Week: 22
Period:85

Date of planning: 30/01/2026
Date of teaching: 03/02/2026:4A(Hskt)
02/02/2026:4B
03/02/2026:4C(Hskt)
Unit 13: APPEARANCE
Lesson 1 - 1, 2, 3

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1. Knowledge:
- use the words and phrases big, short, slime, tall in relation on the topic
“Appearance”
- correctly say the words and use What does he/ she look like? - He's /
She's_______. to ask and answer questions about someone's appearance;
- listen to and demonstrate understanding of simple communicative contexts in
relation to the topic “ Appearance”;
- Vocabulary: tall, short, slime, big
2. Skills: speaking, listening, reading and writing.
3. Competences
- Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks.
4. Attitude/ Qualities
- Show pride in how we look and show great respect for other people's
appearance by using appropriate gesture and intonation when asking and
answering about appearance.
* For disabled pupils : He/ She can repeat new words
II. TEACHING AIDS
- Student's book 2: Page 18
- Audio tracks 21,22
- Teacher's guide: Pages 183, 185
- Flash cards/ pictures and posters (Unit 13)
- Computer, projector
III. TEACHING PROCEDURES
Teacher's activities
Students' activities Disabled students
1.Warm up: 5 minutes
Greet the class.
Complete the family tree
- Ask pupils to name the family
- Listen to the
member works they know.
teacher
Encourage them to say as many
words as possible. Correct the
pronunciation if needed.
- Show a family tree and have
- Look and complete - Pupils pay

pupils complete the family tree
with the correct words.
- Check with the whole class.
2.Presentation
Activity 1. Look, listen and
repeat. 5 minutes
Goal: To understand and
correctly repeat the sentences in
two communicative contexts
focusing on asking and answering
questions about someone's
appearance.
Step 1: Ask pupils to look at
Pictures a and b and identify the
characters and other details (e.g.
Who are they? Where are they? Is
the boy tall or short?).
Step 2: Ask pupils to look at
Picture a. Play the recording for
them to listen to the whole
conversation several times.
Step 3: Play the recording again,
sentence by sentence, for pupils
to listen and repeat individually
and in chorus. Correct their
pronunciation where necessary.
Repeat the same procedure with
Picture b.
Draw pupils' attention to the
question What does he look like?
and the answer He's tall. Tell
pupils that they are used to ask
and answer about someone's
appearance
Activity 2. Listen, point and
say. 10 minutes
Goal: To correctly say the words
and use What does he / she look
like? – He's / She's _____. to ask
and answer questions about
someone's appearance.
Step 1: Have pupils point at
Picture a, listen to the recording
and repeat the word tall. Repeat
the same procedure with Pictures

attention

- Pupils look at
pictures and identify
the characters

- Pupils look at the
pictures

- Pupils listen the
recording
- Pupils listen again - Pupils listen and
sentence by sentence repeat
then repeat.

- Pupils listen to the
recording and repeat
the words

- Pupils listen to the
recording
and
repeat

b, c and d. Have the class repeat
the words a few times.
Step 2: Point at the question
pattern What does he / she look
like? Read it aloud and have
pupils repeat it several times.
Repeat the same procedure with
the answer pattern He's / She's
_____.
Step 3: Point at Picture a and
have pupils listen to and repeat
after the recording What does he
look like? – He's tall. Repeat the
same procedure with Pictures b,
c and d.
Step 4: Divide the class into two
groups to take turns repeating
the question and the answer
using Picture a until they feel
confident. Repeat the same
procedure with Pictures b, c and
d.
Step 5: Put pupils in pairs and
have pairs practise asking and
answering questions What does
he / she look like? – He's / She's
_____. Invite a few pairs to point
at the pictures and say the
questions and answers in front of
the class. Give corrections and
feedback where necessary.
3. Practice
Activity 3. Let's talk. 8 minutes
Goal: To enhance the correct use
of What does he / she look like? –
He's / She's _____. to ask and
answer questions about
someone's appearance in a freer
context.
Step 1: Draw pupils' attention to
the picture. Ask questions to help
them identify the characters in the
picture.
Step 2: Draw pupils' attention to
the two speech bubbles. Read the

- Pupils read alound

- Pupils read
alound

- Pupils listen and
repeat after the
recording.

- Pupils listen and
repeat

- Work in groups

- Work in groups

- Pairs of pupils
point at the pictures
and ask and answer
in front of the class.

- Pupils pay
attention

- Pupils pay attention
to the pictures and
identify the context.
- Pupils repeat the
questions and

- Puppils read the
questions

questions aloud and ask pupils to
repeat them. Ask pupils to look at
the second bubble and identify
what the answers should be. Give
an example answer, e.g. He's tall.
Get pupils to repeat the questions
and answers several times.
Step3: Have some pairs practise
asking and answering questions
about the appearance of the
family members in the picture.
Go around the classroom to
observe and provide help.
Step 4: Invite some pairs to
practise asking and answering the
questions in front of the class.
Give corrections and feedback
where necessary.
4. Wrap up: 5 minutes
Play the lucky number game (
ppt)
- Divide the class into 2-4 teams.
- Pupils from each team choose a
number, then ask and answer with
the picture in that number. If the
pupils answer correctly, they get
the points for that question.
- After 10 numbers, the team with
the most points is the winner.
- Ask students to answer the
following questions:
1. What have you learnt from the
lesson today?
(Use the words and phrases big,
short, slim, tall in relation to the
topic “Appearance”)
2. What are the core values of the
lesson?
* Preparation for the project
Ask pupils to prepare for the
project on page 23 by doing a
survey about the appearance of
their family members as
homework so that they can
present the results at Project time.

answers several
times.

- Pupils work in
- Pupils work in
pairs and practise
pairs
asking and
answering questions
about the appearance
of the family
members.
- Pairs of pupils
come to the front of
the class to ask and
answer.

- Pupils look and
answer the picture in
that number.

- Pupils play game.
- Pupils answers

- Pupils listen and
take note

- Play game with
class.

IV. ADJUSTMENT:
.................................................................................................................................
.................................................................................................................................
..............................................................................................................................…
_____________________________________
Week:22
Period:86

Date of planning: 30/01/2026
Date of teaching: 04/02/2026:4A(Hskt)
03/02/2026:4B
04/02/2026:4C(Hskt)
UNIT 13: APPEARANCE
Lesson 1 – 4,5,6

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1. Knowledge:
- listen to and understand two communicative contexts in which characters
ask and answer questions about a family member's appearance, and tick the
correct pictures.
- complete the target sentence patterns in four exchanges about appearance
with the help of picture cues.
- sing the song What do your parents look like ? with the correct pronunciation,
rhythm and melody.
- Vocabulary: review
2. Skills: speaking and listening
3. Competences:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
4. Attitude/ Qualities:
- Show pride in how we look and show great respect for other people's
appearance by using appropriate gestures and intonation when asking and
answering about appearance.
*For disabled pupil : He/She can listen and tick
II. TEACHING AIDS
-Student's book: Page 19
-Teacher's guide: Pages 185, 186, 187.
-Website hoclieu.vn
-Flashcards/pictures and posters (Unit13)
-Computer,projector,…
III. TEACHING PROCEDURES
Teacher's activities
1.Warm up: 5 minutes

Students' activities

Disabled students

Greet the class.
Game: Slap the board
- Show questions and answer
choices on the screen, pupils
read and slap the correct
answer. If the screen is not big
enough, teachers write A, B, C
on the board, pupils read and
slap the correct option.
2.Practice
Activity 4. Listen and tick.
5 minutes
Goal: To listen to and
understand two communicative
contexts in which characters
ask and answer questions about
a family member's appearance,
and tick the correct pictures.
Step1: Draw pupils' attention
to the pictures 1a and 1b. Ask
questions to help pupils identify
the characters, eg. How many
pictures are there? What can
you see in each picture? What
is the difference between two
pictures? Check their
comprehension.
Step2: Play the recording for
pupils to listen. Then play the
recording again for them to tick
the correct picture.
Step3: Repeat the same
procedure with Pictures 2a and
2b.
Step4: Get pupils swap books
and check their answers as a
class.
Extension: If there is enough
time, play the recording,
sentence by sentence, for the
class to listen and repeat
individually and in chorus.
Give corrections and feedback
where necessary.
Activity 5. Look, complete

- Pupils read and
choose answers

- Pupils read ans
choose answer

- Pupils attention to the - Pupils attention to
pictures
the pictures

- Pupils listen and do
the task

- Pupils listen and
do the task

- Swap books

- Swap books and
copy answer on
their notebook

and read. 10 minutes
Goal: To complete the target
sentence patterns in four
exchanges about appearance
with the help of picture cues.
Step1: Ask pupils to look at
the pictures and identify the
appearance of the people (e.g.
tall, short, big, slim).
Step2: Ask pupils to look at
the incomplete exchanges.
Draw their attention to the
missing words in the
sentences.
Step3: Model Exchange 1.
Have pupils look at the
exchange. Ask them what is
missing in the answer. Then
have them complete the gap
with the word tall. Repeat the
same procedure with
Exchanges 2, 3 and 4.
Step4: Get pupils to complete
the exchanges individually.
Check their answers as a class,
then ask a few pairs to read
them aloud.
Key: 1. tall 2. short 3. look; big
4. What; She's slim.
Activity 6. Let's chant.
8 minutes
Goal: To sing the song What do
your parents look like? with the
correct pronunciation, rhythm
and melody.
Step1: Have pupils read the
lyrics to familiarise themselves
with the language. Check
comprehension and give
feedback.
Step2:Have pupils listen to the
whole song, drawing their
attention to the pronunciation
and the melody.
Step3:Play the recording of the

- Pupils look at the
pictures

- Pupils pay
attention

- Pupils look at the
missing words

- Pupils complete the
first gap

- Pupils complete
the first gap

- Pupils complete the
text independently.

- Pupils complete
the text
independently.

- Pupils read the lyrics

- Pupils listen to the
whole song.
- Pupils listen to the

- Pupils listen to
the whole song

song once or twice for pupils to
listen and repeat line after line
and do related actions, e.g.
using hand movements for
slim, tall and big.
Step4:When pupils feel
confident and get familiar with
the tune and melody, ask them
to sing the whole song while
doing actions or clapping their
hands.
Step5: Invite a few groups to
the front of the class to sing the
song. The class may sing along
to reinforce the activity.
3. Wrap up: 5 minutes
Game: Get the Candies
(PPT)
- Divide the class into 2 teams.
- Pupils from each team choose
a number, then answer the
question in that number. If the
pupils answer correctly, they
get one candy for that question.
- Ask students to answer the
following questions:
1. What have you learnt from
the lesson today?
(Use the words and phrases big,
short, slim, tall in relation to the
topic “Appearance”)
2. What are the core values of
the lesson?
(Show pride in how we look
and show great respect for other
people's appearance by using
appropriate gestures and
intonation when asking and
answering about appearance.

recording, line by line,
and repeat.

- Pupils sing the whole
song while the rest of
the class sings along
and claps.

- Pupils sing with
class

- A few of groups
come to the front of the
class to sing the song .

- Pupils play game

- Pupils play game

- Pupils listen and
answers question

IV. ADJUSTMENT:
.................................................................................................................................
.................................................................................................................................
..............................................................................................................................…
_____________________________________

Week:22
Period:87

Date of planning: 30/01/2026
Date of teaching: 05/02/2026:4A(Hskt)
04/02/2026:4B
05/02/2026:4C(Hskt)
UNIT 13: APPEARANCE
Lesson 2: 1,2,3

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1. Knowledge:
- understand and correctly repeat the sentences in two communicative contexts
focusing on asking and answering questions about someone's appearance, using
the verb has.
- correctly say the phrases and use What does he / she look like? – He's / She's
_____. He / She has _____. to ask and answer questions about someone's
appearance.
- enhance the correct use of What does he / she look like? – He's / She's
_____. He / She has _____. to ask and answer questions about someone's
appearance in a freer context.
- Vocabulary: short hair, long hair, a round face, big eyes.
2. Skills: speaking, listening, reading and writing.
3. Competences:
- Written Communication: complete the sentences.
- Self-control and independent learning: perform listening tasks.
- Communication and collaboration: work in pairs or groups to complete the
learning tasks.
4. Attitude/ Qualities:
- Show pride in how we look and respect the differences in people's appearance.
*For disabled pupil : He/She can repeat the new words, point and say .
II. TEACHING AIDS
- Student;s book: Page 20
- Audio tracks 25, 26
- Teacher's guide: Pages 187 - 189
- Website: hoclieu.vn
- Flashcards/pictures and posters (Unit13)
- Computer,projector,…
III. TEACHING PROCEDURES
Teacher's activities
Students' activities
Disabled Students
1.Warm up: 5 minutes
Greet the class.
- Game: Teacher says
- Teacher quickly review body - Pupils play the game - Pupils play the
parts, focusing on facial
game
features.

- Teacher plays “ Teacher says”
:
Touch
your
ears/nose/face/eyes/hair … to
review face features.
2.Presentation
Activity 1. Look, listen and
repeat. 5 minutes
Goal: To understand and
correctly repeat the sentences
in two communicative contexts
focusing on asking and
answering questions about
someone's appearance, using
the verb has.
Step1: Ask pupils to look at
Pictures a and b and identify the
characters in the pictures.
Step2: Ask pupils to look at
Picture a. Play the recording for
them to listen. Play the
recording again, sentence by
sentence, for pupils to listen and
repeat individually and in
chorus.
Correct
their
pronunciation where necessary.
Repeat the same procedure with
Picture b.
Step3: Play the recording again
for pupils to listen to and repeat
the sentences in the recording.
Step4: Invite a few pairs to the
front of the class to listen to and
repeat the sentences in the
recording. Give corrections and
feedback where necessary.
Step5: Draw pupils' attention
to the question What does he
look like? and the answer He
has a round face. Tell pupils
that they are used to ask and
answer
questions
about
someone's appearance.
Activity 2. Listen, point and
say. 10 minutes
Goal: To correctly say the

- Pupils look at the - Pupils look at the
picture
picture
- Pupils listen the - Pupils listen
recording sentence by
sentence

- Pupils listen and - Pupils listen and
repeat chorus
repeat chorus
- A few pairs come to
the front of the class to
repeat the sentence .
- Pupils pay attention

phrases and use What does he /
she look like? – He / She has
_____. to ask and answer
questions about someone's
appearance.
Step1: Have pupils point at
Picture a, listen to the
recording and repeat the
phrase short hair several
times. Repeat the same
procedure with Pictures b, c
and d. Have the class repeat
the phrase.
Step2: Point at the question
What does he / she look like?
Read it aloud and have pupils
repeat it. Repeat the same
procedure with the answer He /
She has _____.
Step3: Point at Picture a and
have pupils listen to and repeat
after the recording What does
he look like? – He has short
hair.
Repeat
the
same
procedure with Pictures b, c
and d.
Step4: Divide the class into
two groups to take turns
repeating the question and the
answer using Picture a until
they feel confident. Repeat the
same procedure with Pictures
b, c and d.
Step5: Have pairs of pupils
practise asking and answering
questions using the picture
cues. Invite a few pairs to point
at the pictures and say the
questions and answers in front
of the class. Check their
pronunciation, give corrections
and feedback where necessary.
3.Practice
Activity 3. Let's talk.
8 minutes

- Pupils
pictures

point

at - Pupils piont at
pictures

- Pupils repeat the
question

- Pupils listen and - Pupils listen and
repeat
after
the repeat after the
recording.
recording

- Pupils work with
groups

- Some pairs of pupils Pupils
point at the pictures attention
then
asking
and
answering questions.

pay

Goal: To enhance the correct
use of What does he / she look
like? – He / She has _____. to
ask and answer questions about
someone's appearance in a
freer context.
Step1: Draw pupils' attention
to the two speech bubbles.
Read the question aloud and
ask pupils to repeat it. Ask
pupils to look at the second
bubble and identify what
answers should be. Give a
sample answer, e.g. He has
short hair. Get pupils to repeat
the question and the answer
several times.
Step2: Have pairs of pupils
practise asking and answering
the
question
about
the
appearance of each character in
the picture. Go around the
classroom to observe and
provide help.
Step3: Invite a few pairs to
practise asking and answering
questions in front of the class.
Give corrections and feedback
where necessary.
4. Wrap up: 5 minutes
Game: Angry Bird game
(PPT)
- Divide the class into 2 teams.
- Pupils from each team choose
a number, then answer the
question in that number. If the
pupils answer correctly, the
teacher clicks on the brick of
that number to find out the
scores.
- Ask students to answer the
following questions:
1. What have you learnt from
the lesson today?
(Use the words and phrases a

- Pupils look at two Pupils
speech bubbles, read attention
question and answer

pay

- Pupils practise asking
and answering the
question

- A few pairs come to
front of the class to
practise .

- Pupils play game

- Pupils answer the
question

- Pupils play game

round face, big eyes, long hair,
and short hair in relation to the
topic “Appearance”)
IV. ADJUSTMENT:
.................................................................................................................................
.................................................................................................................................
..............................................................................................................................…
_____________________________________
Week:22
Date of planning: 30/01/2026
Period:88
Date of teaching: 05/02/2026:4A(Hskt)
06/02/2026:4B
05/02/2026:4C(Hskt)
UNIT 13: APPEARANCE
Lesson 2 : 4,5,6
I.OBJECTIVES
By the end of the lesson, pupils will be able to:
1. Knowledges:
- use the words and phrases big, short, slim, tall,a round face, big eyes,long
hair, and short hair in relation to the topic "Appearance";
- use What does he / she look like? – He's / She's _____. He / She has _____.
to ask and answer questions about someone's appearance;
- review vocabulary about family members and appearance by playing the game
Tic-tac-toe.
- Vocabulary: review
2.Skills: speaking and listening
3. Competences:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform learning tasks
4. Attitude/ Qualities:
- Show pride in how we look and show great respect for other people's
appearance by using appropriate gestures and intonation when asking and
answering about appearance.
* For disabled pupil: He/She can complete missing word and read
II. TEACHING AIDS
- Student;s book: Page 21
- Audio tracks 27
- Teacher's guide: Pages 190 - 192
- Website: hoclieu.vn
- Flashcards/pictures and posters(Unit13)
- Computer,projector,…

III. TEACHING PROCEDURES
Teacher's activities
Students' activities
1.Warm up: 5 minutes
Greet the class.
Game: Odd one out
Teacher
show
3
words/phrases on the screen. - Pupils attention to the
There is 1 word/phrase that screen.
belongs to a different group - Pupils choose the odd
from the other two. Pupils one out
choose the odd one out.
- Pupils get stars for the correct
answers.
Key: long hair, handsome, tall,
big eyes, she, round.
2.Practice
Activity 4. Listen and
number. 5 minutes
Goal: To listen to and
understand
four
communicative contexts in
which characters ask and
answer
questions
about
someone's appearance, and
number the correct pictures.
Step1: Have pupils look at the - Pupils look at the
pictures. Elicit the questions to pictures
ask for the appearance of the
character in each picture and
give feedback.
Step2: Play the recording of - Pupils listen to the
the first exchange. Tell pupils recording and find the
that they will need to listen for key word.
appearance (e.g. short hair,
long hair, a round face, big
eyes). Ask pupils What does
she look like? Help pupils find
out the key word for the
appearance from the exchange
(e.g. a round face). Then ask
pupils in which picture a
person with a round face
appears (Picture d). Tell pupils
to write “1” next to Picture d.
Step3: Play the recording of - Pupils write the

Disabled Students

- Pupils attention to
the screen.

- Look
pictures

at

the

- Listen to the
teacher's instruction

-

Pupils

writethe

the other exchanges and let
pupils write down their
answers. Have pupils swap
their books with a partner and
check the answers. Correct
answers and give feedback if
necessary.
Extension: If there is enough
time, play the recording,
sentence by sentence, for the
class to listen and repeat
individually and in chorus.
Correct their pronunciation
and give feedback.
Activity 5. Look, complete
and read. 10 minutes
Goal: To complete the target
sentence patterns in two
exchanges about appearance
with the help of picture cues.
Step1: Have pupils look at
the pictures. Get them to
identify the appearance of the
characters in the pictures.
Step2: Have pupils look at
the two gapped exchanges.
Draw their attention to the
missing words in the question
and answers.
Step3: Model Exchange 1.
Have pupils look at the first
gap. Ask them what word is
missing (big). Then have
them complete the answer
(He's big). Get them to guess
the missing word in the
second gap (face) and
complete the answer (He has
a round face).
Step4: Repeat the same
procedure with Exchange 2.
Give pupils 1 – 2 minutes to
complete
the
gaps
individually, then compare
their answers in pairs.

answer
on
their answer.
notebook and check
answer with class

- Pupils look at the - Pupils look at the
pictures
pictures
- Pupils attention to the
missing words in the
question and answers.
- Pupils complete the - Pupils do the task
task

- Pupils work in pairs

- Pupils work in
pairs.

Monitor and offer help where
necessary.
Step5: Check pupils' answers
as a class and ask some pairs
to read aloud the completed
exchanges.
Key: 1. big / short, face 2. look
like, long hair
Activity 6. Let's play.
8 minutes
Goal: To review vocabulary
about family members and
appearance by playing the
game Tic-tac-toe.
Step1: Tell pupils that they
are going to play the game
Tic-tac-toe. Two pupils play at
a time. One pupil is X, and the
other is O. The pupils take
turns choosing a square by
saying a word and putting
their
mark
in
the
corresponding square. The
first pupil to write three marks
in a vertical, horizontal or
diagonal line is the winner.
Step2: Invite two pupils to
play at a time.
Step3: Change the words in
the grid and let pupils play the
game several times if there is
enough time.
3.Wrap up:
Game: Doraemon
- Divide the class into 3 teams.
- Pupils from each team choose
a number, then ask and answer
with the picture in that number.
If the pupils answer correctly,
they get the points (dorayaki)
for that question.
- After 9 numbers, the team
with the most points is the
winner.

- Pupils swap books
and check answers.

- Pupils listen to the - Listen to
teacher's instruction
teacher's
instruction

- Pupils play the game.

the

- Pupils play the
game.

- Pupil choose number - Pay attention
and
answer
the
question
in
that
number.

- Ask students to answer the
following questions:
1. What have you learnt from - Pupils answer the
the lesson today?
questions
(Use the words and phrases a
round face, big eyes, long
hair, and short hair in relation
to the topic “Appearance”)
IV. ADJUSTMENT:
.................................................................................................................................
.................................................................................................................................
..............................................................................................................................…
_____________________________________
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