Giáo án Review 4 – Language

Ss recall the present continuous and the future simple through a picture-based warm-up and identify the intended meaning and time of an action.

Ss look at one classroom picture on the slide: several students are checking the lights, a teacher is writing on the board and a bus is on the screen. T asks Ss to describe what is happening now, then to predict one thing about future buses.
Guiding questions:

• What are the students doing now?
• What is the teacher doing at the moment?
• What do you think future buses will be like?

Ss give sentences such as:

• The students are checking the lights now.
• The teacher is writing on the board.
• I think future buses will be cleaner and quieter.
  Ss state the time of each action (now, or in the future) before they name the verb form.

Ss systematise the forms and uses of the present continuous (Unit 10) and the future simple (Unit 11), and distinguish a routine action from a current action.

Ss work in pairs and look at the grammar connections on the slide. T guides Ss to compare:

• Present continuous: am/is/are + verb-ing for actions happening now or a temporary activity around now. Negative: put not after be. Question: put be before the subject. Example: 'The students are checking the lights now.' Routine contrast: 'They check the lights every day.' Spelling: write → writing, run → running. Stative verbs such as know are normally not used in the continuous.
• Future simple: will + base verb for predictions and decisions. Negative: will not / won't. Question: Will + subject + base verb? A prediction is not a proven fact: 'Some buses may become driverless' is more cautious than 'Every bus will change.'
  Pair task: Ss make one question and one negative sentence for each structure.

Ss complete the summary below in their notebooks:

• Present continuous: am/is/are + V-ing (now/at the moment)
• Negative: She is not (isn't) writing.
• Question: Is she writing?
• Routine vs current: They check the lights every day (routine). / They are checking the lights now (current).
• Future simple: will + base verb (prediction/decision)
• Negative: It will not (won't) be expensive.
• Question: Will the bus be driverless?
• Cautious prediction: Some buses may become driverless.

Ss explain the use of a, an and the, the article rules with names of countries, and the difference between possessive pronouns and possessive adjectives.

T presents the rules on the slide:

• a before a consonant sound, an before a vowel sound, with a singular countable noun not yet specified: a castle, an island, a university (/juː/ starts with a consonant sound).
• the for something already known or unique in context: 'I saw a castle. The castle was old.'
• the in names such as the United Kingdom and the United States; normally no article before Australia or Canada.
• Do not decide the article from the letter alone.
• Possessive pronouns stand alone: mine, yours, his, hers, ours, theirs. Example: 'This bicycle is hers.'
• Possessive adjectives require a noun: her bicycle.
  T asks Ss to say the sound of 'university' and 'island' aloud.

Ss write the key points in their notebooks:

• a + consonant sound: a castle, a university
• an + vowel sound: an island
• the + known or unique thing: the castle (after 'a castle' was mentioned)
• the United Kingdom, the United States; Australia, Canada (no article)
• Possessive pronouns: mine, yours, his, hers, ours, theirs (no noun after)
• Possessive adjectives: my, your, his, her, our, their + noun (e.g. her bicycle)

Ss pronounce three-syllable words and sentences with correct stress, and use rising or falling intonation in Yes/No and wh-questions.

T models the words and sentences on the slide and asks Ss to repeat.

• Three-syllable stress: EN-er-gy (first syllable stressed); pol-LU-tion (second syllable stressed). Check the stress mark in the dictionary.
• Sentence stress: 'Our BUS will use CLEAN ENERGY.' Function words are weaker. Contrast: 'This is MINE, not yours.'
• Intonation: 'Is it an island?' (rising). 'Where is the castle?' (falling).
  Ss repeat slowly, then at natural speed.

Ss can say:

• EN-er-gy, pol-LU-tion (stress on the marked syllable)
• Our BUS will use CLEAN ENERGY. (content words stressed)
• Is it an island? (rising intonation)
• Where is the castle? (falling intonation)

Ss apply the grammar, articles and vocabulary from Units 10–12 by choosing the correct answer and explaining the reason.

Ss complete Worksheet 1 individually, then compare with a partner. Exercises:

1. Look! The students ___ the lights. A. check yesterday B. is checking C. are checking D. checks
2. Mai ___ a report at the moment. A. write B. is writing C. writes yesterday D. are writing
3. I think future buses ___ cleaner. A. will being B. will be C. will are D. are be
4. This is my bike. It is ___. A. mine B. my C. me D. I
5. New Zealand is ___ island country. A. an B. a C. the an D. no article
6. She studies at ___ university. A. an B. the an C. no article D. a
   Vocabulary recall: coal (than đá); save energy (tiết kiệm năng lượng); autopilot (chế độ lái tự động); vehicle (phương tiện).
   After the quiz, Ss explain each answer to their partner.

Answers:

1. C (Look signals an action happening now; plural subject uses are.)
2. B (Mai is singular; use is + writing.)
3. B (Will is followed by the base verb be.)
4. A (Mine stands alone as a possessive pronoun.)
5. A (Island starts with a vowel sound.)
6. D (University begins with the consonant sound /j/.)
   Vocabulary: coal = than đá; save energy = tiết kiệm năng lượng; autopilot = chế độ lái tự động; vehicle = phương tiện.

Ss produce short sentences about current energy-saving actions and a future prediction, separating current actions from future plans.

Ss complete Worksheet 2 in class with 3–4 sentences each. Task A: Write about actions your class is taking now to save energy. Task B: Write a prediction about a future vehicle using will and one uncertainty word (may or might). Ss then choose one task to extend at home to 60–80 words.

Model answers (sample for Task A):
Our class is checking how we use electricity this week. Two students are counting lights in empty rooms. We are opening curtains when daylight is enough. Next week we will compare our observations and choose one practical change.
Sample for Task B:
I imagine a small electric bus for our town. It will use a route planned by the transport centre. The bus will be quieter than many old vehicles. I do not know when such a system will be affordable.