Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 24 - Ngô Thị Phương Thảo

 WEEK 24
 GRADE 1
 Date of teaching: 1A,1B (27/02/2023), 1C( 28/02/2023)
Period: 45 UNIT 7: NUMBERS
 Lesson 3: A,B, C
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Talk about numbers 4,5,6
2. Talk about the age using I’m six .. Hung’s four
4. show their numbering abilities and great respect for other age by using 
appropriate gestures and intonation when talking about numbers
B. LANGUAGE FOCUS
- Vocabulary : four, five , six
- Sentence patterns: I’m six .. Hung’s four
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 2- Student’s book, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 7, poster for Unit 7.
- Computer, projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
 1. Listen and point correct 
 Point and read Questions & answers
 picture.Repeat 
 Key
 2. Listen to the ages of Students' listen and point 
 Observation
 othe people and talk 
 Observation
 3. Listen and repeat. Student’s talking
 Questions & answers
 4. play game: “guess the Observation
 Student play
 numbers”.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watching
- Greet the students. Then get the class to watch a video “number song” from youtube
Elicit the abilities which are mentioned in the video
(one, two, three,etc)
- Tell students that they are going to read a dialogue in which students talk about 
numbers and lead students to the new lesson.
Activity 1: Language input (Activity A: Listen and point. Repeat) - mime some actions to elecit the words: four,five,six 
- Have students listen to each new word.
- Have students listen to each new word and repeat all together and individually. 
Correct student’s pronunciation if necessary.
- Arrange the flashcards on the board. Play audio and have students listen and point at 
the pictures in their books.
- Play audio again and have students listen, repeat several times.
- Change the order of the flashcards, point at them individually and have students say 
the words, correct pronunciation when needed.
- Have students work in pairs, one points at the picture in the book and the other says 
the word
Activity 1: Language input (Activity B: Listen and point.)
- Ask students to look at the three pictures (page 48) and answer questions to identify the 
situation for the conversation.
 1. Who are they? (They are Binh, Phuong, Bao)
 2. Where are they? (in the park, at home )
 3. What are they doing?( talking about ages.)
- Ask students to look at the pictures(Activity 2) (page 44) and answer the following 
questions: 
 4. What does Vinh say? (I’m six)
 5. What is Binh’s age (four)
- Elicit the sentences: I’m six , Binh’s four
- Tell students that they are going to practise talking about what someone can do. 
- Play the recording more than once, if necessary, ask students to listen and repeat the 
dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat. 
Activity 2: Full Controlled & less controlled
Task 1: Controlled practice (Flash card cue drill.)
- hang the flash card on the bb
- ask Ss to talk about numbers
- Point to the first picture and get one St say ( one)
- Ask students to say the numbers chorally and individually. Repeat the same procedure 
with the rest of the pictures. 
- Ask students to say the ages using the numbers chorally and individually. Repeat the 
same procedure with the rest of the pictures. 
- Call on some Ss to talk in front of the class. Monitor the activity and offer help, if 
necessary. 
Activity 3: 
C-Play "Guess the numbers."
-Have students look at the numbers.
-Divide the class into two teams. -Have a student stand facing away from the board and stick a flashcard on the board 
behind them.
-Have the student try to guess the number without looking at the flashcard.
-Give that team one point if it's a correct guess.
-Have teams take turns.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(learn the numbers and say the ages)
2. What’re the core values of the lesson? 
(Have a sense of the importance of the ages).
- Remind students to study P4 at home.
- Prepare for the next lesson Unit 7- Lesson 3
D.ADJUSTMENT
 ................................
 GRADE 1
 Date of teaching: 1A,1B (28/02/2023), 1C( 02/03/2023)
Period: 46 UNIT 7: NUMBERS
 Lesson 3: D,E
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence).
1. Identify some numbers ( four, five, six) 
2. Use the numbers to ask and answer about somebody’s age.
3. Show their numbering abilities and respect for other people’ abilities by using 
appropriate gestures and intonation when talking about somebody’s age.
B. LANGUAGE FOCUS
Vocabulary: Three, four, five, six
Key grammatical structure
The sentence patterns: How old are you? I’m four
C. INSTRUCTIONAL RESOURCES.
- Textbook: TiếngAnh 1- Student’s book, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 7, poster for Unit 7.
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools
 products
1. Listen and identify the situation for the Observation 
 Student's s answer
conversation between Bill and Vinh
 Observation 
2. Listen and repeat Student's speech
 Student’s interaction Observation/ key
3. Ask and answer about age of someone
 and talking
4. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation to talk about 
 and performance
somebody’s age.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watching
- Greet the students. Then get the class to watch a video “number song” from youtube
Elicit the numbers which are mentioned in the video (one, .four, five, six,etc)
- Lead students to the new lesson.
Activity 1: Language input (Activity D)
1. Listen to the story
1. Pre- listening: Introduce the situation, point at each person in the picture and have 
 students to dentify.
2. While- listening: 
-Play audio and have students look at the picture.
Demonstrate the activity by pointing at bus, boat, plane, motorbike
in the picture. 
3.While-listening: Play the audio again. Have students listen and repeat.
4. While-listening: Play audio again. Have students listen and point.
5. Post- listening: Point at each picture and have students tick or cross
Bill’s five(V)
Vinh’s four(X)
2. Listen and repeat.
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students practice the useful language.
- Have some students demonstrate the activity in front of the class.
Activity 2: Full Controlled & less controlled (Activity E: Activity E: Ask and 
answer)
- Have students look at pictures, guess numbers
- T models and S repeat: How old are you? I’m 
- Have a student work in pairs: point to each picture, Ask and answer about the age 
- Ask S to demonstrate - Give feedback
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Use numbers to talk about somebody’s age)
 2. What’re the core values of the lesson? 
(Show theirnumbering ability and talk about somebody’s age.)
- Remind students to prepare for the next lesson 
D.ADJUSTMENT
 ................................
 GRADE 2
 Date of teaching 2A,B,C(28/02/2023)
Period 45 UNIT 7: CLOTHES
 Lesson 3: A,B,C
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence).
1.Identify some clothes.
2.Use “These” to talk about their clothes.
3.Show their knowledge about clothes and keep their clothes clean.
B. LANGUAGE FOCUS
Vocabulary: 
Pants, shorts, shoes, socks.
Key grammatical structures:
These are my pants
C. INSTRUCTIONAL RESOURCES
- Textbook: TiếngAnh 2- Student’s book, page 50, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 7, poster for Unit 7.
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation 
 1. Listen, point. Repeat Student's speech
 Observation 
 2. Listen and point Student's speech
 Student’s interaction and Observation/ key
 3. Play game board race
 performance 4. Use positive attitudes, 
 appropriate gestures and Student’s interaction and Observation
 intonation to talk about performance
 their clothes
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: “Clap or Jump” game 
- Divide the class into four teams.
- Call out a letter sound or a word with that letter. 
- Have students stand up and clap if they hear the “/t/” sound, jump if they hear the 
“/ʌ/” sound. 
- Repeat the activity with other letter sounds/ words.
Activity 1: Language input (Activity A: Listen and point.Repeat.)
- Use some pictures to introduce the new words (pants, shorts, shoes, socks). Ask 
students if someone wears these in the class. 
- Have students listen to each new word.
- Arrange the flashcards on the board, play audio, and point to each flashcard.
- Play audio again and have students point to the pictures in thebooks.
- Play audio again and have students listen and repeat.
- Have students work in pairs, one of them points to the picture in the book and the 
other says the word.
Activity 2: Language input (Activity B: Listen and point.)
1. Listen and point
- Have students call out the things they can see.
- Play audio and demonstrate pointing to the pictures or clothes.
- Play audio. Have students listen and point to their clothes or the pictures. 
- Have some students demonstrate the activity in front of the class.
2. Listen and repeat.
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students practice the useful language.
- Have some students demonstrate the activity in front of the class.
Activity 3: Full Controlled & less controlled (Activity C: Play “Board race”
- Have students look at the example.
- Divide the class into teams and have one student from eachteam stand a distance from 
the board.
- Stick two flashcards on the board and then say one of them.
- Have the students race to the board, touch that flashcard,
and say the correct sentence.
- The first student to touch the flashcard and say the sentencegets a point for their team.
- Continue with other students
- Give feedback
Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Use “These “ to talk about my clothes)
 2. What’re the core values of the lesson? 
(Show their knowledge about clothes and keep their clothes clean).
D. ADJUSTMENT.
 GRADE 2
 Date of teaching 2C(02/03/2023),2A,B( 03/03/2003)
Period 46: UNIT 6: CLOTHES
 Lesson 3: D-E
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to
1. Recognize the /tʃ/soundfrom the recording (Cognition)
2. Identify the situations using the sentence What do you want?/ I want a dress.
3. ask and answer what clothes they want
4. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation in asking and answering 
what clothes they want
B. LANGUAGE FOCUS
Sound : the /tʃ/ sound
 Vocabulary: dress, shirt, shorts, socks, pants
 Sentence pattern: What do you want?/ I want a dress.
C. INSTRUCTIONAL RESOURCES.
- Textbook: TiếngAnh 3 i-Learn Smart Start - Student’s book, page 77, Eduhome.vn, 
- Flashcards 
- a laptop and a TV
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and repeat Student's speech
 Student’s interaction Observation 
2. Chant
 and performance
 Observation 
3.Look and listen then number Student’sperformance Student’s interaction Observation/ key
4. Practice with your friends
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
 gestures and intonation asking and 
 and performance
 answering for permission
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Circle jumpgame.
-Divide the class into two groups and make two linesto play the game.
-Draw two large circles on the ground with chalk.
-Place a flashcard in each circle.
-Call out a word, and a student from each team has to run and stand inside the 
corresponding circle as quickly as possible.
-Ask them to say the word when standing inside the circle.
The first student getting the correct answer wins a point for their team.
Activity 1: Language input (Activity C- 1. Listen and repeat. ) (CD3 Track 03)
-Draw attention to the /tʃ/sound.
-Briefly explain and demonstrate the sound.
-Play the audio (using DCR). 
-Have the students notice the sound.
-Play the audio again.
-Have the students listen and repeat. 
-Correct the students’ pronunciation if needed
Activity 2: Language input (Activity C- 2.Chant.)
 (CD3 Track 04)
-Write the words or put up the flashcards on the board.
-Play the audio (using DCR).
-Have the students listen to the chant.
-Point to a word or picture on the board, say the sound and word and have students 
listen and repeat.
-Play the audio again.
-Have the students listen and clap along with the sound and words as they hear them 
 in the chant.
Activity 3: Practice (Activity D. 1. Look and listen.)(CD3 Track 05) 
-Introduce the situation: “Bored at home ”
-Have the students look at the story and ask these questions. 
-Where are the kids? (at home)
-Who is with them? (Grandma)
-What is Grandma doing? (skateboarding)
-Play the audio (using DCR).
-Have the students look and listen.Activity 4: Practice (Activity D. 2. Listen and 
 number.)(CD3 Track 06) -Play the audio (using DCR) and demonstrate the activity using the example. 
-Play the audio and have the students listen and number.
-Play the audio again and check answers as a whole class.
Activity 5: Practice (Activity D. 3. Practice with your friends. )
-Divide the class into two pairs.
-Have the students practice saying the sentences.
-Have some pairs demonstrate the activity in front of the class.
Activity 6: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (asking and answering what clothes they want)
2. What’re the core values of the lesson? 
 (Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in asking and answering 
 what clothes they want)
- Remind students to prepare for the next lesson. Lesson 1: E,F.
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching: 4A,B,C(27/02/2023)
Period 89: UNIT 14: WHAT DOES HE LOOK LIKE?
 Lesson 1: 1- 2
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this period, students will be able to: 
1. use the words and phrases related to the topic Physical appearance. 
2. ask and answer questions about someone’s physical appearance, using What does 
he/she look like? He’s/She’s ...
B. LANGUAGE FOCUS.
1. Key terms: look like, tall, short, slim, old, young
2. Key grammatical structure 
The sentence patterns: What does he/she look like? He’s/She’s ...
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 24
- Audios (Unit 4-page 24), 
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools Observation
1. Look, listen and repeat.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Point and say.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: 
Ask pupils to bring a photo of their father/mother and talk about him/her (e.g. his/her 
name, age, job and hobby 
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell the class that they are going to read a story in which Phong asks Linda questions 
about her brother.
-Ask pupils to look at the four pictures to identify the characters (Linda and Phong) 
and the context in which the language is used. Ask them questions such as Where are 
they? What are they doing? (In Picture a, Linda is sitting at the computer and writing 
an e-mail to her brother, and Phong is standing nearby. In Pictures b, c and d, Phong 
is asking Linda about her brother (the place he lives, his job and his appearance)). 
Explain the meaning of the question What does he look like? and the answer He’s tall. 
Check comprehension.
-Play the recording more than once, if necessary, for pupils to listen and repeat. Do 
choral and individual repetition, pointing to the characters speaking.
- Play the recording again for pupils to listen and repeat. 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pup ils that they are going to practise asking and answering questions about 
someone’s physical appearance.
- Have them look at the bubbles to understand how to use the language. Ask them to 
look at the five pictures to identify the physical appearance of the people. Elicit the 
meaning of the
adjectives describing people’s appearance: tall, short, slim, old and young.
- Point to the first picture and model the task with one pupil, using the expressions in 
the bubbles and the word under the picture. (Teacher: What does she look like? Pupil: 
She’s tall.)
Ask pupils to say the sentences chorally and individually. Repeat the same procedure 
with the rest of the pictures.
- Ask them to practise in pairs, using the prompts in the bubbles and pictures.
- Select some pairs to role-play the dialogue in front of the class. Monitor the activity 
and offer help, if necessary. 
Task 2: Guided practice 
Tell pupils that they are going to ask and answer questions about the appearance of their 
classmates’ family members, using What does your father/mother/brother/sister look 
like? And He’s/She’s 
- Ask them to work in pairs: one pupil asks the question and the other gives the answer 
about appearance of their family members. Monitor the activity and offer help, if necessary.
- Select some pairs to role-play the dialogue in front of the class. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(ask and answer questions about someone’s physical appearance, using What does 
he/she look like? He’s/She’s ...)
2. What’re the core values of the lesson? 
(love, love people.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 14.Lesson 1. 3-5 on pages 25).
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...............................................................................................................................
_________________________________
 GRADE 4
 Date of teaching: 4C(28/02/2023), 4A,B(02/03/2023)
Period 90: UNIT 14: WHAT DOES HE LOOK LIKE?
 Lesson 1: 3- 5
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of this period, students will be able to: 
1.Listen and tick,use the words and phrases related to the topics Physical appearance
 2.Look and write about Physical appearance
3.Let’s play: Find someone who
B. LANGUAGE FOCUS.
1. Key terms: Physical appearance
2. Key grammatical structure 
The sentence patterns: What does he/she look like? He’s/She’s ...
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 25
- Audios (Unit 4-page 25), 
- Pictures, posters of activities (Activity 2 – page 25)
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Listen and tick.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Look and write.
 interaction Questions & answers
3. Let’s play. Student’s sing, and Observation interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting,chatting and play the game.
Spend a few minutes revising the question What does he/she look like? and the 
answer He’s/She’s ... Get pairs to role-play the question and the answer. 
Activity 1: Language input (Activity 1: Listen and tick.)
Tell the class that they are going to listen to three dialogues about people’s 
appearance and tick the correct pictures.
- Ask pupils to look at the pictures to identify the appearance of the people. Ask them 
questions such as Is she tall or short? Is he big or small? Check understanding.
- Play the recording more than once, if necessary, for pupils to listen and tick the 
correct pictures.
- Play the recording again for pupils to check their answers.
- Get them to swap their answers before you check as a class.
Key: 1 c 2 c 3 a 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Look and write..)
Tell pupils that they are going to complete the answers about someone’s appearance, 
using the picture cues.
- Ask them to look at the four pictures to identify the physical appearance of the 
person/ people in each picture. Then ask them to read the questions and write the 
answers. Get pupils to work in pairs, if necessary.
- Give pupils time to do the task independently. Go around offering help, if necessary.
- Get them to swap their answers before checking as a class. If there is enough time, 
invite some pupils to read the complete sentences aloud.
 1 He’s tall/slim 2 She’s short/young
Key: 
 3 They’re old 4 They’re young/tall
Task 2: Let’s play.
Tell pupils that they are going to play the game Find someone who ..., using the words
related to people’s physical appearance.
- Divide the class into groups of five. Say to pupils Find someone who ... (e.g. Find 
someone who’s tall.) The group which is the quickest to point to a classmate who fits 
that description and says the correct sentence (e.g. Tu is tall.) gets a point. The group that 
gets most points wins. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(ask and answer questions about someone’s physical appearance, using What does he/she 
look like? He’s/She’s ...)
2. What’re the core values of the lesson? 
(love, love people.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 14.Lesson 2. 1-3 on pages 26).
D. ADJUSTMENT ...........................................................................................................................................
...........................................................................................................................................
...............................................................................................................................
 _________________________________
 GRADE 4
 Date of teaching: 4C(02/03/2023), 4A,B(03/03/2023)
Period 91: UNIT 14: WHAT DOES HE LOOK LIKE?
 Lesson 2: 1-2-3
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES 
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1.Identify the situation for the conversation between Nam and Peter (setting, 
participants, topics);
2. make comparisons, using Who is + (comparative)? ... is + (comparative).
B. LANGUAGE FOCUS
Vocabulary : tall – taller, short – shorter, big – bigger, small – smaller, old – older, 
young – younger
Key grammatical structure: Who is + (comparative)? ... is + (comparative)
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 26, Sachmem.vn, Teacher’s guide.
- Flashcards 
- A computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
1. Answer the questions about the Observation
situation for the conversation between Questions & 
 Students’ answers
Nam and Peter such as setting, answers
participant, topics. Key
2. Practice a role-play conversation with Students' talks and 
 Observation
classmates, using the picture prompts. interaction
 Observation
3. make comparisons, using Who is + Student’s talks, and 
 Questions & 
(comparative)? ... is + (comparative). interaction
 answers
4. Use positive attitudes and appropriate Observation
 Student’s interaction 
gestures to compare people’s Questions & 
 and performance
appearance.. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Spend a few minutes revising the previous lesson. 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 ... 
- Lead into new lesson Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell the class that they are going to listen to two boys asking and answering questions 
about their family members.
- Ask pupils to look at the pictures to identify the context in which the language is 
used. Ask them questions such as Who are the boys? What are they doing? (In Picture 
a, Nam is showing a picture of his father to Peter and Peter says He’s tall. In Picture 
b, Nam is showing a picture of his brother and Peter says He’s tall, too. In Picture c, 
Nam is making a comparison between his father and brother, saying My brother’s 
taller than my father.) Check comprehension.
- Play the recording more than once, if necessary, for pupils to listen and repeat. Do 
choral and individual repetition, pointing to the characters speaking.
- Play the recording again for pupils to listen and repeat. 
Activity 2: Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions to compare 
people’s appearance.
- Have them look at the bubbles and the three pictures to identify how the language is 
used.
Teach the form and the meaning of the pairs of adjectives under the pictures.
- Point to the first picture and model the task with one pupil, using the sentences in 
the bubbles and the first pair of adjectives under Picture a. (Teacher: Who’s taller? 
Pupil: The girl is taller.) Ask pupils to say the question and answer chorally and 
individually. Repeat the same procedure with the rest of the pictures.
- Ask pupils to practise in pairs: one asks the question and the other gives the answer, 
using the prompts in the bubbles and words under the pictures.
- Select some pairs to demonstrate the task in front of the class. Monitor the activity 
and offer help, if necessary.
Task 2: Guided practice.( Activity 3: Let’s talk)
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. 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
What have you learnt from the lesson today? 
(make comparisons, using Who is + (comparative)? ... is + (comparative).
2. What’re the core values of the lesson? 
()
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 14. Lesson 2. 4 -5- 6 on page 27. D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...............................................................................................................................
 _________________________________
 GRADE 4
 Date of teaching: 4C(02/03/2023), 4A,B(03/03/2023)
Period 92: UNIT 14: WHAT DOES HE LOOK LIKE?
 Lesson 2: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1. Use the words & phrases related to the topics Physical appearance
2. listen and circle
3. Look and write 
4. Let’s sing: What do they look like?
B. LANGUAGE FOCUS
Vocabulary : Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 27, Sachmem.vn, Teacher’s guide.
- Posters
- A computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
1. Listen and circle Students' asnwers
 Key
 Student’s aswers and Observation
2.Look and write
 performance
 Student’s Observation
3.Let’s sing: What do they look like?
 performance Key
 Student’s Observation
4. Use positive attitudes and appropriate gestures 
 interactionand Questions& 
to talk about food and drink.
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up:Greeting and chatting
Spend a few minutes revising the previous lesson. Ask some pairs of pupils to ask and 
answer questions to compare the appearance of their classmates 
- Lead into new lesson
Activity 1: Listen and circle.
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 sentences and guess the possible answers 
for each sentence. Check understanding.
- Play the recording for them to listen and circle the answers.
- Play the recording again so that they can check their answers.
- Get pupils to swap their answers before you check as a class. Monitor the activity 
and offer help, if necessary.
Key: 1 a 2 a 3 b 4 b 
Activity 2: Look and write .
Tell pupils that they are going to write the answers to the questions to make 
comparisons of people’s appearance, using the picture cues.
- Ask them to look at the four pictures to identify the difference in appearance 
between the family members in each picture. Explain the meaning of the new word 
strong. Remind pupils that we use than when making comparisons. Then ask them to 
read the questions and write the answers. If necessary, get pupils to work in pairs.
- Give pupils time to do the task independently. Go around offering help, if necessary.
- 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.
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 
Activity 3: Let’s sing
Tell the class that they are going to sing the song What do they look like? Teach the 
song, following the procedure in Teaching the unit components in Introduction.
- Have pupils read each line of the lyrics aloud. Check comprehension.
- Play the recording all the way through. Ask pupils to do choral and individual 
repetition 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 two groups: one sings the questions and the other sings the 
answers. 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
(Listen, write and play about Physical appearance.)
2. What’re the core values of the lesson? 
(Love people.)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 14. Lesson 3. 1-2-3 on page 28.
D. ADJUSTMENT
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