NeoEdu
Giáo án Tiếng Anh 4
Tiếng AnhLớp 4Phần 16. Unit 15: My family's weekends

Giáo án Review 3

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (35 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to: ask and answer about where they live (I live in a village / an apartment; I live at 25 Sunshine Street, an imaginary address).
  • Ss will be able to ask and answer about jobs (What does he/she do? He/She is a doctor / a teacher) and workplaces (Where does he/she work? He/She works at a hospital).
  • Ss will be able to describe appearance with is and has (He is tall. She has long hair) and ask What does he/she look like?
  • Ss will be able to talk about daily activities with time expressions in the morning/afternoon/evening and at noon (When do you wash the dishes? I wash the dishes in the evening.).
  • Ss will be able to describe family weekends with the third-person -s/-es forms (He goes to the sports centre. She does yoga.) and ask Where does she go? / What does he do?
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for key information, interview a partner, read short sentences and write a short paragraph combining Units 11–15.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the correct vocabulary of Units 11–15 (live, village, apartment, doctor, teacher, tall, slim, long hair, wash, brush, go, do, yoga), add -s/-es correctly for he/she, and distinguish do/does in questions from the -s form in statements.

2. General competences

  • Self-control and independent learning: Ss check their own answers against the key, identify their mistakes and correct them without prompting.
  • Communication and collaboration: Ss work in pairs and groups to interview each other, share answers and give feedback politely on one another's writing.
  • Problem-solving and creativity: Ss decide the correct word order and verb form in new sentences, and create a short paragraph about a family member's weekend.

3. Personal qualities

  • Diligence: Ss complete all ten exercises and the writing task on time, and check their work carefully before handing it in.
  • Kindness: Ss describe appearance and jobs in a neutral, respectful way, never criticising a classmate's looks, and give encouraging feedback to their partners.

II. Resources and materials

1. Teacher

  • Lesson plan, textbook Global Success 4 (Review 3), projector or interactive whiteboard
  • Picture cards of a house, an apartment, a village, a doctor, a teacher, a tall man, a girl with long hair, a sports centre, a hospital
  • Board and coloured markers for the sentence-pattern mind map
  • Worksheet No. 1 and Worksheet No. 2 (printed, one set per group)
  • NeoEdu online resource for interactive practice: neoedu.vn/learn/4/english/review-3 (lesson content, examples and interactive exercises)

2. Pupils

  • English 4 textbook, notebook, pencil, eraser, coloured pens
  • Small mini-whiteboard or blank paper for quick answers
  • Family photo or picture of a family member (optional, for the writing task)

III. Procedures

Activity 1: Warm-up and review · 4 minutes

Chant and Guess

Aims

Ss activate the vocabulary and question forms of Units 11–15 through a fast, fun chant.

Content

Ss chant a short question-and-answer chant with the class, using question words Where, What, When and Ss' own answers.

Expected outcomes

Ss answer the teacher's questions with correct short sentences and say the chant with the right rhythm and pronunciation.

Procedure

  1. Teacher

    T shows picture cards one by one and says: 'Look at the picture. Let's chant and guess!' T models the chant: 'Where do you live? Where do you live? I live in a village! I live in a village!'

    Pupils

    Ss look at the picture cards, listen carefully and observe the rhythm of the chant.

  2. Teacher

    T leads the chant with clapping. T changes the question each round: What does she do? When do you wash the dishes? What does he look like?

    Pupils

    Ss chant along with clapping. Possible answers: 'She is a doctor.' 'I wash the dishes in the evening.' 'He is tall.'

  3. Teacher

    T points to a card at random and asks one individual S a question, for example 'Where does he work?'

    Pupils

    Individual Ss answer in a full sentence, for example 'He works at a school.' Other Ss give a thumbs up or correct the answer.

  4. Teacher

    T praises the class and says: 'Today we will review everything we learned from Unit 11 to Unit 15.' T writes the lesson title on the board.

    Pupils

    Ss repeat the lesson title and open their textbooks at Review 3.

Activity 2: Exploration · 8 minutes

Sentence Patterns Mind Map

Aims

Ss review and systematise the key sentence patterns and grammar points of Units 11–15 in one visual map.

Content

Ss work in groups of four to complete a mind map with five branches: Unit 11 (My home), Unit 12 (Jobs), Unit 13 (Appearance), Unit 14 (Daily activities), Unit 15 (My family's weekends). Each branch includes one question, one answer and one grammar note, for example: Where do you live? – I live in a village; grammar note: at + house number for an address (imaginary address only). Grammar notes: is/has with appearance; in the morning/afternoon/evening, but at noon; he/she + -s/-es; does/do in questions.

Expected outcomes

Each group has a completed mind map on A3 paper with five branches. Example entries: 'What does she do? – She is a doctor.' / 'He has round eyes.' / 'When do you wash the dishes? – I wash the dishes in the evening.' / 'Where does he go on Saturdays? – He goes to the sports centre.'

Procedure

  1. Teacher

    T draws a central circle 'Review 3' on the board and five empty branches. T divides the class into groups of four and gives each group an A3 sheet and coloured pens. T says: 'Each branch is one unit. Write one question, one answer and one grammar note.'

    Pupils

    Ss form groups, choose a group leader and a secretary, and read the instructions carefully.

  2. Teacher

    T monitors and asks guiding questions: 'Is the question about a person or a thing? Which verb form do we use after he or she?' T helps Ss recall that 'does' is used in questions with the base form of the verb.

    Pupils

    Ss discuss and write their branches. Possible answers: 'Where do you live? – I live in an apartment.' 'What does he look like? – He is tall.' 'Does she go to school? – No, she doesn't.' Ss ask each other 'Why do we write goes, not go, here?'

  3. Teacher

    T asks one group to present their mind map. T asks the class: 'Do you agree? Is there anything missing?'

    Pupils

    One representative presents the map in two or three sentences. Other groups listen and ask one question or add a missing point.

  4. Teacher

    T displays the correct sentence patterns on the projector and highlights the key grammar notes: he/she + -s/-es, does/do in questions, in the morning/afternoon/evening but at noon.

    Pupils

    Ss copy the key patterns into their notebooks and check their own mind maps.

Activity 3.1: Practice · 7 minutes

Let's Talk: Class Interview

Aims

Ss practise asking and answering the review questions of Units 11–15 with a partner in a natural conversation.

Content

Ss use the questions from the textbook table to interview a partner: Where do you live? What do you do in the evening? When do you wash the dishes? What does your father do? What does your sister look like? Ss listen first, then ask and answer. Listening step: T reads a short model dialogue twice; first listen for the main idea, second listen to check the details (time, place, job).

Expected outcomes

Each pair completes a short interview and reports two sentences to the class. Example: 'Lan lives in an apartment. She does her homework in the evening.' Model dialogue answers: 'Where do you live? – I live in a village.' 'What does your mother do? – She is a teacher.' 'When do you brush your teeth? – I brush my teeth in the morning.'

Procedure

  1. Teacher

    T reads a short model dialogue twice. First time: 'Listen for the place and the job.' Second time: 'Listen again and check the time and the details.' T writes the question list on the board.

    Pupils

    Ss listen, note the main idea in the first listening and check details in the second listening. They answer T's questions: 'Where does he live? In a village.' 'What does she do? She is a teacher.'

  2. Teacher

    T pairs Ss (Pair 1 and Pair 2 face each other). T says: 'Ask your partner five questions from the list and answer his or her questions.' T walks around and listens for correct -s/-es forms.

    Pupils

    Ss ask and answer in pairs. Possible answers: 'I live in an apartment.' 'He works at a school.' 'I go to the park on Sundays.'

  3. Teacher

    T calls on three pairs to report. T corrects pronunciation and grammar gently: 'Good! Remember: she goes, not she go.'

    Pupils

    Ss report two sentences about their partner, for example 'Nam lives in a village. He goes to the market on Saturdays.'

  4. Teacher

    T praises the effort of the class and summarises: 'When we talk about a person's daily routine, we add -s or -es.'

    Pupils

    Ss give a round of applause and write one new sentence about their partner in their notebook.

Activity 3.2: Practice · 6 minutes

Quick Gap-fill and Reorder

Aims

Ss consolidate grammar and vocabulary of Units 11–15 through gap-filling and sentence reordering.

Content

Ss complete Worksheet No. 1: exercises 1–5 choose the correct word from the word bank for each gap; exercises 6–10 reorder the words to make a correct sentence. Ss can check the answers on the NeoEdu interactive exercises at neoedu.vn/learn/4/english/review-3 after the worksheet.

Expected outcomes

Answer key. Exercises 1–5: 1 live (I live in a village.); 2 a (She is a doctor.); 3 is (He is tall.); 4 in (I wash the dishes in the evening.); 5 goes (He goes to the sports centre.). Exercises 6–10: 6 It is quiet. 7 She works at a hospital. 8 She has long hair. 9 I brush my teeth. 10 She does yoga.

Procedure

  1. Teacher

    T hands out Worksheet No. 1 to each pair and says: 'Read each sentence carefully. Look at the word in the box and the form of the verb.' T models exercise 1 with the class.

    Pupils

    Ss read the instructions and the example in exercise 1 and identify the answer: 'I live in a village.'

  2. Teacher

    T sets a time limit of three minutes. T circulates and reminds Ss: 'Check the verb form: he/she + -s.' T gives hints only, not answers.

    Pupils

    Ss complete exercises 1–5 and reorder exercises 6–10 in pairs. Possible difficulty: 'She works' vs 'She work' in exercise 7; Ss discuss and correct.

  3. Teacher

    T calls on pairs to read their answers aloud, then displays the answer key on the projector.

    Pupils

    Ss read their answers aloud and check against the key. Ss self-correct any mistakes in a different colour pen.

  4. Teacher

    T asks: 'Which exercise was the most difficult? Why?' T adds a short note on the most common mistake: forgetting -s in statements.

    Pupils

    Ss answer honestly and note the mistakes they made in their notebooks.

Activity 4: Application · 10 minutes

Fun Corner: My Family's Weekend

Aims

Ss apply the grammar and vocabulary of Units 11–15 to write and share a short paragraph about a family member's weekend in real life.

Content

Ss complete Worksheet No. 2 (a writing frame) and write a short paragraph of five to six sentences about a family member's weekend: where he or she lives, what he or she does, where he or she goes on Saturdays, and what he or she does in the evening. Ss read their paragraph to a partner and correct one mistake with respect. Fun corner: T plays a quick 'Guess the Family Member' game with the class.

Expected outcomes

Each S writes a paragraph of five to six sentences (for example: 'My father is a teacher. He works at a school in our village. On Saturdays, he goes to the sports centre. He plays badminton. In the evening, he washes the dishes with my mother.') and gives one correct peer correction.

Procedure

  1. Teacher

    T hands out Worksheet No. 2 and explains the writing frame. T says: 'Use an imaginary address if you write about where you live. Do not write real family addresses.' T shows a model paragraph on the projector.

    Pupils

    Ss read the model paragraph and the writing frame, then decide which family member they will write about.

  2. Teacher

    T gives Ss five minutes to write. Then T says: 'Read your paragraph to your partner. Your partner finds one mistake and tells you kindly.' T monitors the correction step.

    Pupils

    Ss write the paragraph individually, then read it to a partner. Partners say: 'Good job! Maybe change 'He go' to 'He goes'.'

  3. Teacher

    T plays the Guess the Family Member game: T reads one sentence from a volunteer's paragraph and the class guesses the person. T gives a small sticker to the best guess.

    Pupils

    Volunteer Ss read one sentence. Other Ss guess, for example: 'Is it your father? He is a doctor?' They answer in full sentences.

  4. Teacher

    T summarises the key points: 'Remember the -s with he and she, do and does in questions, and in the morning/afternoon/evening but at noon.' T gives the homework.

    Pupils

    Ss write the homework in their notebooks and hand in their paragraphs if required.

Worksheets

Worksheet No. 1: Review 3 – Gap-fill and Reorder

Exercises 1–5: Choose the correct word from the word bank for the gap.

  • Unit 11: I {{1}} in a village. (live)
  • Unit 12: She is {{1}} doctor. (a)
  • Unit 13: He {{1}} tall. (is)
  • Unit 14: I wash the dishes {{1}} the evening. (in)
  • Unit 15: He {{1}} to the sports centre. (goes)

Exercises 6–10: Reorder the words to make a correct sentence.

  • Unit 11: It / is / quiet
  • Unit 12: She / works / at / a hospital
  • Unit 13: She / has / long hair
  • Unit 14: I / brush / my teeth
  • Unit 15: She / does / yoga

Extra question for pairs: Ask your partner one question from the review list and write his or her answer in one full sentence.

Worksheet No. 2: My Family's Weekend – Writing Frame

Write five to six sentences about a family member. Use the frame below.

  • My ______ (father / mother / brother / sister / grandmother) is a/an ______. (job)
  • He / She lives in ______. (a village / an apartment; use an imaginary address if needed)
  • He / She works at ______. (a school / a hospital / an office)
  • On Saturdays, he / she goes to ______. (the sports centre / the park / the market)
  • He / She does ______ in the evening. (yoga / homework / the dishes)
  • In the morning, he / she brushes his / her ______. (teeth)

Check list before you read to your partner:

  • Did I add -s or -es after he / she? (goes, does, plays)
  • Did I use does in the question form? (Where does she go?)
  • Did I use in the morning / afternoon / evening, and at noon for 12 o'clock?

Homework

  • Finish your family's weekend paragraph (five to six sentences) and read it aloud to a family member at home. Ask them to say one thing they like about the paragraph.
  • Practise the three question patterns from Units 11–15 with a family member: Where do you live? What does he/she do? When do you wash the dishes? Write the answers in your notebook.
  • Do the online exercises at neoedu.vn/learn/4/english/review-3 to check your answers and review what you learned in Units 11–15.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.