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

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 REVIEW 3: FUN TIME
 Lesson 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – correctly use the following sentence patterns:
knowledge & 
skills ● Where do you live? – I live ____.
 ● What’s the ____ like? – It’s ____.
 ● What does he / she do? – He’s / She’s ____.
 ● Where does he / she work? – He / She works ____.
 ● What does he / she look like? – He’s / She’s ____.
 ● What does he / she look like? – He / She has ____.
 ● When do you watch TV? – I watch TV ____.
 ● What do you do in the morning? – I ____.
 ● Where does he / she go on Saturdays? – He / She goes to the ____.
 ● What does he / she do on Sundays? – He / She ____.
 – take part in 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
II. RESOURCES AND MATERIALS
 - Student’s book: Page 36
 - Audio tracks 51
 - Teacher’s guide: Pages 202,203 
 - Website hoclieu.vn
 - Flash cards/ pictures and posters
 - Computer, projector, 
 III. PROCEDURE Warm-up - Review – Listen and number – 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.
 – Spend a few minutes revising Unit 15 by having pupils Whole 
 sing the song Where do they go on Saturdays? on page 31 class/ 
 and / or say the chant on page 34. Individual 
 – Ask pupils to open their books at page 36 and look at work
 Review 3. Tell them what they will learn in this unit.
Activity 1. Listen and number. 10 minutes
a. Goal To listen to and understand four communicative contexts and number 
 the correct pictures.
b. Input Picture cues:
 a. a farmer b. a man playing tennis c. a busy street d. a tall boy
 Audio script:
 1. A: What’s the street like?
 B: It’s a busy street.
 2. A: What does he do?
 B: He’s a farmer.
 3. A: What does your brother look like?
 B: He’s tall.
 4. A: What does your father do on Sundays?
 B: He plays tennis.
c. Outcome Pupils can listen to and understand five communicative contexts and 
 number the correct pictures.
 Key: 1. c 2. a 3. d 4. b 
d. Procedure Step 1: Draw pupils’ attention to Pictures a, b, c and d. Elicit Whole 
 what is shown in each picture (See Input). Check class
 comprehension.
 Step 2: Play the recording for Question a. Play the recording 
 again for pupils to do the task. Play the recording a third Individual 
 time to give pupils another listening opportunity if needed. work
 Step 3: Repeat Step 2 for the rest of the pictures.
 Step 4: Get pupils to swap books with a partner, then check 
 answers as a class. Write the correct answers on the board. Whole 
 Step 5: Play the recording for pupils to double-check their class
 answers.
 Extension: If time allows, play the recording, sentence by 
 sentence, for the class to listen and repeat in chorus. 
 Correct their pronunciation 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.
b. Input – Four questions for pupils to ask and answer
 – Four pictures
c. Outcome Pupils can ask and answer questions using picture cues.
d. Procedure Step 1: Draw pupils’ attention to the first picture. Get them Whole 
 to look at Mary’s thought bubble to identify what the girl class
 looks like. Check comprehension. Individual 
 Step 2: Draw pupils’ attention to Nam’s question (What work
 does your sister look like?). Have pupils look at the girl in 
 Mary’s thought bubble to answer the question. Whole 
 Step 3: Repeat Steps 1 and 2 with the rest of the pictures. class/ 
 Step 4: Have pupils work in pairs to role-play the four Individual 
 exchanges. Go around the classroom to monitor the work
 activity.
 Extension: Invite some pairs of pupils to stand up and take 
 it 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: 10 minutes
 Option 1: play Review Game (PPT)
 - Divide the class into 2 or 4 teams.
 - T reminds pupils of 4 topics (Jobs, Appearance, Daily Whole 
 activities, My family’s weekend) they will review in this class/Team
 lesson.
 - T calls 1 pupil from each team choose a topic and the points 
 they want to get. Then, they answer the questions. If the 
 pupil answers correctly, they will get the chosen points for 
 that question. Whole 
 - After 16 numbers, the team with the most points is the class/ 
 winner. Individual 
 work
 Option 2: Wrap up
 - Ask students to answer the following questions:
 What have you learnt from the lesson today? 
 Review Units 11-15: My home, Jobs, Appearance, Daily 
 activities, My family’s weekend. 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
REVIEW 3: FUN TIME
Lesson 2
 I. OBJECTIVES
 By the end of the lesson, pupils will be able to:
 Language – correctly use the following sentence patterns:
 knowledge & 
 skills ● Where do you live? – I live ____.
 ● What’s the ____ like? – It’s ____.
 ● What does he / she do? – He’s / She’s ____.
 ● Where does he / she work? – He / She works ____.
 ● What does he / she look like? – He’s / She’s ____.
 ● What does he / she look like? – He / She has ____.
 ● When do you watch TV? – I watch TV ____.
 ● What do you do in the morning? – I ____.
 ● Where does he / she go on Saturdays? – He / She goes to the ____.
 ● What does he / she do on Sundays? – He / She ____.
 – take part in 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
 II. RESOURCES AND MATERIALS
 - Student’s book: Page 37
 - Teacher’s guide: Pages 204,205
 - Website hoclieu.vn
 - Flash cards/ pictures and posters 
 - 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: Play a game Whole 
 - Everyone stands up. class/ 
 Individual 
 - One person reads the word or sentence on the screen.
 work
 - Then, the next person goes.
 - If Billy is struck by lightning when you’re reading, you’re 
 out (sit down).
 - The last person standing is the winner!
 * Option 2: Game
 Spend a few minutes revising Units 11 to 15 by having 
 pupils play a game (e.g. Whispering, Guessing game, Tic-
 tac-toe) using language learnt in these units.
 – Ask pupils to open their books at page 37 and look at 
 Review 3, Activity 3. Tell them what they will learn in this 
 unit.
Activity 3.Read and match. 10 minutes
a. Goal To read and match pairs of target sentence patterns
b. Input Five pairs of sentence patterns, which together form simple exchanges 
 between two
 pupils
c. Outcome Pupils can read and match pairs of target sentence patterns.
 Key: 1. d 2. a 3. e 4. c 5. b
d. Procedure Step 1: Draw pupils’ attention to the sentences. Tell them Whole 
 about this activity. Point at Sentence 1, elicit the answer and class
 give feedback. Draw a line to match Sentence 1 with the 
 letter d. 
 Step 2: Give pupils time to do the task individually. Go 
 around the classroom to offer support. Individual 
 Step 3: Get pupils to swap books with a partner, then check work
 answers as a class. Write the correct answers on the board.
 Extension: Invite some pairs of pupils to stand up and read 
 the matched exchanges aloud. 
 Whole 
 class
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 understanding of a text by completing the gaps.
b. Input A gapped paragraph with five word cues to complete
c. Outcome Pupils can read and complete the gapped paragraph.
 Key: 1. factory 2. slim 3. works 4. pupil 5. watch
d. Procedure Step 1: Draw pupils’ attention to the words in the box and Whole 
 the paragraph. Point at the first gapped sentence and have class
 pupils read it aloud as a class. Elicit the missing word and give Individual 
 feedback. Complete the sentence and get pupils to read the work
 completed sentence in chorus.
 Step 2: Give pupils time to do the task individually. Go Whole 
 around the classroom to offer support where necessary. class/ 
 Step 3: Get pupils to swap books with a partner, then check Individual 
 answers as a class. Write the correct answers on the board. work
 Extension: Invite a few pupils to stand up and read the 
 completed paragraph aloud.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
Activity 5: Let’s write 5 minutes
a. Goal To use the target language to complete a gapped paragraph using a 
 picture cue. 
b. Input – A short text with gapped sentences to complete.
 – A picture cue.
c. Outcome Pupils can use the target language to complete a gapped paragraph using 
 a picture cue.
 Key: 1. cooks meals 2. cleans the floor 3. washes the dishes 4. clean the 
 table
d. Procedure Step 1: Tell the class the goal of this activity: to read the gapped text and 
 fill in the gaps using the picture cue. Check comprehension.
 Step 2: Write the sentence with the first gap on the board: My father 
 ____. Ask pupils to point at the father in the picture and encourage pupils 
 to say what he does on Sundays (cooks meals). Give pupils time to write 
 the answers.
 Step 3: Repeat Step 2 for the other gaps.
 Step 4: If time allows, invite a few pupils to read the paragraph they have 
 completed in front of the class.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
Fun corner and wrap-up: 10 minutes
 Option 1: play Review Game (PPT)
 - Divide the class into 2 or 4 teams.
 - T reminds pupils of 4 topics (Jobs, Appearance, Daily Whole 
 activities, My family’s weekend) they will review in this class/Team
 lesson.
 - T/Pupil spins the wheel, answers a question from the 
 teacher and gets points. 
 - The team with the most points is the winner. 
 Whole 
 Option 2: Wrap up class/ 
 - Ask students to answer the following questions: Individual 
 What have you learnt from the lesson today? work
 Review Units 11-15: My home, Jobs, Appearance, Daily 
 activities, My family’s weekend. 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
REVIEW 3
Period 3
 I. OBJECTIVES
 By the end of the lesson, pupils will be able to:
 Language Correctly use the following sentence patterns: 
 knowledge & - Where do you live? – I live ____. 
 skills
 - What’s the ____ like? – It’s ____. 
 - What does he / she do? – He’s / She’s ____. 
 - Where does he / she work? – He / She works ____. 
 - What does he / she look like? – He’s / She’s ____. 
 - What does he / she look like? – He / She has ____. O
 - When do you watch TV? – I watch TV ____. 
 - What do you do in the morning? – I ____. 
 - Where does he / she go on Saturdays? – He / She goes to the ____. 
 - What does he / she do on Sundays? – He / She ____. 
 - take part in extension 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.
 II. RESOURCES AND MATERIALS
 - Student’s book: Page 39
 - Teacher’s guide: Pages 226, 227
 - Website hoclieu.vn++
 - Flash cards/ pictures and posters (Review 3)
 - Computer, projector,