Giáo án NLS Tiếng Anh 4 Global Success Review 2

1. WARM-UP

a. Objective: To create an energetic atmosphere and quickly review core vocabulary (subjects, months, places) in a basic, visual way.

b. Organisation:

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2. PRESENTATION 

Activity 1: Listen and tick.

a. Objective: To listen to and understand five communicative contexts in which characters talk about familiar topics such as our school, our timetables, my favourite subjects, our sports day, and our summer holidays, and tick the correct pictures.

b. Organisation:

- Draw pupils’ attention to Pictures 1a, 1b and 1c. Elicit the words or phrases to describe the pictures in each option (e.g. a school in the city, a school in the mountains, a school in the village). Elicit the questions the speaker may ask (e.g. Where’s your school?). Play the recording from youtube for pupils to listen. Play it again for them to do the task. Then play the recording a third time for them to check their answers.

- Repeat Step 1 with the rest of the pictures: 2a, 2b and 2c; 3a, 3b and 3c; 4a, 4b and 4c, and 5a, 5b and 5c.

- Get pupils to swap books with a partner to check their answers before checking as a class. Write the correct answers on the board.

- Play the recording again for pupils to listen and double-check the answers.

- Extension: If time allows, play the recording, sentence by sentence, for pupils to listen and repeat some exchanges individually and / or in chorus. Correct their pronunciation where necessary.

- Teacher moves on to the next content.

- Pupils look at the pictures and describe them.

- Pupils predict the questions.

- Pupils listen carefully and do the task.

Picture cues:

1a. a school in the city

1b. a school in the mountains

1c. a school in the village

2a. a timetable with music on Monday

2b. a timetable with music on Wednesday

2c. a timetable with music on Thursday

3a. a maths teacher

3b. an English teacher

3c. a painter

4a. a calendar showing October

4b. a calendar showing March

4c. a calendar showing May

5a. a campsite

5b. a zoo

5c. a beach

- Pupils repeat the process for all questions.

- Pupils swap books with partners to check.

- Pupils double-check with the audio.

Key: 1. b 2. c 3. b 4. c 5. a

- Pupils listen and repeat.

Audio script:

1. A: Where's your school? 

B: It's in the mountains.

2. A: When do you have music? 

B: I have it on Thursdays.

3. A: What's your favourite subject? 

B: It's English because I want to be an English teacher.

4. A: Is your sports day in October? 

B: No, it isn't. It's in May.

5. A: Were you at the campsite last weekend? 

B: Yes, I was.

Activity 2: Ask and answer.

a. Objective: To ask and answer questions using picture cues or personal information.

b. Organisation:

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Activity 3: Read and match.

a. Objective: To read and match four pairs of target sentence patterns.

b. Organisation:

- Draw pupils’ attention to the questions and answers. Tell them about this activity. Point at Question 1, What subjects do you have today? and elicit the type of answer required (subjects). Have pupils read the answers, find the correct one and give feedback. Draw a line to match Question 1 with Sentence b.

- Teacher provides a link to an interactive e-learning platform containing the matching activity (eg., Wordwall,...).

- Get pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board.

- Extension: Invite a few pairs of pupils to stand up and read the matched exchanges aloud.

- Teacher moves on to the next content.

- Pupils look at the questions and answers.

- Pupils listen to the teacher's example and identify the correct answer for Question 1.

- Students identify and use the provided interactive e-learning tool on their devices to read and drag-and-drop the matches.

- Pupils swap books and check answers with partners.

Key: 1. b 2. d 3. a 4. c

- Pairs stand up and read the exchanges aloud.

[5.2.CB2a]: Identify

simple digital tools (e-learning platform) to solve needs (completing the matching exercise).

Activity 4: Read and complete.

a. Objective: To read a gapped letter on familiar topics and show understanding of it by choosing the correct words to fill the gaps.

b. Organisation:

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Activity 5: Let's write.

a. Objective: To complete a gapped letter about their school using the target language.

b. Organisation:

- Tell the class the goal of the activity and explain that they should read the gapped letter and fill in the gaps with their own information. Check comprehension.

- Have pupils do the first gapped sentence together as an example. Ask them to read the first sentence and elicit suitable answers (e.g. the city, the mountains, the town, the village). Then have them fill in the gap.

- Teacher provides a QR code or a link to a simple collaborative digital board (e.g., Padlet).

- Get pupils to swap their books with a partner and check their answers before checking as a class.

- Extension: Invite one or two pupils to read their completed letters in front of the class.

- Teacher moves on to the next content.

- Pupils listen to the instructions and understand they will write about their own school.

- Pupils provide examples for the first gap and fill it in.

- Pupils scan the QR code or access the link using a classroom tablet/computer.

- Pupils complete the letter independently using their personal information.

- Pupils swap books and check with partners.

- Selected pupils read their letters to the class.

Suggested answer: Dear Joe, My school is in the city. There are 15 classrooms. My favourite subject is music. I like it because I want to be a singer. I love sports. Our last sports day was in October. Bye! Ha An

[3.1.CB2a]: Identifying ways to create and edit simple content in simple formats by typing text onto a shared collaborative digital board.

3. PRACTICE

a. Objective: To consolidate the target sentence patterns (school location, favourite subjects, sports day, past holidays) through basic exercises.

b. Organisation:

Mission 1: Read and Complete

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4. APPLICATION

a. Objective: To creatively apply the learned vocabulary and sentence structures in a personalized, hands-on task at home.

b. Organisation:

Home Task: "My Mini Profile"

- Instruct pupils to use a safe, kid-friendly AI image generator (e.g., AutoDraw, Bing Image Creator under parental supervision) at home to design their profile avatar using very basic vocabulary prompts.

- Task: "At home, design your Mini Profile. Draw a picture of yourself and type 4 simple sentences to introduce:"

1. Where your school is.

2. What your favourite subject is.

3. When your sports day is.

4. Where you were last summer.

- Teacher encourages pupils to decorate their profiles beautifully.

- In the next lesson, pupils will display their profiles on the board and introduce themselves to the class.

CONSOLIDATION

- Teacher reviews and summarizes the main points of the lesson.

- Teacher comments on and evaluates pupils' participation.

ADVICE

- Review the vocabulary and sentence structures from Unit 6 to 10.

- Complete the "My Mini Profile" task at home.

- Prepare for the next lesson.

- Input simple, manageable English words (e.g., "boy, school, mountains") into a kid-friendly AI image generator or use a digital painting app to create an avatar for their physical profile card.

- Pupils understand what needs to be included in their Mini Profile.

- Pupils prepare to present their profiles in the following class.

- Pupils listen to the summary.

- Pupils listen to the teacher's feedback.

- Pupils take notes on their homework.

[6.2.CB2b]: Interact with basic AI systems.

REFLECTION