WEEK 18
Date of teaching:PERIOD 69
3/1/2022(4D,4E) Date of preparing: 31/12/2021 4/1/2022(4A,4B,4C)UNIT 14: WHAT DOES HE LOOK LIKE?
LESSON 1: PART: 1,2
I. OBJECTIVES: - By the end of this lesson, students will be able to ask and answer questions about someone’s phisical appearance.
1. Knowledge
- Vocabulary: tall, short, slim, young
- Sentence patterns: What does he/she look like? He’s / She’s………
2. Language skills
- Practice listening, speaking ,reading, writing skills.
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Building up responsive and independent-working characteristics to be a life-long learner
- Presenting communicative through learning activities in classrooms - Being collaborative and supportive in teamwork
II. TEACHING AIDS:
1. Teacher’s aids: English book, soft book, computer, lesson plan.
2. Students’ aids: Student book, notebooks, workbook III. PROCEDURES: Time 40’
TEACHER’S AND STUDENT’S ACTIVITIES CONTENT
1. Warm up(5’)
- Ss talk about their family members.
- Comment 2. Presentation:
* Activity 1. Look, Listen and repeat. (12’) - Set the scene T ask Ss to look at the pictures - T: where are they?
- Ss: answer
- T: What are they doing?
- Ss: answer
- T: What does he look like?
- Ss: He’s tall
-T asks Ss to open their books to page 24 - Ss: open their books to page 24
- T opens the cassette.
- Ss: listen and point
- T opens the cassette again.
- Ss: listen and read in chorus( 2 times) - T - Ss role play.
1. Warm up.(5’)
- Ss talk about their family members.
- Comment 2. Presentation:
1. Look, Listen and repeat.
- T: where are they?
- Ss: answer
- T: What are they doing?
- Ss: answer
- T: What does he look like?
- Ss: He’s tall
- T - Ss, Ss- T, half- half, open pairs
- T checks Ss’s understanding about the dialogue
* Activity 2. Point and say. (13’) 2.1. Vocabulary
- T uses pictures for eliciting the new words.
tall (visual) short (visual) slim: (visual) old (explanation) young (visual)
writing an email (explanation) now(explanation)
- T models
Ss listen and repeat (chorally then individually)
- T writes down on the board - Ss: copy.
- T: Vocabulary checking: rub out remember 2.2. Model sentences
- T introduce structure
- Set the scence: T asks to look at their book on page 24
- T models
- T wirtes down on the board - T reads - Ss listen
- T reads - Ss repeat
- Ss: read in chorus, individually
- T-Ss, Ss- T, half-half, open pairs, close pairs - T give the meaning, form and use,
intonation 3. Practice.(7’) Word cue drill
T runs through all the cues.
T models the first cue.
What does he/she look like?
She’s tall.
Ss: read in chorus
- T-Ss, Ss- T, half-half, open pairs, close pairs
* Production.
2. Point and say.
2.1. Vocabulary tall: cao
short: ngắn, thấp slim: mảnh khảnh old: già
young: trẻ
writing an email: viết thư
2.2. Model sentences
3. Practice.
What does he/she look like?
He’s / She’s………
* Production What does he/she look like?
He’s / She’s tall.
tall short sli old
m
young
What does he/she look like?
He’s / She’s tall.
+ Play a game: Who is faster?.
T guides Ss the way of playing.
* Work in pairs. Ask your partners about their family members.
- Tell pupils that they are going to ask and answer questions about the appearance of their
classmates’ family members.
- Ask them to work in pairs.
- Select some pairs to role-play the dialogue in front of the class.
4. Consolidation (2’)
- Ask and answer questions about someone’s phisical appearance.
5. Homework (1’)
- Consolidate the content of the lesson?
- Do exercises in the workbook. Prepare for the next lesson
* Work in pairs. Ask your partners about their family members
6. Evaluation:
……….
……….
….………
WEEK 18
Date of teaching:PERIOD 70
3/1/2022(4D,4E) Date of preparing: 31/12/2021 4/1/2022(4A,4B,4C)UNIT 14: WHAT DOES HE LOOK LIKE?
LESSON 2: PART: 1,2,3 I. AIMS:
1. Knowledge: - By the end of this lesson, students will be able to asking and answering questions about making comparetion.
- Vocabulary: - taller, shorter, bigger, smaller, younger
- Sentence patterns: + Who’s + (comparative)? ………is + (comparative) 2. Language skills
- Practice listening, speaking ,reading, writing skills.
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Building up responsive and independent-working characteristics to be a life-long learner
- Presenting communicative through learning activities in classrooms - Being collaborative and supportive in teamwork
II. TEACHING AIDS:
1. Teacher’s aids: student book and teacher’s book, lesson plan, computer, software.
2. Students’ aids: Student book, notebooks, workbook III. PROCEDURES: Time 40’
TEACHER’S AND STUDENT’S ACTIVITIES CONTENT
1. Warm up(5’) - Sing the song - Comment 2. Presentation
*Activity 1: Look, Listen and repeat. (12’) a. Pre - listening
- Set the scene T ask Ss to look at the pictures
- T: who are the boys?
- Ss: answer
- T: What are they doing?
- Ss: answer
- T asks Ss to open their books to page 26 - Ss: open their books to page 26
b. While – listening - T opens the cassette.
- Ss: listen and point
- T opens the cassette again.
-Ss: listen and read in chorus( 2 times) - T - Ss role play.
- T - Ss, Ss- T, half- half, open pairs c. Post – listening
- T checks Ss’s understanding about the dialogue
*Activity 2: Point and say. (13’) 2.1. Vocabulary
- T uses pictures for eliciting the new words.
Now,look at the pictures - taller (picture)
- shorter(visual) - bigger(visual) - smaller(visual) - younger(visual) - older = elder(picture) - T models
Ss listen and repeat (chorally then individually)
- T writes down on the board - Ss: copy.
1. Warm up(5’) - Sing the song - Comment 2. Presentation
1: Look, Listen and repeat.
T: who are the boys?
- Ss: answer
- T: What are they doing?
- Ss: answer
2: Point and say.
2.1. Vocabulary - taller: cao hơn - shorter: thấp hơn - bigger: to hơn - smaller : nhỏ hơn - younger: trẻ hơn - older = elder già hơn
- T: Vocabulary checking: rub out remember 2.2. Model sentence
- T introduce structure
- Set the scence: T asks to look at their book on page
- T models
Who is taller?
My brother is taller - T wirtes down on the board - T reads - Ss listen
- T reads - Ss repeat
- Ss: read in chorus, individually
- T-Ss, Ss- T, half-half, open pairs, close pairs
- T give the meaning, form and use, intonation
3. practice Word cues drill
tall – taller big - bigger short - Shorter small – smaller old – older young - younger - T runs through all the cues.
- T models the first cue.
+ Who’s + (comparative)?
………is + (comparative) - Ss: read in chorus
- T- Ss, Ss- T, half-half, open pairs, close pairs
* Activity 3. Let's talk.(7’)
- Pupils that they are going to practise asking and answering questions about their
classmates
What does he/she look like?. Who’s + (comparative)?
- Do the task with one pupil as a model. 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.
- Select some pairs to role-play the dialogue in front of the class.
4. Consolidation (2’)
- Student asking and answering questions about making comparetion.
2.2. Model sentence
+ Who’s + (comparative)?
………is + (comparative)
3. practice Who’s taller?
My brother is taller
3. Let's talk.
- Tall about your classmates.
+ What does he/ she look like?
+ Who is taller/shorter/older...?
e.g.
Teacher: What does Hang look like?
Pupil: She’s thin.
5. Homework (1’)
- Consolidate the content of the lesson?
- Do exercises in the workbook. Prepare for the next lesson
6. Evaluation:
……….
……….
….………
WEEK 18
Date of teaching:PERIOD 71
5/1/2022(4D,4E) Date of preparing: 31/12/2021 6/1/2022(4A,4B,4C)UNIT 14: WHAT DOES HE LOOK LIKE?
LESSON 3: PART: 1,2,3
I. OBJECTIVES: - By the end of this lesson, Students will be able to pronounce the sounds of the letters ed in the words played, watched, painted. Listen and tick the correct answers.
1. Knowledge
- Vocabulary: Review - Sentence patterns: Review 2. Language skills
- Developing Listening, writing and speaking 3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Building up responsive and independent-working characteristics to be a life-long learner
- Presenting communicative through learning activities in classrooms - Being collaborative and supportive in teamwork
II. TEACHING AIDS:
1. Teacher’s aids: student book and teacher’s book, lesson plan, computer, software.
2. Students’ aids: Student book, notebooks, workbook III. PROCEDURES: Time 40’
TEACHER’S AND STUDENT’S ACTIVITIES CONTENT
1. Warm up:(5’)
- Ask Ss anwers the question
+ EX: S1: What did you do yesterday?
S2: I watered the flowers - T comment
2. New lesson
* Activity 1. Listen and repeat. (12’)
1. Warm up:(5’)
- Ask Ss anwers the question
+EX: S1: What did you do yesterday?
S2: I watered the flowers - Comment
2. New lesson
1. Listen and repeat.
- Tell the class that they are going to
practise saying the sounds of the letters th in the words
this, that, thin and thick respectively.
- First, put the letters th and the words this, that, thin and thick on the board. Play the recording
and ask pupils to repeat a few times. Then write the four sentences on the board. Play the
recording a few times and let pupils say the sentences
- Do choral and individual repetition of the sounds.
- Get some pupils to perform in front of the class.
* Activity 2. Listen and tick. Then write and say aloud.(12’)
- Tell pupils that they are going to listen to the recording and tick the correct words.
- Ask them to look at the sentences and guess the words to fill the gaps.
- Play the recording for pupils to listen and tick the words.
- Play the recording again so they can check their answers.
- Get pupils to swap their answers before you check as a class. Then ask them to read the
sentences aloud.
* Activity 3. Let's chant. (8’) Show the chart of the chant..
This is my family ?
- Tell pupils that they are going to say the chant This is my family.
- Have them read the chant and check comprehension.
- Play the recording more than once, for pupils to do choral and individual
- Show pupils how to chant and do actions.
- Call two groups to the front of the class to chant and do actions. The rest of the class claps
along to the rhythm.
4. Consolidation (2’)
(Show the task on the screen) th This this is my mother That that is my father Thin the book is thin
Thick the dictionary is thick.
2. Listen and tick. Then write and say aloud.
Key:
1.a 2.b 3.a 4.b
3. Let's chant.
This is my family ? This is my mother.
And this is my father.
What do they look like?
They’re young and strong.
That’s my grandfather.
And that’s my grandmother.
What do they look like?
They’re old, and strong too.
5. Homework (1’)
- Consolidate the content of the lesson?
- Do exercises in the workbook. Prepare for the next lesson
6. Evaluation:
……….
……….
….………
WEEK 18
Date of teaching:PERIOD 72
5/1/2022(4D,4E) Date of preparing: 31/12/2021 6/1/2022(4A,4B,4C)UNIT 14: WHAT DOES HE LOOK LIKE?
LESSON 2: PART 4; LESSON 3: PART 4,5
I. OBJECTIVES: Ask and answer questions about what class someone is in.
1. Knowledge
- Vocabulary: Review - Sentence patterns: Review 2. Language skills
- Developing Listening, writing and speaking 3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Building up responsive and independent-working characteristics to be a life-long learner
- Presenting communicative through learning activities in classrooms - Being collaborative and supportive in teamwork
II. TEACHING AIDS:
1. Teacher’s aids: student book and teacher’s book, lesson plan, computer, software.
2. Students’ aids: Student book, notebooks, workbook III. PROCEDURES: Time 40’
TEACHER’S AND STUDENT’S ACTIVITIES CONTENT
1. Warm up.(5’) - Chant on page 68.
- Comment 2. New lesson.
* Activity 4 - lesson 2. Listen and circle.(10’) a. Pre-listening.
- Tell the class that they are going to listen to Nam’s description of his family and circle the correct answers.
- Ask pupils to look at the four incomplete
1. Warm up
- Chant on page 68.
- Comment 2. New lesson
4. Listen and circle.
(Show the task on the screen) Key:
1. a
sentences and guess the possible answers for each
sentence.
b. While-listening.
- Play the recording for them to listen and circle the answers.
- Play the recording again so that they can check their answers.
c. Post listening.
- Get pupils to swap their answers before you check as a class.
- Comment and give feedback
* Activity 4 - lesson 3. Read and write.(12’) - Tell the class that they are going to read an email about a girl’s family and write the answers to the questions.
- Tell pupils to read the questions first. Then ask them to read the email and focus on the information needed to answer the questions.
Pupils to work in pairs or groups.
Give them time to do the task independently.
- Get pupils to swap their answers before checking as a class.
* Activity 5 - lesson 3. Write.(10’)
- Tell pupils that they are going to write an email to their friends to describe their family - Have them look at the given words and decide what they are going to write. Ask them to write about their father’s and mother’s appearance.
- Give them enough time to do the task independently.
- Get pupils to swap their answers.
4. Consolidation (2’) 5. Homework (1’)
- Consolidate the content of the lesson?
- Prepare for the next lesson
2.a.
3.b 4.b
4. Read and write.
Key:
1. He is a teacher.
2. He is tall and slim 3. she is beautiful.
4. Her brother is younger.
5.Marie is shorter.
5. Write.
Key: pupils’ own answers
6. Evaluation:
……….
