Phu Lo Primary School – Group 4
Subject: English 4
UNIT 6 – DESCRIBING PEOPLE
Period 94. Lesson 3.1 (A, B)
I. Objectives
By the end of this lesson, students will be able to describe hairstyles.
1. Language knowledge and skills
Vocabulary: hair, long, short, straight, curly, blond.
Sentence patterns: Does your sister have long, blond hair?/ Yes, she does./ Does your
brother have short, curly hair?/ No, he doesn't. He has long, straight hair.
Skills: Listening, Reading, Writing, and Speaking.
2. Competences
Self-control and independent learning: identify and describe hairstyles.
Communication and collaboration: work in pairs or groups to
Self-control and independent learning: identify and describe hairstyles.
Critical thinking and creativity: learn how to describe hairstyles.
3. Attributes
Kindness: support their friends to complete the learning tasks or play the games.
Diligence: focus on the lesson and work hard to complete all the tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence, and honesty.
II. Teaching aids and materials
1. Teacher's aids: teacher's book, projector/ interactive whiteboard /laptop/ speaker.
2. Students' aids: Student book, notebooks, workbook
III. Procedures
A. Warm up
Objectives: To help students review adjectives in and lead in the new lesson.
Teacher's activities

Students' activities

Pictionary game.
- Put the words in a bag.
- Divide the class into 2 teams and draw a
line down the middle of the board.
- Ask one member from each team to choose
a word from the bag.
- Tell the students to draw the word as a
picture on the board and encourage their
team to guess the word.
- The first team to shout the correct answer
gets a point.
B. Main lesson

- Listen carefully.
- Play the game.

1. Presentation
Objective: To help students recognize and describe hairstyles.
Teacher's activities
A. 1. Listen and point. Repeat. (CD2 Track 64)
- Arrange the flashcards on the board.
- Ask students to listen and pay their attention.
- Use DCR on Eduhome to play the audio and
point to each flashcard.
- Then play the audio again and have them point
to the pictures in their Student's Books.
- Play the audio and require them to listen and
repeat.
- Help them with their pronunciation if
necessary.
- Have the class work in pairs. One student
randomly points to the pictures in their book,
and the other one says the words. Then have
them swap roles and continue this activity.
- Walk round the class and support them if
needed.
2. Play Board race.
- Have students look at the example.
- Divide the class into teams and have one student
from each team stand a distance from the board.
- Stick two flashcards on the board and then say
one of the new words aloud.
- Have the students race to the board, touch that
flashcard, and repeat the new word.
- The first student to touch the flashcard and say
the word
correctly gets a point for their team.

Students' activities
- Listen and follow their
teacher's instructions.
- Point to the pictures in their
Student's Books.
- Listen and repeat.

- Work with their partner to
complete the task.

- Follow teacher's instructions.
- Work in teams.
- Play the game.

- Continue with other students.
2. Practice
Objectives: To practice using the useful language to describe hairstyles.
Teacher's activities
B. 1. Listen and practice. (CD2 Track 65)
- Use DCR to show the useful language and
have students look and read the useful
language silently.
- Explain that we use this to ask and answer
about people's hairstyles.
- Play the audio and have them listen to the
useful language.
- Ask them to practice the useful language.
- Require them to use the vocabulary from Part
A.
- Go around the class and support them if
necessary.
2. Look and circle. Practice.
- Demonstrate the activity using the example.
- Have the students look, read and circle in their
Student's Books.
- Divide the class into pairs and have them
check each other's work.
- Use DCR to check the answers as a whole
class.
- Have pairs practice saying the sentences.
- Monitor the class and support if needed.
3. Production

Students' activities
- Look and read the useful
language silently.
- Listen to their teacher's
explanation.
- Listen and look at the useful
language again.
- Practice the useful language.
- Use the new words from Part
A when practicing the useful
language.

- Carefully look at the teacher
demonstrating the activity.
- Look, read and circle in their
Student's Books.
- Work in pairs and check their
partner's answers.
- Check the answers with the
teacher and friends.
- Practice saying the sentences
with a friend.

Objectives: To help them describe hairstyles.
Teacher's activities
Option: Play Waiting game.
- Write two column headings labelled 'You' and
'Me' on the board.
- Go around the class and play rock, paper,
scissors with each student. If a student wins,
they ask you a question. If the student forms
the question correctly, they score a point.
- Answer the question and write the score
under the 'You' column. If you win, you ask the
student a question and score a point.
- The student then answers the question, and

Students' activities
- Follow their teacher's
instructions.
- Play the game.

you write the score under the 'Me' column.
- After everyone has played, add up the scores
to find out who won.
C. Consolidation and homework assignment
Objectives: To help students remember and pronounce the vocabulary items about
hairstyles.
Teacher's activities

Consolidation
- Have students play the game “Telephone”.
- Divide the class into two teams.
- Ask students to form two lines.
- Whisper a word to the first student from each
group. Then they whisper the word into the ear
of the student standing next to them. They
continue whispering the word until the end of
the line. The last student has to say it out loud
and write it on the board.
- The first student to say and write the correct
word wins a point for their team.
- The team having more correct answers will win
the game.
Homework Assignment
- Require students to do exercises on page 56 in
the Workbook.
- Have them copy new words and structure in
their Tiếng Anh 4 i-Learn Smart Start
Notebook, page 36.
- Ask them to prepare Parts C and D, Lesson 3 on
page 85 in the Student's Book.
IV. Adjustment after teaching:

Students' activities
- Play the game “Telephone”.
- Follow teacher's instructions
before playing the game.
- Quickly whisper the word into
the ear of the friend standing
next to them.

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UNIT 6 – MY FAMILY
Period 105. Lesson 1.3 (E, F)
I. Objectives
By the end of this lesson, students will be able to talk about what job their family
members do confidently.
1. Language knowledge and skills
Vocabulary: cashier, doctor, office worker, factory worker, farmer, waiter.

Sentence patterns: What does your father do? He's a doctor.
Skill: Speaking.
2. Competences
Self-control and independent learning: identify and talk about what job their family
members do.
Communication and collaboration: work in pairs or groups to talk about what job
their family members do.
Critical thinking and creativity: learn how to talk about what job their family
members do correctly and fluently.
2. Attributes
Kindness: support their friends to complete the learning tasks or play the games.
Diligence: focus on the lesson and work hard to complete all the tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence, and honesty.
II. Teaching aids and materials
1. Teacher's aids: teacher's book, projector/ interactive whiteboard /laptop/ speaker.
2. Students' aids: Student book, notebooks, workbook
III. Procedures
A. Warm up
Objectives: To review the vocabulary items about the jobs, generate students'
interests and, lead in the new lesson.
Teacher's activities
Option: Play the Vocabulary Race game.

Students' activities

- Vocabulary: cashier, doctor, office worker, factory worker,
farmer, waiter.

- Divide the class into four groups and ask them
to stand in two lines facing the board.
- Draw four columns on the board for Teams A,
B, C, and D.
- Give a marker to the first student of each
team.
- Say “1 2 3” and then the students run to the
board quickly to write a clothe on it. Next, the
students pass the markers to the next friends
and join back of the line.
- Have them one minute write the words on the
board and say “Stop”. The team with the most

- Make four lines to play this
game.
- Follow their teacher's
instructions before playing the
game.
- Run to the board quickly to
write a clothe on it.
- Pass the markers to the next
friends and join back of the line.

words wins.
Option: Play the Slap the board game.
- Vocabulary: cashier, doctor, office worker, factory worker,
farmer, waiter.

- Make two lines to play this
- Divide the class into two teams and have them game.
form two lines.
- Look at the flashcards on the
- Place the flashcards about the clothes on the
board.
board, showing the images.
Call out a word and have the first student from - Carefully listen and run to the
each group race to slap the correct image on the board to slap the correct card and
read aloud the word on it.
board and say it correctly. The first student to
slap the correct flashcard wins a point for their
team.
B. Main lesson
1. Practice 1
Objective: To help the students recognize the sentence pattern and name the jobs
correctly.
Teacher's activities
Present the sentence pattern.
- Use DCR on Eduhome to show the class the
sentence structure in Part E, page 94 in their
Student's Book.
- Give the students enough time to look at the
target sentence structure and have them read it
silently.
- Have some pairs ask and answer the question.
- Continue asking them what clothes in each
picture are.
- Control the class and give them help if needed.
- Lead in the new lesson.
2. Practice 2

Students' activities
- Listen and follow their
teacher's instructions.
- Look at the target sentence
structure on the screen and read
it silently.
- Ask and answer the question.
- Name the clothes in each
picture.

Objectives: To practice talking about what job their family members do.
Teacher's activities
E. Point, ask, and answer.
- Divide the class into two pairs.
- Demonstrate the activity using the speech
bubbles.
- Have the student A point and ask, have the
student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the
activity in front of the class.

Students' activities
- Work with their partner to
complete the task.
- Follow their teacher's
instructions.
- Ask and answer the other
student's question.
- Present their work in front of the
class.

Extra practice.
- Divide the class into two teams.
- Show a flashcard to the class.
- Have Team A make a question and Team B
answer.
- Swap roles and repeat.
e.g.
(Teacher shows a flashcard “doctor”.)
Team A: “What does your father do?”
Team B: “He's a doctor.”

- Work with their teammates to
complete the task.
- Follow their teacher's
instructions.
- Make questions or answer the
questions from the other team.

(Teacher shows a flashcard “cashier”.)
Team A: “What does your mother do?”
Team B: “She's a cashier.”
C. Production
Objective: To help them produce the target sentence pattern about the clothes they
want.
Teacher's activities

Option: Play the Guess the picture.

- Use DCR on Eduhome to show the examples
to the whole class.
- Give the students enough time to look at the
examples and read them silently.
- Divide the class into two teams.
- Have a student stand facing away from the
board and stick a flashcard on the board behind
them.
- Ask the student to guess the flashcard by
asking a question.

Students' activities

- Look at the examples and read
them silently.
- Work with their friends to play
the game.
- Stand facing away from the
board and guess the flashcard by
asking their teammates a
question.

- Have someone from the same team answer.
- Give a point to that team if it's a correct
guess.
- Invite the other student from each team to
continue the game.
Option: Use DHA on Eduhome
- Open DHA (Unit 7 – Lesson 1) on Eduhome
to help the students review the vocabulary
through games: Look and find, Listen and find,
and Grammar.

- Follow their teacher's
instructions.
- Play the game with the whole

class.
D. Consolidation and homework assignment
Objectives: To help the students remember the target sentence structures and the
vocabulary items.
Teacher's activities

Consolidation
- Divide the class into two teams.

- Show a flashcard to the class.
- Have Team A make a question and Team B
answer.
- Swap roles and repeat.
e.g.
(Teacher shows a flashcard “waiter”.)
Team A: “What does your father do?”
Team B: “He's a waiter.”
(Teacher shows a flashcard “office worker”.)
Team A: “What does your sister do?”
Team B: “She is an office worker.”
Homework Assignment
- Require the students to practice the structures at
home.
- Ask them to prepare Parts A and B, Lesson 2,
Unit 7 on page 95 in the Student's Book.
IV. Adjustment after teaching:

Students' activities
- Work with their teammates to
complete the task.
- Follow their teacher's
instructions.
- Make questions or answer the
questions from the other team.

- Practice the structures at home.
- Prepare the new lesson.

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