Tiêu đề Review 4.docx ✅

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 - Phần mềm tương tác hoclieu.vn 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’ 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. d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS MINI GAME: CATCH A WORD - Divide 2 teams and tell students the rules of the game - T shows the pictures to students - Introduces the lesson Answers: Depression, national park, ecosystem, crime, food chain, pressure e. Assessment - Teacher observes the groups and give feedback. 2. ACTIVITY 1: PRONUNCIATION (12 mins) a. Objectives: - To check if Ss can identify intonation in tag and choice questions and provide further pronunciation practice. b. Content: - Mark the intonation, using  (falling intonation) or  (rising intonation). Then listen and check. Practise saying the sentences in pairs. (p.120) c. Expected outcomes: - Students can express intonation in tag and choice questions. d. Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Mark the intonation, using  (falling intonation) or  (rising intonation). Then listen and check. Practise saying the sentences in pairs. (12 mins) - Ask students to study the questions. Encourage them to identify the type of questions (i.e. tag or choice questions). - Briefly review intonation in tag and choice questions on the board. - Ask Ss to mark the intonation in these questions. Then play the recording for them to check their answers. - Ask Ss to practise saying the questions in pairs, using the correct intonations. - Ask some Ss to say these questions out loud in front of the whole class. Extension: Ask Ss to work in pairs and change the tag questions into choice questions, and vice versa, e.g., 1. This is an example of negative peer pressure, isn’t it? 6. Have you been to Cuc Phuong or U Minh National Park? Ask Ss to practise saying the new questions in pairs. Invite some Ss to say their sentences in front of the class.
Audio script – Track … & key: 1. Is this an example of negative peer pressure ↗or bad decision-making↘? 2. Have you ever experienced physical ↗or verbal bullying↘? 3. Is the most serious issue cutting down trees↗, hunting wild animals↗ or littering↘? 4. Is your awareness campaign going to focus on social issues↗, environmental problems ↗ or educational themes↘? 5. Cutting down forests is destroying ecosystems, isn’t it ↘? Governments should stop deforestation. 6. You have been to Cuc Phuong National Park, haven’t you↗? – No, I haven’t. 7. Buying products made from wild animals is not good, isn't it↘? We shouldn't do it. 8. People don’t want to harm the environment, do they↘? But they do so little 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. Encourage them to use the pictures as clues. - Check answers as a class. Call on individual Ss to spell the words or write them on the board. - In weaker classes, do the first item as a class. Read the beginning of the sentence and ask Ss what the picture shows. Elicit the answer (alcohol) from Ss. - Remind them that these are words they learnt in Unit 9 and Answer key: 1. Alcohol – violent 2. Ashamed – bullied 3. Depression – pressure 4. Crime – physical 5. Species – national park 6. Fauna – flora 7. Biodiversity
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 the student to write the first two or three letters. Ask the rest of the class to make guesses. Give a point to the first student who correctly calls out the word. Continue with other words until all Ss have a go. The winner is the student with most points. e. Assessment - Teacher observation on Ss’ performance. - Teacher’s feedback and peers’ feedback. 4. ACTIVITY 3: GRAMMAR (13 mins) a. Objectives: - To check if Ss can use linking words and phrases. - To check if Ss can use the compound nouns correctly. b. Content: - Task 1. Write one sentence using the linking words and phrases in brackets. Do not change the meaning of the original sentences. (p.121) - Task 2. Circle the correct answer. (p.121) c. Expected outcomes: - Students know how to adapt linking words/ phrases and compound nouns for real life conversations. d. Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 1. Write one sentence using the linking words and phrases in brackets. Do not change the meaning of the original sentences. (7 mins) - Ask Ss to read the sentences and check understanding. - Have Ss study the linking words and phrases and try to recall how they are used (i.e. whether they are followed by a noun/gerund or by a clause; whether they are used to add information or show reasons). In weaker classes, review the rules on the board. Suggested answers: 1. Because of cyberbullying, many teenagers become depressed. / Many teenagers become depressed because of cyberbullying. 2. As people pollute the environment, ecosystems are damaged. / Ecosystems