Date of preparation:
Date of signing:
Period 28+29:
REVIEW 1
I. Objectives
By the end of the lesson, students will be able to:revise the language and skills they have learnt in units 1-3.
1. Knowledge
+ Vocabulary:Words / phrases related to topics “The generation gap”, “Relationships”, and “Becoming independent"
+ Pronunciation: strong and weak forms of words in connected speech; linking.
+ Grammar: Modal verbs, Linking verbs, Cleft sentences, and To infinitive.
2. Skills
-Listening, reading, speaking, writing
3. Attitude
- have responsible attitude towards their study and life.
II. Teaching method: Integrated, mainly communicative
III. Teaching aids
- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
|
Date |
Period |
Class |
Attendance |
Absentees/Notes |
|
….. __ / __ / __ |
…. / …. |
|||
2. Previous lesson check:
- during the new lesson.
3. New lesson:
|
T’s and Ss’Activities |
Knowledge |
|
1. Form compound nouns with the words in the box. Then complete the sentences using the correct ones. - Ask Ss to do this activity individually, and then compare their answers with a partner. Check answers as a class and write the correct ones on the board. 2. Complete the sentences with correct words from the box. - Have Ss do this activity individually. Then ask a student to write his / her answers on the board. Check the answers with the whole class. 3. Listen and link the final consonants and initial vowels in the sentences. Then read them aloud. - Play the recording and have Ss do this activity individually, and then compare their answers with a partner. Write the sentences on the board. Then ask Ss to practise reading the sentences aloud. 4. Complete these sentences with should/ shouldn't/ought to/ought not to/must/ mustn't/have to/has to. - Elicit the form and use of the modals: should/ shouldn't/ought to/ought not to/must/mustn't/ have to/has to. - Ask a volunteer to do the activity on the board while the rest of the class works on it individually. - Check Ss'answers, and ask Ss to provide explanations for their choice of modals if necessary. 5. Rewrite the following sentences to emphasise the underlined parts using It is/was... that. - Elicit the form and use of the sentence structure It is / was... that.... - Have Ss do this activity individually, and then compare their answers with a partner. - Ask a student to write his / her sentences on the board. Check the answers with the whole class. 6. Write new sentences with a similar meaning. Use the to-infinitive after the adjective. - Elicit the use of the to-infinitive. - Ask Ss to do this activity individually, and then compare their answers with a partner. - Write the correct answers on the board. |
LANGUAGE Vocabulary Activity 1. 1.housework 2.childcare 3.viewpoint 4.grandparents 5.girlfriend Activity 2. 1. relationship 2. an argument 3. reconciled 4. independent 5. self-reliant Pronunciation Activity 3. 1.Kate is a teacher of English in an upper secondary school. 2.Look at these pictures and answer my questions in English. 3.Tom used to live in his parents'house, but he's moved into a new flat with some friends 4.Can I have a cup of apple tea? 5.Don't forget to turn off the lights when you leave after the party. Grammar Activity 4. 1. should / ought to 2. shouldn't / ought not to 3. must / have to 4. mustn't 5. must / has to Activity 5. 1.It was in Greece that the first Olympic Games were held. 2.It was Nam who / that won the first prize in the English speaking contest. 3.It's a chocolate cake that I am making for my best friend's birthday party. 4.It was in 1759 that Scotland's most famous poet Robert Burns was born. 5.It's working on a computer that gives me headache. Activity 6. 1. Our school is quite easy to find. 2. The paragraph is difficult to translate. 3. I am delighted to work for the school library. 4. She was very surprised to see him at the party. 5. I was sorry to hear that your grandma was ill. |
|
1 and 2. Read and complete the text with the words from the box, then answer the questions. Ask Ss to complete Activities 1 and 2 individually and compare their answers with a partner. Then give the correct answers and any explanations if necessary. 3. Work with your partner. Make a conversation about your friend's problem and give them advice. Use your own ideas or the suggestions below. - Ask Ss to work with a partner to make a conversation about a friend's problem. One student explains the problem while the other asks questions and offers advice. Ss may use their own ideas or the suggestions. - Encourage Ss to swap roles and role-play the conversation again. 4. Listen to recording about relationship problem between parents and teenage children. Decide whether the following statements are true (T) or false (F) according to the speaker. - Play the recording once for Ss to listen and choose their answers. - Play the recording again pausing at appropriate places and highlighting the clues in the listening text, so Ss can check their answers. Then give the correct answers, for weaker Ss. - Play the recording several times pausing after sentences to check Ss’ comprehension. 5. Read the advertisements and choose one of the language schools you want to attend to improve your English. - Ask Ss to read the two advertisements and choose one of the language schools they would like to attend to improve their English. 6. Write a letter requesting more information I about the language courses. You can ask about the starting date, course duration, teachers experience, fees and course certificate. - Ask Ss to write a letter requesting more information about the language courses. Ss may write their drafts first in class, swap them with a partner for peer review, and write their final version at home. |
SKILLS Reading Activity 1. 1. decisions2. hopefully 3. unemployment 4. advantage 5. straight6. qualifications 7. possibility8. practical Activity 2. 1. Around the age of seventeen. 2. There is more unemployment. 3. Getting a job more easily. 4. There are many opportunities for training. Speaking Activity 3. Your friend's problem: -getting bad exam results Your advice: - spend less time surfing the Internet for pleasure - spend more time searching information for assignments - work harder - ask a teacher for extra tuition Listening Activity 4. 1. T 2. F 3. T 4. F 5. T Writing Sample letter: Dear Ms Smith, I saw your advertisement about the language courses on your website. I am interested in learning English, and I am writing to enquire about the English courses at your centre. I can read and write in English, but I can't speak the language very well. If necessary, I can complete an oral test. I want to improve my pronunciation, and hope to be able to practise my English with native speakers. I would also like to have more information about the starting date, course duration, teachers'experience, fees and course certificate. I look forward to hearing from you. Yours sincerely, Thu Trang |
4. Consolidation:
- Summarize the main points:
revise the language and skills they have learnt in units 1-3.
5. Homework:
- practice the tasks.
- prepare for the next lesson
