Unit 14: What does he look like?

Time

Learning  activities

Language Focus

Modes

3’

Warm-up:

Ask pupils to bring a photo of their father/mother and talk about him/her (e.g his/her name, age, job and hobby).

Spoken Interaction

Whole class

8’

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 charaters (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 necessaary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking.
• - Play the recording again so the class can listen and repeat.

Spoken Interaction

Whole class

Individuals

Whole class

10’

10’

2. Point and say.

• - Tell pupils that they are going to practice 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 appearancce: 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.

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, 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.

New words and structures/ function

Individuals

Pairs

Groups

8’

3. Listen and tick

- Tell the class that they are going to listen to three dialogues about people’s appearance and tick the correct pictures.

• - Have them look at the pictures to identify the appearance of the peaple. 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

Audio script:

1. A:   What does your sister look like?

 B: She’s very tall.

2. A: What does your grandmother look like?

B: She’s old and short.

3. A:  How old is your brother?

B:    He’s twelve.

A:    What does he look like?

B:    He’s slim and short.

Listening Activities

5’

4. 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 and offer 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.

Key: 1. He’s tall/slim.

          2. He’s short/young.

          3. They’re old.

4. They’re young/tall 

Writing activities

Words and structures

5’

5. 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 some one 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.

Game

1’

* Home link:

- learnt by heart words on physical appearance.

- practice asking and answering about what someone look like.

Whole class

Time

Learning  activities

Language Focus

Modes

3’

Warm-up:

 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…

Spoken Interaction.

Whole class

7’

• - 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 questionsuch 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 Pictues 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 the language. Do choral and individual repetition, pointing to the character speaking.
• - Play the recording again for pupils to listen and repeat.

Spoken interaction

Whole class

Individuals

Individuals

Whole class

Pairs

6’

2. Point and say.

• - Tell pupils that they are going to practice 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. Ask pupils to say the question and answer chorally and individually. Repeat the same procedure with the rest of the pictures.
• - Ask pupil 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.

*Language note:

Most adjectives form comparatives by adding-er to the end of the words (e.g. older, taller). Adjectives ending in –e add –r to the end (e.g. nicer). Adjectives with one vowel and one consonant after the vowel double the consonant before adding –er (e.g. bigger, thinner).

New words and structures

Say and Respond

Individuals

Pairs

Groups

10’

3. Let’s talk

• - Tell pupils that they are going to practie 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 dialogues in front of the class.

Spoken interaction

Whole class

Individuals

Pairs

Groups

6’

   4. Listen and number.

• - 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 to 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 activiy and offer help, if necessary.

Key: 1 a     2a       3b        4b

Audio script

1. Hi . My name’s Nam. This is my family: my father, my mother, my sister and me.

I’m not very tall, but I’m taller than my sister.

2. My sister’s slim. She’s slimmer than my mother .

3. My mother’s thirty-three years old. She’s younger than my father.

4. My father’s tall. He’s taller than my mother.

Listening Activities

Whole class

Individuals

Pairs

Groups

5’

5. 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.
• - Get 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 the the brother.  

               4. The brother is stronger than the father.

Writing activities

Words and structures

Whole class

Individuals

Pairs

2'

6. 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 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 two groups: one sings the questions and the other sings the answers.

Supportive activities to reinforce learning

Song

-Whole class

- Individual

1’

* Home link:

- Practice singing:" What do they look like?" at home.

Whole class

Time

Learning  activities

Language Focus

Modes

3’

Warm-up:

- Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song What do they look like? Have the class listen and clap their hands.

Spoken Interaction.

Song

Whole class

8’

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 on 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 more than once, if necessary and let pupils say the words and the sentences, paying attention to the target sounds.
• - Do choral individual repetition of the sounds, words and sentences until pupils feel confident.
• - Get some pupils to say the sentences in front of the class. Correct the pronunciation, if necessary.

*Language note: Most pronouns with the initial letters th are pronounced with a voiced th sound (e.g. they, them)

Phonics

Whole class

Individuals

Whole class

Individuals

Whole class

6’

2.               Listen and tick. Then write and say aloud:

• - 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. Monitor the activity and offer help, if necessary.

Key: 1 a    2 b        3 a      4 b

Audio script

      1. My brother is thin

      2. My sister is three.

      3. Their books are on the table.

      4. Their books are thick.

Phonics

Individuals

Pairs/ groups

10’

3.  Let’s chant.

• - Tell pupils that they are going to say the chant This is my family. Follow the procedure in Teaching the unit components in Introduction.
• - Have them read the chant and check comprehension.
•  - Play the recording more than once, if necessary, for pupils to do chorral and individual repetition until they get familiarized with the pronunciation, the stress, the rhythm and the intonation of the chant. Show pupils how to chant and do actions.
• - Call two groups of pupils to give a demonstration.
•  - Get groups to sit opposite of each other and practise chanting anf doing actions. Go around offering help, if necessary.
• - Call two groups to the front of the class to chant and do actions. The rest of the class claps along to the rhythm.

Spoken interaction

Whole class

Individuals

Pairs

Groups

7’

4. Read and complete:

• - 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. If necessary, get pupils to work in pairs groups to discuss the possible answers to the questions.
• - Get them time to do the task independently. Go around and offer help, if necessary.
• - Get pupils to swap their answers before checking as a class. Provide explanations to the answers, if necessary.

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.

Reading activities

Whole class

Individuals

Pairs

Groups

5’

5. Write:

• - Tell pupils that they are going to write an email to their friends to describe their family, using the given words in the frame.
• - 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. If there is time, ask one pupil to write the answer on the board or read it aloud.

Key: Pupil’s own answers

Supportive activities to reinforce learning

Writing Activities

Whole class

Individuals

Pairs

Groups

5’

6. Project

• - Ask pupils to bring a photo of their family and describe their family members to the class.
• Ask them to think about what to  say about their family members (e.g. name, age, job, hobbies, appearance). Have pupils work in pairs or groups to discuss what they are going to talk about.
• Get on pupil to do a demonstration in front of the class before starting the activity.
• Call some pupils to the front of the class to the task. Monitor thee activity and offer help, if necessary.
• If time allows, ask a few of them to describe their family members to the class. Then ask the class questions about these pupils’families and see if they can remember the answers.

Example:

This is my father. His name’s Long. He’s 34 years old. He’s tall. He’s a doctor. He works in a hospital. He likes swimming and playing football.

Key: Pupils’own answers

Supportive activities to reinforce learning

Whole class

Individual

Pairs

Individual

1’

* Home link:

-Learn by heart the chant, review all the contents of Unit 14.

Whole class