Giáo án Tiếng Anh 4 Global Success (CV2345) - Unit 13: Appearance

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 13: APPEARANCE
 Lesson 1 – Period 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – use the words and phrases big, short, slim, tall in relation to the topic 
knowledge & "Appearance";
skills
 – use What does he / she look like? – He's / She's _____. to ask and answer 
 questions about someone’s appearance;
 – listen to and demonstrate understanding of simple communicative 
 contexts in relation to the topic “Appearance”.
Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks
 - Self-control & independent learning: perform listening tasks.
Attributes - Show pride in how we look and show great respect for other people’s 
 appearance by using appropriate gesture and intonation when asking and 
 answering about appearance.
II. RESOURCES AND MATERIALS
 - Student’s book 2: Page 18
 - Audio tracks 22,23
 - Teacher’s guide: Pages 167, 168
 - 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 
 Step 4: Invite a few pairs to the front of the class to listen Whole 
 to and repeat the sentences in the recording. Check their class
 pronunciation, give corrections and feedback where 
 necessary.
 Step 5: Draw pupils’ attention to the question What does he Pair work
 look like? and the answer He’s tall. Tell pupils that they are 
 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 Individual 
 like? Read it aloud and have pupils repeat it several times. work
 Repeat the same procedure with the answer pattern He’s / 
 She’s _____. 
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & Answers
Fun corner and wrap-up: 5 minutes
 Option 1: play the lucky number game ( 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.
 - After 10 numbers, the team with the most points is the 
 winner. 
 Option 2: play the “Spinner Game” (template attached 
 below)
 - Pupils work in pairs. 
 - 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. Pair work
 Option 3: 
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Use the words and phrases big, short, slim, tall in relation to Individual 
 the topic “Appearance”) work
 2. What are the core values of the lesson? 
 (Show pride in how we look and show great respect for other 
 people’s appearance by using appropriate gestures and 
 intonation when asking and answering about appearance.
 * 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. 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
UNIT 13: APPEARANCE
Lesson 1 – Period 2
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – use the words and phrases big, short, slim, tall in relation to the topic 
knowledge & "Appearance";
skills
 – use What does he / she look like? – He's / She's _____. to ask and answer 
 questions about someone’s appearance;
 – listen to and demonstrate understanding of simple communicative 
 contexts in relation to the topic “Appearance”.
Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks
 - Self-control & independent learning: perform listening tasks
Attributes - Show pride in how we look and show great respect for other people’s 
 appearance by using appropriate gestures and intonation when asking and 
 answering about appearance.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 19
 - Audio tracks 24, 25
 - Teacher’s guide: Pages 169, 170
 - 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: 
d. Procedure Step 1: Draw pupils’ attention to the pictures 1a and 1b. Ask Whole 
 questions to help pupils identify the characters, eg. How class
 many pictures are there? What can you see in each picture? 
 What is the difference between two pictures? Check their 
 comprehension.
 Individual 
 Step 2: Play the recording for pupils to listen. Then play the work
 recording again for them to tick the correct picture.
 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
KNOWLEDGE CONSTRUCTION
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 Whole 
 appearance of the people (e.g. tall, short, big, slim). class
 Step 2: Ask pupils to look at the incomplete exchanges. Individual 
 Draw their attention to the missing words in the sentences. work
 Step 3: Model Exchange 1. Have pupils look at the 
 exchange. Ask them what is missing in the answer. Then Whole 
 have them complete the gap with the word tall. Repeat the class/ 
 same procedure with Exchanges 2, 3 and 4. Individual 
 Step 4: Get pupils to complete the exchanges individually. work
 Check their answers as a class, then ask a few pairs to read 
 them aloud.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys