Giáo án Tiếng Anh Lớp 6 (Global success) - Review 4 (Unit 10+11+12)

 REVIEW 4 (UNITS 10-11-12)
 Lesson 1: Language
I. Objectives: 
By the end of the lesson students will be able to:
- Review pronunciation, vocabulary and the grammar points they have learnt in unit 10, 11, 12. 
 1. Knowledge
 Language focus: A revision and practice on the vocabulary items and grammar points students have already studied 
 in Units 10, 11, 12. 
 2. Core competence
 - Develop communication skills and creativity
 - Be collaborative and supportive in pair work and team work
 - Actively join in class activities
 3. Personal qualities
 - Be responsible and hard working 
II. Materials
- Textbooks, plan
- Computer accessed to the Internet, projector, loudspeaker
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Board Plan
 Date of teaching
 Review 4
 Lesson 1: Language 
 *Warm-up
 Brainstorming
 I. Practice
 1. Pronunciation
 Task 1: Circle the word with the different stress pattern. (Ex. 1a, p. 68)
 Task 2: Listen and repeat the sentences. (Ex. 1b, p. 68)
 2. Vocabulary
 Task 3: Complete each sentence with the correct form of the verbs from the box. (Ex. 2, p. 68)
 Task 4: Choose the correct words. (Ex. 3, p. 68)
 3. Grammar
 Task 5: Complete sentences using the comparative or superlative form of the adjectives in brackets. (Ex. 4, p. 68)
 Task 6: Write a/an or the. (Ex. 5, p. 68)
 Task 7: Choose the correct option in brackets to complete each sentence. 
 (Ex. 6, p. 68) 
 *Homework
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 Answer keys:
Practice To help students * PRONUNCIATION: 35 mins
 review the stress Task 1: Circle the word with the 
 pattern in two-syllable different stress pattern. (Ex. 1a, p. 68)
 words learnt in Unit 10. - Ask students to do this exercise T-Ss
 individually, and then share their 
 answers with a partner before listening 
 to the recording to check the answers. 
 S
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 class. Invite comments from other 
 students.
 Audio script: 
 1. My robot helped me 
 repair the broken cooker. 
 2. It is better to reuse these shopping 
 bags. 
 3. My future house will have solar 
 energy.
To give students more * VOCABULARY
practice on how to use Task 3: Complete each sentence with 
some verbs they have the correct form of the verbs from the 
learnt in Units 10 - 11 - box. (Ex. 2, p. 68) T-Ss
12. - Ask students to do this exercise 
 individually and then share their 
 answers with a partner. S
 - Teacher may ask a student to write his / 
 her answers on the board. T-Ss
 - Check the answers with the whole class. 
 Answer keys:
 1. recycle 
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To help students * GRAMMAR: T-Ss
review the form and Task 5: Complete 
use of comparative and sentences using the 
superlative adjectives. comparative or superlative form of the 
 adjectives in brackets. (Ex. 4, p. 68)
 - Elicit the form and use of comparative 
 and superlative adjectives. 
 - Teacher may call a student to do the 
 exercise on the board while other 
 students also do this. 
 - Check students’ answers. Ask them for 
 explanations if necessary.
 Answer keys:
 1. closest 
 2. taller 
 3. oldest 
 4. faster 
 5. greatest
To help students 
review the use of the Task 6: Write a/an or the. (Ex. 5, p. 68) T-Ss
articles a/an and the. - Elicit the use of a/an and the. S
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 - Check students’ answers. Ask them for 
 explanation if necessary
 Answer keys:
 1. might meet 
 2. finishes 
 3. continue; will have 
 4. will go 
 5. might visit 
 6. is
Consolidation To consolidate what Teacher asks students to talk about what T-Ss 4 mins
 students have learnt in they have learnt in the lesson.
 the lesson.
 Homework To prepare for the next Prepare for Review 4 – T-Ss 1 min
 lesson. Lesson 2: Skills.
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 3. Personal qualities
 - Be responsible and hard working 
II. Materials
- Textbooks, plan
- Computer accessed to the Internet, projector, loudspeaker
 Anticipated difficulties Solutions
 1. Students may find the lesson boring due to a large - Encourage students to work in pairs, in groups so that 
 number of language exercises. they can help each other.
 - Design as many exercises as games as possible.
 - Provide feedback and help if necessary.
 2. Some students will excessively talk in the class. - Define expectations in explicit detail.
 - Have excessive talking students practise.
 - Continue to define expectations in small chunks (before 
 every activity). 
Board Plan
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Warm-up To increase students’ Chatting: 3 mins
 interest and lead - Teacher asks students some questions to lead them T-Ss
 them into the into the lesson:
 lesson. 1. Have you ever thought of your house in the 
 future?
 2. What will your house in the 
 future be like?
 - Teacher lead in the reading part of the lesson.
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 - Ask some other students to give comments and 
 decide which student has the best 
 future house in the class.
 * LISTENING
 Task 3: Listen and tick (Ex. 3, p. 69)
 - Play the recording once for students to listen and T-Ss
 tick the sentences. 
To give students - Play the recording again for students to check their T-Ss
more answers. 
practice on listening - Give the correct answers to students. 
for specific - With a weaker class, teacher may play the Pair work
information. recording as many times as possible until students 
 have chosen all their answers. T-Ss
 Answer key: 
 1, 2, 4, 5
 Audio script: 
 In 2004, 120 young people from ten European 
 countries met in Berlin at the first Youth 
 Eco-Parliament. They gave ideas for improving the 
 environment. Here are some of the things they 
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 they write in class, they can also do it in pairs or 
 groups. 
 - Teacher may display all or some of the paragraphs 
 on the wall/ notice board. 
 - Other students and teacher give comments. 
 students edit and revise their writing as 
 homework.
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