Kế hoạch bài dạy Tiếng Anh Lớp 7 Global Success theo CV5512 - Review 3 (Units 7+8+9)

 - Provide feedback and help if necessary.
2. Some students might excessively talk in the class. - Define expectations in explicit detail.
 - Have excessive talking students practise.
 - Continue to define expectations in small chunks (before 
 every activity). Stage Stage aim Procedure Interaction Time
Warm-up To remind students the MIndmap 5 mins
 knowledge that they * Teacher divides class into 3 big groups Group 
 have learnt in Units 7- to draw a mindmap related to the work
 8-9. knowledge they have learnt in Unit 7, 8, 
 9.
 ** Ss do the task in group.
 *** Teacher calls on some students to 
 present their answer based on the 
 mindmap.
 **** Other Ss comment and teacher 
 confirms. Task 2: Choose the word which has a 
 different stress pattern from that of the 
 others. (Ex 1b, p. 102) S
To test students’ ability 
to choose the correct * Teacher asks Ss to retell the rules of 
word to be used in a putting stress in two – syllable words.
certain context. ** Ss do this exercise individually, then 
 share their answers with their partners.
 *** T calls on some Ss to check their 
 answers. Ss- Ss
 **** Teacher gives feedback and 
 confirms the answers. T-Ss
 Answer key:
 4. C 
 5. B
 VOCABULARY
 Task 3: Write the phrases from the box 
 under the road signs. (Ex 2, p. 102) 4. Road work 
 5. School ahead
 Task 4: Fill in each blank with a suitable 
 word from the box. (Ex 3, p. 102)
 * Teacher tells Ss to look at Ex 3 and asks 
 them what kind of word can fill in each 
 blank.
 ** Ss do the task independently.
 *** Teacher calls on some Ss to write 
 answer on the board.
 **** Teacher gives feedback and 
 confirms the answers.
 Answer key:
 1. feast 
 2. shocking 
 3. Easter 
 4. fantasy 
 5. violent 
To help students GRAMMAR
review grammar Task 5: Which of the underlined parts in 
elements taught in the each question is incorrect? Find and 
three units. correct it. (Ex 4, p. 102)
 * Teacher asks Ss to read the sentences T-Ss
 carefully to find the mistakes and 
 correct. 2. How far is it from Ha Noi to Hai Phong?
 3. Although he was tired, he still 
 performed the lion dance. / He still 
 performed the lion dance 
 although he was tired.
 4. We / You / They shouldn’t walk here 
 because this lane is for cycling only.
 5. Though my sister lives far away, she 
 comes back home every Tet. / My sister 
 comes back home every Tet though she 
 lives far away.
Consolidation To consolidate what Teacher asks students to talk about what T-Ss 4 mins
 students have learnt in they have learnt in the lesson.
 the lesson.
 Homework To prepare for the next Prepare for Review 3 – Skills. T-Ss 1 min
 lesson. Anticipated difficulties Solutions
1. Students may find the lesson boring due to a large - Encourage students to work in pairs, in groups so that 
 number of language exercises. they can help 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 expectations in explicit detail.
 - Have excessive talking students practise.
 - Continue to define expectations in small chunks (before 
 every activity). ** Implement the task
 Stage Stage aim Procedure Interac Tim
 tion e
 Warm-up To increase Chatting: 3 
 students’ * Teacher writes on the board the word “FESTIVALS”, then T-Ss min
 interest and asks Ss to retell as many festivals they have learnt in unit 9 s
 lead them into as possible. After that, teacher asks Ss some questions:
 the lesson. + Do you like taking part in an interesting famous festival in 
 the world?
 + Do you know the name of the festival which they often 
 throw tomatoes?
 ** Ss do the task independently.
 *** Ss calls on some Ss to give their ideas.
 **** Teacher confirms and leads Ss to the passage they are 
 going to read “La Tomanita”
 Practice To help READING 38 
 students Task 1: Read the passage. Match the headings in the box T-Ss min
 practise with the paragraphs. (Ex 1, p. 103) s
 reading for * Teacher asks Ss to read the passage quickly and match the 
 general headings with the paragraphs.
 information. ** Ss do the task individually first, then they can compare S
 with their partners.
 *** Some Ss give their answers.
 **** Teacher confirms the correct answers.
 Answer key: 1. How far is it from your house to 
 your school?
 2. How do you go to school?
 3. What is good about walking?
To help 4. What is good about public T-Ss
students transport?
practise asking 
about Traffic ** Ss do the task in groups.
 *** The representative in each group reports to the class. T-Ss
 **** Teacher corrects pronunciation, grammar or spelling if 
 needed.
 LISTENING
 Task 4: Listen to Trang talking about watching films with 
 her family. Fill in each blank with ONE word. (Ex 4, p. 103)
To help 
students 
practise 
listening for 
specific 
information 
(gap-filling). T-Ss especially those in English, helps us improve our language 
 skills. So why don’t you start watching films with your 
 family? You can see the good things it brings. 
 WRITING
 Task 5: Write a paragraph of about 70 words about your 
 favourite means of transport. You may use the following 
 questions as cues. (Ex 5, p. 103)
To help 
students write 
a paragraph 
describing a 
visit to a 
holiday city, 
based on the 
information 
provided.