Date of preparing: 11/2 Period : 64 Week 22 Unit 14: WHAT DOES HE LOOK LIKE?
Lesson 2: 1,2,3 (page 26) I. Objectives:
1. Knowledge : After the lesson, students are able to:
- Use the words and phrases related to the topic Physical appearance - Make comparisons, using Who is + (comparative)? ... is + (comparative).
- Be interested in making comparative in English 2. Skills:
- Develop Ss speaking and listening skills 3. Attributes:
- Live responsibly, love themselves, family and friends - Confident in learning and practice situations
Ss like English and how to know someone’s physical appearance 4. Competence:
- Self-study
- Communication and co-operation.
II. Language focus
- Vocabulary: elder brother, tall – taller, short-shorter, big-bigger, small-smaller, old-older, young-younger, slim-slimmer, strong-stronger
- Sentence patterns
Who is + (comparative)? ... is + (comparative).
III. Instructional resources
1. Teachers: students&teachers book, pictures, cassette, laptop, projector, sáchmềm 2. Students: books, notebooks, workbooks.
IV. Procedure:
* Organization (1) : Greeting and warm up the class
Class Date of teaching Absent Ss 4A February 15th
4B February 17th
* Warm up (4’)
-Aim: help ss to create a friendly and active atmosphere in the class to beginning the lesson.
-In put: the game: Chatting game.
- Procedures:
* Have Ss play the game: Chatting game.
Call some pupils to the front of the class to ask and answer questions about the physical appearance of their classmates, using What does he/she look like? He’s/
She’s ...
- Give the comment.
- Out put : tell about the physical appearance of their classmates
Teacher’s activities Students’ activities
*Activity 1 . (7’)
- Aim: SS will be able to listen and repeat about the dialogue.
- In put: 2 pictures in part 1 on page 26, dialogue between Nam and Peter
- Procedures:
- Set the scene “they are going to listen to two boys asking and answering questions about their family members.
-Asks Ss open the book
-Asks pupils to look at the pictures and elicit their answers:
Who are they in the picture?
Where are they?
What are they talking about?
- Opens the cassette.
- Opens the cassette again.
-T - Ss role play.
-T-Ss, Ss- T, half- half, open pairs
- Checks Ss’s understanding about the dialogue +What is Nam doing ?
+ What does he look like?
- Out put : Ss listen and repeat the dialogue and role play.
* Activity 2(10’)
- Aim: ss will be able to learn vocabulary and sentence patterns.
- In put: pictures, puppets, in part 2 on page 26 - Procedures:
a. Vocabulary
- Introduce some words by eliciting
1. Look ,listen and repeat
- Open their books to page 26
-Answer
- Listen and point - Listen and read in chorus( 2 times)
-He talk about his father and brother.
- He’s tall.
2. Point and say a. Vocabulary + taller: cao hơn
+ taller: cao hơn + shorter: thấp hơn + bigger: to hơn + smaller : nhỏ hơn + younger: trẻ hơn
Language note: Most adjectives form comparatives by adding -er to the end of the words (e.g. older, taller).
Adjectives ending in -e add -r to the end (e.g. nicer).
Adjectives with one vowel and one consonant after that vowel double the consonant before adding -er (e.g. bigger, thinner). Those with two or more vowels followed by one consonant, however, do not double the consonant (e.g.
louder, quieter).
*Check vocb: Rub out and remember - Models
- Writes down on the board
- T: Vocabulary checking: Rub out remember b. Model sentences:
- Introduces structure
- Set the sence: T asks to look at their book on page 26
- When Peter wants to know who is taller.
How does he ask?
S1: Who’s taller?
-T: How does Nam answer?
S2: My brother is taller than my father.
- Models
- Wirtes down on the board - Checks: form, use, intonation c. Practice
* Picture cues (CNTT)
- Lets Ss run through the pictures - How many pictures are there ? - T models
- T-Ss, Ss- T, half-half, open pairs, close pairs
* Lucky Number ( using the pictures on page 26) - Explains how to play this game.
- Lets Ss play together.
+ shorter: thấp hơn + bigger: to hơn + smaller : nhỏ hơn + younger: trẻ hơn b. Sentence pattern Who is taller?
My brother’s taller than my father
- Listen and repeat (chorally then individually).
- Ss copy.
- Repeat chorally then individually
- Answer
- Repeat chorally
What does he look like?
He’s tall.
Out put: Students use vocabulary and structure to make comparisons in physical appearance
* Activity 3 (10’)
- Aim: help ss to talk about their classmates’ appearance and making comparisons,
- In put: In put: The structure in part 3 on page 26 - Procedures:
-Tell pupils that they are going to practise asking and answering questions about their classmates’ appearance and making comparisons, using What does he/she look like? Who’s + (comparative)?
-Do the task with one pupil as a model (e.g. Teacher: What does Hang look like?
Pupil: She’s thin.)
- Put the sentences on the board and do choral and individual repetition.
-Ask pupils to work in pairs, one pupil asking the questions and the other giving the answers. Monitor the activity and offer help, if necessary.
-Select some pairs to role-play the dialogue in front of the class.
- Out put: Ss can practise more with their friends
- Work in pairs
V. Wrap up and assignment. (2’) - Retell the content of the lesson.
-Work in pairs VI. Home link
- Learn the new words
- Prepare the next period: unit 14 : lesson 3 : 1,2,3 Adjustment
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Date of preparing: 11/2 Period : 65 Week 22 Unit 14: WHAT DOES HE LOOK LIKE?
Lesson 3: 1,2,3 (page 28) I. Objectives:
1. Knowledge : After the lesson, students are able to:
- Use the words and phrases related to the topic Physical appearance.
- Pronounce the sounds of the letters th in the words this, that and thin, thick respectively
- Be interested in chanting and pronouncing letters th 2. Skills:
- Develop Ss speaking and listening skills 3. Attributes:
- Live responsibly, love themselves, family and friends - Confident in learning and practice situations
Ss like English and how to know someone’s physical appearance 4. Competence:
- Self-study
- Communication and co-operation.
II. Language focus - Vocabulary: review
- Phonic: the letters th in the words this, that and thin, thick III. Instructional resources
1. Teachers: students&teachers book, pictures, cassette, laptop, projector, sáchmềm 2. Students: books, notebooks, workbooks.
IV. Procedure:
*Organization (1) : Greeting and warm up the class
Class Date of teaching Absent Ss 4A February 15th
4B February 14th
*Warm up (4’)
- Aim: ss remember vocabulary that they learnt about someone’s physical appearance
- In put: some jumbled words : taerll, serhort, bigreg, smaerll - Procedures:
-tell ss what they have to play game.
- let students play game in groups.
- check the correct words and gives comments.
- link to the new lesson.
- Output: Students remember vocabulary about someone’s physical appearance Teacher’s activities Students’ activities
*Activity 1 (7’)
- Aim: to correctly pronounce the sounds of the letters th in the words this, that and thin, thick respectively
- In put: sounds, words and sentences in part 1 page 28;
listening file about the sounds, words and sentences - Procedures:
-Tell pupils that they are going to practise saying the sounds of the letters th in the words this, that and thin, thick
respectively
- Asks Ss to read the title - What does it mean?
- Asks ss to listen the tape or video - Models: /th/
- Model: this/ that/ thin /thick - Model: This is my mother.
* Further practice : Pick up the word
- T writes some word on card and ask ss to find the word which has stress
- T asks to work in four groups - T minitors and gives feedback
Language note: Most pronouns with the initial letters th are pronounced with a voiced th sound (e.g. they, them).
- Out put: Ss pronounce the sounds br and gr in the words and the sentences correctly
*Activity 2 (10’)
- Aim: Consolidate two sounds br and gr through listening and writing skill.
- In put: 4 sentences in part 2 on page 28 and listening file of part 2
- Procedures:
- Tell pupils that they are going to listen to the recording and tick the correct words.
- Asks Ss to read the title. Ss read
1. Listen and repeat letters thin the words this, that and thin, thick.
- Read
- Nghe và nhắc lại - Listen and repeat to the tape
- Repeat inchrorus , invidualy (4ss
- Repeat inchrorus , invidualy (4ss) - Repeat inchrorus , invidualy (4ss) - Repeat
chorus ,invidually - Say bingo when they finish
2. Listen and tick.
Then write and say aloud
Key: 1a 2b 3a 4b
T: What does it mean? Ss: nghe và đánh dấu tích T : How many sentences? Ss: 4
- Lets Ss run through - Asks Ss to tell the task
- Ask Ss to open the books on page 28 - Ask ss to listen 1 st time
- Ask ss to listen 2 nd time - Ask ss to tell the answers
- Ask Ss to compare with their partners
Audio script
1.My brother is thin.
2. My sister is three.
3. Their books are on the table.
4. Their books are thick Key: 1a 2b 3a 4b
Out put: Ss listen to the recording and tick the correct words and write
* Activity 3 (10’)
- Aim: say the chant This is my family
- In put: The chant “This is my family” on page 28 and the listening file
- Procedures:
- Tell pupils that they are going to say the chant This is my family
-Ask ss to look at the board This is my family
- Opens the chant - Reads the lyrics
- Teaches them some new words - Opens the chant again
- Ask ss to sing along with the music - Devides Ss into 2 groups
- Ask Ss to sing and do actions in groups - Calls somes groups perform before the class.
- Listens and give feedback.
- Out put: listen and say the chant “This is my family” with the correct rhythm
- Listen
- Listen
3.Let’s chant
- Listen the chant - Repeat after the teacher
- Repeat line by line - Sing and do actions together.
V. Wrap up and assignment. (1’)
- Call ss to retell vocabulary and sentence patterns.
- Get feedback and corrects pronunciation if necessary - Ask Ss prepare for the next lesson
VI. Home link(1’) - Learn the new words
- Prepare the next period: unit 14 : lesson 3 :4,5,6 Adjustment
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Date of preparing: 11/2 Period : 66 Week 22 Unit 14: WHAT DOES HE LOOK LIKE?
Lesson 3: 4,5(L2),6 (L3) I. Objectives:
1. Knowledge : After the lesson, students are able to:
- Use the words and phrases related to the topic Physical appearance - Listen to Nam’s description of his family and circle the correct answers
- Write the answers to the questions to make comparisons of people’s appearance, using the picture cues
2. Skills:
- Develop Ss speaking and listening skills 3. Attributes:
- Live responsibly, love themselves, family and friends - Confident in learning and practice situations
Ss like English and how to know someone’s physical appearance 4. Competence:
- Self-study
- Communication and co-operation.
II. Language focus:
- Vocabulary: Revision - Sentence Patterns: Revision III. Intructional resources
1. Teachers: students&teachers book, pictures, cassette, laptop, projector, sáchmềm 2. Students: books, notebooks, workbooks.
IV. Procedure:
* Organization (1) : Greeting and warm up the class
Class Date of teaching Absent Ss 4A February 17th
4B February 17th
*Warm up (4’)
- Aim: ss remember vocabulary that they learnt about someone’s physical appearance
- In put:the game: Matching - Procedures:
- Tell ss what they have to play game.
- Have Ss play the game: Matching
A B Tall
small big old slim strong
Smaller taller older stronger slimmer bigger - Ss go to the board and match
- let students play game in groups.
- check the correct words and gives comments.
- link to the new lesson.
- Output: Students remember vocabulary about someone’s physical appearance Teacher’s & Students activities Contents
* Activity 1 (7’)
*Aims: listen to Nam’s description of his family and circle the correct answers.
*Input: 4 sentences and audio in part 4.
* Procedures:
- Tell pupils that they are going to listen to Nam’s description of his family and circle the correct answers.
- Asks Ss to read the title T: What does it mean?
T : How many sentences ? - Lets Ss run through - Asks Ss to tell the task
1. Listen and circle
-Read
- nghe và khoanh tròn - 4 sentences
- Ask Ss to open the books on page 27 - Ask ss to listen1 st time.
- Ask ss to listen2 nd time.
- Ask ss to tell the answers
- Ask Ss to compare with their partners
- Ask ss to listen the 3 rd time ( Listen and check) Key : 1.a 2.a 3.b 4. b
* Who is faster
- Devides Ss in to 2 groups - Explains how to play this game - T- Ss play together
- Minitors and gives Audio script
Hi. My name’s Nam. This is my family: my father, my mother, my sister and me.
1. I’m not very tall, but I’m taller than my sister.
2. My sister’s slim. She’s slimmer than my mother.
3. My mother’s thirty-three years old. She’s younger than my father.
4. My father’s tall. He’s taller than my mother.
Key:
1a 2a 3b 4b
-Output: Ss listen and circle the correct picture.
* Activity 2 (10’)
*Aims: write the answers to the questions to make
comparisons of people’s appearance, using the picture cues
*Input: sentences and look at the Activity 5 p27
* Procedures:
- Tell pupils that they are going to write the answers to the questions to make comparisons of people’s appearance, using the picture cues
- Set the scene: How many pictures are there?
Are they completed ? - Asks ss to read the words
- Asks Ss to look at the Activity 5 p27 and complete - Ask pupils to do the task independently.
- Ask pupils to swap their answers.
- If there is enough time, invite some pairs to act out the dialogues.
-Listen - Listen
Key:
1a 2a 3b 4b
2. Look and write
- Answer
-Read the words - Swap their answers.
- Read your writing
- Gives feedback.
* Write it up
- Asks Ss to write about greeting each other.
- Gives Ss 2 minutes to do the task.
- T corrects and lets Ss to copy down on their notebook.
Key:
1. The brother is slimmer than the father.
2. The mother is shorter than the father.
3. The sister is older than the brother.
4. The brother is stronger than the father.
Output: Ss write the answers to the questions correctly
* Activity 3 (10’)
*Aims: Help Ss know how to use word/ phrases they have leant to write an email to their friends to describe their family
*Input: email to their friend
* Procedures:
- Tell pupils that they are going to write an email to their friends to describe their family, using the given words in the frame
a. Pre- writing - Set the scene What’s your name?
- T asks Ss to write about family name.
- Ask Ss to read the gapped sentences and think about what their family .
b. While-writing.
- T gives Ss 3 minutes to write - Ask Ss to swap their writng
- T calls some Ss to read aloud their writing - T monitors and gives feedback.
Key : Answers vary c. Post writing
- Play the game: Musical ball - Guide how to play .
Output: Ss write an email to their friends to describe their family
Key:
1.The brother is slimmer than the father.
2.The mother is shorter than the father.
3.The sister is older than the brother.
4.The brother is stronger than the father
3. Write an email to their friends
V. Wrap up and assignment. (1’)
- Call ss to retell vocabulary and sentence patterns.
- Get feedback and corrects pronunciation if necessary - Ask Ss prepare for the next lesson
VI. Home link(1’) - Learn the new words
- Prepare the next period: unit 15 : lesson 1: 1,2 Adjustment
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