Giáo án NLS Tiếng Anh 4 Global Success Unit 13: Appearance - Lesson 1

1. WARM-UP

a. Objective: To engage pupils, create a fun atmosphere, and gently introduce the adjectives describing appearance (tall, short, big, slim) using TPR (Total Physical Response).

b. Organisation:

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2. PRESENTATION

Activity 1: Look, listen and repeat

a. Objective: To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s appearance.

b. Organisation:

- 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?).

- Ask pupils to look at Picture a. Play the recording from sachmem.net for them to listen to the whole conversation several times.

- 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.

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

- 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.

- Teacher moves on to the next content.

- Pupils look at the pictures, identify characters (Nam and Lucy) and answer the teacher's questions.

- Pupils listen to the recording and follow along.

- Pupils listen and repeat the sentences, paying attention to pronunciation.

- Pairs go to the front and role-play the exchanges.

- Pupils listen to the teacher's explanation on the target sentence pattern.

Activity 2: Listen, point and say

a. Objective: 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. Organisation:

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Activity 3: Let's talk

a. Objective: 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. Organisation:

- Draw pupils’ attention to the picture. Ask questions to help them identify the characters in the picture.

- 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 a sample answer, e.g. He’s tall. Get pupils to repeat the questions and the answers several times.

- 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.

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

- 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.

- Teacher moves on to the next content.

- Pupils look at the picture and identify the family members (father, mother, son, daughter).

Picture cue: a family of four people with different appearances

- Pupils observe the teacher's model and repeat the questions and answers.

- Pupils work in pairs, asking and answering using the target structures.

- Selected pairs come to the front to perform.

Activity 4: Listen and tick

a. Objective: 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. Organisation:

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Activity 5: Look, complete and read

a. Objective: To complete the target sentence patterns about people’s appearance in four exchanges with the help of picture cues.

b. Organisation:

- Ask pupils to look at the pictures and identify the appearance of the people (e.g. tall, short, big, slim).

- Ask pupils to look at the incomplete exchanges. Draw their attention to the missing words in the sentences.

- Model Exchange 1. Have pupils look at the exchange. Ask them what the missing word is. Then have them fill the gap with the word tall. Repeat the same procedure with Exchanges 2, 3 and 4.

- Get pupils to complete the exchanges individually.

- Teacher projects the exercise onto the interactive whiteboard and uses the smart pen.

- Teacher moves on to the next content.

- Pupils look at the pictures and recall the adjectives.

- Pupils focus on the gaps in the sentences.

- Pupils follow the teacher's example and identify the missing words.

- Pupils work independently to read and fill in the missing words.

- Pupils come to the interactive whiteboard and use the smart pen to write the basic missing words.

Key: 1. tall 2. short 3. look; big 4. What; She’s slim

[1.1.CB2a]: Interact with touch-based digital devices to complete simple tasks.

Activity 6: Let's sing

a. Objective: To sing the song What do your parents look like? with the correct pronunciation, rhythm and melody.

b. Organisation:

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3. PRACTICE

a. Objective: To consolidate the vocabulary (tall, short, slim, big) and sentence patterns in basic, easy-to-understand formats for Grade 4 pupils.

b. Organisation:

Mission 1: Look, Read and Write

- Teacher hands out a simple worksheet to each pupil (or projects it on the board and asks pupils to write answers in their notebooks).

- Teacher explains the task clearly: "Look at the pictures, read the sentences, and fill in the missing words." Remind pupils of the 4 key words on the board: tall, short, slim, big.

Picture 1: A tall boy.

A: What does he look like?

B: He is ________.

Picture 2: A slim girl.

A: What does ________ look like?

B: She is ________.

Picture 3: A big man.

A: What does your father look like?

B: He ________ big.

Picture 4: A short woman.

A: ________ does your mother look like?

B: ________ is short.

- Teacher gives pupils 3 - 5 minutes to complete the task independently. Go around the classroom to observe and offer support to weaker pupils.

- Teacher asks pupils to swap their worksheets with a partner to cross-check.

- Teacher invites 4 pupils to stand up and read the completed exchanges aloud (one exchange per pupil). Teacher writes the correct answers on the board and provides feedback.

Mission 2: Complete the quiz (optional).

- Teacher sends link the quiz on website  kenhhoctap for student to perform.

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

- Teacher moves on to the next content.

- Pupils receive the worksheet or prepare their notebooks.

- Pupils listen to the instructions and review the target vocabulary.

- Pupils work individually. They look at the visual cues and fill in the blanks with basic words to complete the sentences.

- Pupils swap worksheets with their desk mates.

- Pupils read their answers aloud, then check and correct their own worksheets based on the teacher's key on the board.

Key: 1. Tall 2. she / slim 3. Is 4. What / She

- Pupils receives the link and choose the answer.

[2.1.CB2a]: Choose simple digital technologies to interact.

4. APPLICATION

a. Objective: To apply the learned sentence structures to describe the appearance of real-life family members in a creative way.

b. Organisation: 

Mission: Home Project - "My Family Portrait"

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REFLECTION