Title Review 1.docx ✅

REVIEW 1 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 1, 2 and 3. 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 1 - Computer connected to the Internet - Projector / TV/ pictures and cards - Assumptions Anticipated difficulties Solutions Students may find the lesson boring due to a large number of language exercises. - Encourage students to work in pairs and in 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 revise the vocabulary related to the topic of Unit 1, Unit 2 and Unit 3. b. Content: - Miming game: Students describe the words without saying them and then guess the words that they have learnt in 3 units. c. Expected outcomes: - Students can recall the important new words that they have learnt. d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS MIMING GAME - Teacher lists out some key words of Unit 1, Unit 2 and Unit 3, e.g. squat, star jump, bacteria, conflict, curious, screen time, infrastructure, skyscraper - Teacher has a volunteer come to the front then whispers one of the words into his/her ears. - Ss have to draw or mime the word. The rest of the class makes guesses. The first student who correctly calls out the word gets a point. - The class plays the game together. - T checks if the answers are correct or incorrect and leads in the lesson. Suggested words: squat, star jump, bacteria, conflict, curious, screen time, infrastructure, skyscraper e. Assessment - Teacher observes the groups and gives feedback. 2. ACTIVITY 1: PRONUNCIATION (12 mins) a. Objectives: - To help Ss review strong and weak forms, contractions and consonant-to-vowel linking and provide further pronunciation practice. b. Content: Listen and complete the conversation. Then underline the weak forms of the auxiliary verbs, circle the contracted forms, and mark the consonant-to-vowel linking with (ᴗ). Practise saying the conversation in pairs. (p.38) c. Expected outcomes: - Students can identify the strong and weak forms of auxiliary verbs, recognize contracted forms and revise how to link final consonants to initial vowels. d. Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Listen and complete the conversation. Then underline the weak forms of the auxiliary verbs, circle the contracted forms, and mark the consonant-to-vowel linking with (ᴗ). Practise saying the conversation in pairs. (p.38) - Teacher plays the recording for Ss to listen and do the activity individually. Then have them compare their answers in pairs. - Teacher plays the recording again, pausing after each sentence for Ss to check their answers. - Teacher writes the marked sentences on the board if necessary. - Ss work in pairs to practise the conversation. Extension: Teacher asks Ss to choose a text from previous units. Mark any weak/strong/contracted forms and linked sounds, and practise it in pairs. Answer keys: 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 if students can use words and phrases related to the topics that they have learnt in Unit 1, 2 and 3. b. Content: - Task 1: Choose the correct answer A, B, C or D to complete the following sentences (p.38) - Task 2: Solve the crossword. (p.39) c. Expected outcomes: - Students understand the meaning of words, memorise them and are able to use them in a meaningful context. d. Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 1. Choose the correct answer A, B, C or D to complete the following sentences. (6 mins) - Teacher asks Ss to do the activity individually, then compare answers in pairs. - Individual Ss share their answers with the class. - Teacher confirms the correct answers. Answer key: 1. A 2. B 3. C 4. D 5. B 6. C Task 2. Solve the crossword. (6 mins) - Teacher asks Ss to do the activity individually, then compare answers in pairs. - Teacher tells Ss that they have learnt all the words and phrases in Unit 1, 2 and 3. The first letters are given to help them find the answer more easily. - Individual Ss share their answers with the class. - Teacher confirms the correct answers. - Extension: Invite individual Ss to add other topic-related words they have learnt from Unit 1 to Unit 3. Make sure there are about 15 words. Teacher writes all the words on the board. Have Ss study them for half a minute, then the teacher asks Ss to cover/close their eyes. Erase one word from the board. Have Ss open their eyes and identify which word is missing. In stronger classes, ask Ss to make sentences with the word. Continue until the board is empty. Answer key: DOWN 1. skyscrapers 2. dwellers ACROSS 3. treatment 4. values 5. screen time 6. strength e. Assessment - Teacher’s observation on Ss’ performance. - Teacher’s feedback and peers’ feedback. 4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives: - To help Ss review past simple and present perfect and provide further grammar practice. - To help Ss review linking verbs and stative verbs in the continuous form and provide further grammar practice. - To help Ss review modal verbs must, have to and should and provide further grammar practice. b. Content: - Task 1. Complete the sentences with the correct forms of the verbs in brackets. (p.39) - Task 2. Choose the correct words or phrases. (p.39) - Task 3. Choose the correct answer A, B, C or D to complete each of the following sentences (p.39) c. Expected outcomes: - Students know how to use the past simple or the present perfect, review linking verbs and stative verbs in continuous form and distinguish the use of modal verbs. d. Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 1. Complete the sentences with the correct forms of the verbs in brackets. (4 mins) - Teacher asks Ss to read the sentences and check comprehension. - Ss complete the sentences individually with the correct form of the verbs in brackets. - Teacher checks answers by having individual Ss call out the verb forms first, then read the complete sentences. - Teacher confirms the correct answers. Answer key: 1. took up 2. has just decided 3. have won 4. started 5. have received 6. have already shown Task 2. Choose the correct words or phrases. (5 mins) - Teacher asks Ss to do the activity individually, then compare answers in pairs. - Individual Ss share their answers with the class. - Teacher confirms the correct answers. - Extension: Put Ss into two teams. Have Team 1 write sentences using stative verbs describing feelings, emotions, thoughts, or senses, e.g. I think I need a holiday. Team 2 should write sentences using stative verbs in the continuous form, e.g. I’m seeing my cousin tomorrow. Then have teams swap their sentences and try to write new sentences using the same verb, but changing its meaning to an action or a state, e.g. I’m thinking about my next holiday. I don’t see the house now. Answer key: 1. angry 2. I’m thinking / stressed 3. Do you remember 4. is getting / do you think Task 3. Choose the correct answer A, B, C or D to complete each of the following sentences (4 mins) - Teacher asks Ss to do the activity individually, then compare answers in pairs. - Individual Ss share their answers with the class. - Teacher confirms the correct answers. Answer key: 1. A 2. B 3. C 4. D 5. C 6. B e. Assessment