Giáo án Tiếng Anh Lớp 11 (Global success) - Review 4

 REVIEW 4
 Lesson 1: Language
 I. OBJECTIVES
 By the end of this lesson, students will be able to:
 1. Knowledge
 - Review the language they have learnt in Unit 9 and 10.
 2. Core competence
 - Develop critical thinking skills;
 - Be collaborative and supportive in pair work and team work;
 - Actively join in class activities.
 3. Personal qualities
 - Develop self-study skills.
 II. MATERIALS 
 - Grade 11 textbook, Review 4
 - Computer connected to the Internet
 - Projector / TV/ pictures and cards
 - hoclieu.vn
 Assumptions 
 Anticipated difficulties Solutions
Students may find the lesson boring due to a large - Encourage students to work in pairs and in 
number of language exercises. groups so that they can help each other.
 - Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in detail. 
 Have excessive talking students’ practice.
 - Continue to explain task expectations in small 
 chunks (before every activity). 
 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To revise the vocabulary related to the topic of Unit 9 and Unit 10.
 b. Content:
 - Miming game: Students guess the word using the clue given. The results are the words that they 
 have learnt in 2 units.
 c. Expected outcomes:
 - Students can recall the important new words that they have learnt. This is an example of negative peer pressure, isn’t it? 6. 7. Buying products made from wild animals 
Have you been to Cuc Phuong or U Minh National is not good, isn't it↘? We shouldn't do it.
Park? Ask Ss to practise saying the new questions in 8. People don’t want to harm the 
pairs. Invite some Ss to say their sentences in front of environment, do they↘? But they do so little 
the class.
 to protect it, don’t they↘?
 e. Assessment
 - Teacher checks students’ pronunciation and gives feedback. 
 - Students in class listen and give feedback on their friends’ performance.
 3. ACTIVITY 2: VOCABULARY (12 mins)
 a. Objectives: 
 - To check Ss if Ss can understand and use topic-related words and phrases from Units 9-10.
 b. Content:
 - What are the missing letters? Complete the sentences using the pictures to help you. (p. 120)
 c. Expected outcomes:
 - Students understand the meaning of words, memorise them and use them in meaningful 
 context.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
What are the missing letters? Complete the sentences using the pictures to help you. (12 mins)
- Ask Ss to work individually, then compare answers in pairs. Answer key:
Encourage them to use the pictures as clues. 1. alcohol – violent 
- Check answers as a class. Call on individual Ss to spell the 2. ashamed – bullied
words or write them on the board. 3. depression – pressure 
 4. crime – physical 
- In weaker classes, do the first item as a class. Read the 5. species – national park 
beginning of the sentence and ask Ss what the picture shows. 6. flora – fauna 
Elicit the answer (alcohol) from Ss. 7. biodiversity
- Remind them that these are words they learnt in Unit 9 and 
Unit 10.
- In weaker classes, put Ss in pairs to work on the activity.
- Check answers as a class by asking individual Ss to spell the 
words on the board
Extension: Play a game to revise other key words Ss have learnt 
in Unit 9 and Unit 10. Have a volunteer come to the front. 
Whisper one of the words into his / her ear and have the student 
draw the word on the board or mime it. In stronger classes, ask phrases they know, e.g.. 1. Many teenagers are People are not allowed to camp or hunt in the 
victims of cyberbullying, so they become forest since it has become a nature reserve.
depressed. Invite some Ss to share their answers 5. In spite of many campaigns to end 
new sentences with the whole class. deforestation, trees are still being cut 
 down./Trees are still being cut down in spite of 
 many campaigns to end deforestation.
 6. Despite peer pressure from my friends, I didn’t 
 skip lessons./I didn’t skip lessons despite peer 
 pressure from my friends.
 7. In addition to doing environmental projects, 
 Mandy is helping teenagers find part-time jobs./ 
 Mandy is helping teenagers find part-time jobs in 
 addition to doing environmental projects.
 8. Despite the/our effort to save our local park, it 
 was sold to a property developer./Our local park 
 was sold to a property developer despite the/our 
 effort to save it.
Task 2. Circle the correct answer. (6 mins)
- Ask Ss to read the sentences and pay attention to Answer key:
answer options. 1. national 
- Remind them that these are words they have 2. Cyberbullying 
learnt in different units so far. 3. nature 
 4. vocational 
- Quickly remind students of how compound nouns 5. life 
are often formed.
 6. generation 
- Check answers as a class. 7. climate 
 8. social 
Extension: Ask students if they remember in 
which unit these compound nouns first appear. 
E.g., national park in Unit 10, cyberbullying in 
Unit 9. 
 e. Assessment
 - Teacher’s observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 4. CONSOLIDATION (3 mins)
 a. Wrap-up
 - T asks Ss to talk about what they have learnt in the lesson.
 b. Homework
 - Do exercises on workbook. REVIEW 4
 Lesson 2: Skills (1) - Listening & Speaking
 I. OBJECTIVES
 By the end of this lesson, students will be able to:
 1. Knowledge
 - Practice speaking skills and listening for main ideas and specific information.
 2. Core competence
 - Develop critical thinking skills.
 - Be collaborative and supportive in pair work and team work.
 - Actively join in class activities.
 3. Personal qualities
 - Develop self-study skills.
 II. MATERIALS 
 - Grade 11 textbook
 - Computer connected to the internet
 - Pictures, A0 paper
 - Projector/ TV
 - hoclieu.vn
 Assumptions 
 Anticipated difficulties Solutions
Students may find the lesson boring due to a - Encourage students to work in pairs and in 
large number of language exercises. groups so that they can help each other.
 - Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in detail. 
 Have excessive talking students’ practise.
 - Continue to explain task expectations in small 
 chunks (before every activity). 
 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To give excitement to students and lead in the lesson.
 b. Content:
 - Watch a video and answer the questions.
 c. Expected outcomes:
 - Students can listen for comprehension and answer the given questions.
 d. Organisation - Ask Ss to read the questions and options, and check 
understanding. Key:
- Identify the types of questions and review some 1. A 
strategies for each type, e.g., underlining key words for 2. C 
Q2 (listening for information not given in the text), 3. A 
paying attention to paraphrases for Q3 (making 4. B 
inference), and understanding the organization of ideas 
for Q4 (making prediction). 
- Check answers as a class.
- Extension: Put Ss into pairs. Ask them to summarize 
the main contents of the talk. Invite some Ss to share 
their summary in front of the class.
 e. Assessment
 - Teacher checks students’ work and gives feedback. 
 - Students in class listen and give feedback on their friends’ performance.
 3. ACTIVITY 2: SPEAKING (19 mins)
 a. Objectives: 
 - To help Ss develop ideas for the speaking task.
 - To give Ss an opportunity to take part in a group discussion, then report their discussion to the 
 whole class.
 b. Content:
 - Task 1: Work in pairs. Which of the ways below do you think is the best way to deal with body 
 shaming? Give your reasons. (p.122)
 - Task 2: Work in groups. Read the situations below and think of some possible responses. 
 Provide reasons for each answer. Report to the class and vote for the best response. (p.122)
 c. Expected outcomes:
 - Students come up with good ideas and good ways to deal with body shaming.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1: Work in pairs. Which of the ways below do you think is the best way to deal with body 
shaming? give your reasons. (9 mins)
- Put Ss in pairs. Ask them to discuss which they think is 
the best way to deal with body-shaming. 
- Before they start, quickly review different techniques for Suggested answer: 
starting, maintaining, and concluding a conversation or 
 Learning to be confident may be the best 
discussion by writing on the board some key 
communication strategies and eliciting useful expressions, way to deal with body shaming. When we 
e.g. Can you tell me one way to start a conversation? are confident about ourselves, we are no 
When we end a conversation, what should we do? longer vulnerable to criticism about our