Tiếng AnhLớp 4Phần 14. Unit 13: Appearance

Giáo án Lesson 1

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to: recognise and use the vocabulary tall (cao), short (thấp hoặc ngắn), big (to lớn), slim (mảnh mai).
By the end of the lesson, Ss will be able to: ask and answer the question 'What does he look like?' with 'He is ...' or 'He has ...'.
By the end of the lesson, Ss will be able to: use 'is' with adjectives (He is tall) and 'has' with body parts (She has long hair), and avoid adding -s or 'a' to 'hair'.
By the end of the lesson, Ss will be able to: sing or chant the new lines of the song 'My aunt is tall' and change one piece of information correctly.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and point at the four adjectives, ask and answer 'What does he look like?' in pairs, read the model sentences, and write two lines of a short dialogue.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce tall, short, big and slim clearly, use the vocabulary correctly, and apply the is/has structure in the correct position.

2. General competences

Self-control and independent learning: Ss check their own pronunciation by listening to the model, self-correct when they hear a mistake, and write two lines of their own dialogue.
Communication and collaboration: Ss work in pairs to ask and answer about people's appearance politely, and they ask for repetition when they do not hear clearly.
Problem-solving and creativity: Ss change the information in the model dialogue to describe a real or imagined person, and they make a family portrait for the Fun corner.

3. Personal qualities

Diligence: Ss practise the new words and structures actively at home and in class, and they repeat the song lines until they say them fluently.
Kindness: Ss describe other people's appearance in a neutral and respectful way, and they do not tease or laugh at a classmate's body shape.

II. Resources and materials

1. Teacher

Flashcards or word cards of tall, short, big, slim, and simple gestures for each word
Audio recording of the four words, the model dialogue 'What does he look like? / He is tall.', and the song lines
Projector or board to show the model sentences and the song lines
Worksheet 1 and Worksheet 2 (printed or on the board)
NeoEdu online lesson page for Unit 13, Lesson 1 (neoedu.vn/learn/4/english/unit-13-lesson-1): interactive explanations, examples and exercises, used in Practice 1 for self-checking

2. Pupils

Student's Book Global Success Grade 4, Unit 13, Lesson 1
Notebook, pencil, eraser
Pencil case with a small pencil for ticking answers on the worksheet
Blank paper and coloured pencils for the family portrait (Apply activity)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Guess who?

Aims

Ss get ready for the lesson, review the idea of describing people, and become familiar with the four new adjectives through mime and gestures.

Content

T mimes a tall person, a short person, a big person and a slim person. Ss guess the word in English or Vietnamese and copy the gesture. Ss take turns to be the 'mime' leader in pairs.

Expected outcomes

Ss stand up, move and call out the adjectives correctly, and they show the gestures for tall, short, big and slim.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Let's play Guess who! I will mime. You guess the word.' T shows the mime for tall (stretch up on tiptoes) and asks: 'What is this?'
Pupils
Ss watch carefully and answer: 'Tall!' or 'Cao!'
Teacher
T mimes short, big and slim one by one. T asks a volunteer to mime the next word, and checks that the class says the word aloud.
Pupils
Ss mimic the gesture, say the word aloud, and some volunteers come to the front to mime for the class.
Teacher
T asks: 'Who is tall in our class?' (Do not name anyone to shame; ask in a neutral way.)
Pupils
Ss answer with the gesture and the word, for example: 'Tall! Minh is tall.' They keep the answer kind and neutral.
Teacher
T praises the class, says: 'Today we will learn four new words about appearance. Let's open our books.'
Pupils
Ss open their books at page of Unit 13, Lesson 1 and listen to the teacher.

Activity 2.1: Exploration · 15 minutes

Look, listen and repeat: tall, short, big, slim

Aims

Ss recognise the form, meaning and pronunciation of the four new words, and remember them by using gestures and real objects instead of spelling letter by letter.

Content

T models each word with a gesture or a real object (for example a tall pencil, a short pencil, a big book, a slim notebook). Ss look, listen and repeat in chorus and individually. Then Ss close their eyes, guess the meaning when T says the word, and play 'Say and show' in pairs.

Expected outcomes

Ss say the four words correctly, match each word with its meaning (tall = cao; short = thấp hoặc ngắn; big = to lớn; slim = mảnh mai), and show the correct gesture.

Procedure

Teacher's activities

Pupils' activities

Teacher
T holds a tall pencil and asks: 'Look. What is this?' T says 'tall' slowly and asks Ss to repeat. T uses the same routine with the other words and shows the real objects.
Pupils
Ss look at the objects, listen to the model, and repeat in chorus: 'tall, short, big, slim'.
Teacher
T asks Ss to close their eyes. T says one word; Ss show the gesture and say the meaning in Vietnamese. Then T asks pairs to play 'Say and show': one student says a word, the partner shows the gesture.
Pupils
Ss close their eyes, listen and show the gesture. Pairs take turns: 'Tall!' (student shows tall), 'Slim!' (partner stretches arms, shows a thin body).
Teacher
T calls on 3 pairs to demonstrate. T asks: 'What does slim mean?' and 'Which word means to lớn?'
Pupils
Pairs demonstrate in front of the class. Expected answers: 'Slim means mảnh mai.' 'Big means to lớn.'
Teacher
T writes the four words on the board with their meanings and checks the pronunciation of 'short' and 'slim'. T reminds Ss: 'Short can mean thấp or ngắn.'
Pupils
Ss copy the words and meanings into their notebooks and repeat the words once more together.

Activity 2.2: Exploration · 15 minutes

Listen, point and say: What does he look like?

Aims

Ss understand the question 'What does he look like?' and the answers 'He is ...' and 'He has ...', and they know when to use is and has.

Content

T presents the model dialogue: A: 'What does he look like?' B: 'He is tall.' T explains: use 'is' with adjectives (He is tall, She is slim); use 'has' with body parts (She has long hair, He has round eyes). T explains that 'hair' is usually uncountable, so we do not add 'a' or '-s'. T also explains that 'What does he look like?' asks about appearance, not about what someone likes. Ss complete Worksheet 1 individually, then check in pairs.

Expected outcomes

Ss complete Worksheet 1 correctly, explain the difference between is and has in their own words, and say the model dialogue in pairs with correct intonation.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes the model dialogue on the board and reads it aloud twice. T asks: 'What does A ask?' and 'What does B answer?'
Pupils
Ss listen and point to the dialogue in the book. Expected answers: 'A asks about appearance.' 'B says He is tall.'
Teacher
T explains: 'We use is with adjectives: He is tall. We use has with body parts: She has long hair.' T gives Worksheet 1 and asks Ss to complete it individually in 3 minutes.
Pupils
Ss read Worksheet 1 and write the answers in their notebooks, then compare with their partner.
Teacher
T checks the answers with the class and asks: 'Why do we say He has round eyes but not He is round eyes?'
Pupils
Ss answer: 'Because eyes is a body part, so we use has.' Ss correct their answers if needed.
Teacher
T summarises the structure on the board: He is tall. / She has long hair. T reminds Ss to describe appearance politely and neutrally.
Pupils
Ss repeat the two structures, write them in their notebooks, and say: 'We describe people politely.'

Activity 3.1: Practice · 10 minutes

Practice: Listen, choose and answer

Aims

Ss practise listening to and choosing the correct word or sentence, and they check their understanding of vocabulary and structures.

Content

Ss do Exercises 1, 2, 3, 4, 5, 6 and 7 from the textbook in order. Ss listen to the recording for Exercise 2 and Exercise 7, and they do Exercise 3 and Exercise 4 as a class. Then Ss use the NeoEdu page to check their answers. Use Worksheet 2 to write the answers.

Expected outcomes

Ss complete Worksheet 2 with the correct answers: 1. tall – cao; short – thấp hoặc ngắn; big – to lớn; slim – mảnh mai. 2. D (big). 3. is. 4. He is tall. 5. B (slim). 6. False ('tall' means cao, not thấp). 7. A (He is tall.)

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives Worksheet 2 and reads the instructions. T plays the audio for Exercise 2: 'Listen and choose the word you hear: A. tall B. short C. slim D. big.'
Pupils
Ss listen carefully and write the letter of the word they hear.
Teacher
T guides Ss through Exercises 3, 4, 5 and 6 one at a time. For Exercise 3, T asks: 'Which word fills the gap in He ___ tall?' For Exercise 4, T asks Ss to put the words in order.
Pupils
Ss answer. Expected answers: Exercise 3: is. Exercise 4: He is tall. Exercise 5: B (slim). Exercise 6: False, because tall means cao. Ss correct their own mistakes.
Teacher
T plays the recording for Exercise 7 and asks: 'Which sentence did you hear?' T checks with the NeoEdu exercise on the screen.
Pupils
Ss answer: 'A. He is tall.' Ss check their answers on the NeoEdu page and report their score to the teacher.
Teacher
T reviews the answers and praises the class. T asks: 'Which word is the hardest for you?'
Pupils
Ss say one word they still need to practise. Expected answer: 'I need to practise slim.'

Activity 3.2: Practice · 15 minutes

Let's talk and Let's sing

Aims

Ss practise asking and answering about appearance in pairs, and they use the song lines to repeat the structure in a fun way.

Content

Let's talk: Student A asks 'What does he look like?' and Student B answers with real information or an imagined person, then A repeats the answer, for example 'He is tall.' They swap roles and change at least one piece of information. Let's sing: Ss sing the four new lines, 'My aunt is tall. / My uncle is short. / My sister is slim. / My brother is big.' Ss keep the beat by tapping, sing the first two lines higher and the last two lower, and then change one piece of information correctly.

Expected outcomes

Ss hold a short pair dialogue with at least one changed piece of information, and they sing the song with the four new lines, keeping the rhythm and meaning correct.

Procedure

Teacher's activities

Pupils' activities

Teacher
T models Let's talk with a student. T says: 'Student A asks, Student B answers, then A repeats. Let's go!' T gives examples: 'What does he look like?' 'He is tall.' 'He is tall, right?'
Pupils
Ss watch and listen to the model, then repeat the question and the answer in chorus.
Teacher
T walks around, listens to pairs, helps those who are stuck, and reminds Ss to ask for repetition if they cannot hear clearly. T plays the song and models each line: 'My aunt is tall.' Ss tap four beats for each line.
Pupils
Pairs practise the dialogue and swap roles. Ss say: 'Sorry? Can you repeat?' when they do not hear. Ss sing the lines together and tap the rhythm. Expected answer: 'My mother is slim.' (changing one piece of information)
Teacher
T calls 3 pairs to perform the dialogue in front of the class and asks 1 group to sing the song. T gives feedback on clarity and rhythm.
Pupils
Pairs stand up and say the dialogue. Expected answer: 'What does he look like? He has short hair.' The group sings the four lines with changed information.
Teacher
T praises the class and reminds them: 'We describe people kindly. We never laugh at people's body shape.'
Pupils
Ss repeat: 'We describe people politely.' Ss record in their notebook one new sentence they practised.

Activity 4: Application · 10 minutes

Fun corner: Family portrait

Aims

Ss use the new vocabulary and structures to describe a real family member or an imagined person in a short, polite text, connecting the lesson to their own life.

Content

Ss draw a picture of a family member or an imagined person on blank paper. Ss write 3 sentences using 'He is ...' or 'She is ...' and 1 sentence using 'He/She has ...'. Ss show the portrait to a partner, who guesses the person from the description. Homework: Ss describe the portrait to a family member at home.

Expected outcomes

Each student has a family portrait with 4 correct sentences (for example: 'My aunt is tall. She has long hair.'), and they describe the person to a partner.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows a sample portrait on the board with the sentences: 'My aunt is tall. She has long hair.' T explains the task and time limit (5 minutes to draw and write).
Pupils
Ss listen and look at the sample. Ss choose a family member or imagined person to describe.
Teacher
T monitors the class, corrects the sentences quietly, and reminds Ss about 'hair' (no a, no -s). T asks Ss to describe in a polite way.
Pupils
Ss draw and write their sentences. They check with a partner and show the portrait. Expected sentence: 'My brother is big. He has round eyes.'
Teacher
T asks 3 Ss to show their portrait and describe it. Other Ss guess the person with the question: 'What does he/she look like?'
Pupils
Ss describe the portrait in front of the class. Other Ss answer: 'He is big. Is he your brother?'
Teacher
T closes the lesson: 'Today you learned how to describe people. Describe people with kindness.' T gives the homework.
Pupils
Ss say goodbye and copy the homework into their notebooks.

Worksheets

Worksheet 1: Grammar check (is or has)

Complete the sentences with is or has.

He ___ tall.
She ___ long hair.
He ___ slim.
He ___ round eyes.
She ___ short.

Answer key: is, has, is, has, is.
Note: hair is usually uncountable, so we do not say 'a hair' or 'hairs'.

Worksheet 2: Practice answers

Match the words with their meanings.

tall – ___
short – ___
big – ___
slim – ___

Listen and choose the word you hear: A. tall B. short C. slim D. big
He ___ tall. (is / has)
Put the words in order: He / is / tall.
Which word means mảnh mai? A. tall B. slim C. short D. big
'Tall' means thấp hoặc ngắn. True / False
Listen and choose the sentence you hear: A. He is tall. B. What does he look like? C. She has long hair.

Answer key:

tall – cao; short – thấp hoặc ngắn; big – to lớn; slim – mảnh mai.
D (big)
is
He is tall.
B (slim)
False (tall means cao)
A (He is tall.)

Homework

Practise the four words tall, short, big, slim with gestures for 10 minutes, then write each word and its meaning in your notebook.
Describe a family member or friend to a parent or sibling using 'What does he/she look like?' and the answer 'He/She is ...' or 'He/She has ...'. Remember to be polite and neutral.
Sing 'My aunt is tall. My uncle is short. My sister is slim. My brother is big.' for your family, and change one piece of information correctly.
Go to neoedu.vn/learn/4/english/unit-13-lesson-1 and do the interactive exercises to check your answers.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.