School: ……………………………………….. Date:…………………………………..
Class: ……………………………..................... Period: …………………………..........
UNIT 3: PROTECTING THE ENVIRONMENT
Lesson 4.2 – Review (Page 91)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- review vocabulary about protecting the environment (clean up, electricity, health, land, waste,
reduce, save, recycle, wildlife, diseases, …).
- review grammar: First conditional sentences, compound and complex sentences.
- pronoun /t/ sounds correctly and second-syllable word stress.
1.2. Competences
- improve communication, collaboration, analytical and critical thinking skills.
1.3. Attributes
- have positive attitude in English language learning so that they actively participate in all classroom
activities.
- review the old lesson and have good preparation for next unit.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương
tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV
(if any), PowerPoint slides, handouts.
2. Students’ aids: Student’s book, workbook, notebook.
III. ASSESSMENT EVIDENCE
Performance Tasks Performance Products Assessment Tools
- Vocabulary: Read the clues - Ss’ answers. - T’s feedback/Peers’
and complete the crossword feedback.
puzzle.
- Grammar:
* Write First Conditional - Ss’ answers. - T’s feedback/Peers’
sentences using the prompts. feedback.
* Combine two sentences into - Ss’ answers. - T’s feedback/Peers’
one using and or so (that). Add feedback.
a comma when necessary.
-Pronunciation: sound and - Ss’ answers/ presentation. - T’s feedback/Peers’
stress. feedback.
- Writing: Write about how we - Ss’ answers. - T’s feedback/Peers’
should help the environment, feedback.
and why
IV. PROCEDURES
A. Warm up: (5’)
a) Objective: Review the lesson and set the scene for Ss to recap previous knowledge; get
students' attention at the beginning of the class by enjoyable and short activities as well as to engage
them in the follow-up steps.
b) Content: Review vocabulary, grammar, pronunciation and writing.
c) Expected outcomes: Ss are ready for the revision of unit 3.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Option 1: Hot seat
- Choose 8 words from Vocabulary tasks: clean up,
electricity, health, land, waste, reduce, save, recycle,
wildlife, diseases.
- Divide class into 2 group.
- Have s sit on the chair, the others read the word and try - Listen and say the words you can hear.
to describe so that their partner can figure out the word
and say aloud.
- Check and correct Ss’ answers.
- Have Ss make sentences with the words they say. - Make sentences.
- Give feedback and evaluation.
Lead to the new lesson.
Option 2: Sound - choice game
- Play audio of some word of voiced and unvoiced /t/
sound.
- Have ss stand up for voiced /t/ sound and sit down for - Listen and do action (stand up or sit down)
unvoiced /t/ sound.
- Give feedback and evaluation.
* Suggested words: time, listen, rest, guitar, castle, - Listen to teacher’s explanation about
night, doctor, whistle, often (can be pronounced in 2 “often”.
ways with /t/ or /silent t/
Lead to the new lesson.
B. New lesson (35’)
Activity 1: Vocabulary (5’)
a) Objective: Help Ss review vocabulary they have learnt.
b) Content:
- Read the clues and complete the crossword puzzle.
c) Expected outcomes: Ss can recall all previous vocabulary they have learnt and write the words
correctly. They are able to get familiar with the test format.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Read the clues and complete the crossword puzzle.
- Use DCR to show the task.
- Have Ss read the clues and write the correct word in - Do the crossword.
pairs.
- Have Ss check answers with pairs and then give - Give answers.
answers.
- Check answers as a whole class. Answer keys
Activity 2: Grammar (10’)
a) Objective: Students can use First Conditional sentences in speaking and writing skills.
b) Content:
- Write First Conditional sentences using the prompts.
- Combine two sentences into one using and or so (that).
c) Expected outcomes: Ss are able to use First Conditional sentences with if or unless correctly and get
familiar with the test format.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Write First Conditional sentences using
the prompts
- Use DCR to show the task. - Observe and listen.
- Demonstrate the activity by using the example.
- Have Ss read and write the sentences.
- Call Ss to give answers, explain. - Work individually.
- Give feedback and evaluation. - Give answers.
Answer keys
Task b: Combine two sentences into one using
and or so (that). Add a comma when necessary.
- Use DCR to show the task.
- Demonstrate the activity by using the example.
- Observe and listen.
- Have Ss read and write the sentences.
- Work individually.
- Call Ss to give answers, explain.
- Give answers.
- Give feedback and evaluation.
Answer keys
Activity 3: Pronunciation (7’)
a) Objective: Ss can review the /t/ sounds and word stress.
b) Content:
- Circle the word that differs from the other three in the position of primary stress in each of questions.
c) Expected outcomes: Ss distinguish the word stress correctly.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Circle the word that differs from the other three
in the position of primary stress in each of the
following questions.
Use DCR to show the task.
- Ask Ss to work individually to circle the answer. - Work individually.
- Have Ss work in pairs to check each other’s work. - Work in pairs
- Call Ss to give answers, pronounce the words - Give answers.
again.
- Give feedback, correct Ss’ pronunciation if
necessary. Answer keys
Activity 4: Writing (12’)
a) Objective: Ss can write a passage about how to help the environment and why.
b) Content:
- Write about how and why we should help the environment.
c) Expected outcomes: Ss produce the new language successfully, and they can use the vocabulary as
well as the grammar points in writing.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Write about how we should help the
environment, and why.
- Have ss brainstorm the ideas with helping the - Work individually.
environment. They can get the ideas from task a and
b in grammar task. - Work individually.
- Instruct them to write the layout of passage: main
idea, supported ideas.
- Give feedback, correct Ss’ mistakes. - Give answers.
- Use the feedback form to give evaluation. Focus
on:
+ the format, the structures.
+ the understandability.
+ the coherence and cohesion.
C. Consolidation and homework assignments (5’)
* Consolidation:
* Vocabulary of Unit 3: Vocabulary about protecting environment.
* Grammar of Unit 3: the First Conditional sentences, compound and complex sentences.
* Homework:
- Review vocabulary, grammar of unit 3.
- Do the exercises in WB: Review of Unit 3 – part 2 (page 52).
- Prepare: Unit 4 (page 34 – SB).
V. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………
