Giáo án môn Tiếng Anh Lớp 4 Global Success tích hợp năng lực số và AI - Tuần 22 - Năm học 2026-2027

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 LESSON PLAN
 UNIT 13: APPEARANCE
 Lesson 1 — Activities 1–3
 Period 85
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 22 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Use tall, short, slim and big to describe the textbook characters.
Ask and answer What does he/she look like? — He's/She's ... with the correct pronoun.
Distinguish an appearance question from a job question and give a respectful, evidence-based 
description.
2. Competences
Observe picture details, take turns in a paired exchange and check a statement against its source.
3. Personal qualities
Use appearance words neutrally; respect other people's dignity and control over their photographs.
4. Integrated learning
[CB2.4.2] Choose not to post a classmate's private or mocking photograph; use textbook 
characters for this task.
[4.A1.2] Check a labelled simulated answer about Lucy's brother against the dialogue and 
correct the wrong description.
II. TEACHING AND LEARNING MATERIALS
English 4, Volume 2, p. 18; teacher's book pp. 183–185; Tracks 21–22 or the exact scripts below.
Textbook character pictures embedded here, board and notebooks. An optional teacher-controlled 
screen may display this Word lesson; no separate slides or companion files.
III. TEACHING AND LEARNING ACTIVITIES
Warm-up: From jobs to appearance (3 minutes)
Learning goal: Recall the previous question and recognise the new purpose.
Task content and materials
Previous-lesson cue: a fictional father — farmer — farm.
Ask: What does he do? Where does he work?
Answers: He's a farmer. He works on a farm.
Today's question on the board: What does he look like? Explain that it asks about appearance, not a 
job.
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Teacher's activities Pupils' activities / expected responses
Ask the two familiar questions, then display the Give the job and workplace answers; notice look 
new question beside them. like in the new question.
Point to the textbook characters and state the Open p. 18 and prepare to describe the pictured 
class rule: describe these pictures calmly; do not people.
label or rank classmates.
Assessment and support: Check that pupils recognise the different question purposes; do not require 
the new adjectives before teaching them.
Source: Teacher-created bridge from Unit 12 to textbook p. 18.
1. Look, listen and repeat (8 minutes)
Learning goal: Understand the exchange about Lucy's brother.
Task content and materials
Track 21 — complete dialogue:
Nam: Do you have a brother, Lucy?
Lucy: Yes, I do.
Nam: What does he look like?
Lucy: He's tall.
Meaning check: Who are they talking about? Is he tall or short?
Answers: Lucy's brother. He's tall.
Teacher model: tall describes height. Demonstrate with the pictured character, not by comparing 
pupils.
 English 4 textbook, Volume 2, p. 18, Activity 1: Nam and Lucy talking about her brother.
Teacher's activities Pupils' activities / expected responses
Identify Nam and Lucy; play Track 21 once or Listen for who is being described and answer 
read the four exact lines with different voices. Lucy's brother.
Replay/read sentence by sentence, modelling Repeat, point to the intended character and 
look like and He's tall. Point to the brother in the answer He's tall.
thought bubble.
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Teacher's activities Pupils' activities / expected responses
Let pairs perform both roles, then invite two Practise the complete exchange, swap roles and 
pairs. Ask the meaning questions without answer from the dialogue.
showing the written answers.
Assessment and support: Check accurate question wording and the link between he and brother. 
Support with the four written lines; invite confident pupils to perform without reading.
Source: Textbook p. 18 A1, Track 21
2. Listen, point and say (10 minutes)
Learning goal: Use the four adjectives and the full question–answer pattern.
Task content and materials
Track 22 — words and complete models:
a. tall — a girl. A: What does she look like? B: She's tall.
b. short — a man. A: What does he look like? B: He's short.
c. slim — a woman. A: What does she look like? B: She's slim.
d. big — a boy. A: What does he look like? B: He's big.
Board: What does he/she look like? — He's/She's + adjective.
Tall/short describe height; slim/big are the textbook's neutral descriptions of the pictured body shapes. 
Do not add good/bad judgements.
Pointing sequence for retrieval: b, d, a, c. Expected answers: He's short; He's big; She's tall; She's slim.
 English 4 textbook, Volume 2, p. 18, Activity 2: Four labelled appearance cues.
Teacher's activities Pupils' activities / expected responses
Model the four words using the labelled pictures; Repeat the words and point to b, d, a and c as 
play/read Track 22 and check meaning by cued.
pointing in a different order.
Model a, have the class ask about b, then Produce all four complete exchanges, using she 
alternate two groups for c and d. Mark does in for a/c and he for b/d.
the question and 's in the answer.
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