Giáo án Review 1

T writes five topic titles on the board: All about me!, Our homes, My foreign friends, Our free-time activities, My future job. T explains the game: one S sits in the hot seat, classmates ask questions, the S answers with a complete sentence. T models with one S: 'Hello, I am Mai. Do you like reading?'

T calls one S to the hot seat and tosses the ball to a classmate, who asks a question. T encourages Ss to answer with full sentences and gives quick feedback on the subject and verb.

T asks Ss to name the topic of each question they heard, for example: 'Which unit is this question from?'

T praises Ss for their answers and introduces the aim of the lesson: connecting vocabulary and communicative functions of the five units.

T displays the review map on the projector: All about me!, Our homes, My foreign friends, Our free-time activities, My future job. T distributes Worksheet No. 1 to each group and asks Ss to sort the cards. T reads the first question: 'What nationality is he?' and asks: 'Do we answer with a country or a nationality?'

T monitors the groups, reminds Ss that 'She is Japanese' and 'She is from Japan' have different meanings, and asks guiding questions such as: 'Which question asks about a future job?' T then leads Look, listen and repeat for key sentences: 'What is your favourite subject?', 'What nationality is she?', 'I would like to be a doctor.'

T asks one group to show their sorted cards and invites other groups to comment: 'Do you agree with this group? Why?'

T shows the answer key on the projector and summarises: 'Use the right question for the information you need, and answer with a complete sentence.' T sets the online exercise on NeoEdu for Ss to check in pairs if time allows.

T models the two-column card on the board: left column 'What is your favourite subject?', right column 'My favourite subject is English.' T explains the three skills: speaking, listening and writing. T reads a short talk two times: 'My name is Mai. I am in Class 5B. I live in a house. I like reading books. I would like to be a doctor.'

T asks pairs to cover the answer column and say the answers from the question column, then swap roles. T asks one S to listen and write only keywords such as 'Mai, Class 5B, house, reading, doctor'. T asks Ss to write a five-sentence paragraph about themselves, then revise it in three rounds: 'Round 1 check ideas, Round 2 check structure, Round 3 check spelling.'

T asks two or three Ss to read their paragraph aloud and asks the class to identify one improvement from the revision rounds.

T gives positive feedback and asks Ss to mark on their self-check card which skill they feel most confident about and which skill needs more practice.

T writes the first question on the board: 'Can you tell me about yourself?' and gives three options: A. My name is Mai. I am in Class 5B. B. Yes, I do. C. She is Australian. T asks: 'Which answer gives the information the question asks for?'

T distributes Worksheet No. 2 and sets a time limit of 8 minutes. T monitors and supports Ss who are slow, guiding them to check the question word first. T calls on pairs to read the question and response aloud.

T asks several Ss to explain their choice in one sentence: 'Why is B wrong in item 3?'

T shows the answer key and summarises the rule: 'Match the question word with the type of information in the answer.' T reminds Ss that a yes/no question needs Yes, I do or No, I do not.

T divides the class into four teams and explains the relay rules: one member goes to the board, matches one word with its meaning, then returns to tag the next member. T models the first match: 'address - địa chỉ'.

T starts the timer for 6 minutes and monitors the relay. T checks spelling and pronunciation of each word as Ss say it aloud.

T asks each team to read its matching set aloud and checks the answers on the projector.

T praises the fastest and most accurate team and reminds Ss to review the vocabulary at home.

T shows a sample poster on the projector and explains the five sections. T emphasises: 'Use imaginary information only. Do not write your real address.' T gives an example: 'I would like to be a teacher because I like helping people.'

T gives Ss 10 minutes to design their poster. T monitors, checks sentence structures, and asks guiding questions: 'What is the question word for a place?', 'Do you need a verb after would like to?'

T asks pairs to present their posters to each other. T walks around to listen and give feedback to pairs.

T summarises the lesson: 'Review 1 connects vocabulary and communication functions of five units. Keep using these questions in real conversations.' T assigns the homework below.