Giáo án Tiếng Anh 4 Global Success (CV2345) - Review 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 
 Step 2: Play the recording for Question a. Play the 
 recording again for pupils to do the task. Play the Individual 
 recording a third time to give pupils another listening work
 opportunity if needed.
 Step 3: Repeat Step 2 for the rest of the pictures.
 Step 4: Get pupils to swap books with a partner, then Whole 
 check answers as a class. Write the correct answers on the class
 board.
 Step 5: Play the recording for pupils to double-check their 
 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 
 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
 - Flash cards/ pictures and posters
 - Computer, projector,  
 check 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. 
 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
 - Flash cards/ pictures and posters (Review 3)
 - Computer, projector, 
 III. PROCEDURE Warm-up and review – Read and tick True or False –Let’s write– Games – 
 Project 
 Step 4: When all the pupils have had a turn, tell them to 
 swap their drawings with their partners.
e. - Performance products: Student’s talk and pictures.
Assessment - Assessment tools: Observation; Questions & Answers, Peer correction
KNOWLEDGE CONSTRUCTION
Activity 2. Tell the class about your partner’s family member.
a. Goal To correctly describe the appearance of someone’s family member.
b. Input – A picture showing a girl holding the drawing of her mum that her 
 partner has drawn, and the boy describing her mum to the class
 – Speech bubbles: She’s tall. She has long, brown hair
c. Outcome Pupils can correctly describe the appearance of someone’s family 
 member.
d. Procedure Step 1: Draw pupils’ attention to the picture. Ask: What is Whole 
 the boy doing?. When pupils answer correctly, confirm the class
 answer: He is describing the girl’s mum.
 Step 2: Nominate a few pairs to come to the front of the Pair work
 class and share their drawings and descriptions with the 
 class. This step could also be done in small groups so that 
 every pair has a chance to share.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; 
PROJECT
Activity 3. Read and match. Then say what the animals are.
a. Goal To read and match four descriptions with four pictures of animals, then 
 say what the animals in the pictures are.
b. Input – Four descriptions for the animals on the left. 
 – Four pictures showing: a monkey, a fish, an elephant and a parrot
c. Outcome Pupils can read and match four descriptions with four pictures of 
 animals, then say what the animals in the pictures are. 
 Key: 1. c 2. d 3. a 4. b 
 1. It’s an elephant. 2. It’s a parrot. 3. It’s a monkey. 4. It’s a fish
d. Procedure Step 1: Draw pupils’ attention to Description 1 and read Group 
 it as a class. Explain any new words. Check work/ Pair 
 comprehension. work