. Choose the word OPPOSITE in meaning to the underlined word.
Task 3. Choose the correct answer.
- Grammar
Task 1. Choose the underlined part that needs correction in each of the following 
sentences.
Task 2. Choose the sentence that best combines each pair of sentences.
Task 3. Choose the correct answer.
*Homework TEACHER’S ACTIVITIES STUDENTS’ CONTENTS
 ACTIVITIES
Watch a video - Watch the video and Link: 
- Teacher asks Ss to watch a short try to remember the https://www.youtube.com/watch?v=
video and try to remember the information. 5TXGiFpg5Mk
information in the video.
- After the Ss listen, teacher shows Questions:
each question, one by one. 1. Which festivals are mentioned in 
- Ss raise their hands to grab the the video and where do they take 
chance to answer. - Answer the questions. place?
- T checks if the answers are correct 2. Which ones have a bad influence 
or incorrect and leads in the lesson. - Check the answers. on the environment?
 Suggested answers:
 1.
 - Snow sculpture festival – China
 - Sand sculpture festival – Portugal
 - Lantern festival – Taiwan
 - Carnevale – Venice, Italy
 - Albuquerque Balloon Festival – 
 New Mexico, USA
 - Oktoberfest – Munich, Germany
 - La Tomatina – Spain
 - Holi – India (Colour festival)
 - Burning man festival – Nevada, 
 USA
 - Rio Carnival – Brazil
 2. Students’ answers
 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 three traditional festivals and their environmental impact. Number 
 the pictures of the festivals in the order you hear. (p.46)
 - Task 2. Listen again and decide whether the following sentences are true (T) or false (F) (p.46)
 c. Expected outcomes:
 - Students can understand the main ideas of the listening passage and reorder the key 
 information. e. Assessment
 - Teacher checks students’ work and gives feedback. 
 - Students in class listen and give feedback on their friends’ performance.
 3. ACTIVITY 2: SPEAKING (19 mins)
 a. Objectives: 
 - To help Ss develop ideas for the speaking task.
 - To give Ss an opportunity to take part in a group discussion, then report their discussion to the 
 whole class.
 b. Content:
 - Task 1: Work in pairs. Discuss the purpose and eco-friendliness of these festivals and traditions 
 and complete the table below. (p.46)
 - Task 2. Work in groups. Choose a tradition or festival in your area. Discuss ideas about how to 
 make this tradition or festival greener. (p.46)
 c. Expected outcomes:
 - Ss come up with good ideas and are able to talk about a tradition or festival in their area and 
 know how to make this tradition or festival greener.
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ CONTENTS
 ACTIVITIES
Task 1. Work in pairs. Discuss the purpose and eco-friendliness of these festivals and traditions and 
complete the table below. 
- Have Ss read through the instructions. - Read the instructions. Suggested answer: 
Draw the table on the board if Festivals/ Purpose/ Eco-
necessary. Traditions friendliness 
 1. 1. Forest - To encourage 
- Ask them to work in pairs to discuss 
 - Work in pairs and Festival every person in 
the purpose and eco-friendly impact of 
 discuss. (India) India to plant a tree
festivals and traditions around the 
 - To raise people’s 
world. Tell Ss to complete the table by 
 awareness about the 
adding more ideas. 
 - Complete the table by importance of 
- Walk around the class to offer help if adding more ideas. forests
necessary. 2. 2. Fish - To bring good luck 
 release (Tet - To promote the 
- Invite some pairs to present their Festival, protection and 
completed table in front of the class. Viet Nam) conservation of 
 aquatic resources 
 3. 3. Paleo - To encourage 
 - Present the table in front Festival people to use public 
 of class. (Switzerland) transports a. Wrap-up
- Teacher asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Review 1 - Lesson 3. Reading and Writing.
 Board Plan
 Date of teaching
 REVIEW 1
 Lesson 2: Skills
 *Warm-up
 Watch a video
 Listening
 - Task 1. Listen and put the pictures in the correct order.
 - Task 2. Listen and decide True/ False.
 Speaking
 - Task 1. Discuss and complete the table.
 - Task 2. Group discussion.
 *Homework