Kế hoạch bài dạy Tiếng Anh Lớp 7 Global Success theo CV5512 - Review 2 (Units 4+5+6)

 2. Some students will excessively talk in the class. - Define expectation in explicit detail.
 - Have excessive talking students practise.
 - Continue to define expectations in small chunks (before every activity). 
Board Plan
 Date of teaching
 REVIEW 2 (Unit 4+5+6)
 Lesson 1: Language
 * Warm-up
 Game: Finding keywords
 I. Practice
 * Pronunciation
 Task 1: Circle the word in which the underlined part is pronounced differently. Then listen, check and repeat (p. 70).
 * Vocabulary
 Task 2: Match a word in A with a word or phrase in B. Then complete the sentences with the appropriate phrases (p.70).
 Task 3: Underline the correct word to complete the sentences (p.70)
 * Grammar
 Task 4: Complete the passages about camping. Use the words and phrases from the box (p.70).
 Task 5: Complete the second sentence, using the words in brackets (p.70).
 * Homework
Procedures
Notes
In each activity, each step will be represented as following 
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback Set 3: SCHOOL FACILITIES
Practice PRONUNCIATION 15 mins
 To help students review the Task 1: Circle the word in which the underlined part is pronounced 
 pronunciation of the differently. Then listen, check and repeat. (p. 70)
 sounds learnt in Units 4 - 6. * Teacher writes the sounds /ʃ/ and /ʒ/, /ɒ/ and /ɔ:/, /tʃ/ and /dʒ/on the board. T-Ss
 - Teacher writes one word containing the sound below each of them. 
 - Teacher asks students to read the words aloud.
 ** Students do the task by reading aloud each group and circling the odd one Ss
 out.
 *** Teacher can invite some pairs of students to read aloud. T-Ss
 **** Teacher check students’ pronunciation ad give feedback. T-Ss
 Answer key:
 1. D
 2. B 
 3. C 
 4. B 
 5. C
 VOCABULARY
 To help students review the Task 2: Match a word in A with a word/phrase in B. Then complete the 
 phrases taught in Unit 4-6 sentences with the appropriate phrases (p.70) GRAMMAR
To help students review Task 4: Complete the passages about camping. Use the words and 
grammar elements taught phrases from the box (p.70). 20 mins
in Unit 5: How much, How * Teacher asks students to work independently to fill in the blanks with the T-Ss
many, some, a lot of. correct words from the box.
 ** Students work individually to complete the task. Ss
 *** Teacher allows students to share answers before discussing as a class. Ss-Ss
 **** Teacher asks students to say the sentences aloud and makes sure they T-Ss
 pronounce the words and phrases correctly. Teacher can ask for translation to 
 check their understanding.
 Answer key:
 1. How much
 2. How many
 3. a lot of
 4. much
 5. some
 6. many
To help students review Task 5: Complete the second sentence, using the words in brackets 
grammar elements taught (p.70).
in Unit 4: more  than, * Teacher gives a brief revision of more  than, different from, not as  as, T-Ss
different from, not as  as, the same as then asks students to do the task individually. 
the same as. ** Students do the task individually. Ss
 *** Teacher allows students to share answers before discussing as a class. T-Ss
 **** Teacher asks students to say the sentences aloud and makes sure they T-Ss
 pronounce the words and phrases correctly. Teacher can ask for translation to 
 check their understanding.
 Answer key:
 1. I think rock and roll is more exciting than classical music.
 2. The poster in the gallery is not different from the one in my house.
 3. The ticket to the theatre is not as expensive as I expected.
 4. The painting in the museum like the one in the gallery. REVIEW 2 (Unit 4+5+6)
 Lesson 2: Skills
I. Objectives
By the end of this lesson, Ss will be able to:
1. Knowledge
- practice reading for specific information about one’s favourite kind of music;
- practice talking about a visit to a lower secondary school;
- practice listening for specific information about a meal at a restaurant;
- practice writing a paragraph about a meal at a restaurant.
2. Core competence
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
II. Materials 
- Grade 7 textbook, Review 2 - Skills
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Assumptions 
 Anticipated difficulties Solutions
 1. Students may find the lesson boring due to a large number of - Encourage students to work in pairs, in groups so that they can help 
 language exercises. each other.
 - Design as many exercises as games as possible.
 - Provide feedback and help if necessary.
 2. Some students will excessively talk in the class. - Define expectation in explicit detail.
 - Have excessive talking students practice.
 - Continue to define expectations in small chunks (before every activity). Warm-up To lead in the lesson. What kind of music? 3 mins
 * Teacher lets ss listen to some pieces of music and asks students to discuss T-S
 what types of music they are.
 ** Students raise hands to answer. Ss
 *** Teacher and students discuss the answers. T-Ss
 **** Teacher checks the answers as a class. T-Ss
 1. Country music
 2. Classical music
 4. Rock music
 5. Hip hop music
 6. Pop music
 Practice READING 7 mins
 To help students practise Task 1: Choose the appropriate option (A, B or C) to fill in each gap of 
 reading specific the paragraph (p.70).
 information. * Teacher has ss read the paragraph carefully and decide which option goes T-Ss
 with which gap. 
 ** Students read the text fully and choose the correct answers. Ss
 *** Teacher asks students how can they choose the option. T-Ss
 **** Teacher confirms the answers as a class. T-Ss
 Answer key:
 1. C 
 2. A
 3. B 
 4. C 
 5. A
 SPEAKING
 To help students practise Task 2: Work in pairs. Imagine you have just visited a lower secondary 8 mins
 asking and answering school. Ask and answer the questions, using the suggestions (p.70).
 about a visit to a lower * Teacher asks students imagine that they have just visited a lower secondary T-Ss
 secondary school. school so that they can form their own ideas of where the school is, how 
 many teachers and students there are, what school facilities are, what school 
 outdoor activities students do. Audio script
 Last weekend, I went to a restaurant near my sister’s home. For a starter, I had 
 a fresh salad. My main dish was fish. I really enjoyed the spices in it. The 
 vegetables were good – very fresh and tasty. For dessert, I had an ice cream. 
 It’s usually delicious but this time it wasn’t very sweet. So, I didn’t eat much. 
 Then I had a glass of juice. I think the meal was OK.
 WRITING 15 mins
 To help students practise Task 5: Write a paragraph of about 60 words about a meal you had at a 
 writing a paragraph about a restaurant (p.70).
 meal in a restaurant. * Teacher asks students to read the instruction and allow them some time to T-Ss
 read the first sentence of the paragraph to think about the information they 
 need to write.
 ** Students do the task individually. Ss
 *** Teacher go around and check if they are doing the task correctly and T-Ss
 offer help if needed.
 **** Teacher call one or two volunteers to read aloud the paragraphs. Call for T-Ss
 others’ comments.
 Suggested paragraph:
 Last weekend, my parents and I had a meal at a small restaurant in the centre 
 of town. For a starter, I had a salad. It was fresh. My main dish included rice, 
 beef, and vegetables. The beef was tasty, and the vegetables were fresh. For 
 dessert, I had a big ice cream. Then I drank a glass of orange juice with ice. 
 The meal was great.
 Wrap-up To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins
 students have learnt in 
 the lesson.
Homework To prepare vocabulary for Prepare for Unit 7 – Getting started. T-Ss 1 
 the next lesson. min