Kế hoạch bài dạy Tiếng Anh Lớp 12 Global Success theo CV5512 - Review 2

 MENTI GAME
* T provides the link to the website MENTI.COM 
and asks Ss to use their smart devices to get access 
to the link.
** Ss do as required in the link: Write down three 
types of sentences you have learnt in Unit 5.
*** Ss share the answers with each other.
**** T checks if the answers are correct or 
incorrect and reviews the meaning of the learning Suggested answers:
methods. T draws Ss’ attention to three types of Simple sentence
sentences and lets them give more examples for Compound sentence
each type. Complex sentence
 e. Assessment
 - Teacher observes the groups, listens to Ss’ answers and gives feedback.
 2. ACTIVITY 1: PRONUNCIATION (15 mins)
 a. Objectives: 
 - To check if Ss can identify different sounds 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.72)
 - 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.72)
 - Task 3: Mark the letter A or B to indicate the stressed auxiliary or modal verb. Listen and 
 check. Then practice saying the sentences in pairs. (p.72)
 - Task 4: Read the following sentences. Underline the unstressed words in each one. Listen and 
 check. Then practise saying the sentences in pairs. (p.72)
 c. Expected outcomes:
 - Students can revise different aspects of pronunciation learnt in Unit 4 and 5.
 d. Organisation:
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1: Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the 
other three in pronunciation. (4 mins) - Ask Ss to read the sentences 7-8. Answer key:
- Tell Ss to underline the unstressed words in each 1. Life in the city is very convenient and 
sentence. comfortable, but also expensive. 
- In weaker classes, review how to identify the unstressed 2. It usually takes thirty to eighty job 
words in a sentence on the board or go back to Language applications to get a job offer. 
sections in Unit 4.
- Have Ss compare their answers in pairs.
- Play the recording for Ss to listen, pausing after each 
sentence for Ss to check their answers. 
- Have Ss work in pairs to practise saying these 
sentences. 
 e. Assessment
 - Teacher checks students’ pronunciation and gives feedback. 
 3. ACTIVITY 2: VOCABULARY (12 mins)
 a. Objectives: 
 - To check if Ss can understand and use topic-related words and phrases from Units 4 and 5 
 in meaningful contexts.
 b. Content:
 - Task 1. Mark the letter A, B, C, or D to indicate the word or phrase CLOSEST in meaning to 
 the underlined word. (p.72)
 - Task 2. Mark the letter A, B, C, or D to indicate the word or phrase OPPOSITE in meaning 
 to the underlined word. (p.72)
 - Task 3: Read the following passage and mark the letter A, B, C, or D to indicate the correct 
 word or phrase that best fits each of the numbered blanks from 1 to 8. (p.72)
 c. Expected outcomes:
 - Students can complete the tasks on vocabulary.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Mark the letter A, B, C, or D to indicate the word or phrase CLOSEST in meaning to the 
underlined word. (3 mins)
- Ask Ss to do the activity individually. Tell them to read and try Answer key:
to understand the meaning of each sentence. 1- A
- Tell Ss to replace the underlined word with each of the words 2- C
from four options. If they are not sure about the meaning of any 3- D
word, tell them to skip it and focus on the others. The words that 4- A 
change the meaning of the sentence cannot be the correct 
answers. 
- Ask Ss to share their answers with the whole class. 
- Confirm the correct answers and ask Ss to explain for their 
choices. 
Task 2. Mark the letter A, B, C, or D to indicate the word or phrase OPPOSITE in meaning to 
the underlined word. (3 mins) - Ask Ss to read each sentence and four options. Answer key:
- Remind Ss to identify the grammar points that are tested in the 1. A
sentence. 2. B
- Recall the related grammar point in each sentence. In weaker 3. C
classes, categorize these sentences into groups corresponding to 4. B
the grammar points Ss learnt in Units 4-5 and quickly review the 5. D
uses of the grammar points on the board or go back to Language 6. A 
sections in these Units.
- Eliminate the option that can be grammatically incorrect. The 
correct answer should be grammatically correct and make the 
sentence meaningful.
- Then have them compare answers in pairs, before confirming 
answers as a class. 
Exam strategies
Grammar (MCQs): Choosing the best answer to complete 
each sentence
1. Read the whole sentence and four options. Identify the 
grammar points that are tested in the sentence.
2. Recall the related grammar point.
3. Eliminate the option that can be grammatically incorrect. The 
correct answer should be grammatically correct and make the 
sentence meaningful.
Task 2: Mark the letter A, B, C, or D to indicate the sentence that is closest in meaning to each of 
the given sentences. (5 mins)
- Have Ss work in pairs. Tell them to identify the grammar points Answer key:
that can be used to rewrite the original sentence. 1.D
- Tell Ss to read four options and choose the option that: 2. B 
 +. is grammatically correct; and 3. C 
 +. does not change the meaning of the original sentences 4. B 
- Have Ss compare their answers in pairs. 5. A 
- Confirm the correct answers with the whole class. 6. D 
 e. Assessment
 - Teacher’s observation on Ss’ performance.
 - 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
 - Prepare for the next lesson: Review 2 - Skills (1)
 Board Plan
 Date of teaching
 Review 2
 Lesson 1: Language REVIEW 2
 Lesson 2: Skills (1) - Listening & Speaking
 I. OBJECTIVES
 By the end of this lesson, students will be able to:
 1. Knowledge
 - Practise listening for general ideas and specific information
 - Use the learnt ideas and language to discuss and practise problem-solving skills
 2. Core competence
 - Develop critical thinking skill;
 - 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 12 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 large number - Encourage students to work in pairs and in groups so 
of language exercises. that they can help each other.
 - Provide feedback and help if necessary.
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). 
 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To give excitement to students and lead in the lesson.
 b. Content:
 - Watch a video and answer the questions.
 c. Expected outcomes:
 - Students can listen for comprehension and answer the given questions.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS phrase; 2. noun/noun phrase; 3. noun/noun phrase; 4. adjective; 5. 1. old houses
noun/noun phrase) 2. high-rise buildings
- Play the recording again and have Ss listen and write down their 3. traditional markets
answers in their notebooks. 4. frequent
- Have Ss work in pairs to compare their answers. 5. traffic jams
- Check answers as a class. 
- In weaker classes, play the recording again, pausing after the sentences 
containing the missing words. 
 e. Assessment
 - Teacher checks students’ work and gives feedback. 
 - Students in class listen and give feedback on their friends’ performance.
 3. ACTIVITY 2: SPEAKING (20 mins)
 a. Objectives: 
 - To give Ss an opportunity to use the ideas and language from the Listening in a group 
 discussion and practise problem-solving skills.
 b. Content:
 Task 1. Work in pairs. Discuss the impact of urban development on people’s life and complete 
 the following table. (p.74)
 Task 2. Discuss in groups. Which change in 1 do you think has the most positive impact, and 
 which one has the most negative impact on urban life? Then report the group's answers to the 
 class. (p.74)
 c. Expected outcomes:
 - Students come up with good ideas and are able to talk about the positive and negative 
 impacts of urban development on people’s life.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Work in pairs. Discuss the impact of urban development on people’s life and complete 
the following table. (9 mins)
- Have Ss read through the instructions. Draw the table on Suggested answers:
the board if necessary. 
 Changes Positive and/or 
- Ask them to work in pairs to discuss the impact of urban 
 negative impact on 
development. Tell Ss to add more ideas and complete the 
 urban people’s life
table. 
- Tell Ss that the impact on urban people’s life can be 1. Growing Housing shortage, 
positive and/or negative. population higher rents and 
- Walk around the class to offer help if necessary. house prices
- Invite some pairs to present their completed table in front 
of the class. 2. More people Higher 
 looking for unemployment
 jobs - Have Ss work in groups and discuss the impacts of Report sample:
urbanisation using the table from 1 in Speaking. Urbanisation has both positive and negative 
- Ask Ss to prepare a presentation to report what they have impacts on an area. First, there is an 
just discussed. increase in the number of people living in 
- Walk around the class to offer help if necessary. cities and urban areas. This can cause a 
- Invite some groups to presenta summary of their group housing shortage, higher rents and higher 
discussion to the class. house prices. Second, the more people are 
 looking for jobs in cities and urban areas, 
 the more competition is in the job market. 
 This can lead to higher unemployment 
 soon. 
 .
 e. Assessment
 - Teacher’s observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 4. CONSOLIDATION (2 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 Review 1 - Skills - Reading and Writing.
 Board Plan
 Date of teaching
 REVIEW 2
 Lesson 2: Skills - Listening & Speaking
 *Warm-up
 Watch a video
 * Listening
 - Task 1. Listen to a talk about a city. What is it about?
 - Task 2. Listen and complete the note
 * Speaking
 - Task 1: Complete the table
 - Task 2: Report the discussion
 *Homework Anticipated difficulties Solutions
 Students may find the lesson boring due to a large - Encourage students to work in pairs and in groups 
 number of language exercises. so that they can help each other.
 - Provide feedback and help if necessary.
 Some students will excessively talk in the class. - Explain expectations for each task in detail. Have 
 excessively talkative 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 the benefits of having job while at school.
 c. Expected outcomes:
 - Students can describe a picture and discuss the benefits of having job while at school.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
- Teacher shows a picture to all students Suggested answers:
 - boost students’ confidence
 - build their professional network for future 
 career
 - develop students’ skills for future jobs
 - have more work experience
- Teacher asks Ss some question:
+ What are the benefits of having a part-time job while 
at school?
 - Ss’ answer and deliver the task.
- Teacher asks each group to report their ideas.
- Teacher corrects the answers and gives feedback.
 e. Assessment
 - Teacher observes the students and gives feedback.
 2. ACTIVITY 1: READING (16 mins)
 a. Objectives: 
 - To help Ss practise reading for main ideas.