Kế hoạch bài dạy Tiếng Anh 4 - Unit 13: Appearance

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 13: APPEARANCE
 Lesson 1 – Period 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – use the words and phrases big, short, slim, tall in relation to the topic 
knowledge & "Appearance";
skills
 – use What does he / she look like? – He's / She's _____. to ask and answer 
 questions about someone’s appearance;
 – listen to and demonstrate understanding of simple communicative 
 contexts in relation to the topic “Appearance”.
Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks
 - Self-control & independent learning: perform listening tasks.
Attributes - Show pride in how we look and show great respect for other people’s 
 appearance by using appropriate gesture and intonation when asking and 
 answering about appearance.
II. RESOURCES AND MATERIALS
 - Student’s book 2: Page 18
 - Audio tracks 22,23
 - Teacher’s guide: Pages 167, 168
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 13)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDURE Let’s talk – Fun corner and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes 
 Greet the class.
 Option 1: 
 – Encourage pupils to respond to the greeting and greet Whole 
 each other in pairs. class/ 
 – Spend a few minutes revising Unit 12 by asking the class Individual 
 to do the project in Lesson 3 or sing the song in Lesson 1. work
 – Ask pupils to open their books at page 18 and look at Unit 
 13, Lesson 1, Activity 1. Tell pupils what they will learn in 
 this lesson.
 Option 2: 
 – Ask pupils to name the family member words they know. 
 Encourage them to say as many words as possible. Correct 
 the pronunciation if needed.
 – Show a family tree and have students complete the family 
 tree with correct words.
 – Check with class.
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative 
 contexts focusing on asking and answering questions about someone’s 
 appearance.
b. Input – Context a: Nam: Do you have a brother, Lucy? Lucy: Yes, I do.
 – Context b: Nam: What does he look like? Lucy: He’s tall.
c. Outcome Pupils can understand and correctly repeat the sentences in two 
 communicative contextsfocusing on asking and answering questions about 
 someone’s appearance.
d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify Whole 
 the characters and other details (e.g. Who are they? Where class
 are they? Is the boy tall or short?).
 Step 2: Ask pupils to look at Picture a. Play the recording Individual 
 for them to listen to the whole conversation several times. work
 Step 3: Play the recording again, sentence by sentence, for 
 pupils to listen and repeat individually and in chorus. Correct Group 
 their pronunciation where necessary. Repeat the same work
 procedure with Picture b. 
 Step 4: Invite a few pairs to the front of the class to listen to Whole 
 and repeat the sentences in the recording. Check their class
 pronunciation, give corrections and feedback where 
 necessary.
 Step 5: Draw pupils’ attention to the question What does he Pair work
 look like? and the answer He’s tall. Tell pupils that they are 
 used to ask and answer about someone’s appearance
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the words and use What does he / she look like? – He’s / 
 She’s _____. to ask and answer questions about someone’s appearance.
b. Input – Picture cues: a. a tall girl b. a short man c. a slim woman d. a big boy
 – Speech bubbles: What does he / she look like? – He’s / She’s _____.
 Audio script:
 a. tall b. short c. slim d. big
 a. A: What does she look like?
 B: She’s tall.
 b. A: What does he look like?
 B: He’s short.
 c. A: What does she look like?
 B: She’s slim.
 d. A: What does he look like?
 B: He’s big.
c. Outcome Pupils can correctly say the words and use What does he / she look like? 
 and He’s / She’s _____. to ask and answer questions about someone’s 
 appearance.
d. Procedure Step 1: Have pupils point at Picture a, listen to the Whole 
 recording and repeat the word tall. Repeat the same class/ 
 procedure with Pictures b, c and d. Have the class repeat Individual 
 the words a few times. work
 Step 2: Point at the question pattern What does he / she look Individual 
 like? Read it aloud and have pupils repeat it several times. work
 Repeat the same procedure with the answer pattern He’s / 
 She’s _____. 
 Step 3: Point at Picture a and have pupils listen to and Whole 
 repeat after the recording What does he look like? – He’s class/ 
 tall. Repeat the same procedure with Pictures b, c and d. Individual 
 Step 4: Divide the class into two groups to take turns work
 repeating the question and the answer using Picture a until 
 they feel confident. Repeat the same procedure with Pair work
 Pictures b, c and d.
 Step 5: Put pupils in pairs and have pairs practise asking Whole 
 and answering questions What does he / she look like? – class/ Pair 
 He's / She's _____. Invite a few pairs to point at the pictures work
 and say the questions and answers in front of the class. Give 
 corrections and feedback where necessary.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What does he / she look like? – He’s / She’s 
 _____. to ask and answer questions about someone’s appearance in a freer 
 context.
b. Input – Picture cue: a family of four people with different appearances.
 – Speech bubbles: What does he / she look like? – _____.
c. Outcome Pupils can enhance the correct use of What does he / she look like? and 
 He’s / She’s _____. to ask and answer questions about someone’s 
 appearance in a freer context.
d. Procedure Step 1: Draw pupils’ attention to the picture. Ask questions Whole 
 to help them identify the characters in the picture. class/ 
 Step 2: Draw pupils’ attention to the two speech bubbles. Individual 
 Read the questions aloud and ask pupils to repeat them. Ask work
 pupils to look at the second bubble and identify what the Whole 
 answers should be. Give an example answer, e.g. He’s tall. class/ 
 Get pupils to repeat the questions and answers several times. Individual 
 Step 3: Have some pairs practise asking and answering work
 questions about the appearance of the family members in the Pair work
 picture. Go around the classroom to observe and provide 
 help. Pair work
 Step 4: Invite some pairs to practise asking and answering 
 the questions in front of the class. Give corrections and 
 feedback where necessary. 
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & Answers
Fun corner and wrap-up: 5 minutes
 Option 1: play the lucky number game ( ppt)
 - Divide the class into 2-4 teams. 
 - Pupils from each team choose a number, then ask and Whole 
 answer with the picture in that number. If the pupils answer class/Team 
 correctly, they get the points for that question.
 - After 10 numbers, the team with the most points is the 
 winner. 
 Option 2: play the “Spinner Game” (template attached 
 below)
 - Pupils work in pairs. 
 - Pupils take turns to put a pen/pencil in the middle of the 
 spinner plate, then spin the pen/pencil to find out the picture 
 the pen/pencil points to. Then ask and answer with the 
 picture. Pair work
 Option 3: 
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Use the words and phrases big, short, slim, tall in relation to Individual 
 the topic “Appearance”) work
 2. What are the core values of the lesson? 
 (Show pride in how we look and show great respect for other 
 people’s appearance by using appropriate gestures and 
 intonation when asking and answering about appearance.
 * Preparation for the project
 Ask pupils to prepare for the project on page 23 by doing a 
 survey about the appearance of their family members as 
 homework so that they can present the results at Project 
 time. 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
UNIT 13: APPEARANCE
Lesson 1 – Period 2
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – use the words and phrases big, short, slim, tall in relation to the topic 
knowledge & "Appearance";
skills
 – use What does he / she look like? – He's / She's _____. to ask and answer 
 questions about someone’s appearance;
 – listen to and demonstrate understanding of simple communicative 
 contexts in relation to the topic “Appearance”.
Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks
 - Self-control & independent learning: perform listening tasks
Attributes - Show pride in how we look and show great respect for other people’s 
 appearance by using appropriate gestures and intonation when asking and 
 answering about appearance.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 19
 - Audio tracks 24, 25
 - Teacher’s guide: Pages 169, 170
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 13)
 - Computer, projector, 
III. Warm-up and review – Listen and tick – Look, complete and read – Let’s 
PROCEDURE sing – Fun corner and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes 
 Greet the class.
 Option 1: 
 – Spend a few minutes revising the words and sentence 
 patterns What does he / she look like? – He’s / She’s _____. Whole 
 to ask and answer questions about someone’s appearance. class/ 
 – Dictate some sentences about someone’s appearance Individual 
 (e.g. My brother is tall. My teacher is big.) and ask pupils work
 to write them down. Then let them work in pairs or groups 
 to check each other’s work.
 – Ask pupils to open their books at page 19 and look at Unit 
 13, Lesson 1, Activity 4
 Option 2: Play Slap the board
 – Show questions and answer choices on the screen, 
 students read and slap the correct answer. If the screen is not 
 Teams
 big enough, teachers write A, B, C on the board, students 
 read and slap the correct option.
EXPLORATION
Activity 4. Listen and tick. 5 minutes
a. Goal To listen to and understand two communicative contexts in which 
 characters ask and answer questions about a family member’s appearance, 
 and tick the correct pictures.
b. Input Picture cues:
 1a. a slim woman 1b. a short woman
 2a. a tall boy playing football 2b. a short boy playing football
 Audio script:
 1. A: What does your mother look like?
 B: She's slim.
 A: Is she tall too?
 B: Yes, she is.
 2. A: Do you have a brother?
 B: Yes, I do.
 A: What does he look like?
 B: He’s short. 
c. Outcome Pupils can listen to and understand two communicative contexts in which 
 characters ask and answer questions about a family member’s appearance 
 and tick the correct pictures.
 Key: 1. a 2. b
d. Procedure Step 1: Draw pupils’ attention to the pictures 1a and 1b. Ask Whole 
 questions to help pupils identify the characters, eg. How class
 many pictures are there? What can you see in each picture? 
 What is the difference between two pictures? Check their 
 comprehension.
 Individual 
 Step 2: Play the recording for pupils to listen. Then play the work
 recording again for them to tick the correct picture.
 Step 3: Repeat the same procedure with Pictures 2a and 2b.
 Extension: If there is enough time, play the recording, Whole 
 sentence by sentence, for the class to listen and repeat class
 individually and in chorus. Give corrections and feedback 
 where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete the target sentence patterns in four exchanges about 
 appearance with the help of picture cues.
b. Input – Four picture cues
 – Four gapped exchanges to complete
c. Outcome Pupils can complete the target sentence patterns about appearance in four 
 exchanges.
 Key: 1. tall 2. short 3. look; big 4. What; She’s slim.
d. Procedure Step 1: Ask pupils to look at the pictures and identify the Whole 
 appearance of the people (e.g. tall, short, big, slim). class
 Step 2: Ask pupils to look at the incomplete exchanges. Individual 
 Draw their attention to the missing words in the sentences. work
 Step 3: Model Exchange 1. Have pupils look at the 
 exchange. Ask them what is missing in the answer. Then Whole 
 have them complete the gap with the word tall. Repeat the class/ 
 same procedure with Exchanges 2, 3 and 4. Individual 
 Step 4: Get pupils to complete the exchanges individually. work
 Check their answers as a class, then ask a few pairs to read 
 them aloud. 
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
PRACTICE
Activity 6. Let’s chant. 8 minutes
a. Goal To sing the song What do your parents look like? with the correct 
 pronunciation, rhythm and melody.
b. Input The lyrics and the recording of the song What do your parents look like?
c. Outcome Pupils can sing the song What do your parents look like? with the correct 
 pronunciation, rhythm and melody.
d. Procedure Step 1: Have pupils read the lyrics to familiarise themselves 
 with the language. Check comprehension and give feedback.
 Step 2: Have pupils listen to the whole song, drawing their 
 attention to the pronunciation and the melody.
 Step 3: Play the recording of the song once or twice for 
 pupils to listen and repeat line after line and do related Whole 
 actions, e.g. using hand movements for slim, tall and big. class/ 
 Individual 
 Step 4: When pupils feel confident and get familiar with the work
 tune and melody, ask them to sing the whole song while 
 doing actions or clapping their hands.
 Step 5: Invite a few groups to the front of the class to sing 
 the song. The class may sing along to reinforce the activity.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & Answers
Fun corner and wrap-up: 5 minutes
 Option 1: play the Get the Candies game (PPT)
 - Divide the class into 2 teams. 
 - Pupils from each team choose a number, then answer the Whole 
 question in that number. If the pupils answer correctly, they class/Team
 get one candy for that question.
 Option 2: play the “Spinner Game” (template attached 
 below)
 - Divide the class into 2-3 teams. Whole 
 class/ 
 - Each team has 1 sticky ball. Team
 - Play the music, pupils in each team take turns to pass the 
 ball. After the music ends, the pupils holding the ball stand 
 up and describe a clasmate.