Giáo án Review 4 – Skills

Ss activate prior knowledge of the three review topics (energy sources, travelling in the future, English-speaking countries) and understand the task of the lesson.

Ss look at a picture or a word web of a school learning fair and answer T's questions. T writes the three topics on the board: 'Energy sources', 'Travelling in the future', 'English-speaking countries'. Ss brainstorm words linked to each topic in pairs.
T's questions:

• What is a learning fair? Who usually attends it?
• What topics would you like to present at a fair for younger students?
• Why do you think clear explanations are important for younger students?

A word web on the board with at least 3 topic words for each theme, for example: energy sources – solar power, wind, electricity, save energy; travelling in the future – electric bus, route, passenger, ticket; English-speaking countries – the UK, the USA, Australia, capital city, language. Ss state the lesson goal: read, listen, write and present for a learning fair.

Ss identify purpose, audience, place and action in the review text and distinguish the main message from supporting details.

Ss read the text 'Our school is preparing a learning fair for Review 4...' silently. Ss complete Worksheet No. 1 in groups of four using a jigsaw-style reading: each member reads a different part and reports to the group.
T's questions:

• What is the purpose of the text?
• Who is the audience?
• Where do the students meet? Who coordinates the groups?
• What actions does the team take before presenting?
• What is the main message? Which sentences are supporting details?

Completed Worksheet No. 1:

• Purpose: to organise and prepare a learning fair for Review 4.
• Audience: younger students.
• Place: the library.
• Action: Mai coordinates the groups on Friday afternoon; each group prepares one original example, checks its facts, rehearses and asks a teacher for feedback.
• Main message: The team uses clear, original and checked explanations instead of long copied paragraphs.
• Supporting details: three groups (energy sources, travelling in the future, English-speaking countries); Friday afternoon; rehearsal and teacher feedback.

Ss take short notes from announcements instead of transcribing every word, and plan an invitation with who, what, where and when.

Ss listen to two announcements: the first is the new announcement about equipment checks, the second is a separate announcement about the meeting day. Ss complete Worksheet No. 2 with short notes. Then Ss plan an invitation to the learning fair for younger students in pairs.
T's questions:

• What must each group check?
• On which day do they meet now?
• Which words are the most important in the notes?

Completed Worksheet No. 2:

• Announcement 1: each group must check its equipment (Exercise 6, answer A).
• Announcement 2: the meeting day is Saturday morning (Exercise 7).
• Sample invitation plan: Who: Grade 7 students and teachers; What: Review 4 Learning Fair; Where: the school library; When: Saturday morning.

Ss consolidate reading and listening skills by answering comprehension questions and identifying true and false statements.

Ss do Exercises 2–7 from the lesson. T uses the NeoEdu lesson page for interactive exercises: Ss answer on their devices or with the teacher's board.
Exercises:
2. Who coordinates the groups? A. Mai; B. Nam; C. Hoa; D. The librarian.
3. Where do they meet? A. in the gym; B. at the station; C. in a shop; D. in the library.
4. Who is the fair for? A. only tourists; B. parents who sell books; C. younger students; D. only teachers.
5. According to the review text, mark each statement T (True) or F (False): a) They use original examples. b) They copy long paragraphs. c) They ask a teacher for feedback.
6. Listen to the new announcement. What must each group check? A. its equipment; B. its lunch order; C. its train ticket; D. its test score.
7. Listen. On which day do they meet? (Answer in English.)

Answers:
2. A – The text states Mai coordinates the groups.
3. D – The meeting is in the library.
4. C – The text names younger students.
5. a) T (Đ) – they use original examples; b) F (S) – they do not copy long paragraphs; c) T (Đ) – they ask a teacher for feedback.
6. A – Each group must check its equipment.
7. Saturday (morning) – the separate announcement moves the meeting to Saturday morning.
Ss write corrections for any wrong answers in their notebooks.

Ss give a one-minute talk about energy sources or travelling in the future, explain one idea with an example, and respond respectfully to questions.

In groups of three, Ss prepare a one-minute talk for the learning fair. Each student chooses one topic: energy sources (Exercise 9) or travelling in the future (Exercise 10). The talk must include two accurate topic words and one useful example. After the talks, classmates ask one question each, and the speaker answers politely.
T's questions for listeners:

• What is the main idea of the talk?
• Which example helped you understand best?
• What question would you like to ask the speaker?
  After class, Ss write a short invitation for the fair (see homework).

Each student gives a one-minute talk with:

• one main idea about energy sources (for example: switching off lights when daylight is enough) or travelling in the future (for example: a small electric bus that follows a planned route);
• two accurate topic words (for example: electricity, energy; route, passenger, transport centre);
• one useful example from daily life;
• one answer to a classmate's question.
  Rubric (human assessment): content 4 points; coherent organisation 2 points; accurate language 2 points; listening and clear delivery 2 points. Total: 10 points.