Giáo án Tiếng Anh 4 - Week 22 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 22 - Năm học 2024-2025

1. Week: 22 Date of planning: 15/02/2025 Period: 85 Date of teaching: 17/02 – 21/02 UNIT 13: APPEARANCE Lesson 1 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – understand and correctly repeat the sentences in two communicative knowledge & contexts focusing on asking and answering questions about someone’s skills appearance. – 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. – 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. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks. Attributes - Show pride in how we look and respect the differences in people’s appearance II. RESOURCES AND MATERIALS - Student’s book: Page 18 - Audio tracks 21, 22 - Teacher’s guide: Pages 183, 185 - 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 each other in pairs. - Spend a few minutes revising Unit 12 by asking the class to use the pictures they have from the previous
2. project to present about their family members or sing the song in Lesson 1. Whole Option 2: Complete the family tree. class/ - Ask pupils to name the family member words they Individual know. Encourage them to say as many words as possible. work Correct the pronunciation if needed. - Show a family tree and have pupils complete the family tree with the correct words. - Check with the whole class. * 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. 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 contexts focusing on asking and answering questions about someone’s appearance. d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify the characters and other details (e.g. Who are they? Where are they? Is the boy tall or short?). 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 Whole pupils to listen and repeat individually and in chorus. class/ Correct their pronunciation where necessary. Repeat the Individual same procedure with Picture b. work Step 4: Invite a few pairs to the front of the class to listen to Pair work 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
3. 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 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 Group Pictures b, c and d. work Step 5: Put pupils in pairs and have pairs practise asking and answering questions What does he / she look like? –
4. He's / She's _____. Invite a few pairs to point at the Pair work pictures 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. work 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 Pair work 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. e. - Performance products: Student’s talks Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes
5. Option 1: Game: Lucky number (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. Option 2: Game: Spinner (template attached below) - Pupils work in pairs. Pair work - 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. * Preparation for the project Individual Ask pupils to prepare for the project on page 23 by doing a work survey about the appearance of their family members as homework so that they can present the results at the Project time. Week: 22 Period: 86 UNIT 13: APPEARANCE Lesson 1 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – listen to and understand two communicative contexts in which characters knowledge & ask and answer questions about a family member’s appearance, and tick the skills correct pictures. – complete the target sentence patterns in four exchanges about appearance with the help of picture cues. – sing the song What do your parents look like? with the correct pronunciation, rhythm and melody. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks Attributes - Show pride in how we look and respect the differences in people’s appearance II. RESOURCES AND MATERIALS - Student’s book: Page 19
6. - Audio tracks 23, 24 - Teacher’s guide: Pages 185 - 187 - 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 class/ appearance. Individual – Dictate some sentences about someone’s appearance work (e.g. My brother is tall. My teacher is big.) and asks pupils to write them down. Then let them work in pairs or groups to check each other’s work. Option 2: Slap the board (PPT) – Show questions and answer choices on the screen, students read and slap the correct answer. If the screen is not big enough, teachers write A, B, C on the board, students read and slap the correct option. Teams * Ask pupils to open their books at page 19 and look at Unit 13, Lesson 1, Activity 4 PRACTICE 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?
7. 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. Whole Ask questions to help pupils identify the characters, eg. class How many pictures are there? What can you see in each picture? What is the difference between these two pictures? Check their comprehension. Step 2: Play the recording for pupils to listen to. Then play Individual the recording again for them to tick the correct picture. work 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 PRACTICE 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 appearance of the people (e.g. tall, short, big, slim). Step 2: Ask pupils to look at the incomplete exchanges. Whole
8. Draw their attention to the missing words in the sentences. class/ Step 3: Model Exchange 1. Have pupils look at the Individual exchange. Ask them what is missing in the answer. Then work have them complete the gap with the word tall. Repeat the same procedure with Exchanges 2, 3 and 4. Whole Step 4: Get pupils to complete the exchanges individually. class/ Pair Check their answers as a class, then ask a few pairs to read work them aloud. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s sing. 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 Whole pupils to listen and repeat line after line and do related class/ actions, e.g. using hand movements for slim, tall and big. Individual work Step 4: When pupils feel confident and get familiar with the 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
9. Option 1: Game: Get the Candies (powerpoint) Group - Divide the class into 2 teams. work - Pupils from each team choose a number, then answer the question in that number. If the pupils answer correctly, they get one candy for that question. Option 2: Game: Pass the ball (template attached below) - Divide the class into 2-3 teams. Whole - Each team has 1 sticky ball. class/ - Play the music, pupils in each team take turns to pass the Individual ball. After the music ends, the pupils holding the ball stand work up and describe a classmate. * Ask students to answer the following question: What have you learnt from the lesson today? (Use the words and phrases big, short, slim, tall to ask and answer about appearance) Week: 22 Period: 87 UNIT 13: APPEARANCE Lesson 2 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – understand and correctly repeat the sentences in two communicative knowledge & contexts focusing on asking and answering questions about someone’s skills appearance, using the verb has. – correctly say the phrases and use What does he / she look like? – He / She has _____. to ask and answer questions about someone’s appearance. – enhance the correct use of What does he / she look like? – He / She has _____. to ask and answer questions about someone’s appearance in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks Attributes - Show pride in how we look and respect the differences in people’s apprearance
10. II. RESOURCES AND MATERIALS - Student’s book: Page 20 - Audio tracks 25, 26 - Teacher’s guide: Pages 187 - 189 - 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 each other in pairs. Whole – Spend a few minutes revising Lesson 1 by singing the class/ song What do your parents look like? on page 19. Individual Option 2: Game: “Teacher says” work – Teachers quickly review body parts, focusing on facial features. – Teacher plays "Teacher says": Touch your ears/nose/face/eyes/hair .... to review face features. Teams * Ask pupils to open their books at page 20 and look at Unit 13, Lesson 2, Activity 1. 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, using the verb has. b. Input – Context a: Bill: How old is your brother, Mai? Mai: He’s four. – Context b: Bill: What does he look like? Mai: He has a round face. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s appearance, using the verb has.
11. d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify Whole the characters in the pictures. class Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in Individual chorus. Correct their pronunciation where necessary. work Repeat the same procedure with Picture b. Step 3: Play the recording again for pupils to listen to and repeat the sentences in the recording. Step 4: Invite a few pairs to the front of the class to listen to and repeat the sentences in the recording. Give corrections Pair work and feedback where necessary. Step 5: Draw pupils’ attention to the question What does he look like? and the answer He has a round face. Tell pupils that they are used to ask and answer questions 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 phrases and use What does he / she look like? – He / She has _____. to ask and answer questions about someone’s appearance. b. Input – Picture cues: a. a girl with short hair b. a girl with long hair c. a boy with a round face d. a boy with big eyes – Speech bubbles: What does he / she look like? – He / She has _____. Audio script: a. short hair b. long hair c. a round face d. big eyes a. A: What does she look like? B: She has short hair. b. A: What does she look like? B: She has long hair. c. A: What does he look like? B: He has a round face. d. A: What does he look like? B: He has big eyes. c. Outcome Pupils can correctly say the phrases and use What does he / she look like? – He / She has _____. to ask and answer questions about someone’s appearance.
12. d. Procedure Step 1: Have pupils point at Picture a, listen to the recording and repeat the phrase short hair several times. Repeat the same procedure with Pictures b, c and d. Have the class repeat the phrase. Step 2: Point at the question What does he / she look like? Read it aloud and have pupils repeat it. Repeat the same Whole procedure with the answer He / She has _____. class/ Individual Step 3: Point at Picture a and have pupils listen to and work repeat after the recording What does he look like? – He has short hair. 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 Group they feel confident. Repeat the same procedure with work Pictures b, c and d. Step 5: Have pairs of pupils practise asking and answering questions using the picture cues. Invite a few pairs to point at the pictures and say the questions and answers in front Pair work of the class. Check their pronunciation, 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 / She has _____. to ask and answer questions about someone’s appearance in a freer context. b. Input – Picture cues: a group of four pupils with different appearance – Speech bubbles: What does he / she look like? – _____. c. Outcome Pupils can enhance the correct use of What does he / she look like? – He / She has _____. to ask and answer questions about someone’s appearance in a freer context. d. Procedure Step 1: Draw pupils’ attention to the two speech bubbles. Read the question aloud and ask pupils to repeat it. Ask pupils to look at the second bubble and identify what answers should be. Give a sample answer, e.g. He has short hair. Get pupils to repeat the question and the answer several times. Whole
13. Step 2: Have pairs of pupils practise asking and answering class/ the question about the appearance of each character in the Individual picture. Go around the classroom to observe and provide work help. Step 3: Invite a few pairs to practise asking and answering questions in front of the class. Give corrections and feedback where necessary. e. - Performance products: Student’s talks and interaction Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: The Angry Bird (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, the class teacher clicks the brick of that number to find out the scores. Option 2: Game: Broken sentences - Divide the class into groups of four. - Give each group a sentence that is broken/cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud. - The group that makes it first will be the winner. * Ask students to answer the following questions: What have you learnt from the lesson today? Whole (Use the words and phrases a round face, big eyes, long class/ hair, and short hair to ask and answer about appearance) Individual work Week: 22 Period: 88 UNIT 13: APPEARANCE Lesson 2 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – listen to and understand four communicative contexts in which characters
14. knowledge & ask and answer questions about someone’s appearance, and number the skills correct pictures. – complete the target sentence patterns in two exchanges about appearance with the help of picture cues. – review vocabulary about family members and appearance by playing the game Tic-tac-toe. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks Attributes - Show pride in how we look and respect the differences in people’s appearance II. RESOURCES AND MATERIALS - Student’s book: Page 21 - Audio tracks 27 - Teacher’s guide: Pages 190 - 192 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13) - Computer, projector, III. Warm-up and review – Listen and number – Look, complete and read – PROCEDURE Let’s play – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes
15. Greet the class. Option 1: – Spend a few minutes revising the sentence patterns Whole What does he / she look like? and He / She has _____. to class/ ask and answer questions about someone’s appearance. Individual – Dictate some sentences about someone’s appearance work (e.g. My father has short hair. My mother has a round face.) and asks pupils to write them down. Then let them work in pairs or groups to check each other’s work. Option 2: Odd one out. (powerpoint) – Teacher shows 3 words/phrases on the screen. There is 1 word/phrase that belongs to a different group from the other two. Pupils choose the odd one out. – Pupils get stars for the correct answers. * Ask pupils to open their books at page 21 and look at Unit 13, Lesson 2, Activity 4. PRACTICE Activity 4. Listen and number. 5 minutes a. Goal To listen to and understand four communicative contexts in which characters ask and answer questions about someone’s appearance, and number the correct pictures. b. Input Picture cues: a. a girl with short hair b. a girl with big eyes c. a girl with long hair d. a girl with a round face Audio script: 1. A: What does she look like? B: She has a round face. 2. A: What does she look like? B: She has short hair. 3. A: What does she look like? B: She has long hair. 4. A: What does she look like? B: She has big eyes. c. Outcome Pupils can listen to and understand four communicative contexts in which characters ask and answer questions about appearance, and number the correct pictures. Key: 1. d 2. a 3. c 4. b
16. d. Procedure Step 1: Have pupils look at the pictures. Elicit the questions to ask for the appearance of the character in each picture and give feedback. Step 2: Play the recording of the first exchange. Tell pupils that they will need to listen for appearance (e.g. short hair, Whole long hair, a round face, big eyes). Ask pupils What does class/ she look like? Help pupils find out the key word for the Individual appearance from the exchange (e.g. a round face). Then ask work pupils in which picture a person with a round face appears (Picture d). Tell pupils to write “1” next to Picture d. Pair work Step 3: Play the recording of the other exchanges and let pupils write down their answers. Have pupils swap their books with a partner and check the answers. Correct answers and give feedback if necessary. Extension: If there is enough time, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation and give feedback. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete the target sentence patterns in two exchanges about appearance with the help of picture cues. b. Input – Two picture cues – Two gapped exchanges to complete c. Outcome Pupils can complete the target sentence patterns in two exchanges about appearance with the help of picture cues. Key: 1. big, face 2. look like, long hair d. Procedure Step 1: Have pupils look at the pictures. Get them to identify the appearance of the characters in the pictures. Step 2: Have pupils look at the two gapped exchanges. Whole Draw their attention to the missing words in the question class/ and answers. Individual Step 3: Model Exchange 1. Have pupils look at the first work gap. Ask them what word is missing (big). Then have them complete the answer (He's big). Get them to guess the missing word in the second gap (face) and complete the
17. answer (He has a round face). Step 4: Repeat the same procedure with Exchange 2. Give pupils 1 – 2 minutes to complete the gaps individually, then compare their answers in pairs. Monitor and offer help where necessary. Step 5: Check pupils’ answers as a class and ask some pairs Pair work to read aloud the completed exchanges. e. - Performance products: Student's answers Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes a. Goal To review vocabulary about family members and appearance by playing the game Tic-tac-toe. b. Input A tic-tac-toe grid of 3x3 squares with vocabulary: short hair, big eyes, long hair, a round face, grandmother, mother, father, brother, sister. c. Outcome Pupils can review vocabulary about family members and appearance by playing the game Tic-tac-toe. d. Procedure Step 1: Tell pupils that they are going to play the game Tic-tac-toe. Two pupils play at a time. One pupil is X, and the other is O. The pupils take turns choosing a square by saying a word and putting their mark in the corresponding square. The first pupil to write three marks in a vertical, Whole horizontal or diagonal line is the winner. class/ Step 2: Invite two pupils to play at a time. Individual work Step 3: Change the words in the grid and let pupils play the game several times if there is enough time. e. - Performance products: Student’s answers and interactions Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Doraemon g (powerpoint) - Divide the class into 3 teams. Whole - Pupils from each team choose a number, then ask and class/ answer with the picture in that number. If the pupils answer Individual correctly, they get the points (dorayaki) for that question. work - The team with the most points is the winner.
18. Option 2: - Ask pupils to draw a quick, random portrait. - Ask pupils to work in pairs, and describe their portrait to their partner. * Ask pupils about what they have learnt in the lesson