Giáo án Tiếng Anh lớp 4 Global Success Unit 13 Lesson 1

I. OBJECTIVES

By the end of the lesson, pupils will be able to:

Language knowledge & skills

- understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s 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. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – 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 project to present about their family members or sing the song in Lesson 1.

Option 2: Complete the family tree.

- Ask pupils to name the family member words they know. Encourage them to say as many words as possible. 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.

Whole class/ Individual work

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 pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.

Step 4: Invite a few pairs to the front of the class to listen to 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 used to ask and answer about someone’s appearance

Whole class/

Individual work

Pair work

e. Assessment

- Performance products: Student’s answers

- 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 recording and repeat the word tall. Repeat the same procedure with Pictures b, c and d. Have the class repeat the words a few times.

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 Pictures b, c and d.

Step 5: Put pupils in pairs and have pairs practise asking and answering questions What does he / she look like? – He's / She's _____. Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Give corrections and feedback where necessary.

Whole class/ Individual work

Group work

Pair work

e. Assessment

- Performance products: Student's talks and interaction

- 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 to help them identify the characters in the picture.

Step 2: 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 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 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.

Whole class/ Individual work

Pair work

e. Assessment

- Performance products: Student’s talks

- Assessment tools: Observation; Questions & Answers