Kế hoạch bài dạy Tiếng Anh 4 - Review 2: Period 1-3

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 REVIEW 2
 Period 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – correctly use the following sentence patterns:
knowledge & Where’s your school? – It’s in the ___.
skills
 How many ___ are there at your school? – There is / are ___.
 What subjects do you have today? – I have ____.
 When do you have ____? – I have it on ____.
 What’s your favourite subject? – It’s ____.
 Why do you like _____? – Because I want to be _____.
 Is your sports day in _____? – Yes, it is. / No, it isn't. It's in _____.
 When's your sports day? – It's in _____.
 Were you _____ last weekend? – Yes, I was. / No, I wasn't.
 Where were you last summer? – I was in _____.
Competences - Communication and collaboration: work in pairs and groups to complete 
 the learning tasks
 - Self-control & independent learning: perform listening tasks
Attributes - Show pride in what they have learnt
 - Diligence: complete learning tasks
II. RESOURCES AND MATERIALS
 - Student’s book: Page 74
 - Audio tracks 108
 - Teacher’s guide: Pages 137, 138, 139 
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 1 - 10)
 - Computer, projector, 
 III. PROCEDURE Warm-up and review – Listen and tick – Ask and answer – Fun corner and 
 wrap-up
 Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Group 
 - Play Guessing words game (ppt). work
 Option 2: 
 - Ask pupils to choose a song from Units 6 to 10 and sing Whole 
 along (e.g. How many ___?, page 47; When do you have class/ 
 ____?, page 53; My favourite subject, page 57; Our sports Individual 
 day, page 63; Were you on the beach yesterday?, page work
 69).
 - Get pupils to open their books at page 74 and look at 
 Review 2, Activity 1. 
Activity 1. Listen and tick. 5 minutes
a. Goal To listen to and understand five communicative contexts in which 
 characters talk about familiar topics such as our school, our timetable, my 
 favourite subjects, our sports day, our summer holidays and tick the 
 correct pictures.
b. Input – Picture cues:
 1a. a school in a city
 1b. a school in the mountains
 1c. a school in a village
 2a. a timetable having music on Monday
 2b. a timetable having music on Wednesday
 2c. a timetable having music on Thursday
 3a. a Math teacher
 3b. an English teacher
 3c. a painter 
 4a. a calendar of October
 4b. a calendar of March
 4c. a calendar of May
 5a. a tent
 5b. a zoo
 5c. a beach
 Audio script:
 1. A: Where’s your school?
 B: It’s in the mountains.
 2. A: When do you have music?
 B: I have it on Thursdays.
 3. A: What’s your favourite subject?
 B: It’s English because I want to be an English teacher.
 4. A: Is your sports day in October?
 B: No, it isn’t. It’s in May.
 5. A: Were you at the camp last weekend?
 B: Yes, I was.
c. Outcome Pupils can listen to and understand five communicative contexts in which 
 characters talk about familiar topics such as our school, our timetable, my 
 favourite subjects, our sports day, our summer holidays and tick the 
 correct pictures.
d. Procedure Step 1: Draw pupils’ attention to Pictures 1a, 1b and 1c. Whole 
 Elicit the words or phrases to describe the pictures in each class/
 option (e.g. a school in a city, a school in the mountains, a Individual 
 school in a village). Elicit the questions the speaker may ask work
 (e.g. Where’s your school?). Play the recording for pupils to 
 listen. Play again for them to do the task. Then play the 
 recording a third time for them to check their answers.
 Step 2: Repeat Step 1 for the rest of the pictures: 2a, 2b and 
 2c; 3a, 3b and 3c; 4a, 4b and 4c, and 5a, 5b and 5c.
 Step 3: Get pupils to swap books with a partner to check Pair work
 their answers before checking as a class. Write the correct 
 answers on the board. 
 Step 4: Play the recording for pupils to listen and double-
 check the answers. Whole 
 Extension: If time allows, play the recording, sentence by class/
 sentence, for pupils to listen to and repeat some exchanges Individual 
 individually and/ or in chorus. Correct their pronunciation work
 where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
Activity 2. Ask and answer. 10 minutes
a. Goal To ask and answer questions using picture cues or personal information.
b. Input Four picture cues and four questions
c. Outcome Pupils can ask and answer questions using picture cues or personal 
 information.
d. Procedure Step 1: Draw pupils’ attention to the first question. Get the Whole 
 class to read it in chorus. Elicit the answer and give class/ 
 feedback. Then get pupils to role-play the exchange. Repeat Individual 
 the same procedure with the rest of the questions. work
 Step 2: Give pupils time to take it in turns to role-play the 
 four exchanges. Go around the classroom to offer support 
 where necessary.
 Step 3: Invite a few pairs of pupils to stand up and take it 
 Pair work
 in turns to role-play the target exchanges.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
Fun corner and wrap-up: 5 minutes 
 Option 1: Play Game (ppt) Group 
 - Divide the class into 3 teams. work
 - Pupils from each team take turns choose a letter and 
 answer a question
 - Pupils answer correctly get some points 
 Option 2: Use hoclieu.vn, have pupils look at the pictures Whole 
 of Activity 1 and repeat after the recording. class/
 Option 3: Individual 
 work
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 2. What are the core values of the lesson? 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 REVIEW 2
 Period 2
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - correctly use the following sentence patterns:
knowledge & Where’s your school? – It’s in the ___.
skills
 How many ___ are there at your school? – There is / are ___.
 What subjects do you have today? – I have ____.
 When do you have ____? – I have it on ____.
 What’s your favourite subject? – It’s ____. 
 Why do you like _____? – Because I want to be _____.
 Is your sports day in _____? – Yes, it is. / No, it isn't. It's in _____.
 When's your sports day? – It's in _____.
 Were you _____ last weekend? – Yes, I was. / No, I wasn't.
 Where were you last summer? – I was in _____.
 - take part in three fun activities to apply their language knowledge and 
 competences.
 Competences - Communication and collaboration: work in pairs and groups to complete 
 the learning tasks
 - Self-control & independent learning: perform listening tasks
 Attributes - Show pride in what they have learnt
 - Diligence: complete learning tasks
 II. RESOURCES AND MATERIALS
 - Student’s book: Page 75
 - Teacher’s guide: Pages 139, 140
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 1 - 10)
 - Computer, projector, 
 III. PROCEDURE Warm-up and review – Read and match – Read and complete – Let’s write 
 - Fun corner and wrap-up
 Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Group work
 - Play game (ppt).
 Option 2: Whole 
 - Ask pupils to choose a game from Units 6 to 10 to play. class/ 
 - Get pupils to open their books at page 75 and look at Individual 
 Review 2, Activity 3. work
Activity 3. Read and match. 5 minutes
a. Goal To read and match pairs of target sentence patterns. 
b. Input Four pairs of sentence patterns, which together form simple exchanges 
 between two pupils
c. Outcome Pupils can read and match pairs of target sentence patterns.
d. Procedure Step 1: Draw pupils’ attention to the questions and answers. Whole 
 Tell them about this activity. Point at Question 1, What class/
 subjects do you have today? and elicit the answer (subjects). Individual 
 Have pupils read the answers and find which answer is work
 correct and give feedback. Draw a line to match Question 1 
 with the letter b.
 Step 2: Give pupils time to do the task. Go around the 
 classroom to offer support.
 Step 3: Get pupils to swap books with a partner, then check Pair work
 answers together as a class. Write the correct answers on the 
 board.
 Extension: Invite a few pairs of pupils to stand up and read Pair work/ 
 the matched exchanges aloud. Group 
 work
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
Activity 4. Read and complete. 10 minutes
a. Goal To read and show the understanding of a letter by choosing the words to 
 complete a gapped text about a familiar topic.
b. Input A short gapped letter with word cues in the box to complete
c. Outcome Pupils can read and show the understanding of a letter by choosing the 
 words to complete a gapped text about a familiar topic
d. Procedure Step 1: Tell pupils the goal of the activity and explain that Whole 
 they should read a letter and choose the words in the box to class/ 
 complete. Check comprehension. Individual 
 Step 2: Do Sentence 1 as an example. Point at the first work
 sentence and read aloud as a class. Elicit the missing word 
 and give feedback. Complete the sentence and get pupils to 
 read the completed sentence in chorus.
 Step 3: Set a time limit for pupils to do the task 
 independently. Go around the classroom and offer help if 
 necessary.
 Pair work 
 Step 4: Get pupils to swap their books with a partner and 
 check their answers before checking as a class. Correct the 
 answers where necessary.
 Whole 
 Extension: Invite one or two pupils to read the text in front class/ 
 of the class. Correct their pronunciation where necessary. Individual 
 work
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
Activity 5. Let’s write. 10 minutes
a. Goal To use the target language to complete a gapped letter about their school.
b. Input A short gapped letter
c. Outcome Pupils can use the target language to complete a gapped letter about 
 their school.
 Step 1: Tell the class the goal of the activity and explain that Whole 
 they should read the gapped letter and fill in the gaps with class/ 
 their own information. Check comprehension. Individual 
 Step 2: Have pupils do the first gapped sentence together as work
 an example. Ask them to read the first sentence and elicit the 
 words (e.g. a city, the mountains, a town, a village). Then 
 have them fill in the gap.
 Step 3: Give pupils time to complete the text independently. 
 Go around the classroom and offer help if necessary.
 Step 4: Get pupils to swap their books with a partner and 
 check their answers before checking as a class.
 Extension: Invite one or two pupils to read their completed Pair work
 letters in front of the class.
 Whole 
 class/ 
 Individual 
 work
Fun corner and wrap-up: 5 minutes 
Option 1: Play game (ppt) Group 
- Divide the class into 3 teams. work
- Pupils from each team take turns to choose a letter and 
answer a question.
- Pupils answer correctly and get some points.
Option 2: Using hoclieu.vn, have pupils look at Whole 
 class/
the questions and answers of Activity 4 then match. Individual 
Option 3: work
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
2. What are the core values of the lesson? 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 EXTENSION ACTIVITIES 2
 Period 3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – correctly use the following sentence patterns:
knowledge & Where’s your school? – It’s in the ___.
skills
 How many ___ are there at your school? – There is / are ___.
 What subjects do you have today? – I have ____.
 When do you have ____? – I have it on ____.
 What’s your favourite subject? – It’s ____.
 Why do you like _____? – Because I want to be _____.
 Is your sports day in _____? – Yes, it is. / No, it isn't. It's in _____.
 When's your sports day? – It's in _____.
 Were you _____ last weekend? – Yes, I was. / No, I wasn't.
 Where were you last summer? – I was in _____.
 - take part in three fun activities to apply their language knowledge and 
 competences.
Competences - Communication and collaboration: work in pairs and groups to complete 
 the learning tasks
 - Self-control & independent learning: perform listening tasks
Attributes - Show pride in what they have learnt
 - Diligence: complete learning tasks
II. RESOURCES AND MATERIALS
 - Student’s book: Page 76, 77
 - Teacher’s guide: Pages 141, 142