Giáo án Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 20 (Tích hợp năng lực số và AI)

Nội dung tài liệu: Giáo án Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 20 (Tích hợp năng lực số và AI)

1. Biên soạn: Lop4.edu.vn Teacher's activities Pupils' activities / expected responses Lead the question and answer from the chant, Recall the two characters' homes and repeat then point to flat and house. flat/house. Ask pupils to open p. 11 and predict which places Scan for flat and village, then prepare to check the new reading describes. the prediction. Assessment and support: Support by displaying the four place words; do not substitute an unrelated greetings activity. Source: Textbook pp. 10–11 4. Read and circle (10 minutes) Learning goal: Distinguish the writer's home from the grandparents' home and justify four choices. Task content and materials Complete reading: I live in a small flat with my parents. It is in Le Lai Street. The street is very busy. At the weekend, I visit my grandparents. They live in a big house with a beautiful garden in a village. The village is quiet and beautiful. Circle: 1. I live in a ___ flat. (a) big (b) small 2. Le Lai Street is very ___. (a) busy (b) quiet 3. My grandparents live in a ___. (a) city (b) village 4. The village is ___. (a) quiet and beautiful (b) small and busy Key: 1b; 2a; 3b; 4a. Evidence phrases: small flat; street is very busy; in a village; quiet and beautiful. AI-check simulation, written by the teacher: 'The child lives in a big house. Le Lai Street is quiet.' Both claims are wrong: small flat; very busy. Teacher's activities Pupils' activities / expected responses Read the passage once for meaning. Contrast Locate the two households and circle 1b using I/my parents with my grandparents; model item 1 the opening sentence. by underlining small flat. Allow independent reading for items 2–4, then Choose 2a, 3b and 4a; retrieve the sentence pair checking. On the displayed Word text, invite containing village, not just the search word. a pupil to use Find for 'grandparents' and move to the following sentence; board pointing is the offline rehearsal. Reveal the key. Use the final two minutes to Name the wrong detail in each claim and give check the two simulated AI claims against the small flat / very busy with evidence. text. Assessment and support: Look for four choices supported by the correct household/setting. Read one sentence at a time for support. Record actual Find operation separately from observing or pointing. 7
2. Biên soạn: Lop4.edu.vn Source: Textbook p. 11 A4 5. Let's write about a home area (9 minutes) Learning goal: Complete a connected description whose place and features agree. Task content and materials Textbook frame: I live in ___ with my ___. It is in ___. It is ___. There are not many ___ there, but there is ___. I love my ___. Teacher's-book example: I live in a house with my parents. It is in Tay Son Street. It is a quiet street in a village. There are not many buildings there, but there is a big playground. I love my village. Imagined-place option: a house / family / Green Street / a quiet street in a village / buildings / a small park / village. Complete imagined model: I live in a house with my family. It is in Green Street. It is a quiet street in a village. There are not many buildings there, but there is a small park. I love my village. Use a broad or imagined place; omit house numbers and other private details. Teacher's activities Pupils' activities / expected responses Model the first two gaps and show how the third Choose real, broad details or the imagined word sentence names the street again so that It is clear. bank. Say the first two complete sentences before Explain not many buildings versus one writing. park/playground. Give four minutes to complete all gaps in the Write a connected paragraph; use the supplied notebook or textbook. Help pupils maintain one imagined set if ideas are difficult. setting rather than mixing a flat, street and village inconsistently. Pairs read each other's work: place named, family Check the five points and revise one detail or named, matching description, plural after not form where necessary. many and singular after there is. Invite one complete reading. Assessment and support: Accept coherent personal alternatives; the model is not the only correct answer. Support with the seven cues; challenge by replacing two cues while keeping the paragraph coherent. Source: Textbook p. 11 A5 6. Project: My beautiful home (9 minutes) Learning goal: Use a drawing to deliver a clear five-sentence presentation. Task content and materials Task: Show a drawing of a home area and say at least five short sentences. Textbook picture: Mary says, 'I live in Thang Long Street.' 8
3. Biên soạn: Lop4.edu.vn Teacher's-book presentation: 'I live in Thang Long Street. It is a small street. There are some shops. There are many trees. I like my street.' Ready imagined plan: draw a street, two shops and three trees; add the heading GREEN STREET. Say: 'I live in Green Street. It is a quiet street. There are two shops. There are three trees. I like my street.' Listener's two questions: Where do you live? What is your street like? An unfinished drawing needs only the three simple features; artistic detail is not assessed. English 4 textbook, Volume 2, p. 11, Activity 6: Mary presenting a drawing of Thang Long Street. Teacher's activities Pupils' activities / expected responses Show Mary's example and model the five Prepare or finish the sketch and choose five sentences. Give pupils two minutes to finish a matching sentences. simple drawing and rehearse; explain that imaginary streets are welcome. Use groups of four. Each pupil speaks for about Present the home area, ask a question and answer 30–40 seconds; another asks one of the two from the drawing. questions. The others check whether spoken features appear in the drawing. Invite two short presentations and give one Listen, identify one accurate feature and repeat a language-specific comment to each, such as corrected sentence if needed. correcting There are two shops. Assessment and support: Check five relevant sentences, agreement between drawing and speech, and a matching answer. Allow the sentence frame on the desk; fluent pupils speak from the sketch alone. Source: Textbook p. 11 A6 Exit: Match the description to the picture (4 minutes) Learning goal: Transfer the structure to a short new description and consolidate the unit. Task content and materials New board cue: an imagined village — quiet — a school — many trees. Ask: Where do you live? What is your village like? Possible answers: 'I live in a village. It is quiet. There is a school. There are many trees.' Exit writing: choose one sentence with There is or There are and write it correctly. Home practice: reread the home paragraph to someone willing to listen; no online upload. 9