Giáo Án Tiếng Anh Lớp 4 Sách Global Success (Word Kỳ 1 và Kỳ 2)

Date of teaching:

____________________

By the end of the lesson, pupils will be able to:

• use the words and phrases big, short, slim, tall in relation to the topic “Appearance”;
• 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”.

–  Self-control & independent learning: perform listening tasks.

– Audio tracks 22,23

– Teacher’s guide: Pages 167, 168

– Website hoclieu.vn

– Flash cards/ pictures and posters (Unit 13)

– Computer, projector, …

Option 1: 

– Encourage pupils to respond to the greeting and greet each other in pairs.

– Spend a few minutes revising Unit 12 by asking the class to do the project in Lesson 3 or sing the song in Lesson 1.

– 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.

Activity 1. Look, listen and repeat.   5 minutes

– Context b: Nam: What does he look like? Lucy: He’s tall.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen to the whole conversation several times.

Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.

Step 4: Invite a few pairs to the front of the class to listen to and repeat the sentences in the recording. Check their pronunciation, give corrections and feedback where necessary.

Step 5: Draw pupils’ attention to the question What does he look like? and the answer He’s tall. Tell pupils that they are used to ask and answer about someone’s appearance

Individual work

Group work

Whole class

Pair work

– Assessment tools: Observation; Questions & Answers

Activity 2. Listen, point and say.   10 minutes

– 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.

Step 2: Point at the question pattern What does he / she look like? Read it aloud and have pupils repeat it several times. Repeat the same procedure with the answer pattern He’s / She’s _____.

Step 3: Point at Picture a and have pupils listen to and repeat after the recording What does he look like? – He’s tall. Repeat the same procedure with Pictures b, c and d.

Step 4: Divide the class into two groups to take turns repeating the question and the answer using Picture a until they feel confident. Repeat the same procedure with Pictures b, c and d.

Step 5: Put pupils in pairs and have pairs practise asking and answering questions What does he / she look like? – He’s / She’s _____. Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Give corrections and feedback where necessary.

Individual work

Whole class/ Individual work

Pair work

Whole class/ Pair work

– Assessment tools: Observation; Answer keys                           

Activity 3. Let’s talk. 8 minutes

– Speech bubbles: What does he / she look like? – _____.

Step 2: Draw pupils’ attention to the two speech bubbles. Read the questions aloud and ask pupils to repeat them. Ask pupils to look at the second bubble and identify what the answers should be. Give an example answer, e.g. He’s tall. Get pupils to repeat the questions and answers several times.

Step 3: Have some pairs practise asking and answering questions about the appearance of the family members in the picture. Go around the classroom to observe and provide help.

Step 4: Invite some pairs to practise asking and answering the questions in front of the class. Give corrections and feedback where necessary.

Whole class/ Individual work

Pair work

Pair work

– Assessment tools: Observation; Questions & Answers

– Divide the class into 2-4 teams. 

– Pupils from each team choose a number, then ask and answer with the picture in that number. If the pupils answer 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. 

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 the topic “Appearance”)

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.

Pair work

Individual work