REVIEW 1 (UNITS 1+2+3)
Lesson 1: Language
I. Objectives
By the end of this lesson, students will be able to
1. Knowledge
- Use the words related to the topic My New School;
- Use the combinations: to play + Noun, to do, to have, to study;
- Pronounce the sounds /ɑ:/ and /ʌ/ correctly;
- Use the present simple;
- Use the adverbs of frequency;
- Use the words for types of house, rooms and furniture;
- Pronounce the final sounds /s/ and /z/ at the end of the words correctly;
- Use possessive case to describe possession;
- Use prepositions of place to describe where people or things are;
- Use the words for body parts, appearance and personality;
- Pronounce the sounds /b/ and /p/ correctly;
- Use the present continuous to talk about things happening now.
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
- Develop self-study skills
II. Materials
-

Grade 6 textbook, Review 1
Computer connected to the internet
Projector/ TV/ pictures and cards
sachmem.vn

III. Language analysis
160

Anticipated difficulties

Solutions

1. Students may find the lesson boring due to a large number of language exercises.

- Encourage students to work in pairs,
in groups so that they can help each
other.
- Design as many exercises as games as
possible.
- Provide feedback and help if necessary.
- Define expectation in explicit detail.
- Have excessive talking students practise.
- Continue to define expectations in
small chunks (before every activity).

2. Some students will excessively talk
in the class.

161

Board Plan

Date of teaching
Review 1
Lesson 1: Language

* Warm-up
Memory game: Complete the chart.
I. Practice
* Pronunciation
Task 1: Choose the word whose underlined part is pronounced differently.
Task 2: Write the names of school things and furniture in the house which begin with /b/ and /p/.
* Vocabulary
Task 3: Complete the words.
Task 4: Solve the crossword puzzle.
* Grammar
Task 5: Look at the picture of a classroom. Choose the best answer A, B, or C.
Task 6: Complete the sentences with the present simple or the present continuous form of the verbs in brackets.
* Homework
Procedures
Stage
Warm-up

Stage aim

Procedure

Interaction Time

To revise the * Memory game
5
language that - Teacher draws/sticks an Team work mins
students have
unfinished chart which
learnt in Units summarizes the language
1+2+3.
that students have learnt
in Units 1, 2, 3 on the
board.
- Teacher divides the class
into 2 teams and asks
students to run in a relay
to complete the chart:

162

- The team with the most
correct answers will be
the winner.
Suggested answer:

Practice

To help
students
review the
pronunciation
of the sounds
learnt in Units
1-2-3: /ɑ:/
and /ʌ/; /s/
and /z/
correctly.

* PRONUNCIATION
Task 1: Choose the word
whose underlined part is
pronounced differently.
- Teacher elicits the rules
of pronouncing final -s if
needed.
- Students do this exercise
individually then share
their answers with their
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35
mins
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S
Ss-Ss

partners.
- Teacher gives feedback
and confirms the answers.
Answer key:
1. C
2. A
3. B
4. A
5. B
To help students review
the
pronunciation
of the
sounds /b/
and /p/ in
words.

Task 2: Write the names
of school things and furniture in the house which
begin with /b/ and /p/.
- Teacher organizes this
task as a game.
- Students do this task in
pairs. The pair that finds
the most words will go to
the board and write their
answers.
- Other pairs may want to
add more words. Write
other words on the
board.
- Teacher gives feedback
and confirms the answers.
Suggested answers:
/b/
book, bag, bed…
/p/
pen, pencil, picture,
poste…

164

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Pair work

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* VOCABULARY
Task 3: Complete the
words.
To help students review - Teacher has students do
this task individually and
the word
then share their answers
groups used
with their partners.
with “play,
Teacher calls one or two
have, do” and
students to write their
“study”.
answers on the board.
- Teacher checks and confirms the correct ones.
Answer key:
1. English
2. homework
3. lunch
4. sports
5. badminton
 play: sports, badminton
 have: lunch
 do: homework
 study: English

To help students review
the
personality
adjectives,
the words
related to
body parts,
rooms and
types of
house.

S

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Task 4: Solve the crossword puzzle.
- Teacher sticks the crossword puzzle on the
board.
- Teacher divides the class Team work
into 2 teams and asks
students to run in a relay
to complete the crossword puzzle.
- The team with the most
correct answers will be
the winner.
165

Answer key:

To help students review
grammar
elements
taught in
Units 1-2-3:
prepositions
of place,
possessive
case and
present
continuous.

* GRAMMAR
Task 5: Look at the picture
of a classroom. Choose
the best answer A, B, or C.
- Teacher has students
look at the picture of a
classroom and complete
the sentences.

- Students compare their
answers with a classmate.
- Teacher checks and confirms the correct answers.
Answer key:
1. B
2. A
3. A
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Ss-Ss
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4. B
5. C
Task 6: Complete the
sentences with the
present simple or the
present continuous form
of the verbs in brackets.
- Teacher elicits form and
usage of the present simple and the present continuous.
- Teacher asks students to
do the exercise individually before calling one or
two students to write
their answers on the
board.
- Teacher checks students'
answers and asks them
for explanation if necessary
Answer key:
1. is / 's raining
2. do you have
3. Is she studying
4. likes
5. is not / isn't cooking;
is reading
Consolidation To consoliTeacher asks students to
date what
talk about what they have
students have learnt in the lesson.
learnt in the
lesson.
Homework

To prepare
for the next
lesson.

Prepare for Review 1 –
Skills.
167

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4
mins

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1
min

168

REVIEW 1 (UNITS 1+2+3)
Lesson 2: Skills
I. Objectives
By the end of this lesson, students will be able to
1. Knowledge
- Introduce someone to someone else;
- Read for general and specific information about schools;
- Talk about the type of school one would like to go to;
- Listen for specific information about school activities;
- Write a paragraph about one's school;
- Give suggestions;
- Read for specific information about rooms and furniture;
- Describe houses, rooms and furniture;
- Listen for specific information about some one's house;
- Write an email to a friend describing a house;
- Ask about appearance and personality;
- Read for specific information about friends and summer camps;
- Talk about friends and summer camps;
- Listen for specific information about best friends;
- Write a diary entry about best friends.
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
- Develop self-study skills
II. Materials
-

Grade 6 textbook, Review 1
Computer connected to the internet
Projector/ TV/ pictures and cards
sachmem.vn
169

III. Language analysis
Anticipated difficulties

Solutions

1. Students may find the lesson boring due to a large number of language exercises.

- Encourage students to work in pairs,
in groups so that they can help each
other.
- Design as many exercises as games as
possible.
- Provide feedback and help if
necessary.
- Define expectation in explicit detail.
- Have excessive talking students
practise.
- Continue to define expectations in
small chunks (before every activity).

2. Some students will excessively talk
in the class.

170

Board Plan
Date of teaching
Review 1
Lesson 2: Skills

* Warm-up
Chatting
I. Practice
* Reading
Task 1: Choose A, B, or C for each blank in the email below.
Task 2: Read the text and answer the questions.
* Speaking
Task 3: Interview two of your classmates about what they like and dislike
about your school. Report their answers.
* Listening
Task 4: An and Mi are talking on the phone. Listen and fill each blank with one
word.
* Writing
Task 5: Write an email of about 50 words to your friend. Tell him/ her about a
family member. Use these questions as cues.
* Homework
Procedures
Stage
Warm-up

Stage aim
To increase
students' interest and
lead them
into the lesson.

Procedure
* Chatting:
- Teacher asks students
some questions to lead
them into the lesson:
1. Do you have any pen
pals?
2. How do you communicate with your pen
pal?
3. Do you often write
emails to your pen
pal?
171

Interaction Time
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5
mins

- Teacher lead in the
reading part of the lesson.
Practice

To help students practise
reading for
specific
information.

To help students practise
reading for
general
information.

* READING
Task 1: Choose A, B, or C
for each blank in the
email below.
- Students do these exercises individually.
- Students check their
answers with their
partners before they
give the answers to
teacher.
- Teacher confirms the
correct answers.
Answer key:
1. A
2. C
3. C
4. B
5. B
Task 2: Read the text
and answer the questions.
- Students do these exercises individually.
- Students check their
answers with their
partners before they
give the answers to
teacher.
- Teacher confirms the
correct answers.
Answer key:
1. It's in a quiet place not
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35
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Ss-Ss

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S
Ss-Ss

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far from the city center.
2. They are hard-working
and kind.
3. They are helpful and
friendly.
4. There are five clubs.
5. Because it's a good
school.
To help students practise
asking and
answering
about what
they like and
dislike about
their school
and the
reasons why.

* SPEAKING
Task 3: Interview two of
your classmates about
what they like and dislike about your school.
Report their answers.

- Teacher has students
work in groups of
three. One interviews
the other two about
what they like and
dislike about their
school and the reasons
why.
- Teacher tells students
to write their group
members' answers in
their notebooks and report them to the class.
- Teacher summarizes
students' ideas.
* LISTENING
173

Group
work

T-Ss

To help students review
listening for
specific
information.

Task 4: An and Mi are
talking on the phone.
Listen and fill each blank
with one word.
- Teacher has students
read the sentences.
- Teacher plays the
recording for the first
time.
- Teacher asks students
to listen and complete
the sentences. Ask for
their answers and
writes them on the
board.
- Teacher plays the
recording the second
time for students to
check their answers.
- Teacher checks students' answers.
- Teacher plays the
recording the last time
if necessary, stopping
at different places
where students got the
wrong answers.
Answer key:
1. home
2. plants
3. living
4. sleeping
5. TV
Audio script:
An: Why is it so quiet,
Mi? Are you home alone?
Mi: No. Everybody is
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here, but they are in
different rooms.
An: Where's your mum?
Is she cooking in the
kitchen?
Mi: No. She's watering
the plants in the garden.
An: And where's your
dad?
Mi: He's in the living
room.
An: What's he doing?
Mi: He's listening to the
radio.
An: What about your
younger brother? Is he
with your mum?
Mi: No. He's sleeping in
my bedroom. My cousin,
Vi, is here too.
An: What's she doing?
Mi: She's watching TV.
To help students
complete a
guided
paragraph of
40-45 words
about a
student's
family
member.

* WRITING
Task 5: Write an email of
about 50 words to your
friend. Tell him/ her
about a family member.
Use these questions as
cues.
- Teacher elicits the parts
of an email.
- Teacher asks students
to discuss and answer
the questions in pairs.
- Teacher then has them
write their emails
individually.
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Ss

- Teacher asks one student to write the email
on the board.
- Other students and
teacher comment on
the email on the board.
- Teacher then collects
some emails to give
feedback at home.
Consolidation

Homework

To consoliTeacher asks students to
date what
talk about what they
students have have learnt in the lesson.
learnt in the
lesson.

T-Ss

4
mins

To prepare
for the next
lesson.

T-Ss

1
min

Prepare for Unit 4.

176