Giáo án môn Tiếng Anh Lớp 4 Global Success tích hợp năng lực số và AI - Tuần 23 - Năm học 2026-2027

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 LESSON PLAN
 UNIT 13: APPEARANCE
 Lesson 3 — Activities 1–3
 Period 89
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 23 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Pronounce the initial sounds in long and round and use them in the two model sentences.
Listen for the whole description and select the correct option in both items.
Perform both chant verses with clear sounds and matching meanings.
2. Competences
Discriminate sounds, use a heard detail as evidence and cooperate in a question-and-answer chant.
3. Personal qualities
Describe the textbook characters respectfully and protect other people's photographs.
4. Integrated learning
[CB2.4.2] Choose a textbook picture rather than sharing a private photograph for an 
appearance activity.
[4.A1.2] Correct a labelled simulated description by checking the exact chant line.
II. TEACHING AND LEARNING MATERIALS
English 4, Volume 2, p. 22; teacher's book pp. 192–193; Tracks 28–30 or the complete scripts below.
Embedded chant illustration, board and notebooks. Use this Word lesson if a screen is available; no 
separate presentation is needed.
III. TEACHING AND LEARNING ACTIVITIES
Warm-up: Finish the description (3 minutes)
Learning goal: Retrieve has and the two feature phrases.
Task content and materials
Teacher-created cues:
1. My sister / long hair.
2. My brother / round eyes.
Expected sentences: My sister has long hair. My brother has round eyes.
Ask pupils to notice the first sound of long and round.
Teacher's activities Pupils' activities / expected responses
Say each cue, gesture a long line or a round Say both sentences using has, not is.
shape and elicit the full sentence.
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Teacher's activities Pupils' activities / expected responses
Write long and round on the board, underlining Listen and prepare to distinguish the two initial 
the initial letter. sounds.
Assessment and support: Check has and meaning before focusing on pronunciation.
Source: Teacher-created retrieval using textbook p. 22 A1.
1. Listen and repeat (8 minutes)
Learning goal: Produce the initial sounds in the two words and sentences.
Task content and materials
Track 28 — complete models:
l — long — My sister has long hair.
r — round — My brother has round eyes.
Model the sounds, not the letter names. For l, briefly place the tongue tip behind the upper front teeth; 
for r, model without that tongue contact. Let pupils listen and imitate rather than memorise an 
explanation.
Retrieval sequence: round, long, round, long.
Sentence cues: sister/long hair; brother/round eyes.
Teacher's activities Pupils' activities / expected responses
Play Track 28 or model the two sound–word– Listen, repeat each sound and word, then the 
sentence sequences slowly; demonstrate the complete sentence.
mouth position without touching a pupil.
Alternate the two words in the retrieval sequence. Identify the initial sound and practise the 
Ask pupils to point to l or r, then repeat in pairs. matching sentence.
Hear four individual pupils. Re-model one word Say long or round independently and use it in its 
where necessary, then have the pupil retry it in sentence.
the sentence.
Assessment and support: Assess intelligibility of the initial sound and the full sentence. Do not treat 
merely circling an answer as evidence of pronunciation.
Source: Textbook p. 22 A1, Track 28
2. Listen and circle (8 minutes)
Learning goal: Choose the description actually heard in each sentence.
Task content and materials
Pupil task:
1. My grandfather has ___.
a. long hands b. a round face c. a long nose
2. My brother has ___.
a. long hands b. a round face c. round eyes
Briefly clarify hands and nose by pointing to your own hands and nose.
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Teacher-only Track 29 script:
1. My grandfather has a round face.
2. My brother has long hands.
Verified key: 1b; 2a.
The second answer is long hands, as printed in the teacher's book; do not replace it with long hair.
Teacher's activities Pupils' activities / expected responses
Read the choices and check the meaning of the Read all options and listen for the whole phrase, 
body-part words. Keep the script and key hidden not only long or round.
from pupils.
Play Track 29 or read the two exact sentences Circle 1b and 2a independently, then compare 
twice, allowing a short response pause. with a partner.
Replay/read once more and invite pupils to give Say a round face and long hands; correct a guess 
the complete sentences. that used only the initial sound.
Assessment and support: Check both selections and the heard phrase that justifies each. Read the full 
sentence again for support; assess listening separately from sound production.
Source: Textbook p. 22 A2, Track 29
3. Let's chant (11 minutes)
Learning goal: Use both descriptive structures in a complete two-verse performance.
Task content and materials
Track 30 — complete chant:
Who's that?
It's my brother.
What does he look like?
He has long hair.
His hair is long.
Who's that?
It's my sister.
What does she look like?
She has a round face.
Her face is round.
Meaning checks:
What does the brother have? — He has long hair.
What does the sister have? — She has a round face.
Link: He has long hair = His hair is long; She has a round face = Her face is round.
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