Giáo án tiếng anh global success cv 5512

REVIEW 1 (UNITS 1+2+3)
Lesson 1: Language
Lesson aim(s)
By the end of this review, students will be able to revise the
language they have learnt and the skills they have practised in Units
1-2-3.
Materials (referenced)
- Grade 6 text book, Review 1 - Language
- Pictures, printed chart, crossword puzzle
- sachmem.vn
Anticipated difficulties
1. Students may find the lesson
boring due to a large number
of language exercises.

2. Some students will
excessively talk in the class.

Solutions
- Encourage students to work in
pairs, in groups so that they can
help each other.
- Design as many exercises as
games as possible.
- Provide feedback and help if
necessary.
- Define expectation in explicit
detail.
- Have excessive talking students
practise.
- Continue to define expectations

in small chunks (before every
activity).

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Board Plan
Date of teaching
Review 1
Lesson 1: Language
* Warm-up
Memory game: Complete the chart.
I. Practice
* Pronunciation
Task 1: Choose the word whose underlined part is pronounced
differently.
Task 2: Write the names of school things and furniture in the house
which begin with /b/ and /p/.
* Vocabulary
Task 3: Complete the words.
Task 4: Solve the crossword puzzle.
* Grammar
Task 5: Look at the picture of a classroom. Choose the best answer
A, B, or C.
Task 6: Complete the sentences with the present simple or the
present continuous form of the verbs in brackets.
* Homework
Stage

Stage aim

Procedure

Warm-up

To revise
the
language
that
students
have learnt
in Units
1+2+3.

* Memory game
- Teacher draws/sticks
an unfinished chart
which summarizes
the language that
students have learnt
in Units 1, 2, 3 on the
board.
- Teacher divides the
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Team
work

5
min
s


class into 2 teams and
asks students to run
in a relay to complete
the chart:

- The team with the
most correct answers
will be the winner.
Suggested answer:

Practice

To help
students
review the
pronunciati
on of the

* PRONUNCIATION
Task 1: Choose the
word whose
underlined part is
pronounced
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sounds
differently.
learnt in
- Teacher elicits the
Units 1-2-3: rules of pronouncing
/ɑ:/ and
final -s if needed.
/ʌ/; /s/
- Students do this
and /z/
exercise individually
correctly.
then share their
answers with their
partners.
- Teacher gives
feedback and
confirms the answers.
Answer key:
1. C
2. A
3. B
4. A

5. B

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Task 2: Write the
names of school
things and furniture Pair work
in the house which
begin with /b/ and /p/.
- Teacher organizes
this task as a game.
- Students do this task
in pairs. The pair that
finds the most words
will go to the board
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and write their
answers.
- Other pairs may want
to add more words.
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To help
students
review the
pronunciati
on of the

sounds /b/
and /p/ in
words.

Write other words on
the board.
- Teacher gives
feedback and
confirms the answers.
Suggested answers:
/b/
book, bag, bed…
/p/
pen, pencil, picture,
poste…
S
* VOCABULARY
Task 3: Complete the
words.
- Teacher has students
do this task
individually and then
share their answers
with their partners.
- Teacher calls one or
two students to write
their answers on the
board.
- Teacher checks and
confirms the correct

ones.
Answer key:
1. English
2. homework
3. lunch
4. sports
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To help
students
review the
word
groups used
with “play,
have, do”
and
“study”.

5. badminton
 play: sports,
badminton  have:
lunch
 do: homework
 study: English

Team
work

Task 4: Solve the
crossword puzzle.
- Teacher sticks the
crossword puzzle on
the board.
- Teacher divides the
class into 2 teams and
asks students to run
in a relay to complete
the crossword puzzle.
- The team with the
most correct answers
will be the winner.
Answer key:

To help
students
review the

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* GRAMMAR
Task 5: Look at the
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personality
adjectives,
the words
related to

body parts,
rooms and
types of
house.

picture of a
classroom. Choose the
best answer A, B, or
C.
- Teacher has students
look at the picture of
a classroom and
complete the
sentences.

Ss-Ss
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To help
students
review
grammar
elements
taught in
Units 1-2-3:
prepositions
of place,
possessive
case and

- Students compare
their answers with a
classmate.
- Teacher checks and
confirms the correct
answers.
Answer key:
1. B
2. A
3. A
4. B
5. C
Task 6: Complete the
sentences with the
present simple or the
present continuous
form of the verbs in
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present
brackets.
continuous. - Teacher elicits form
and usage of the
present simple and
the present

continuous.
- Teacher asks students
to do the exercise
individually before
calling one or two
students to write their
answers on the board.
- Teacher checks
students’ answers and
asks them for
explanation if
necessary
Answer key:
1. is / ’s raining
2. do you have
3. Is she studying
4. likes
5. is not / isn’t
cooking;
is reading
Consolidati To
on
consolidate
what
students
have learnt
in the
lesson.

Teacher asks students

to talk about what they
have learnt in the
lesson.

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4
min
s


Homework To prepare Prepare for Review 1 –
for the next Skills.
lesson.

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1
min


REVIEW 1 (UNITS 1+2+3)
Lesson 2: Skills
Lesson aim(s)

By the end of this review, students will be able to revise the
language they have learnt and the skills they have practised in Units
1-2-3.
Materials (referenced)
- Grade 6 textbook, Review 1 – Skills
- sachmem.vn
Anticipated difficulties
1. Students may find the lesson
boring due to a large number of
language exercises.

2. Some students will
excessively talk in the class.

Solutions
- Encourage students to work in
pairs, in groups so that they can
help each other.
- Design as many exercises as
games as possible.
- Provide feedback and help if
necessary.
- Define expectation in explicit
detail.
- Have excessive talking students
practise.
- Continue to define expectations
in small chunks (before every
activity).

169


Board Plan
Date of teaching
Review 1
Lesson 2: Skills
* Warm-up
Chatting
I. Practice
* Reading
Task 1: Choose A, B, or C for each blank in the email below.
Task 2: Read the text and answer the questions.
* Speaking
Task 3: Interview two of your classmates about what they like and
dislike about your school. Report their answers.
* Listening
Task 4: An and Mi are talking on the phone. Listen and fill each
blank with one word.
* Writing
Task 5: Write an email of about 50 words to your friend. Tell him/
her about a family member. Use these questions as cues.
* Homework

Stage
Warm-up

Stage aim

Procedure

To increase * Chatting:
students’
- Teacher asks
interest and
students some
lead them
questions to lead
into the
them into the lesson:
lesson.
1.Do you have any
pen pals?
2.How do you
communicate with
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5
min
s


your pen pal?
3.Do you often write
emails to your pen

pal?
- Teacher lead in the
reading part of the
lesson.
Practice

To help
students
practise
reading for
specific
information
.

To help
students
practise
reading for
general
information

* READING
Task 1: Choose A, B,
or C for each blank
in the email below.
- Students do these
exercises
individually.
- Students check their
answers with their

partners before they
give the answers to
teacher.
- Teacher confirms
the correct answers.
Answer key:
1. A
2. C
3. C
4. B
5. B
Task 2: Read the
text and answer the
questions.
- Students do these
exercises
individually.
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35
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.

To help
students
practise
asking and
answering
about what
they like
and dislike
about their
school
and the
reasons
why.

- Students check their
answers with their
partners before they
give the answers to
teacher.
- Teacher confirms
the correct answers.
Answer key:
1. It’s in a quiet place
not far from the
city center.
2. They are hardworking and kind.
3. They are helpful

and friendly.
4. There are five
clubs.
5. Because it’s a good
school.

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* SPEAKING
Task 3: Interview
two of your
classmates about
what they like and
dislike about your
school. Report their
answers.
Group
work
- Teacher has students
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work in groups of
three. One
interviews the other
two about what they
like and dislike
about their school
and the reasons why.
- Teacher tells

students to write
their group
members’ answers
in their notebooks
and report them to
the class.
- Teacher summarizes
students’ ideas.
To help
students
review
listening for
specific
information
.

* LISTENING
Task 4: An and Mi
are talking on the
phone. Listen and
fill each blank with
one word.
- Teacher has students
read the sentences.
- Teacher plays the
recording for the
first time.
- Teacher asks
students to listen
and complete the

sentences. Ask for
their answers and
writes them on the
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board.
- Teacher plays the
recording the second
time for students to
check their answers.
- Teacher checks
students’ answers.
- Teacher plays the
recording the last
time if necessary,
stopping at different
places where
students got the
wrong answers.
Answer key:
1. home
2. plants
3. living
4. sleeping
5. TV

Audio script:
An: Why is it so
quiet, Mi? Are you
home alone?
Mi: No. Everybody is
here, but they are in
different rooms.
An: Where’s your
mum? Is she cooking
in the kitchen?
Mi: No. She’s
watering the plants in
the garden.
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To help
students
complete a
guided
paragraph
of 40-45
words about
a student’s
family
member.

An: And where’s your
dad?
Mi: He’s in the living

room.
An: What’s he doing?
Mi: He’s listening to
the radio.
An: What about your
younger brother? Is
he with your mum?
Mi: No. He’s sleeping
in my bedroom. My
cousin, Vi, is here too.
An: What’s she
doing?
Mi: She’s watching
TV.
* WRITING
Task 5: Write an
email of about 50
words to your
friend. Tell him/ her
about a family
member. Use these
questions as cues.
- Teacher elicits the
parts of an email.
- Teacher asks
students to discuss
and answer the
questions in pairs.
- Teacher then has
them write their

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emails individually.
- Teacher asks one
student to write the
email on the board.
- Other students and
teacher comment on
the email on the
board.
- Teacher then
collects some emails
to give feedback at
home.
Consolidatio To
n
consolidate
what
students
have learnt
in the
lesson.
Homework

Teacher asks students

to talk about what
they have learnt in the
lesson.

To prepare Prepare for Unit 4.
for the next
lesson.
REVIEW 2 (UNITS 4-5-6)
Lesson 1: Language

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4
min
s

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1
min

Lesson aim(s)
By the end of this review, students will be able to revise the
language they have learnt and the skills they have practised in Units
4-5-6.
Materials (referenced)
- Grade 6 textbook, Review 2, Language
- Pictures, printed chart
176

- sachmem.vn
Anticipated difficulties

Solutions

1. Students may find the lesson
boring due to a large number
of language exercises.

- Encourage students to work in
pairs, in groups so that they can
help each other.
- Design as many exercises as
games as possible.
- Provide feedback and help if
necessary.
- Define expectation in explicit
detail.
- Have excessive talking students
practise.
- Continue to define expectations
in small chunks (before every
activity).

2. Some students will
excessively talk in the class.

177

Board Plan
Date of teaching
Review 2
Lesson 1: Language
* Warm-up
Memory game
I. Practice
II. Pronunciation
Task 1: Listen and circle the word with the different underlined
sound.
III. Vocabulary
Task 2: Write the words in the box (a-h) next to their opposite (1-8).
Task 3: Choose the correct word/ phrase for each definition.
IV. Grammar
Task 4: Complete the sentences with the correct answer A, B, or C.
Task 5: Complete the sentences with should or shouldn’t.
* Homework
Stage
Warm-up

Stage aim

Procedure

To remind
* Memory game:
students the
- Teacher divides the
knowledge

class into 4 big
that they have
groups.
learnt in Units - Teacher gives each
4-5-6.
group an
unfinished chart
which summarizes
the language that
students have
learnt in Units 4, 5,
6 and asks them to
complete the chart.
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Group
work

5
min
s


- The group which
finishes correctly
and more quickly
is the winner.

Answer key:

Practice

To help
students
review the
pronunciation
of the sounds
learnt in Units
4-5-6: /ɪ/
and /i:/, /t/ and
/d/, and /s/ and
/∫/ correctly.

*
PRONUNCIATIO
N:
Task 1: Listen and
circle the word with
the different
underlined sound.
- Students do this
exercise
individually then
share their answers
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s
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with their partners.
- Teacher gives
feedback and
confirms the
answers.
Answer key:
1.A
2.C
To help
3.B
students
4.C
review the
5.C
adjectives
* VOCABULARY:
describing the Task 2: Write the
neighbourhoo words in the box (ad, the wonders h) next to their
of Viet Nam, opposite (1-8).
and Tet
- Teacher prepares
holiday.
sets of words and

organises this task
as a game.
- Teacher divides the
class into 2 teams,
gives each team 2
sets of words. One
set includes the
adjectives in the
box and the other
includes their
opposites
- Teacher lets
To help
students come to
students
match on the
identify the
board.
words through - The team matching
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Team
work

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their
definitions.
To help

students
review
grammar
elements
taught in Units
4-5-6: must/
mustn’t, some/
any, and
comparative
adjectives.

faster and correctly
is the winner.
1. d 2. g 3. f
4. b 5. a 6. h
7. c 8. e

Task 3: Choose the
correct word/
phrase for each
definition.
- Teacher has
students do this
task individually
and then share their
answers with their
partners.
- Teacher calls one
or two students to
write their answers

on the board.
- Teacher checks and
confirms the
correct ones.
To help
Answer key:
students
1.waterfall
review the use 2.compass
of should/
3.museum
shouldn’t.
4.wish
5.lucky money
* GRAMMAR:
Task 4: Complete
the sentences with
the correct answer
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Pair work


A, B, or C.
- Teacher has

students do the
exercise
individually.
- Teacher asks
students to
exchange their
answers and
discuss if there is
any difference in
their answers then
checks students’
answers as a class,
and explains if
needed.
Answer key:
1. B
2. C
3. C
4. A
5. A

Task 5: Complete
the sentences with
should or shouldn’t.
- Teacher has a brief
revision of should/
shouldn’t by giving
a phrase showing
an activity.
Students speak

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aloud if they
should/ shouldn’t
do it.
- Teacher lets
students do this
exercise
independently.
- Teacher checks
their answers as a
class.
Answer key:
1.should
2.shouldn’t
3.shouldn’t
4.should
5.should
Consolidati To consolidate
on
what students
have learnt in
the lesson.

Teacher asks
students to talk
about what they

have learnt in the
lesson.

Homework To prepare for Prepare for Lesson
the next
2: Skills.
lesson.

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4
min
s

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1
min


REVIEW 2 (UNITS 4-5-6)
Lesson 2: Skills
Lesson aim(s)
By the end of this review, students will be able to revise the
language they have learnt and the skills they have practised in Units
4-5-6.
Materials (referenced)
- Grade 6 textbook, Review 2, Skills

- CD player
- sachmem.vn
Anticipated difficulties
1. Students may find the
lesson boring due to a
large number of
language exercises.

2. Some students will
excessively talk in the
class.

Solutions
- Encourage students to work in pairs,
in groups so that they can help each
other.
- Design as many exercises as games as
possible.
- Provide feedback and help if
necessary.
- Define expectation in explicit detail.
- Have excessive talking students
practise.
- Continue to define expectations in
small chunks (before every activity).

184