- gives the task and tells Ss that they are going to practise asking and answering questions to1. compare people’s appearance.[r]
(1)tall
short
young old
slim
Date of preparing: 28/2/2019 WEEK 24– Period 91 UNIT 14: WHAT DOES HE LOOK LIKE?
LESSON 2: P1,2,3 (P1) I
Objectives :
- At the end of the lesson Ss will be able to make comparisons, using Who is + ( comparative)? ……… is + ( comparative) and practise asking and answering questions about their classmate’s appearance and making comparisons
- Skills: speaking, listening
- Attitude: Students pay their attentions to making comparisons
II Teaching aids:
- Student’s book, projector, puppets
III Organization:
Class Date of teaching Absent ss:
4A 4B 4C
IV Procedures:
Teacher’s and Ss’ activities Content
1 Warm up:
Slap the board
- writes on the board
- runs through and divides class into groups ( each group has members)
- models and checks Ss’ understanding - lets start game
- checks and praises
2 Vocabulary:
- elicits new words
+ tall- taller: cao- cao ( picture)
+ short- shorter: thấp- thấp (antonym) + big- bigger: to- to ( translation) + small- smaller: bé- bé (antonym) + old- older: già- già ( explanantion) + young- younger: trẻ- trẻ ( picture) - models
- ask Ss to repeat in chorus individually
- writes it on the board and checks meaning
1 Vocabulary:
tall- taller: cao- cao
+ short- shorter: thấp- thấp + big- bigger: to- to
(2)- asks Ss to copy
* Check vocabulary: ROR 3 Look, listen and repeat 3.1 set the scene:
- asks Ss to open the book and look at pictures on page 26
- runs through the pictures
- tells Ss that : “ They are going to listen to the dialogue between Nam and Peter”
3.2 Look, listen and repeat.
- asks Ss to look and listen to the dialogue - plays the recording times
- plays the recording again then pause after each line for Ss to listen and repeat
- calls some pairs to role play and read the dialogue aloud
- presents new structure
- elicits the structures by asking Ss to speak out the model sentence
- asks WC to repeat it
Eg: Who is taller? My brother is.
My brother’s taller than my father.
- writes it on the board
* Concept check:
- checks form, use and meaning + Form: Who’s ……… ………is……… + Use: make comparisons
+ Meaning: Ai ………… hơn? - asks Ss to copy
4 Point and say
Picture Cues
- gives the task and tells Ss that they are going to practise asking and answering questions to
compare people’s appearance
- asks Ss to look at the picture to identify how language is used
- models the task with whole class
Eg: T: Who is taller? S: The girl is taller
- asks Ss to listen and repeat - then asks Ss to practise : T- WC Half – half Open – pair Close – pair
2 Look, listen and repeat Nam: This is my father
Peter: He's tall
And this is my elder brother
Peter: Oh, he's tall, too
Peter: Who's taller?
Nam: My brother is
My brother's taller than my father
3 Point and say
Eg: T: Who is taller? S: The girl is taller
Form: Who’s ……… ………
is………
+ Use: make comparisons
(3)- monitors Ss’ activities and help Ss when necessary
- calls some pairs to act out - listens and comments
* Picture cues:
a.tall- taller short- shorter
b.big- bigger small-smaller
c old- older young-younger
5 Let’s talk
- gives the task
- runs through the questions
* What does he/she look like? * Who’s taller/ shorter/ older….?
- tells Ss that they are going to revise what they have learnt in Lesson and Lesson
- asks Ss to work in pair then practises asking and answering questions about their classmate’s appearance and making comparisons, using What does he/she look like? ; Who’s + ( comparative) - models as an example
- puts the sentence on the board and choral and individual repetition
- asks Ss to work in pairs to practise
- calls some pair to present in front of the class - listens and comments
4 Let’s talk
* What does he/she look like? * Who’s taller/ shorter/ older ?
V
Evaluation:
Date of preparing: 28/2/2019 WEEK 24– Period 92 UNIT 14: WHAT DOES HE LOOK LIKE?
(4)I
Objectives :
- At the end of the lesson Ss will be able to write the answer to the questions to make comparisons of people’s appearance, using the picture cues
- Skills:reading, speaking
- Attitude: Students pay their attentions to write about comparisons
II Teaching aids:
- Student’s book, projector
III Organization:
Class Date of teaching Absent ss:
4A 4B 4C
IV Procedures:
Teacher’s and Ss’ activities Content
1 Warm up: Check old lesson
- spends a few minutes revising the previous lesson
- calls a pair of pupils to the front of the class to ask and answer questions to compare the
appearance of their classmate
Who’s taller/ shorter/bigger/ smaller ?
2 Listen and circle: 2.1 Set the scene:
- asks Ss to open the book and look at pictures on page 27
- runs through the pictures and gives the task
2.2 Listen and number. Activity 1:
- Before listening, T asks Ss to guess the answer which they will be heard in the content of the recording
- draws a table on the board and runs through it - models and asks Ss to copy on draft
Guessing Listening
1- 2- 3-
4 collects and writes it on the board
Activity 2:
- lets Ss listen to the recording - plays the recording times
- asks Ss to listen and circle the correct answer - calls Ss to give their answer and gives
feedback - gives keys:
1 Listen and circle:
(5)* Keys: 1- a 2- a 3- b 4- b
3 Look and write
- tells pupils that they are going to write the answers to the questions to make comparisons of people’s appearance
- tells Ss to look at pictures on page 27 - runs through pictures and questions
- asks Ss to work individually to the task base on the pictures
- calls Ss to go to the board and writes their answer
- checks and corrects then comment
*Keys:
1 The brother is slimmer than the father The mother is shorter than the father The sister is older than the the brother The brother is stronger than the father
4.Let’s sing:
What they look like?
- runs through the picture and the song
- asks Ss to look at the song and listen to the song
- plays the recording times for Ss to listen to the rhythm and the tune of the song
- plays the recording again then pause after each line for Ss to listen and repeat
- plays the song once more and asks Ss to sing the whole song
- asks Ss to practise in group of
- calls some groups to perform in front of the class
- listens and gives comments
2 Look and write
1 The brother is slimmer than the father
2 The mother is shorter than the father
3 The sister is older than the the brother
4 The brother is stronger than the father
3 Let’s sing:
What they look like?
What does your mother look like? She's tall
She's taller than me
What does your father look like? He's slim
He's slimmer than me
V
Evaluation:
Date of preparing: 28/2/2019 WEEK 24– Period 93 UNIT 14: WHAT DOES HE LOOK LIKE?
LESSON 3: P1,2,3 (P1) I
(6)- At the end of the lesson Ss will be able to know how to pronounce the correctly - Skills: listening, speaking
- Attitude: Students pay their attentions to practise the sound "th"
II Teaching aids:
- Student’s book, projector
III.Organization:
Class Date of teaching Absent ss:
4A 4B 4C
IV Procedures:
Teacher’s and Ss’ activities Content
1 Warm up: Check old lesson
- spends a few minutes revising the previous lesson
- calls a pair of pupils to the front of the class to ask and answer questions to
compare the appearance of their classmate Who’s taller/ shorter/bigger/ smaller ?
2 Listen and repeat :
- sets the scene
- writes letter on the board and introduce it
- asks Ss to pay attention the sound of the letters
- plays the recording for Ss to listen to the sound of the letters
th this This is my mother that That is my father thin The book is thin
thick The dictionary is thick - plays the recording again and asks Ss to listen and repeat the sound of the letters a few times
- introduces the sound of the letters in word then in sentence
- plays the recording for Ss to listen to the sound of letter in word and sentence - asks Ss to repeat the sound of letter – word- sentence
- calls Ss to say aloud then listens and correct pronounciation
3 Listen and tick Then write and say aloud
- sets the scene
1 Listen and repeat
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
(7)- asks Ss to look at the task on page 28 - runs through and gives instruction - asks Ss to listen to the recording then circle the correct answer
- plays the recording times for Ss to listen and circle
- calls Ss to give their answer and corrects then give keys
* Keys:1- a 2- b 3- a 4- b - tells Ss to say aloud in chorus
individually
- calls Ss to say aloud in front of the class - listens and gives comments
4 Let’s chant:
This is my family
- sets the scene
- asks Ss to look at picture on page 28 and runs through it
- tells Ss about the chant - plays the recording times
- plays the recording through for Ss to listen to the rhythm and the tune
- plays the recording again then pause each line for Ss to repeat
- guides Ss to clap their hand with the chant
- models and asks Ss to follow - tells Ss to work in group to practise - calls some groups to perform in front of the class then calls Ss
- listens and comments
2- b 3- a 4- b
3 Let’s chant
This is my family
This is my mother And this is my father What they look like? They're young and strong
***
That's my grandfather And that's my grandmother
What they look like? They're old, and strong too
V
Evaluation:
Date of preparing: 28/2/2019 WEEK 24– Period 94 UNIT 14: WHAT DOES HE LOOK LIKE?
LESSON 3: P4,5,6 (P2) I
Objectives :
- At the end of the lesson Ss will be able to use the knowledge and write a small paragraph about themselves
(8)- Attitude: Students pay their attentions to write an e mail to their friends
II Teaching aids:
- Student’s book, projector
III Organization:
Class Date of teaching Absent ss:
4A 4B 4C
IV Procedures:
Teacher’s and Ss’ activities Content
1 Warm up: Check old lesson
- calls Ss to go to the board and practise with the chant
- calls other student to give comment - listens and gives comment
3 Read and write Activity 1:
* sets the scene:
- T says that : They are going to read an e-mail about a girl’s familyaand write the answer to the questions
Before reading, you will guess that they are true or false
- shows statements on the board
* T/ F statements:
1 Marie is nine years old Her father is a teacher Her father is tall and big
4.Marie is older than her brother Her brother is taller than her
- runs through the statements and calls Ss to read aloud
- models and asks Ss to follow - calls Ss to give their guessing - collects and writes it on the board
+ Guessing : 1- 2- 3- 4- 5-
Activity 2:
* Check Ss’ guessing
- tells Ss to open the book on page 29
- asks Ss to read an e-mail and checks their guessing
- corrects and gives the keys
* keys: 1- T 2- T 3- F 4- F 5- T - asks Ss to read an e-mail and answer to the questions
1 Read and write * F/ F statements:
1 Marie is nine years old Her father is a teacher Her father is tall and big
4.Marie is older than her brother Her brother is taller than her
* Keys:
(9)- asks Ss to look at the questions under the text then runs through it
- asks Ss to work in pairs to read the text and write the answer to the questions
- models and asks Ss to follow
- controls Ss’ activities then help them when necessary
- calls some groups to give their answer - checks and corrects
* keys:
1 Marie’s father is a teacher He’s tall and slim
3 Her mother is beautiful
4 Marie is younger than her brother Marie is shorter than her brother
5 Write
- gives the task
- tells Ss that they are going to write an e-mail to their friends to describe their family
- runs through the paragraph and models - asks Ss to the task individually
- controls Ss’ activities and help them when necessary
- gets Ss to swap their answer before checking as a class
- calls some students to go to the board and writes
- checks and corrects
Keys: ( pupils’ own answer) 6 Project:
- asks Ss to look at part on page 29
- tells Ss that they are going to describe their family members to the class
- asks Ss to bring a photo of their family - gives them time to think about what to say about their family members ( e.g: name, age, job, hobbies, appearance)
- gets one student to a demonstration in front of the class before starting the activity
- gives Ss time to prepare then calls some Ss to the front of the class to the task
- calls some students to report the result of their interviews to the class
- listens and gives comment
2 Write
Dear
My name's I'm years old There are people in my family My father's
My mother's Best wishes,
6 Project:
(10)V