Giáo án môn Tiếng Anh 4 - Tuần 25 - Năm học 2022-2023

 Date of pre- teach: 4 / 3 /2023
Date of teaching: 6 + 7 / 3 /2023
Period: 48 + 49
 UNIT 14: WHAT DOES HE LOOK LIKE?
 Lesson 2 (1.2.3)
I - Objectives:
- By the end of the lesson, Ss will be able to to make comparisons, using who is + 
(comparative)? is + (comparative).
Skills: Listening, speaking skills.
Language focus:
-Vocabulary: taller, shorter, bigger, smaller, older, younger...
-Sentence patterns: Who's taller? - My brother's taller than my father.
II - Teaching aids:
 - Teacher’s aids: Student’s Book Tiếng Anh 4, recordings.
- Students’ aids: Student’s book, workbook, notebook, pen, eraser, pencil 
III - Procedures:
1. Organization(1’): - Greeting.
 - Checking for the students' attendance.
2. Oral test (1’): Check pupils’ books, note books 
3. New lesson:
 Students’ 
 Content/Time Teacher’s activities
 activities
 * Warm-up: - Spend a few minutes revising the previous lesson. 
 (4’) Call some pupils to the front of the class to ask and Whole 
 answer questions about the physical appearance of class 
 their classmates, using What does he/she look like? 
 He’s/she’s 
 * Presentation: - Tell the class that they are going to listen to two 
 (9’) boys asking and answering questions about their 
 1. Look, listen family members. - Whole 
 and repeat - Ask pupils to look at the pictures to identify the class
 context in which the language is used. Ask them 
 questionsuch as Who are the boys? What are they 
 doing? (In Picture a, Nam is showing a picture of - Whole 
 his father to Peter and Peter says He’s tall. In class
 picture b, Nam is showing a picture of his brother 
 and Peter says He’s tall, too. In Pictues c, Nam is 
 making a comparison between his father and 
 brother, saying My brother’s taller than my father.). - Play the recording more than once, if necessary, - Individual
 for pupils to listen and repeat the language. Do 
 choral and individual repetition, pointing to the 
 character speaking.
 - Play the recording again.
* Practice (10’) - Tell pupils that they are going to practice asking 
2. Point and say and answering questions to compare people’s Individuals
*Language note: appearance.
 Most adjectives - Have them look at the bubbles and the three 
form pictures to identify how the language is used. Teach 
comparatives by the form and the meaning of the pairs of adjectives 
adding-er to the under the pictures.
end of the words 
 - Point to the first picture and model the task with Pairs
(e.g. older, 
 one pupil, using the sentences in the bubbles and the 
taller). Adjectives 
 first pair of adjectives under Picture a. Ask pupils to 
ending in –e add –
r to the end (e.g. say the question and answer chorally and 
nicer). Adjectives individually. Repeat the same procedure with the 
with one vowel rest of the pictures.
and one - Ask pupil to practise in pairs: one asks the question 
consonant after and the other gives the answer, using the prompts in Pairs
the vowel double the bubbles and words under the pictures.
the consonant - Select some pairs to demonstrate the task in front 
before adding –er of the class. Monitor the activity and offer help, if 
(e.g. bigger, necessary.
thinner).
* Production - Tell pupils that they are going to practice asking 
(8’) and answering questions about their classmates’ 
 3. Let’s talk appearance and making comparisons, using Work in 
 What does he/she look like? pairs
What does Who’s + (comparative)?
he/she look like? - Do the task with one pupil as a model 
Who’s + (e.g. Teacher: What does Hang look like? 
(comparative)? 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 dialogues in 
 front of the class. 4. Consolidation:(2 minutes) 
- T asks some Ss to summary the lesson.
5. Homework:(1 minute)
- Ss prepare new lesson.
 UNIT 14: WHAT DOES HE LOOK LIKE?
 Lesson 2 (4.5.6)
I - Objectives:
- By the end of the lesson, Ss will be able to listen and look in order to number and write 
about comparisons.
 Skills: Listening, speaking, writing skills.
Language focus:
-Vocabulary: 
-Sentence patterns: Who's taller? - my brother's taller than my father.
II - Teaching aids:
 - Teacher’s aids: Student’s Book Tiếng Anh 4, recordings.
- Students’ aids: Student’s book, workbook, notebook, pen, eraser, pencil 
III - Procedures:
1. Organization(1’): - Greeting.
 - Checking for the students' attendance.
2. Oral test (1’): Check pupils’ books, note books 
3. New lesson:
 Students’ 
 Content/Time Teacher’s activities
 activities
 * Warm-up: (5’) - Spend a few minutes revising the previous Whole class.
 lesson.
 * Presentation: - Tell the class that they are going to listen to 
 (7’) Nam’s description of his family and circle the Whole class 
 4. Listen and correct answers.
 number - Ask pupils to look at the four incomplete 
 1 a 2a sentences and guess the possible answers to Individual
 3b 4b each sentence. Check understanding.
 - Play the recording for them to listen and 
 circle the answers.
 - Get pupils to swap their answers before you 
 check as a class. Monitor the activity and Pairs 
 offer help, if necessary. * Practice (10’) - Tell pupils that they are going to write the Whole class 
 5. Look and answers to the questions to make 
 write comparisons of people’s appearance, using 
 1. The brother is the picture cues.
 slimmer than the - Ask them to look at the four pictures to 
 father. identify the difference in appearance between 
 2. The mother is the family members in each picture. Explain Individual 
 shorter than the the meaning of the new word strong. Remind 
 father. pupils that we use than when making Pairs 
 3. The sister is comparisons. 
 older than the - Then ask them to read the questions and 
 brother. write the answers. If necessary, get pupils to 
 4. The brother is work in pairs.
 stronger than the - Get pupils time to do the task independently. 
 father. Go around offering help.
 - Get them to swap their answers before 
 checking as a class. If there is enough time, 
 invite some pairs to act out the completed 
 dialogues.
 * Production (8’) - Tell the class that they are going to sing the 
 6. Let’s sing song What do they look like? Teach the song, Whole class 
 What do they look following the procedure in Teaching the unit 
 like? components in Introduction?
 - Have pupils read each line of the lyrics 
 aloud. Play the recording all the way 
 through. Ask Ss to do choral and individual 
 repletion of the song line by line until they get 
 familiarized with the pronunciation, the 
 stress, the rhythm and the tune of the song.
 - Play the recording again and get pupils to 
 sing along with the recording.
 - Divide the class into 2 groups: one sings the 
 questions and the other sings the answers.
4. Consolidation: (2 minutes) 
- T asks some Ss to summary the lesson.
5. Home-link: (1 minute)
- Ss prepare new lesson.