Kế hoạch bài học Tiếng Anh 6 - Tuần 26, Tiết 74: Kiểm tra giữa học kì - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 26, Tiết 74: Kiểm tra giữa học kì - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date: 12/03/2023 Period 74 I. OBJECTIVES: By the end of the lesson, students will be able to know their lack of the main knowledge in the 2 units (Unit 6 and Unit 7) by doing a Mid-term test. II. MATERIALS - Printed tests; Speaker. III. PROCEDURE KHUNG MA TR￿N T￿NG QUÁT Đ￿ KI￿M TRA GI￿A K￿ 2 Môn: Ti￿ng Anh 6 – Chương trình I-Learn Smart World Th￿i gian ki￿m tra: 60 phút Topic Knowledge Comprehension Application Application (The Mid-term test – (Level 1) (Level 2) (Level 3) (Level 4) Unit 6,7) Listening Topic: Community services, Movie S￿ câu 5: S￿ câu : 3 S￿ câu : 2 S￿ đi￿m : 1,0 T￿ l￿ 10 S￿ đi￿m: S￿ đi￿m: 0,4 % 0,6 Reading 1 Topic: Community services, Movie I. Read the passage and decide the sentences True (T) or False (F) S￿ câu : 5 S￿ câu: 2 S￿ câu: 2 S￿ câu 1 S￿ đi￿m: 1,0 T￿ l￿ S￿ đi￿m: S￿ đi￿m: 0,4 S￿ đi￿m: 10% 0,4 0,2 Reading 2 Topic: Community services, Movie II. Read the passage and answer the questions S￿ câu: 5 S￿ câu: 3 S￿ câu: 2 S￿ đi￿m 2.0 T￿ l￿ S￿ đi￿m: 1,2 S￿ đi￿m: 20% 0,8 Use of English I. Choose the best answers. Circle A, B, C or D. - Vocabulary: U6-7 - Grammar: Articles,
2. Positive and Negative imperatives, Prepositions of Time/ place, Past simple with “tobe”. S￿ câu: 15 S￿ câu: 7 S￿ câu: 5 S￿ câu: 3 S￿ đi￿m: 3.0 T￿ l￿ S￿ đi￿m: S￿ đi￿m: 1,0 S￿ đi￿m: 30% 1,4 0,6 Writing 1 I. Complete the second sentence so that it means the same as the first, using the given word S￿ câu : 5 S￿ câu 3 S￿ câu 2 S￿ đi￿m: 2 T￿ l￿ 20 S￿ đi￿m: S￿ đi￿m: % 1,2 0,8 Writing 2 II. Reorder the words to make the sentences. S￿ câu: 5 S￿ câu 3 S￿ câu 2 S￿ đi￿m: 1,0 t￿ S￿ đi￿m: 0,6 S￿ đi￿m: l￿:10% 0,4 T￿ng s￿ câu: 40 S￿ câu: 12 S￿ câu: 15 S￿ câu: 10 S￿ câu: 3 T￿ng s￿ đi￿m: 10,0 S￿ đi￿m: S￿ đi￿m: 3,6 S￿ đi￿m: S￿ đi￿m: T￿ l￿ 100% 2,4 36% 3,0 1,0 24% 30% 10% A. Listening (1,0pt): You will hear a girl asking her friend about what he did last Thursday. Listen and complete questions 1-5. You will hear the conversation twice. MOVIE NIGHT He watched it with: 1._________________ Kind of movie: 2._________________ It was on at: 3._________________ It was very: 4._________________ Kind of music he likes 5._________________ B. Language focus (3,0 pts): I. Choose the letter A, B, C, D to indicate the word that differs from the other three in the position of primary stress in the following question. (0.4) 1. A. reuse B. wildlife C. offer D. cleanup 2. A. funny B. awful C. asleep D. program II. Choose the letter A, B, C, D to indicate the correct answer to each of the following question (2,2) 1. I’m going to see a movie ________ Sunday ________ 6 p.m. A. in/ at B. on/ at C. on/ in D. at/ on 2. Student 1: “Excuse me, is there ________ supermarket near here?” Student 2: “Yes, ______ supermarket is on King Street, next to the police station.” A. the/ the B. the / a C. a/ a D. a/ the 3. We stayed in a hotel _____ the beach. We had to cross the road when we wanted to go swimming. A. in front B. between C. opposite D. next
3. 4. How can I lose weight, Doctor? Don't ____________candy, and get more exercise. A. eating B. eat C. to eat D. eats 5. My pen is _____the books and the computer. A. among B. down C. up D. between 6. Where's Dad? He's taking a nap. Please ____________him up. A. not wake B. not to wake C. don't wake D. doesn’t wake 7. You can catch a bus at the ________. A. train station B. police station C. street D. bus station 8. Mr. Simon is going to ________ $1,000 for the charity. A. donate B. carry C. pick D. buy 9. We_______at school last Saturday. A. are B. is C. were D. was 10. Student A: “I think recycling paper is important.” - Student B: “________” A. Yes, it was. B. I agree. C. No, I don’t think. D. Yes, you can 11. ______make us laugh and think about a topic. A. comedies B. horrors C. documentaries D. sci-fic III. Choose the letter A, B, C, or D to indicate the word(s) CLOSEST in meaning to the underlined word(s) in the following questions (0.4). 1. He has little spare time. A. filled B. free C. busy D. happy 2. My daughter is interested in reading books in her free time. A. dislikes B. wants C. hates D. loves B. Reading (3,0 pts): Read the text carefully and do the tasks: In the UK, the cinema is very popular and a lot of young people go there. But, I what types of film do they watch? Jack, 14 I love going to the cinema because there are always eight films on at our local cinema complex, and it’s really modern. The ice cream is fantastic and there’s great popcorn and other snacks. I go with my friends every Friday. We all like science fiction films with action and suspense. We are also great fans of special effects, so we love films like Avatar and Transformers. Katie, 13 I don’t like horror films or science fiction films but I love romantic comedies. One of my favorite films is The Proposal. It’s about a woman who decides to marry her assistant, but they’re not really in love. His family, in Alaska, try to organize a traditional wedding.... it’s very funny. In the end, they fall in love, of course. I don’t go to the cinema much, because there isn’t a cinema near me. I watch films on DVD a few months later Task 1. Decide if the following statements are true (T) or false (F). 1. ____There isn’t any movie theatre near Jack’s house. 2. ____Katie’s favorite film is a love story. 3. ____Jack and Katie enjoy the same types of film. 4. ____Jack and his friends like to see movies with special effects. 5. ____Katie doesn’t go to the cinema a lot because she prefers watching films on DVD. Task 2. Read the email again and answer the questions. (2,0pts) 1. Who does Jack go to the cinema with? 2. When do they go there? 3. Does Katie like horror film? 4. What kind of film does Katie like? 5. Is the film “The Proposal” funny? D. Writing (3,0 pts): Writing 1. Rewrite the sentences based on the given words so that it means the same as the first. (2,0 pts) 1. The cafe is in front of the restaurant. (behind) => The restaurant is_______________________________________________________ .
4. 2. The supermarket is next to the hospital and next to the post office. (between) => The supermarket is____________________________________________________ . 3. My mother always looks after me when I am sick. (care) => My mother always_____________________________________________________. 4. You shouldn’t waste too much water. (waste) => Don’t________________________________________________________________. 5. I like animation the most. => My favourite film______________________________________________________. Writing 2. Unscramble the sentences (1,0pt). 1. Pick/ trash/ streets./ up/ the/ off =>___________________________________________ 2. night./ Turn/ computers/ at/ off =>___________________________________________ 3. glass/ Reuse/ jars/ to/ food./ store =>______________________ 8. throw/ clothes./ away/ Don't/ old/ them/ Give/ them/ your/ friends./ to =>____________________________________________ 5. up/ Pick/ and/ school./ your/ trash/ house/ near =>________________________________________________________________ Period 75 UNIT 8: LESSON 1.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - discuss what outdoor activities they want to do; - listen for gist/ detailed information about places to visit; - ask for confirmation; 2. Skill: Students can improve Listening and Speaking skills. 3. Attribute: Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially about the topic “The world around us”. 4. Competencies: - improve the use of language. - develop the ability to communicate and cooperate with their partners, to self-study B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) * Chatting: - Ask some questions about outdoor activities they want to do. * Possible questions: 1. Do you like going out or staying at home? 2. What do you like to do when you go out? 3. What are your plans for your next holiday/ trip? / Do you have any plans for your next holiday/ trip? 4. What kind of entertainment is popular in your country? .... II. Presentation:  Activity 1: New words (15’) a. Fill in the blanks. Listen and repeat.
5. - Pre teach new words. - Elicit the meaning of new words from the students. (By showing the pictures) - Ask students to guess the meanings of the new words by looking at the pictures and copy new words into their notebooks. + Rafting (n) việc đi bè + Canyon (n) hẻm núi + Cave (n) hang động + Hiking (n) chuyến đi bộ đường dài + Kayaking (n) trò chèo thuyền kayak + Campsite (n) khu cắm trại - Have students practice the new words. - Calls some students to read the new words aloud. - Check vocabulary: Rub out and remember (Teacher helps students to remember the new words by deleting the words and then asks them to call out.) - Ask students to fill in the blanks. - Give feedback and check the answers with the whole class. * Answer keys: 2. hiking 3. canyon 4. cave 5. campsite 6. kayaking - Play the audio. (CD2 – 27) b. Discuss what outdoor activities you want to do. - Demonstrate the activity with a student. T: What outdoor activities do you want to do? Or: I want to go rafting.  Activity 2: Listening (20’) a. Listen to three friends talking about where to go on vacation. Tick ( )the place they decide to go. - Set up the listening task (have students look at the questions, key words, pictures, heading ) to introduce the topic. - Have students guess the answer. - Ask students to listen carefully and tick () the place they decide to go. - Play the audio once. (CD2 – 28) - Check the answer with the whole class. * Answer key: Blue River Canyon
6. b. Now, listen and fill in the blanks. - Have students look at the questions and guess the answers. - Ask the students to listen and fill the blanks. - Play the audio twice. (CD2 – 28) - Give feedback and correct students’ answers (play the audio again and pause to check if necessary). - Listen and fill in the table with the missing information individually. - Share the answers with their partners. - Give the answer as a whole class. * Answer keys: Black Hawk Cave Blue River Canyon - Activities: Rock climbing, hiking - Activities: Kayaking - Travel time: 4 hours by bus - Travel time: Two hours by train - Places to stay: hotel - Places to stay: campsite * Optional activity - Have students work in groups of 4 to talk about where they want to go for their summer vacation. - Walk around the class to give support if necessary. - Have students share their ideas in front of the class.  Activity 3: Conversation Skill (5’) - Focus attention on the conversation skill box. - Explain that we can ask for confirmation and give examples. To confirm you understood everything, say: Sorry, did you say .............? Sorry, was that .............? - Play the audio. (CD2 – 29) - Have some students practice saying the phrases in pairs. III. Consolidation (3’) * Vocabularies about outdoor activities they want to do: rafting, canyon, go caving, hiking, kayaking, campsite, * Conversation Skill - Asking for confirmation: Sorry, did you say .............? Sorry, was that .............? IV. Homework (2’) - Memorize the vocabulary of outdoor activities. - Talk about what outdoor activities they want to do. - Know how to ask for confirmation. - Prepare for the next lesson: Lesson 1.2: Grammar on page 63. Think of the meaning and usage of the modals "should" and "can".
7. ------------------------------------------------------------------------- Period 76 UNIT 8: LESSON 1.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to know how to use the modals "should" and "can". 2. Skill: - improve speaking skills, listening skill. - improve the use of English. 3. Attribute: Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “the world around us”. 4. Competencies: - improve the use of language. - develop the ability to communicate and cooperate with their partners, to self-study B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) * Game: Crossword puzzle - Ask students to play the game using new words on page 44 in workbook. Lead to the new lesson. II. New lesson  Activity 1: Grammar: Modals (35’) a. Listen and repeat
8. - Play the audio (CD2-30). - Ask students to repeat. - Ask students if they know what the words “should”, “can”, in the conversation are called in English. - Ask students to read the theory box. - Elicit the grammar rules from students. * Modals: + We use should to ask for and give advice. + We use can to talk about possibility, and can't for things that are very unsafe to do. Ex1: I/ She should go to Greenwater Cave. Ex2: They/ we shouldn't go hiking there. Ex3: They/ we can't swim in that water. Ex4: Should I travel there? - Listen and repeat in chorus. Activity 2: Practice b. Circle the correct modals. - Ask students to circle the correct modals. - Give feedback and correct the answers. * Answer keys: 1. can't 2. should 3. can 4. shouldn't 5. can't 6. shouldn't c. Complete the dialogue.
9. - Have students complete the dialogue. - Give feedback and correct. (Make sure students understand the situations of the dialogue.) * Answer keys: 2. Can we do there 3. No, we can't 4. Yes, you should 5. No, we shouldn't d. Now, practice the conversation with your partner. - Have students take turns practicing the dialogue. - Have some pairs demonstrate the activity.  Activity 2: Speaking (18’) d. Now, with your partner, ask and answer about what you are doing at different times. - Have students take turns asking and answering about what they are doing at different times. - Have some pairs demonstrate the activity III. Consolidation (2’) * Modals Form: (+) S + should/ can + (-) S + shouldn’t/ can’t + (?) Should/ Can+ S + ? Usage: “Should” to ask for and give advice. “Can” to talk about possibility. “Can’t” for things that are very unsafe to do. IV. Homework (2’) - Learn the usage of modals "should" and "can" - Practice asking for and giving advice and talking about possibility with your partners/ classmates. - Do grammar exercises a, b and writing on page 45 in workbook. - Prepare for the new lesson: Pronunciation and speaking (page 64) - Ask them to think of a plan for a class trip. Where are you going to go and what are you going to do/ prepare?
10. ------------------------------------------------------------------------- ENGLISH 8 Period 74 UNIT 9: NATURAL DISASTERS Lesson 6: Skills 2 A. OBJECTIVES: By the end of the lesson, students will be able to: I. Knowledge: - have a brief overview of the natural disasters. - use lexical items related to the topic. II. Competence: - Communication, ability to use language (write a news report on a natural disaster) - Self-learning capacity( find information about the natural disaster) - Creative capacity ( write a paragraph about opinion). III. Quality: hardworking, responsible and honest. IV. Skills: listening and writing V. Grammar : passive voice, past perfect tense. B. TEACHING AIDS: Ss’ books, textbook, projector, cassette, loudspeaker C. PROCEDURES I. Warm up: Chatting Ask Ss to tell kinds of natural disasters. II. Pre-Listening: 1. Talking: Have you or one of your family members experienced a natural disaster? Make notes about it in the table below. Alternatively, you can write about a natural disaster you have read about. - Ask Ss to make notes about a natural disaster they or one of their family members have experienced in the given table. - Remind them that they do not have to write full sentences and they can use abbreviations. - Then, ask Ss to share their notes with their partners. - T may ask some more able Ss to read out their notes to the whole class. 2. Guessing T/ F statements. - T has Ss work in groups of 4, look through the statements and guess which is T, which is F. III. While-listening: 1. Listen to the news report and correct the following statements. - Remind Ss about listening for keywords in statements. - Play the recording and ask Ss to correct the statements. - Then ask two or three Ss to write their answers on the board. - Play the recording again for Ss to check the answers. Key: 1- A typhoon hit Nghe An Province last night. 2- Dozens of people were seriously injured in the storm. 3- There was extensive damage to property in Cua Lo, a coastal town in Nghe An. 4- The storm had already weakened when rescue workers arrived in the area. 5- According to the weather bureau, heavy rain will continue over the next few days. Audio script:
11. Nghe An Province was badly affected again when a typhoon hit the area last night. The storm began at around 11 p.m. and raged throughout the night. Dozens of people were seriously injured and hundreds of others were left homeless. The severe winds caused extensive damage to property, including homes and businesses, particularly in Cua Lo, a coastal town in Nghe An. The storm had already weakened by the time emergency workers arrived in the area. Rescue operations have started and many people trapped in collapsed or damaged buildings have been freed. Workers are now clearing up the debris left behing by the severe storm. The government has already sent rescue equipment to Nghe An, as well as food and medical supplies. People left homeless have been taken to safe areas, where temporary accommodation will be built to house them. The weather bureau has issued flood warnings for Nghe An and nearby provinces as heavy rain is expected to continue over the next few days. 2. Listen again and complete the data chart. - First, ask Ss to work in pairs to discuss the missing word for each gap from the information they have heard in 1. - Then play the recording again and allow Ss to fill the gaps as they listen. - Ask Ss to share their answers in pairs before playing the recording a final time to allow pairs to check their answers. - If time is limited, T may play only the sentences that include the information Ss need for their answers. Key: 1. winds 2. homeless 3. damage 4. flood 5. debris 6. accommodation IV. Post-writing: 1. Retelling - Ss retell what they can listen on the tape. 2. Talking - Swap new reports with a partner and review each other’s drafts. Make revisions and corrections if necessary. Then present your final news report to the class. - Set up the writing activity. - Remind Ss that first and most important thing is always to think about what they are going to write. - In this case, Ss can use the chart in 3 as a model for their report. - T may still need to provide some help with the language necessary for writing. - Ask Ss to write a draft report first. - Then have them write their final version in class or at home, depending on time allowed. - If they write in class, they can also do it in pairs or groups. - T may display all or some of the reports on the wall/ board and invite other Ss to give comments. - Ss edit and revise their reports as homework. - Note that the audio script provides a good model of a news report. - This structure can be used to write another news report. V. Homework: - Use your notes in 3 to write a new report. - Write the news report in the notebook Period 75 UNIT 9: NATURAL DISASTERS
12. Lesson 7: Looking back and project A.OBJECTIVES: By the end of the lesson, students will be able to: I. Knowledge: Revise all the vocabulary, grammar points they’ve learnt, practice doing exercises and speaking with friends about the natural disasters. II. Competence: Co- operation, Self-study, work in pairs, groups.... III. Qualities: Hardworking, responsible and honest IV. Skills: Speaking, writing V. Grammar: the past perfect tense B. TEACHING AIDS - Student’s books, textbooks, projector. C. PROCEDURES: I. Warm up: Brainstorming : natural disasters II. Vocabulary 1. Match the words (1-6) to their definitions (A-F). - Have Ss work independently. - Then they can check their answers with a partner before discussing the answers as a class. - However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment. Key: 1. C 2. F 3. D 4. B 5. A 6. E 2. Use the words form the box in the correct form to complete the sentences. - Have Ss work independently. - Then they can check their answers with a partner before discussing the answers as a class. - However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment. Key: 1. evacuated 2. put out 3. take 4. provided 5. scattered III. Grammar 1. Activity 1. Decide which of the sentences can be changed to passive voice. Write them down. Explain why two of them cannot. - Have Ss work independently. - Then they can check their answers with a partner before discussing the answers as a class. - However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment. Key: 1. The tickets will be collected (by Mr.Smith). 2. A play was put on (by the students) at the end of term. 3. The sentence cannot be written in the passive because its main verb is is not a transitive verb. 4. The message was taken (by Julie). 5. The picture as painted by a local artist.
13. 6. The sentence cannot be written in the passive because its main verb arrive is3not a transitive verb. 2. Activity 2: Matching Match the two parts to make complete sentences. - Have Ss work independently. - Then they can check their answers with a partner before discussing the answers as a class. - However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment. Key: 1. d 2. f 3. a 4. b 5. c 6. e 3. Activity 3: Writing a. Imagine five bad things that happened to you yesterday, and write them down. - First, ask Ss to work individually writing down, or inventing five bad things that happened to them yesterday. - Then allow them to share the sentences with a partner. b. Work in groups. Add time clauses to your sentences as the following examples. Remember to use the past perfect. - Ask Ss to work in groups. - Remind them to add time clauses and use the past perfect with their sentences. - Then ask each student to take turns to say out their sentences to the members of their group. - T may go around to provide help. 4. Activity 4. Read the news headlines. In pairs, use the expressions from the box in GETTING STARTED to respond to them. - First, model this activity with a more able student. - Then ask Ss to work in pairs, using the expressions from the box in GETTING STARTED to respond to the news headlines. - T may go around to provide help. - Call on some pairs to practise in front of the class. V. Homework: - Rewrite the exercises into your notebook - Prepare Review 3 Period 76 REVIEW 3 LESSON 1: LANGUAGE A. OBJECTIVES: 1.Knowledge: - By the end of the lesson Ss will be able to revise the language they have studied and the skills they have practiced from unit 7 to unit 9. - Vocabulary: Revise the vocabulary they have learnt from unit 7 to unit 9. - Phonetics: The way to pronounce the words related to the theme “Our world”; stress in words ending in “-ic, -al, -ese, -ee, -logy, -graphy”. - Grammar: + Conditional sentences type 1, 2; Present tenses; Passive voice and Past perfect.
14. 2. Competences: - Doing exercises on pronunciation, vocabulary, grammar and everyday English related to the theme “Our world” - Pairs work, groups work, individual 3. Quality: - Ss love the subject and be aware of revision to prepare well for the mid term test B. TEACHING AIDS: - Students: Materials: book, pen - Teacher: Equipment: laptop, projector. C. TEACHING PROCEDURES: New lesson : I. Activity 1: Warm up * Play game: Chatting *Aims: To help ss to remember what they have learnt so far in terms of language and skills. *Content: Ss can recall what they have learnt * Output: Ss can review the grammar they learnt. 1.Transfering the learning task: - Ask SS to name the grammar points that they learnt from unit 7 to unit 9. 2. Doing the task: - Ss write individually. 3. Reporting the task result and discuss: - T calls two Ss to write on the board. 4. Giving the remarks to their doing the task: - T corrects and gives the remarks. - Give feedback II. Activity 2: 1. Pronunciation. 1. Mark the stress on the correct syllables in the words. Then listen and repeat. - Review the rules of stress in words ending in -ic, -al, -ee, -ese, -logy, and -graphy with Ss as a class. - Have Ss then mark the stress independently. - Play the recording. Ss listen and correct their answers. - Confirm their answers. - Ss listen again and repeat, in chorus and individually. Key: Nepa'lese ath'letic eco'nomic ge'ography 'musical technology bi'ology 'physical pho'tography refe'ree Japa'nese exami'nee 2. Vocabulary 2. Complete each sentence with the suitable form of the word provided. - T asks Ss to read the requirement of the exercises. - T asks Ss to complete the sentences individually Key: 1 predict 2. iconic 3. natural 4. culture
15. 5. flooded 6 polluted 3. Match the definitions with their words. - Ask Ss to do this exercise individually. - Ss do the exercise independently - Check Ss' answers and write the correct ones on the board. Key: 1. c 2. a 3. f 4. b 5.d 6.e 3. Grammar 4. Choose the correct answer A, B, C or D to complete the sentences. - Revises the use of present tenses, conditional, past perfect and passive voice. - Have a brief revision if necessary. - Then have Ss do it individually. - Ss exchange their answers and discuss if there is any difference in their answers. - T checks and explain each answer. Key: 1. A 2. B 3. C 4. A 5. C 6. B 5. Use the verbs in brackets in the correct form to complete the conditional sentences. - Have Ss read and decide which type of conditional is used in each sentence. - Elicit their answers, then ask Ss to do this exercise by using the correct form of the verbs in brackets to complete the conditional sentences independently. - Check and write the correct answers on the board. Key: 1. get; will grow 2. was/ were; would not have to work 3. could choose; would go 4. don’t act, will lose 5. was/were, would be 6. used, would be 6. Choose the correct voice to complete sentences. - Ask Ss to look at the subjects and the verbs to decide if an active or a passive is needed. - Have them do the exercise in pairs. - Ss do the task in pairs. - Check and write the correct answers on the board. Key: 1. have been sent 2. organised 3. is made up 4. is caused 5. was chosen 6. have replaced III. Homework: - Rewrite the exercises into your notebook - Prepare Review 3 Skills -----------------------------------------------------------------