Tiếng AnhLớp 4Phần 14. Unit 13: Appearance

Giáo án Lesson 3

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)

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
- Pronounce the initial sounds of 'long' and 'round' by placing the tongue correctly (tongue tip touches the upper gum for 'long'; tongue tip does not touch the gum for 'round', American English).
- Read a short passage and find its topic, and answer questions by underlining the answers.
- Use the vocabulary of appearance: tall, short, slim, big, long hair, short hair, round eyes, round face.
- Use 'is' with adjectives and 'has' with body parts and hair (He is tall. She has long hair.).
Communicative competence in English through listening, speaking, reading and writing: Ss listen and point to the correct word, read the passage to find the topic and details, say a 4–5 sentence description of a family member, and write a short paragraph with a general sentence followed by details.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /l/ in 'long' and /r/ in 'round' correctly, use the vocabulary of appearance, and use 'is' with adjectives and 'has' with hair or body parts.

2. General competences

Self-control and independent learning: Ss check their own pronunciation by watching the teacher's tongue position and by listening to the model, and they correct their answers after reading the passage again.
Communication and collaboration: Ss work in pairs and groups to chant, ask and answer about appearance, and give polite feedback to each other.
Problem-solving and creativity: Ss choose the right sound, word or sentence in the exercises, and create their own family appearance chart and sentences.

3. Personal qualities

Diligence: Ss practise the pronunciation and the chant regularly, and finish the project chart and the writing task at home.
Kindness: Ss describe appearance respectfully and neutrally, without making fun of classmates or family members and without ranking looks as good or bad.

II. Resources and materials

1. Teacher

Textbook Tiếng Anh 4 (Global Success), Unit 13, Lesson 3
Flashcards: tall, short, slim, big, long hair, short hair, round eyes, round face, long, round
Laptop, projector and speakers
NeoEdu lesson page (neoedu.vn/learn/4/english/unit-13-lesson-3): lesson presentation, examples and interactive exercises. The audio buttons use en-US voice. Teacher listens to and corrects pupils' speech directly; the system does not grade speech automatically.
Sample family appearance chart (written on the board or on a poster) and Worksheets No. 1 and No. 2

2. Pupils

Notebook, pencil, eraser, coloured pencils
Worksheet No. 1 and Worksheet No. 2 (printed or copied)
Small mirror (optional, to watch mouth and tongue position)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Guess who?

Aims

Activate the vocabulary of appearance and the two sentence patterns 'is + adjective' and 'has + hair or body part'.

Content

T describes a student in the class using the flashcards (tall, short, long hair, short hair, round eyes). Ss listen and guess who it is.

Expected outcomes

Ss name the words and say one correct sentence with 'is' or 'has'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the flashcards and says: 'Listen. He is tall. He has short hair. Who is it?' T asks: 'What is the word for cao?' (tall)
Pupils
Ss look at the flashcards, listen and try to guess. Expected answer: 'Tall! It is Nam!'
Teacher
T divides the class into pairs and asks each pair to describe one classmate without naming him or her.
Pupils
Pairs take turns describing a classmate: 'She is short. She has long hair.' The partner guesses the name.
Teacher
T asks several pairs: 'Who is tall in your group?' and 'Who has long hair?'
Pupils
Expected answers: 'Minh is tall.' / 'Hoa has long hair.'
Teacher
T writes on the board: is + adjective (He is tall) and has + hair or body part (She has round eyes). T reminds: 'Hair is not counted in this pattern, so we do not add a or -s.'
Pupils
Ss copy the two patterns into their notebooks.

Activity 2.1: Exploration · 12 minutes

Look, listen and repeat: long and round

Aims

Ss pronounce the initial sounds of 'long' and 'round' correctly by feeling the tongue position, and distinguish the two words when listening.

Content

Pronunciation focus: the initial sound /l/ in 'long' (the tongue tip touches the upper gum and the air flows out on both sides) and the initial sound /r/ in 'round' (the tongue tip does not touch the gum, American English). T reminds Ss that they should tell the two sounds apart by tongue position, not by spelling. Exercise 1 and Exercise 2 of the textbook are used for the listening check.

Expected outcomes

Ss say 'long' and 'round' clearly, and point to the correct card when they hear each word.

Procedure

Teacher's activities

Pupils' activities

Teacher
T models 'long' slowly and asks: 'Where is your tongue when you say long?' T draws the tongue on the board. Then T models 'round' and asks Ss to notice that the tongue does not touch the gum.
Pupils
Ss watch and listen. Expected answer: 'The tongue touches the upper gum.'
Teacher
T guides choral repetition, then individual repetition. T uses the NeoEdu audio to let Ss listen and repeat. Then T plays 'Listen, point and say': T says a word and Ss point to the card and say it.
Pupils
Ss repeat in chorus, then individually. In the game, Ss point to the card 'long' or 'round' and say the word. They touch their upper gum when saying 'long' and check that their tongue does not touch the gum for 'round'.
Teacher
T asks several Ss to say the words alone and gives direct feedback on the tongue position. T asks: 'Which word has the sound that touches the gum?'
Pupils
Expected answer: 'Long.' Ss say the word again with the correct tongue position.
Teacher
T summarises: long (tongue touches the upper gum) and round (tongue does not touch the gum). T says that both British and American accents are accepted if the pupil is consistent.
Pupils
Ss repeat the two words once more and write them in their notebooks.

Activity 2.2: Exploration · 12 minutes

Read and find: My brother and my sister

Aims

Ss read a new passage, find its topic, and answer questions by finding details. Ss learn how to write a short description: a general sentence first, then details.

Content

Passage: My brother is tall. He has short black hair. My sister is short. She has long hair and round eyes. We play together after school. Ss use Worksheet No. 1 to read the passage twice: the first time to find the topic, the second time to underline the words that answer the questions.

Expected outcomes

Ss complete Worksheet No. 1 with the topic and the answers, and copy the writing pattern into their notebooks.

Procedure

Teacher's activities

Pupils' activities

Teacher
T hands out Worksheet No. 1 and asks Ss to read the passage once quickly. T asks: 'What is the passage about?'
Pupils
Ss read in silence. Expected answer: 'It is about a brother and a sister. It is about their appearance.'
Teacher
T asks Ss to read the passage again and underline the words that answer the questions on the worksheet. T walks around and helps the pairs who are stuck.
Pupils
Ss work in pairs. They underline words such as 'tall', 'short black hair', 'long hair', 'round eyes'.
Teacher
T asks: 'Who has long hair?' and 'What does the brother look like?' T asks one pair to read the answers aloud.
Pupils
Expected answers: 'The sister has long hair.' / 'He is tall and has short black hair.'
Teacher
T shows the writing pattern: first a general sentence (My brother is tall), then details (He has short black hair). T reminds Ss to check 'is' and 'has' when they reread their writing.
Pupils
Ss copy the pattern into their notebooks and check their own writing.

Activity 2.3: Exploration · 10 minutes

Words and patterns: is or has?

Aims

Ss recall the vocabulary of appearance and choose 'is' or 'has' correctly in a sentence.

Content

Vocabulary: tall (cao), short (thấp hoặc ngắn), big (to lớn), slim (mảnh mai), long hair (tóc dài), short hair (tóc ngắn), round eyes (mắt tròn), round face (khuôn mặt tròn). Pattern: 'is' with adjectives (He is tall, She is slim) and 'has' with body parts and hair (She has long hair, He has round eyes). Ss use Worksheet No. 2 (Section A) for matching.

Expected outcomes

Ss match the phrases with their meanings and complete the two sentences with 'is' or 'has'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the vocabulary on the projector and reads each word. T asks Ss to repeat. T asks: 'Is slim a word for body or hair?' Then T gives the example: 'She ___ long hair.' (has)
Pupils
Ss repeat the words and answer. Expected answer: 'Slim is a word about the body (mảnh mai).' or 'Has.'
Teacher
T asks Ss to match the phrases with their meanings on Worksheet No. 2 (Section A). T uses the NeoEdu interactive exercises to let Ss check their answers.
Pupils
Ss work individually, then compare with a partner. Expected matches: tall – cao; slim – mảnh mai; round face – khuôn mặt tròn.
Teacher
T calls on Ss to read their answers and asks: 'Is it She is long hair or She has long hair? Why?'
Pupils
Expected answer: 'She has long hair, because we use has with hair.'
Teacher
T repeats the note: 'Use is with adjectives, use has with hair and body parts. Describe people politely and neutrally.'
Pupils
Ss write the note in their notebooks.

Activity 3.1: Practice · 7 minutes

Let's chant: long and round

Aims

Ss practise the target sounds in a chant and use each word in a new sentence.

Content

Chant: long — clap — round — clap. Sentences: She has long hair. She has a round face. Ss read the words slowly, then say the whole sentence. One student keeps a steady beat, the other says the two words, then they swap roles.

Expected outcomes

Ss chant the words with a steady beat, and each pair says two new sentences with 'long' and 'round'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T models the chant with claps and says: 'Long, clap. Round, clap.' T asks Ss to notice the strong beat falls on the stressed word.
Pupils
Ss watch and listen. Expected answer: 'The strong beat is on long and round.'
Teacher
T asks groups to chant. Then each pair decides who will keep the beat and who will say the words, and then they swap. T asks pairs to make two new sentences: 'She has long hair.' and 'She has a round face.'
Pupils
Groups chant together. Pairs say sentences such as 'My sister has long hair.' and 'My grandmother has a round face.'
Teacher
T gives feedback directly on pronunciation: the final sounds are read clearly without adding an extra 'uh' sound. T praises the groups that keep the beat.
Pupils
Ss repeat the chant once more with the correct final sounds.

Activity 3.2: Practice · 9 minutes

Quick check: listen, choose and say

Aims

Ss use the target language to answer questions about the passage and complete the textbook exercises.

Content

Exercise 1: Listen and choose the word you hear (A. long; B. round). Exercise 2: When saying /l/ in 'long', the tongue tip (A. is between the lips; B. touches the upper gum). Exercise 3: Read the passage aloud. Exercise 4: Who has long hair? (A. the sister; B. the brother; C. both children). Exercise 5: The brother has long hair. (True or False). Exercise 6: Match the phrases (tall, slim, round face) with their meanings. Exercise 7: Choose the correct word to complete the pattern: She ___ long hair (has).

Expected outcomes

Ss complete the answers: 1 – A (long); 2 – B (touches the upper gum); 4 – A (the sister); 5 – False (the sister has long hair, the brother has short black hair); 6 – tall – cao, slim – mảnh mai, round face – khuôn mặt tròn; 7 – has (She has long hair).

Procedure

Teacher's activities

Pupils' activities

Teacher
T reads each exercise and asks Ss to hold up cards A/B or write the answers on a whiteboard mini-sheet.
Pupils
Ss listen and hold up their answers. Expected answer for Exercise 1: 'A, long.'
Teacher
T asks Ss to read the passage aloud in pairs (Exercise 3) and to answer Exercise 4 and Exercise 5. For Exercise 5, T asks: 'Is it true? Why?'
Pupils
Pairs read the passage aloud and answer. Expected answer for Exercise 5: 'False. The sister has long hair.'
Teacher
T checks the answers with the whole class, and asks several Ss to explain their answer for Exercise 7.
Pupils
Ss say the answers, for example: 'She has long hair, because we use has with hair.'
Teacher
T praises the correct answers and points out the mistakes gently, then summarises the pattern 'is with adjectives, has with hair and body parts'.
Pupils
Ss correct their own answers in their notebooks.

Activity 4: Application · 15 minutes

Family appearance chart and wrap-up

Aims

Ss create a family appearance chart, describe two people in 4–5 sentences, and talk about their work with a partner in a respectful way.

Content

Project: Ss draw a chart with two family members (real or imagined), with the columns Person, Height and Hair. Ss use 'is' for height and 'has' for hair. Ss describe their chart in 4–5 sentences and answer one question from a partner. Sample: grandfather – tall – short hair; sister – short – long hair. Sample sentences: My grandfather is tall. He has short hair. My sister is short. She has long hair. Ss complete Worksheet No. 2 (Section B) and then use it to present their work.

Expected outcomes

Ss complete Worksheet No. 2 with a family appearance chart and 4–5 sentences, and present them to a partner. Assessment criteria (for the teacher or an adult): the chart is complete and on topic (0,75 point); the speaking is 4–5 sentences with the right pattern (0,5 point); the pronunciation is clear and understandable (0,5 point).

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the sample chart on the board and says: 'Here is a chart about my grandfather and sister. Describe them with is and has. Do not rank them as good or bad.'
Pupils
Ss look at the sample and copy the column names into their notebooks. Expected answer: 'Grandfather is tall. He has short hair.'
Teacher
T asks Ss to draw or write their own chart with two family members (real or imagined) and to write 4–5 sentences. Then T asks Ss to pair up: one person presents, the other asks one question with 'What does ... look like?' and listens.
Pupils
Ss draw their charts and write sentences. In pairs, they present and ask a question, for example: 'What does your sister look like?' Expected answer: 'She is short. She has long hair.'
Teacher
T invites three or four pairs to present to the class and gives direct feedback on content and pronunciation.
Pupils
Ss present their chart in 4–5 sentences in front of the class.
Teacher
T runs a short 'Fun corner' game: Ss guess a classmate from a description using tall, short, long hair, short hair, round eyes. T reminds Ss to describe people respectfully and neutrally.
Pupils
Ss play the guessing game and say one sentence about a classmate, for example: 'He is tall. He has short hair.' The class guesses the name.

Worksheets

Worksheet No. 1: Read and find

Read the passage: My brother is tall. He has short black hair. My sister is short. She has long hair and round eyes. We play together after school.

A. Read once quickly. What is the passage about?

B. Read again and answer the questions. Underline the words in the passage.

Who has long hair? ______________________________
What does the brother look like? ______________________________
What does the sister look like? ______________________________
What do the brother and sister do after school? ______________________________

C. True or False?

The brother has long hair. ______ (False)
The sister is short. ______ (True)

D. Write one general sentence and two details about your own family member.

General sentence: ______________________________
Detail 1: ______________________________
Detail 2: ______________________________

Worksheet No. 2: Words, patterns and family chart

A. Match the phrase with its meaning.

tall — ______ (cao / mảnh mai / khuôn mặt tròn)
slim — ______
round face — ______

B. Complete the sentences with is or has.

She ______ long hair.
He ______ tall.
He ______ round eyes.
My sister ______ short.

C. Family appearance chart (real or imagined)

Person: ______________________
- Height: ______________________
- Hair: ______________________
Person: ______________________
- Height: ______________________
- Hair: ______________________

D. Write 4–5 sentences about the chart. Use is for height and has for hair.

Homework

Write 4–5 sentences about two family members, using the chart you made in class. Use is for height and has for hair. Example: My grandfather is tall. He has short hair. My sister is short. She has long hair. (Check the sentences again: is, has, and the correct spelling.)
Practise the chant 'long — clap — round — clap' with a family member. Say the two example sentences: She has long hair. She has a round face. Say the words slowly, then say the whole sentence.
Read the passage 'My brother is tall...' aloud three times. Then say a sentence about yourself, for example: 'I am short. I have short black hair.' Describe yourself neutrally and respectfully.
Optional: Use the NeoEdu page (neoedu.vn/learn/4/english/unit-13-lesson-3) to listen to the audio and repeat the words 'long' and 'round' at home.

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