Giáo án Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 29 (Tích hợp năng lực số và AI)

Nội dung tài liệu: Giáo án Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 29 (Tích hợp năng lực số và AI)

1. Biên soạn: Lop4.edu.vn 2. Listen, point and say (10 minutes) Learning goal: Ask and answer for all four pictured routes. Task content and materials Track 67 — phrases: a go straight; b turn right; c turn left; d turn round. Complete exchanges: a A: How can I get to the bookshop? B: Go straight. b A: How can I get to the supermarket? B: Turn right. c A: How can I get to the cinema? B: Turn left. d A: How can I get to the bakery? B: Turn round. Each answer belongs to the cyclist and yellow arrow in that particular picture. Do not treat a place as always having the same direction. English 4 textbook, Volume 2, p. 48, Activity 2: Four cyclist routes and direction labels. Teacher's activities Pupils' activities / expected responses Use three minutes to name the places and model Point to the correct arrow and say the phrase. the four phrases with Track 67 or its script. Use two minutes to build How can I get to the Ask the complete question and distinguish turn ? and model a and d. round from turn right. Allow four minutes for all four exchanges in Switch roles and use the matching picture to pairs, then hear two pairs in the final minute. select the answer. Assessment and support: Assess a full question and correct arrow-based answer for each place; give the place name as support only. Source: Textbook p. 48 A2 3. Let's talk: Start from the correct star (8 minutes) Learning goal: Use the wider map and its four separate starting positions. Task content and materials Use the lower map on p. 48, not the four pictures above it. Begin at the pink star nearest the route being traced and follow its yellow arrow. Bookshop: How can I get to the bookshop? — Go straight. Bakery: How can I get to the bakery? — Turn right. 7
2. Biên soạn: Lop4.edu.vn Cinema: How can I get to the cinema? — Turn left. Supermarket: How can I get to the supermarket? — Turn round. The bakery and supermarket directions differ from Activity 2 because their starts/arrows differ. Teacher-written AI simulation: 'The bakery is turn round on every map.' Correction: On this lower map, turn right from its marked star; turn round was the separate Activity 2 picture. English 4 textbook, Volume 2, p. 48, Activity 3: Four separate stars and routes in the city. Teacher's activities Pupils' activities / expected responses Use two minutes to point out the four stars; Locate the bakery start and trace its right-hand model tracing the bakery arrow from its own star. bend. Give four minutes for pairs to ask about all four Ask and answer, then swap roles; use the map places, pointing to the relevant start first. rather than the previous exercise's key. Use two minutes to test the simulated always Explain that the starting point changes the claim and hear its correction. answer; correct the bakery route. Assessment and support: Check start, traced arrow and matching answer together. Reorient the page or trace slowly when left/right is confused. Source: Textbook p. 48 A3 Apply: Check both endpoints (6 minutes) Learning goal: Follow an explicit shared process to judge a proposed route. Task content and materials Digital option: on the teacher's prechecked Google Maps route from Hanoi Opera House to Vietnam National Museum of History, identify the start and destination labels, trace the highlighted path and describe one visible turn. If the map uses unfamiliar or complex instructions, retain one simple turn or use the model below. Offline route model: Start below a central junction; Bookshop at its left end; Bakery at its right end. Facing up from Start, ask How can I get to the bakery? — Go straight and turn right. Change only the question to bookshop: Go straight and turn left. Point to both labels before tracing. Home practice: ask and answer about the four routes in Activity 3. 8
3. Biên soạn: Lop4.edu.vn Teacher's activities Pupils' activities / expected responses Ask pairs to agree on start and destination before One pupil identifies endpoints; the other traces anyone gives directions. Use the digital view if and proposes the answer. available, otherwise draw the complete model. Ask pupils to check whether the trace reaches the Explain the evidence and note whether a digital named place; hear one corrected route. tool or offline drawing was used. Assessment and support: Assess the shared locate–trace–check process; do not count an offline model as demonstrated digital operation. IV. ADJUSTMENTS AFTER TEACHING ............................................................................................................................ ............................................................................................................................ 9