Kế hoạch bài dạy Tiếng Anh Lớp 12 Global Success theo CV5512 - Review 3

 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To create a friendly and lively atmosphere in the classroom;
 - To set the context for the listening and reading part;
 - To enhance students’ skills of cooperating with teammates.
 b. Content:
 - Watching a video
 c. Expected outcomes:
 - Students can list some types of pollution.
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Hidden words Suggested words:
- Teacher divides the class into two 1. Enclosure
teams. 2. Mammal
- Teacher asks students to pick one 3. Primate
 - Students work in groups. 4. Loss
paper from a box.
 - Some students go to the 5. Extinct
- Then the student has to use body board. 6. Captivity
language or speech to express the - The rest guess what the 7. Conserve
meaning of the word (without word is. 8. Survive
mentioning the word). The rest of the 9. Biodiversity
class guess what that word is. 10. clearance
- The team with more words becomes 
the winner.
 e. Assessment
 - T observes 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;
 - To help Ss review homophones;
 - To check whether Ss can identify the parts where the linking /r/ can appear;
 - To check whether Ss can identify the parts where assimilation can occur.
 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.
 - 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.
 - Task 3: Listen and complete the sentences with the correct words. Then practice saying 
 them 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.
TASK 4
- Ask Ss to read the sentences 1-2 and try to - Students read the sentences Suggested answer
the sounds between which the linking /r/ can and link the sounds. 1. A number of nature 
appear by themselves. Review the - Students listen to the tape reserves have been 
knowledge about linking /r/ on the board or and check. created to protect rare 
go to Language sections in Unit 7. - Students work in pairs and animals. 
- Tell Ss to listen and check their answers. practice saying these 2. There is an event far 
- Play the recording for Ss to listen, pausing sentences. away from our city, so I 
after each sentence to check the answers had to travel by plane. 
with the class. 
- Have Ss work in pairs to practise saying 
these sentences.
TASK 5 Suggested answer:
- Ask Ss to read the sentences and pay - Students read the sentences 1. My brother was in 
attention to the highlighted words. Paris to see an 
- Tell Ss to listen and identify the parts - Students listen and identify exhibition on modern 
where assimilation can occur. the parts where assimilation media. 
- Play the recording for Ss to listen, pausing occurs. 2. They wrote many 
after each sentence to check the answers reports about how to 
 protect pandas in China
with the class. - Students practice saying the 
- Tell Ss to explain how assimilation can sentences.
occur in these parts. 
- Have Ss work in pairs to practise saying 
these sentences.
 e. Assessment
 - Teacher checks students’ pronunciation and gives feedback. 
 3. ACTIVITY 2: VOCABULARY (15 mins)
 a. Objectives: 
 - To help Ss review topic-related words and phrases from Units 6-8, and provide further 
 vocabulary practice;
 - To help Ss review topic-related words and phrases from Units 6-8, and provide further 
 vocabulary practice;
 - To help Ss review topic-related words and phrases from Units 6-8, and provide further 
 vocabulary practice.
 b. Content:
 - Task 1: Complete the sentences. (p.112)
 - Task 2: Choose the word CLOSEST in meaning to the underlined word. (p.112)
 - Task 3: Choose the word OPPOSITE in meaning to the underlined word. (p.112) Task 4: mark the letter A, B, C, or D to indicate the correct answer. (4 mins)
- Ask Ss to do the activity individually and - Students work individually Answer key:
tell Ss to read and try to understand the to complete the sentences 1- A; 2- C; 3- A; 4- B; 5- D; 
meaning of each sentence. - Students share and check 6- B; 7-D; 8- B
- Have Ss look through four options and the answers.
tell them to put each word from four 
options into the gap.
- Tell them to choose the word that makes 
the sentence meaningful. 
- Ask individual Ss to share their answers 
with the class. 
- Confirm the correct answers.
 e. Assessment
 - Teacher checks students’ exercises individually and gives feedback.
 4. ACTIVITY 3: GRAMMAR (10 mins)
 a. Objectives: 
 - To help Ss revise the uses of active and passive causatives, and adverbial clauses of manner 
 and condition;
 - To help Ss revise the uses of adverbial clauses of manner, result, condition and comparison;
 - To help Ss revise the uses of active and passive causatives, adverbial clauses of manner, 
 result, condition and comparison.
 b. Content:
 - Task 1: Mark the letter A, B, C, or D to indicate the correct answer.
 - Task 2: Mark the letter A, B, C, or D to indicate the sentence that best combines each
 pair of sentences.
 - Task 3: Mark the letter A, B, C, or D to indicate the underlined part that needs correction in 
 each of the following sentences.
 c. Expected outcomes:
 - Ss can successfully finish all the tasks.
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Mark the letter A, B, C, or D to indicate the correct answer. (3 mins)
- Ask Ss to read each sentence first and check - Students work in Suggested answers
the meaning. individually to follow finish 1. A; 2. A; 3. B; 4. D
- Tell Ss to identify the grammar point the task. 
needed for the gap by studying four options. - Students compare their 
- Tell Ss to eliminate the options that can be answers.
grammatically incorrect.
- In weaker classes, categorize these 
sentences into groups corresponding to the 
grammar points Ss learnt in Units 6-8 and - Do exercises in the workbook.
 Board plan
 Date of teaching:
 REVIEW 1
 * Warm-up
 * Pronunciation
 1. Sounds
 2. Stress
 3. Complete the sentences
 4. Linking
 5. Assimilation
 * Vocabulary
 1. Complete the sentences
 2. Closest in meaning
 3. Opposite in meaning
 4. Choose the correct answer to fill in each blank
 * Grammar
 1. Multiple choice: filling
 2. Multiple choice: Combining sentences
 3. Mistake correction
 Consolidation
 *Homework III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To create a friendly and lively atmosphere in the classroom;
 - To set the context for the listening and reading part;
 - To enhance students’ skills of cooperating with teammates.
 b. Content:
 - Watching a video
 c. Expected outcomes:
 - Students can list some types of pollution.
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Video https://www.youtube.com/watc
- Teacher asks students to watch a - Watch the video h?v=bgiPTUy2RqI
short video.
 e. Assessment
 - T observes and gives feedback.
 2. ACTIVITY 1: Listening (20 mins)
 a. Objectives: 
 - To help Ss practise listening for the main idea;
 - To help Ss practise listening for specific information.
 b. Content:
 - Task 1: Listen and choose the factors that have affected the blue whale population. There is 
 one extra option.
 - Task 2: Listen again and choose the correct answer A, B, or C.
 c. Expected outcomes:
 - Students can successfully finish all the tasks.
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
TASK 1 Suggested answer: 
- Focus Ss’ attention on blue whales by - Students listen and choose A, B, D, E
showing them a photo of a blue whale and the factors that have affected 
ask them whether they know anything about the blue whale
this animal. 
- Tell Ss that they are going to hear a talk 
about the blue whale population. Ask Ss to 
read through five factors that have affected 
the blue whale population and predict what 
can be the major reasons. - Have Ss read through the threats and - Students work in pairs and Suggested answer
solutions. Draw the table on the board if match the threats with the 1-B; 2-A; 3-D; 4-C
necessary. solutions
- Ask them to work in pairs to match the 
threats facing blue whales with the 
appropriate solutions. 
- Walk around the class to offer help if 
necessary. 
- Invite some pairs to share the answers.
- Confirm the answers as a class. 
Task 2: Work in groups. Discuss each solution above and think about what each individual can do 
to help save the blue whales. Then report to the class. (10 mins)
- Ask Ss to look at the solutions from - Students work in groups to Key:
activity 1 in Speaking again. Then tell discuss each solution above Discussion sample:
them to think about what each individual and think about what each A: As you may know, the 
can do to help save blue whales. individual can do to help save blue whale population is 
- Have Ss work in groups and discuss what the blue whales. decreasing rapidly for 
each individual can do to help save blue - Present to the class several reasons. In your 
whales. opinion, what should each 
- Walk around the class to offer help if individual do to protect blue 
necessary. whales?
- Invite some groups to present summary B: Well, I think fishermen 
of their group discussion to the class. should change ship routes 
 away from the habitats of 
 blue whales because it can 
 prevent blue whales from 
 being hit and injured by 
 large ships. 
 C: I totally agree with B. 
 We should also raise 
 people’s awareness about 
 plastic pollution that can 
 cause the death of blue 
 whales. 
 A: That’s a good idea. Each 
 individual should reduce 
 plastic use because it helps 
 blue whales avoid swallowing 
 these things, which can cause 
 their death. 
 e. Assessment
 - Teacher checks students’ exercises individually and gives feedback.
 5. CONSOLIDATION
 a. Wrap-up School: 
Teacher’s name: 
Class:
 LESSON PLAN
 (Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)
 REVIEW 3
 Lesson 3: Skills
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
- revise the skills Ss have learnt in Units 6-8. 
- introduce the review by asking Ss if they remember what they have learnt so far in terms of 
 skills. 
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be aware of conservation issues and think of new ways to protect animals;
- Develop self-study skills.
II. MATERIALS 
- Grade 12 textbook, Review 3
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Assumption
 Anticipated difficulties Solutions
 - Encourage students to work in pairs and in 
Students are reluctant to work in groups. groups so that they can help each other.
 - Provide feedback and help if necessary.
 - Explain expectations for each task in detail.
 - Continue to explain task expectations in small 
 chunks (before every activity).
Students may lack vocabulary to deliver a 
 speech. - Provide vocabulary and useful language 
 before assigning tasks.
 - Encourage students to work in groups so that 
 they can help each other. containing most relevant/ suitable 
information. 
- Put Ss into pairs to do the activity. 
- Check answers as a class. Explain why 
options A and C are wrong, e.g. No 
paragraph mentioned the changes in users’ 
appearance, and paragraph 1 only mentioned 
that “AI can automatically change data into 
various forms”, but it did not tell readers 
about writing a newspaper automatically.
Read the article again. Choose the correct answer A, B, C, or D. (10 mins)
- Have Ss read through the questions and the - Students work in Suggested answer
options. Make sure Ss understand the individually to finish the task. 1-B; 2-C; 3-A; 4-D
questions. - Students compare their 
- Ask Ss to underline the key words in each answers. Reading 
question. comprehension MCQs 
- Then have Ss read the text. For each (for inferences)
question, tell Ss to locate the key words as 1. Read the question 
well as the paraphrases of these key words in and four options. 
the text and decide the best option for each Underline the key 
question. words in each option.
- Have Ss work in pairs to compare their 2. Read the parts that 
answers. contain the relevant 
- Check the answers as a class and ask Ss to information. Note that 
explain their choice. the key words in the 
For question 1, the article mainly discusses options may be 
the benefits of AI in mass media. paraphrased in the text.
For question 2, in paragraph 1, the article 3. Check whether the 
does not tell readers that AI can help information in each 
journalists express their opinions. option can be inferred 
For question 3, “face recognition” is from these parts (i.e., it 
mentioned as a typical example of how AI may not be stated 
can make social platforms safer for the users. directly in the text, but 
It is used as a way of supporting the main is true basing on the 
idea. information given) and 
For question 4, in paragraph 3, the last eliminate the options 
sentence indicates that a number of channels that contain the 
or programmes will be recommended for the irrelevant information.
users. This means that AI can help people 
choose their favorite programmes.
 e. Assessment
 - Teacher’s observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 3. ACTIVITY 3: Writing (20 mins)