Giáo án Tiếng Anh 7 (Global Success) - Review 2 (Unit 4+5+6). Lesson 1+2

 REVIEW 2 (Units 4-5-6)
 Lesson 1: Language
I. OBJECTIVES
By the end of this lesson, students will be able to:
 1. Knowledge
 - revise words related to music and arts; food and drinks; to school facilities and school activities;
 - revise pronouncing the sounds /ʃ/, /ʒ/, /ɒ/, /ɔ:/, /tʃ/ and /dʒ/ correctly;
 - revise the use of comparisons; some, a lot of, lots of; prepositions of time and place;
 - express preferences;
 - ask and answer about prices;
 - ask for details.
 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 - Language
- 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 - Encourage students to work in pairs, in groups so that they 
 number of language exercises. can help each other. 
*** Discuss
**** Give comments or feedback
 STAGE Stage aim Procedure Interacti Time
 on
 WARM-UP To lead in the lesson. GAME: FINDING KEYWORDS 5 mins
 * Teacher shows 3 sets of pictures (taken from lessons of Units 4-5-6) and T-Ss
 asks students to find a keyword for each set of pictures.
 ** Students raise hands to answer. Ss
 *** Teacher and students discuss the answers. T-Ss
 **** Teacher checks the answers as a class. T-Ss
 Set 1: MUSIC & ARTS 
PRONUNCIATION To help students TASK 1: CIRCLE THE WORD IN WHICH THE UNDERLINED PART IS 15 mins
 review the PRONOUNCED DIFFERENTLY. THEN LISTEN, CHECK AND REPEAT. (Ex 1, p. 70)
 pronunciation of the * Teacher writes the sounds /ʃ/ and /ʒ/, /ɒ/ and /ɔ:/, /tʃ/ and /dʒ/on the T-Ss
 sounds learnt in board. 
 Units 4 - 6. - 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 checks students’ pronunciation and gives feedback. T-Ss
 Answer key:
 1. D
 2. B 
 3. C 
 4. B 
 5. C
 VOCABULARY To help students TASK 2: MATCH A WORD IN A WITH A WORD / PHRASE IN B. THEN 
 review the phrases COMPLETE THE SENTENCES WITH THE APPROPRIATE PHRASES. (Ex 2, p. 70)
 taught in Unit 4-6 * Teacher asks Ss to read the verbs in A and match them with the nouns in B. T-Ss
 and use them in Remind ss that they have learnt these phrases in the previous three units. 
 different contexts. Make sure they remember their meanings.
 ** Students do this exercise individually. Ss
 *** Teacher allows students to share their answers in pairs before discussing Pair work
 as a class.
 **** Teacher checks the answers as a class and gives feedback. T-Ss
 Answer key:
 1. e
 2. d 
How many, some, a *** Teacher allows students to share answers before discussing as a class. Ss-Ss
lot of. **** 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 TASK 5: COMPLETE THE SECOND SENTENCE, USING THE WORDS IN 
review grammar BRACKETS. (Ex 5, p. 70)
elements taught in * Teacher gives a brief revision of more  than, different from, not as  as, T-Ss
Unit 4: more  than, the same as then asks students to do the task individually. 
different from, not ** Students do the task individually. Ss
as  as, the same as. *** 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. A ticket to the theatre is not as expensive as I expected.
 4. The painting in the museum is like the painting in the gallery. 
 REVIEW 2 (Units 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 - Encourage students to work in pairs, in groups so that they 
 number of language exercises. can help each other.
 - Design as many exercises as games as possible.
 - Provide feedback and help if necessary. 
** Implement the task
*** Discuss
**** Give comments or feedback
 Stage Stage aim Procedure Interactio Time
 n
 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
 3. Rock music
 4. Hip hop music
 5. Pop music
 READING To help students TASK 1: CHOOSE THE APPROPRIATE OPTION (A, B, OR C) TO FILL IN EACH 7 mins
 practise reading GAP OF THE PARAGRAPH. (Ex 1, p. 71)
 specific information. * Teacher has Ss read the paragraph carefully and decides which option T-Ss
 goes with which gap. 
 ** Students read the text fully and choose the correct answers. Ss
 *** Teacher asks students how they can 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 
 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.
 To help students TASK 4: LISTEN AGAIN AND FILL IN EACH GAP WITH ONE WORD. (Ex 4, p. 
 practise listening for 71)
 specific information. * Teacher has Ss read the table. Draw their attention to the meanings of the T-Ss
 words: starter, main dish, dessert, drink.
 Play the recording once or twice for the ss to complete the table.
 ** Students listen and do the task. Ss
 *** Teacher allows students to share answers with their partners before Pair work
 discussing as a class.
 **** Teacher invites one student to read the words they have filled in. T-Ss
WRITING To help students TASK 5: WRITE A PARAGRAPH OF ABOUT 60 WORDS ABOUT A MEAL YOU 15 mins
 practise writing a HAD AT A RESTAURANT. (Ex 5, p. 71)
 paragraph about a * Teacher asks students to read the instructions and allow them some time T-Ss
 meal in a restaurant. to read the first sentence of the paragraph to think about the information 
 they need to write.
 ** Students do the task individually. Ss
 *** Teacher goes around and checks if they are doing the task correctly and T-Ss
 offers help if needed.
 **** Teacher calls one or two volunteers to read aloud the paragraphs. Call T-Ss
 for 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