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Giáo án Tiếng Anh 4
Tiếng AnhLớp 4Phần 21. Unit 20: At summer camp

Giáo án Review 4

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

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I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to:
    • Ask and answer about past weather with 'What was the weather like…?' and 'It was sunny/rainy/windy/cloudy.'
    • Make and respond to invitations with 'Do you want to go to…?', 'Great! Let's go.' and 'Sorry, I can't.'
    • Ask about the meaning of signs ('What does it say?' / 'It says…') and give directions ('Go straight', 'turn left', 'turn right') with 'How can I get to the…?'
    • Ask where places are and how much things cost ('Where's the…?', 'How much is/are…?') and describe positions with next to, between… and…, behind and opposite.
    • Use 'these' and 'those' with 'What are these/those animals?' and 'They are…', and give reasons with 'Because they…'.
    • Describe actions in progress with 'What is he/she doing?' / 'What are they doing?' and the present continuous (am/is/are + V-ing).
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen twice (first for main ideas, then for details), speak in pairs about weather, invitations, directions, shopping and animals, and write and read a short paragraph about their own weekend.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use was, says, prepositions of place, these/those, because and the present continuous correctly, including the -ing forms put-putting, take-taking, play-playing and tell-telling, and do not use 'does' in 'What is he doing?'.

2. General competences

  • Self-control and independent learning: Ss check their own answers against the answer key, mark the items they still find difficult, and correct their mistakes without help.
  • Communication and collaboration: Ss work in groups and pairs to ask, answer and explain their answers politely, and give one constructive comment to a partner.
  • Problem-solving and creativity: Ss rearrange jumbled sentences, complete gaps with the correct word, and design a mind map and a short paragraph that use the language of Units 16–20.

3. Personal qualities

  • Responsibility: Ss follow road safety rules, practise giving directions only with an adult when they go outside, and report their results honestly to the group.
  • Kindness: Ss observe animals from a distance, do not feed or tease them, and give friendly, encouraging comments to their classmates during pair and group work.
  • Diligence: Ss complete every task on the worksheets, check their answers carefully, and finish the homework paragraph on time.

II. Resources and materials

1. Teacher

  • Projector or interactive board
  • Flashcards and pictures of weather, road signs, shops, animals and summer camp activities
  • A large mini-map of a small town drawn on the board or on A3 paper
  • Worksheet 1 and Worksheet 2, printed for each group or pair
  • Timer, small stickers or stars for rewards
  • NeoEdu online lesson page for Review 4: neoedu.vn/learn/4/english/review-4 (lesson presentation, examples and interactive exercises)

2. Pupils

  • Notebook, pencil, eraser and coloured pens
  • A3 paper or poster sheet for each group
  • Small cards or sticky notes for writing answers

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Weather pass-the-ball

Aims

Ss recall the question and answer pattern for past weather and get ready for the review lesson.

Content

Ss pass a ball around the class while music plays. When the music stops, the student holding the ball answers the teacher's question about the weather. Question: What was the weather like last weekend?

Expected outcomes

Ss answer correctly with sentences such as 'It was sunny.' or 'It was windy.' and repeat the pattern chorally.

Procedure

  1. Teacher

    T greets the class and says: 'Let's play Pass the ball! When the music stops, you answer my question.' T shows a picture of a windy day and asks: 'What was the weather like last weekend?'

    Pupils

    Ss listen to the rules, sit in a circle or in rows and get ready to pass the ball.

  2. Teacher

    T plays music, stops it at random, and asks the student holding the ball a weather question. T gives a star to each correct answer.

    Pupils

    Ss pass the ball. The student holding the ball answers, for example: 'It was cloudy.' or 'It was rainy.' Expected answers: 'It was sunny.' / 'It was windy.' / 'It was cloudy.' / 'It was rainy.'

  3. Teacher

    T writes the pattern on the board: What was the weather like...? / It was sunny. T asks the class to repeat it chorally, then in pairs.

    Pupils

    Ss repeat the pattern chorally, then practise it with a partner for 30 seconds.

  4. Teacher

    T says: 'Today we review Units 16 to 20. Remember: we use was for past weather and is for today.' T writes the title of the lesson, Review 4, on the board.

    Pupils

    Ss copy the title and the goal of the lesson into their notebooks.

Activity 2.1: Exploration · 14 minutes

Mind map: Units 16–18 (Weather, city and shopping)

Aims

Ss systematise the key structures of Units 16, 17 and 18 by working in expert groups and sharing them with the class.

Content

Ss are divided into three expert groups. Group A studies Unit 16 (Weather and invitations). Group B studies Unit 17 (In the city: signs and directions). Group C studies Unit 18 (At the shopping centre: places and prices). Each group completes Worksheet 1 and draws a mind map on A3 paper with the key structures and one example sentence. Important notes: right and left are based on the direction the speaker is facing; practise directions outside only with an adult.

Expected outcomes

Three mind maps on A3 paper. Each mind map includes at least three key structures and one correct example sentence, for example: 'What was the weather like yesterday?' - 'It was cloudy.' / 'What does it say?' - 'It says stop.' / 'Where's the bookshop?' - 'It is behind the post office.' / 'How much is the hat?' - 'It is 50 thousand dong.'

Procedure

  1. Teacher

    T divides the class into three groups and hands out Worksheet 1. T says: 'Group A: Unit 16. Group B: Unit 17. Group C: Unit 18. You have 6 minutes to draw your mind map.' T shows the NeoEdu page for Review 4 so Ss can check the examples.

    Pupils

    Ss move to their groups, read the guide on Worksheet 1 and decide who will draw, write and speak.

  2. Teacher

    T walks around, checks the sentences and asks guiding questions: 'Is it was or is here? Why?' / 'Is the bakery to the left or to the right of you?' / 'Do we say is or are for one hat?'

    Pupils

    Ss discuss and draw their mind maps. Expected answers: Group A: 'It was windy.' / 'Do you want to go to the park?' - 'Great! Let's go.' Group B: 'It says stop.' / 'How can I get to the bank?' - 'Go straight and turn right.' Group C: 'It is next to the bakery.' / 'How much is the shirt?' - 'It is 50 thousand dong.'

  3. Teacher

    T invites each group to present its mind map in one minute and asks one question to the class after each presentation, for example: 'What do we use for many items?' or 'What does Sorry, I can't show?'

    Pupils

    Each group presents its mind map. Other Ss answer T's question. Expected answers: 'Are for many items.' / 'It shows that you can't go.'

  4. Teacher

    T summarises on the board: was for past weather, is for today; says for signs; next to, between A and B, behind, opposite for places; left and right depend on the speaker's direction. T reminds Ss: 'Practise directions outside only with an adult.'

    Pupils

    Ss copy the summary into their notebooks and add the key points to their mind maps.

Activity 2.2: Exploration · 14 minutes

Listen, point and say: Units 19–20 (Animals and summer camp)

Aims

Ss learn and use the language of Units 19 and 20 through pictures, listening and pair work.

Content

T uses pictures of animals (elephants) and a summer camp scene (a boy putting up a tent, two children playing tug of war). Ss learn: These and those with What are these/those animals? / They are elephants. Why do you like elephants? / Because they are beautiful. The present continuous: What is he doing? / He is putting up a tent. What are they doing? / They are playing tug of war. The -ing forms: put-putting, take-taking, play-playing, tell-telling. Note: do not drop be and do not use does in questions about actions in progress. Observe animals from a distance and do not feed or tease them.

Expected outcomes

Ss point to pictures and say correct sentences such as 'They are elephants.' / 'Because they are beautiful.' / 'He is putting up a tent.' / 'They are playing tug of war.' Ss spell the -ing forms correctly on the board.

Procedure

  1. Teacher

    T shows the animal picture and asks: 'What are these animals?' T models the answer: 'They are elephants.' T asks: 'Why do you like elephants?' and models: 'Because they are beautiful.'

    Pupils

    Ss listen carefully and look at the pictures. Expected answer: 'They are elephants.'

  2. Teacher

    T shows the camp picture and asks: 'What is he doing?' and 'What are they doing?' T writes the -ing forms on the board: put-putting, take-taking, play-playing, tell-telling. T plays the NeoEdu audio for Units 19–20 and asks Ss to point and repeat.

    Pupils

    Ss listen, point to the pictures and repeat chorally. Then pairs take turns: one student points and asks, the other answers. Expected answers: 'He is putting up a tent.' / 'They are playing tug of war.'

  3. Teacher

    T invites three pairs to act out the questions and answers in front of the class. T corrects pronunciation and -ing spelling.

    Pupils

    Pairs present. Other Ss listen and point out one mistake if they hear it, then say the correct sentence.

  4. Teacher

    T summarises: 'Use these for near things and those for far things. Don't forget the verb be in the present continuous. Observe animals from far away and never feed or tease them.'

    Pupils

    Ss write two example sentences in their notebooks, one with these/those and one with the present continuous.

Activity 3.1: Practice · 15 minutes

Team relay: Review exercises 1–10

Aims

Ss apply the grammar and structures of Units 16–20 by completing fill-in and sentence reordering exercises.

Content

Ss complete Worksheet 2 in two teams. Exercises 1–5: choose the correct word from the word bank to fill the gap. Exercises 6–10: reorder the words to make complete sentences. In a relay, each team member goes to the board to write one answer, then returns and passes the marker to the next member.

Expected outcomes

Exercises 1–10 completed correctly on Worksheet 2. Answer key: 1. was (It was windy last weekend.) 2. says (It says stop.) 3. to (It is next to the bakery.) 4. are (They are elephants.) 5. is (He is putting up a tent.) 6. Do you want to go to the park? 7. Go straight and turn left. 8. How much is the shirt? 9. Because they are beautiful. 10. They are playing tug of war.

Procedure

  1. Teacher

    T hands out Worksheet 2, divides the class into two teams and explains the relay rules: one member per turn goes to the board, writes one answer, and returns to the team.

    Pupils

    Ss form two teams, line up and read the instructions on Worksheet 2.

  2. Teacher

    T starts the timer for each exercise and checks the board. T asks teams to read the completed sentences aloud together.

    Pupils

    Ss complete the relay. Expected answers: 'It was windy last weekend.' / 'It says stop.' / 'It is next to the bakery.' / 'They are elephants.' / 'He is putting up a tent.' / 'Do you want to go to the park?' / 'Go straight and turn left.' / 'How much is the shirt?' / 'Because they are beautiful.' / 'They are playing tug of war.'

  3. Teacher

    T reads the key aloud and asks teams to check their answers. T asks: 'Why is it is next to and not are next to?' Expected answer: 'Because the subject is singular: it.'

    Pupils

    Teams check their answers, correct any mistakes in a different colour and explain why the answer is correct.

  4. Teacher

    T gives stars to the team with more correct answers and praises the team that corrected its work carefully.

    Pupils

    Ss clap for each other and write the corrected answers in their notebooks.

Activity 3.2: Practice · 14 minutes

Let's talk: Interview a partner

Aims

Ss use the review questions to interview a partner and respond naturally in English.

Content

Ss interview a partner using the questions below and answer their partner's questions with full sentences. Questions: What was the weather like last weekend? Do you want to go to the park? (answer with Great! Let's go or Sorry, I can't, with a reason). How much is your bag? (or other item, price in thousand dong). What are these animals? Why do you like them? What is your friend doing now? Ss must listen first for the main idea, then for the details.

Expected outcomes

Each pair completes at least five questions and answers, using correct structures such as 'It was sunny last weekend.', 'Sorry, I can't. I have a math test.', 'It is 20 thousand dong.', 'They are tigers. Because they are strong.' and 'She is reading a book.'

Procedure

  1. Teacher

    T writes the interview questions on the board and reads them aloud. T models one short interview with a strong student: 'What was the weather like last weekend?' - 'It was rainy.'

    Pupils

    Ss listen, repeat and copy the questions into their notebooks.

  2. Teacher

    T walks around, helps pairs with difficult questions and listens for correct -ing forms and prepositions.

    Pupils

    Pairs take turns asking and answering. Expected answers: 'It was cloudy.' / 'Great! Let's go.' / 'It is next to the post office.' / 'They are elephants.' / 'He is taking a photo.'

  3. Teacher

    T invites three pairs to share one question and answer each with the class. T gives feedback on pronunciation and grammar.

    Pupils

    Pairs present. Other Ss listen and give one positive comment, for example: 'Your answer was clear!'

  4. Teacher

    T reminds Ss to use full sentences and to give reasons with because when they explain their choices.

    Pupils

    Ss write one new sentence from their interview in their notebooks.

Activity 4: Application · 8 minutes

Fun corner: My summer camp journal

Aims

Ss write a short paragraph about their weekend and their favourite animal, then read a partner's work and give one evidence-based correction.

Content

Ss write 4 or 5 short sentences: one about the weather last weekend, one invitation, one direction or sign, one animal with a reason, and one activity happening now. Then they join the sentences into a short paragraph. Ss swap their paragraphs with a partner, read them aloud, and correct one mistake with a reason. Homework: finish the paragraph and draw a route from home to school with directions, then check it with an adult.

Expected outcomes

A short paragraph of 5 to 7 sentences in each student's notebook, and one correction written on a partner's paragraph with a reason, for example: 'He is putting up a tent, not He putting up a tent, because we need the verb be.'

Procedure

  1. Teacher

    T says: 'Write your sentences first, then join them into a paragraph. Swap with a partner and find one mistake. Explain why.' T writes the sample sentences on the board.

    Pupils

    Ss read the sample sentences, then write their own sentences in their notebooks.

  2. Teacher

    T monitors, helps Ss join sentences with and or because, and checks that they use was for past and is/are for now.

    Pupils

    Ss write their paragraph, swap with a partner, read aloud and correct one mistake. Expected answer: 'It was sunny last weekend. We went to the park. Because it was sunny, we were happy. Now, my sister is reading a book.'

  3. Teacher

    T asks two or three Ss to read their paragraphs aloud and asks the class: 'Did the partner's correction make sense? Why?'

    Pupils

    Ss read their paragraphs. Classmates reply: 'Yes, because the verb be was missing.'

  4. Teacher

    T praises the work and gives the homework. T says: 'Remember to practise directions only with an adult, and observe animals from a distance.'

    Pupils

    Ss write the homework in their notebooks and say goodbye.

Worksheets

Worksheet 1: Mind map guide (Units 16–18)

  • Group A (Unit 16: Weather):
    • Ask about past weather: What was the weather like...? It was sunny/rainy/windy/cloudy.
    • Invite a friend: Do you want to go to...? Great! Let's go. / Sorry, I can't.
  • Group B (Unit 17: In the city):
    • Ask about a sign: What does it say? It says...
    • Give directions: Go straight. Turn left. Turn right.
    • Ask for the way: How can I get to the...?
  • Group C (Unit 18: At the shopping centre):
    • Ask about a place: Where's the...? It is next to / between... and... / behind / opposite the...
    • Ask about price: How much is the...? It is 50 thousand dong. (Is for one item, are for many.)
  • Each group draws a mind map on A3 paper with at least three key structures and one correct example sentence.
  • Each group prepares one question to ask the class.

Worksheet 2: Review 4 practice

Exercises 1–5: Choose the correct word from the word bank and write it in the gap.

    1. It ____ windy last weekend. (Unit 16)
    1. It ____ stop. (Unit 17)
    1. It is next ____ the bakery. (Unit 18)
    1. They ____ elephants. (Unit 19)
    1. He ____ putting up a tent. (Unit 20)

Exercises 6–10: Put the words in the correct order to make a complete sentence.

  • 6. Do you / want to go / to the park? (Unit 16)
    1. Go straight / and / turn left. (Unit 17)
    1. How much / is / the shirt? (Unit 18)
    1. Because / they / are / beautiful. (Unit 19)
    1. They / are / playing / tug of war. (Unit 20)

Relay rules: one member per turn goes to the board. Check your answers with the key before you finish.

Homework

  • Finish the paragraph about your weekend and your favourite animal (5 to 7 sentences). Use was for past weather, is/are for now, and because to give a reason.
  • Draw a simple map of the route from your home to your school. Write three direction sentences (Go straight. Turn left. Turn right.) and ask an adult to check them with you. Remember to practise outside only with an adult and to follow road safety rules.
  • Review the mind maps and sentences from class. Practise the questions on the board with a family member: What was the weather like...? What does it say? Where's the...? How much is the...? What are they doing? Write down one sentence you can say correctly without looking.
  • Visit the NeoEdu page for Review 4 (neoedu.vn/learn/4/english/review-4) and complete the interactive exercises to check your answers.

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