Title Giáo án 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 12 textbook, Review 1 - Computer connected to the Internet - Projector/ TV/ pictures and cards 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- STUDENTS’ ACTIVITIES CONTENTS MIMING GAME - List out some key words of Unit 1, Unit 2 and Unit 3. - Have a volunteer come to the front then whispers one of the words into his/ her ears. - 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 whole class plays the game together. - Explain the rules: 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. - Check if the answers are correct or incorrect and leads in the lesson. Suggested words: genius, cutting-edge, diversity, trend, globalization, culture shock, carbon footprint, compost, landfill e. Assessment - Teacher observes the groups and gives feedback. 2. ACTIVITY 1: PRONUNCIATION (12 mins) a. Objectives: - To check if Ss can identify diphthongs and provide further pronunciation practice.
- To check if Ss can identify word stress and provide further pronunciation practice. b. Content: - Task 1. Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the other three in pronunciation. (p.44) - Task 2. Mark the letter A, B, C, or D to indicate the word which differs from the other three in the position of the main stress. (p.44) c. Expected outcomes: - Students can identify diphthongs as well as word stress and apply exam strategies to do the exericises. d. Organisation TEACHER- STUDENTS’ ACTIVITIES CONTENTS Task 1. Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the other three in pronunciation. - Have Ss pronounce all words, pay attention to the underlined sounds. - Pronounce the words. - If there is any word whose pronunciation Ss are not sure about, tell them to skip it and focus on the others. If any two words share the same underlined sounds, they cannot be the correct answers. If not, one of them is the correct answer. - Apply the tips to find the words whose underlined part differs from the other three in pronunciation. - Have Ss compare their answers in pairs. - Check the answers with the whole class. - Check the answers. - Have Ss work in pairs to practise saying these in words. Answer key: 1-A 2-B 3-A 4-C Task 2. Mark the letter A, B, C, or D to indicate the word which differs from the other three in the position of the main stress. - Have Ss pronounce all words, pay attention to the word stress. - Pronounce the words. - If there is any word whose stress Ss are not sure about, tell them to skip it and focus on the others. If any two words share the same stress, they cannot be the correct answers. If not, one of them is correct answer. - Apply the tips to find the words whose underlined part differs from the other three in pronunciation. - Have Ss compare their answers in pairs. - Check the answers. - Check the answers with the whole class. - Have Ss work in pairs to practise saying these in words. Answer key: 1-B 2-A 3-D 4-A Exam strategies Pronunciation (MCQs): Identifying words whose main stress placement differs from the other three’s. 1. Try pronouncing all words and mark the stress of each word. 2. If there's any word whose stress you are not sure about, skip it and focus on others. 3. If any two words share the same stress pattern,

in meaning to the underlined word. - Ask Ss to do the activity individually. Tell them to read and try to understand the meaning of each sentence. - Read the sentences. - Tell Ss to replace the underlined word with each of the words from four options. If they are not sure about the meaning of any word, tell them to skip it and focus on the others. The word that makes the meaning of the sentence opposite can be the correct answer. - Try replacing the underlined words and guessing the answer. - Ask Ss to share their answers with the whole class. - Work with a partner and share the answer. - Confirm the correct answers. 1-A; 2-B; 3-D; 4-C Exam strategies Vocabulary (MCQs): Identifying the word(s) OPPOSITE in meaning to the underlined word(s) 1. Read the whole sentence and focus on the underlined word. 2. Try to understand the context around the underlined word. 3. Replace the underlined word with each of the words from four options. If you are not sure about the meaning of any word, skip it and focus on the others. 4. The words that makes the meaning of the sentence opposite can be the correct answer. Task 3: Mark the letter A, B, C, or D to indicate the correct answer. - Ask Ss to do the activity individually and tell Ss to read and try to understand the meaning of each sentence. - Do the activity individually. - Have Ss look through four options and tell them to put each word from four options into the gap. - Try putting four options into the blanks and guessing the answer. - Tell them to choose the word that makes the sentence meaningful. - Ask Ss to share their answers with the class. - SS Share the answer with a partner. - Confirm the correct answers. Answer key: 1-C 2-B 3-D 4-C 5-B 6-A 7-C 8-B 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 revise the uses of past simple and past continuous, articles (a/ an/ the), verbs and prepositions, and non-defining relative clauses referring to all information in the previous clause. - To help Ss revise the uses of past simple and past continuous and non-defining relative clauses referring to all information in the previous clause. - To help Ss revise the uses of phrasal verbs they learnt from Unit 3. b. Content: - Task 1. Mark the letter A, B, C, or D to indicate the underlined part that needs correction in each of