NeoEdu
Giáo án Tiếng Anh 4
Tiếng AnhLớp 4Phần 16. Unit 15: My family's weekends

Giáo án Extension activities

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (35 phút)

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I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to:
    • Describe a person's appearance with is + adjective (tall, short) and has + body part (short hair, long hair, brown eyes, a round face).
    • Listen to a short description and draw the person according to the four neutral details.
    • Use specific animal clues (trunk, wings, feathers, fins) to describe and guess animals.
    • Avoid using a single broad clue such as 'it is big' to decide the answer, and describe people only with neutral, respectful details.
  • Communicative competence in English: Ss listen for key details (height, hair, eyes, face) and respond with complete is/has sentences in pairs and in writing.
  • Language knowledge: Ss pronounce and use the adjectives tall, short, long, round, brown and the nouns hair, face, eyes, trunk, wings, feathers, fins correctly with is/has.

2. General competences

  • Self-control and independent learning: Ss check their drawings against the words they heard and correct them by themselves before reporting to the class.
  • Communication and collaboration: Ss work in pairs to describe a person or animal, listen to their partner's clues, and swap roles.
  • Problem-solving and creativity: Ss use three clear clues to create an animal riddle and explain why the answer is correct.

3. Personal qualities

  • Responsibility: Ss check their drawing carefully and describe only the features they actually heard.
  • Kindness: Ss describe people respectfully, never make fun of anyone's body, and never guess someone's personality from appearance.
  • Diligence: Ss complete all listening, drawing and writing tasks on time and finish the homework riddle at home.

II. Resources and materials

1. Teacher

  • Audio recording or teacher's reading script of the model description: 'She is tall. She has short hair. She has a round face. She has brown eyes.'
  • Flashcards or pictures of an elephant, a bird and a fish
  • Board, markers, and a sample drawing of a person
  • Worksheet 1 (printed for each pair)
  • NeoEdu online lesson with lecture, examples and interactive exercises: neoedu.vn/learn/4/english/extension-activities-3

2. Pupils

  • Notebook, pencil, coloured pencils
  • A blank sheet of paper for drawing
  • Worksheet 1 (shared with a partner)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Guess Who?

Aims

Ss activate the structures is + adjective and has + body part through a guessing game.

Content

T describes a person in the class in short sentences. Ss guess who it is. Then pairs describe a classmate without naming him or her, and the partner guesses.

Expected outcomes

Ss make at least three correct sentences with is/has, such as 'He is tall. He has short hair.'

Procedure

  1. Teacher

    T says: 'I have a friend in this class. She is tall. She has long hair. She has brown eyes.' T asks: 'Who is it?'

    Pupils

    Ss listen and guess. Expected answers: 'Is it Lan?' 'Is it the girl near the window?'

  2. Teacher

    T asks Ss to work in pairs. Each pair describes a classmate with three sentences, without saying the name. The partner guesses.

    Pupils

    Ss describe a classmate, e.g. 'He is short. He has black hair. He has big eyes.' The partner answers: 'Is it Minh?'

  3. Teacher

    T invites two or three pairs to say their sentences aloud and writes the structures on the board in two columns: 'is + adjective' and 'has + body part'.

    Pupils

    Ss read their sentences aloud and check their pronunciation of tall, short, long, hair, eyes.

  4. Teacher

    T asks: 'Which word do we use for appearance? Which word do we use for hair and eyes?' T praises the groups and reminds Ss to describe only neutral features.

    Pupils

    Ss answer: 'We use is for the adjective, and has for hair, eyes, face.'

Activity 2.1: Exploration · 8 minutes

Listen and Draw a Person

Aims

Ss listen to a four-sentence description and draw the person accurately, using neutral details only.

Content

Ss listen to the model description: 'She is tall. She has short hair. She has a round face. She has brown eyes.' Ss draw the person. Then pairs compare their drawings and describe them to each other. Introduce the word extension (hoạt động mở rộng) at the start.

Expected outcomes

Each S draws a person with at least three of the four details and says the four sentences correctly to a partner.

Procedure

  1. Teacher

    T writes 'extension (hoạt động mở rộng)' on the board and explains that today's activities extend what Ss learned. T shows the drawing task and reads the model description twice, slowly.

    Pupils

    Ss listen carefully and repeat the words tall, short, round, brown after T.

  2. Teacher

    T asks Ss to draw the person on their paper while listening. T says: 'Don't draw until I finish. Listen for four details: height, hair, face, eyes.'

    Pupils

    Ss draw a tall person with short hair, a round face and brown eyes. Some Ss ask: 'Is the face round or square?' T repeats 'round'.

  3. Teacher

    T asks pairs to check: 'Your partner describes the drawing. Do you agree? Show me the parts you drew.' T walks around and gives feedback.

    Pupils

    Ss describe their drawings: 'She is tall. She has short hair. She has a round face. She has brown eyes.' Partners answer: 'Yes, that's right' or 'No, I drew long hair.'

  4. Teacher

    T says: 'Describe what you see and hear. Do not make fun of anyone's body and do not guess personality from appearance.'

    Pupils

    Ss repeat the rule and nod in agreement.

Activity 2.2: Exploration · 8 minutes

From People to Animals: Clue Matching

Aims

Ss identify the specific clues of animals and use them to match descriptions and write a riddle.

Content

Ss complete Worksheet 1, Part A, by matching the clues to animals: a trunk and two large ears (elephant), feathers and two wings (bird), fins and no legs (fish). Then T explains that a clue such as 'it is big' is too broad to decide the answer at once, so Ss need specific clues like trunk, wings, feathers, fins.

Expected outcomes

Ss complete Worksheet 1, Part A correctly (3 matches) and explain one clue for each animal.

Procedure

  1. Teacher

    T shows the pictures of an elephant, a bird and a fish. T asks: 'What is special about each animal?' T distributes Worksheet 1 to each pair.

    Pupils

    Ss point to the pictures and answer: 'The elephant has a trunk.' 'The bird has feathers.' 'The fish has fins.'

  2. Teacher

    T asks pairs to read the clues in Part A and match them with the animals. T monitors and checks whether Ss use specific clues, not only 'it is big'.

    Pupils

    Ss work in pairs and match: a trunk and two large ears – elephant; feathers and two wings – bird; fins and no legs – fish.

  3. Teacher

    T calls on one pair to read their answers. T asks: 'Why is it an elephant? Can you use a broad clue like it is big to answer?'

    Pupils

    Ss answer: 'Because it has a trunk and large ears. No, 'it is big' is not enough, because many animals are big.'

  4. Teacher

    T summarises: 'Use specific clues to make a riddle: trunk, wings, feathers, fins.' T models: 'It has wings. It has feathers. It can fly. It is a bird.'

    Pupils

    Ss copy the model riddle into their notebooks.

Activity 3: Practice · 8 minutes

Let's Check Our Understanding

Aims

Ss practise reading, choosing, correcting and listening to is/has sentences.

Content

Ss do the following exercises: (1) Read 'He is tall. He has short hair.' and choose the matching sentence: A. He is short. B. He has short hair. C. He has long hair. (2) Choose the correct word: 'My sister ___ long hair.' (has). (3) Decide 'She is long hair' is True or False. (4) Listen to the description and choose: A. tall and short hair; B. tall and long hair; C. short and long hair. Use NeoEdu interactive exercises for the listening part if time allows.

Expected outcomes

Answers: (1) B – He has short hair. (2) has – My sister has long hair. (3) False – She has long hair. (4) B – tall and long hair.

Procedure

  1. Teacher

    T writes the three exercises on the board. T reads exercise 1 aloud and asks Ss to find the matching sentence.

    Pupils

    Ss read silently and choose B because 'short hair' appears in the description.

  2. Teacher

    T asks Ss to do exercises 2 and 3 individually, then compare in pairs. Then T plays the listening in exercise 4 twice. T may open the NeoEdu exercises on the projector for interactive checking.

    Pupils

    Ss answer: exercise 2: has; exercise 3: False, 'She has long hair'; exercise 4: B, tall and long hair. Ss correct the wrong sentence together.

  3. Teacher

    T checks answers with the class and asks: 'Why is the answer False?' T gives feedback on pronunciation of has and hair.

    Pupils

    Ss explain: 'We use has with hair, not is.'

  4. Teacher

    T writes on the board: 'Hair = has. Height = is.' T asks Ss to remember this rule.

    Pupils

    Ss repeat the rule chorally.

Activity 4: Application · 6 minutes

Draw, Describe and Guess a Riddle

Aims

Ss apply the is/has structures and animal clues to describe and guess in a real game, and write a riddle at home.

Content

Pairs play 'Describe and Draw': one S describes a family member or an animal with three neutral clues, while the partner draws or guesses. Then Ss write a riddle about an animal with three specific clues and the answer. T reminds Ss to describe only neutral features and never to use a single broad clue to decide an answer.

Expected outcomes

Each S gives one oral description and writes one riddle with three specific clues and the answer, for example: 'It has wings. It has feathers. It can fly. It is a bird.'

Procedure

  1. Teacher

    T explains the game: 'Describe a family member or an animal in three sentences. Your partner draws or guesses. Then swap.' T models with a drawing on the board.

    Pupils

    Ss listen and ask questions about the rule: 'Can we describe grandma?' T answers: 'Yes, describe her hair and face, not her weight.'

  2. Teacher

    T asks pairs to start the game and monitors. T encourages Ss to use specific clues like trunk, wings, feathers, fins.

    Pupils

    Ss describe, draw and guess. Example: 'She is tall. She has long hair. She has brown eyes.' Partner draws and checks.

  3. Teacher

    T invites two pairs to read their riddles. T asks the class: 'Is the riddle clear? Does it have a clear answer?'

    Pupils

    Ss read: 'It has a trunk and two large ears. It is an elephant.' Classmates answer: 'Yes, it is clear.'

  4. Teacher

    T gives homework and praises the class. T reminds Ss: 'Be kind when you describe people.'

    Pupils

    Ss write the homework in their notebooks and repeat the rule.

Worksheets

Worksheet 1: Animal clues and matching

Part A. Match the clues with the animals.

  • a trunk and two large ears → ______
  • feathers and two wings → ______
  • fins and no legs → ______

Animals: elephant, bird, fish.

Part B. Write a riddle with three specific clues.

  • It has ______. It has ______. It can ______.
  • It is a ______.

Part C. Think about this: Is 'It is big' enough to decide the answer? Why or why not? ______

Homework

  • Write one riddle about an animal with three specific clues (for example: wings, feathers, can fly). Add the answer at the bottom of the paper. Use the structure: It has ___. It has ___. It is a ___.
  • Describe one family member to a family member at home in three or four sentences. Use is for appearance and has for hair, eyes and face. Do not describe anyone's body in a negative way.
  • Review the words tall, short, long, round, brown, hair, eyes, face, trunk, wings, feathers, fins before the next lesson.

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