Giáo án Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 3 (Tích hợp năng lực số và AI)

Nội dung tài liệu: Giáo án Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 3 (Tích hợp năng lực số và AI)

1. Biên soạn: Lop4.edu.vn Teacher’s activities Pupils’ activities and expected responses Greet the class and briefly check the two Pupil Prepare cards and pencils without recopying cards. Give a blank frame to anyone who needs completed work. one so that all can continue. Form two teams. One pupil per round faces away Listen to the rules and try Japan with the teacher. from the board word; teammates spell it backwards using the supplied sequence. Run three rounds. The first correct guess earns Guess Japan, Viet Nam, and Singapore. Read the one point. Write each country correctly, names and correct any letters. including the space in Viet Nam. Introduce page 15: read to find where Minh and Open page 15 and point to Minh, Tony, and his friends are from, rather than guessing from Laura. their names. Assessment and support: Check country recognition and the two-word spelling Viet Nam. The game prepares for, rather than replaces, reading. 2. Read and tick True or False (9 minutes) Goal: Check four statements using evidence in the paragraph. Language input and materials Reading text: Hello. I am Minh. I am nine years old. I am from Viet Nam. I have two new friends, Tony and Laura. Tony is from America. Laura is from Australia. They are friendly. Statements: 1. Minh is nine years old. 2. Minh is from Viet Nam. 3. Tony is from Australia. 4. Laura is from America. Key: 1.True; 2.True; 3.False → Tony is from America.; 4.False → Laura is from Australia. Teacher’s activities Pupils’ activities and expected responses Explain: read a statement, find its evidence, and Read silently and circle the three names. Do not tick. True means the statement agrees with the invent ages for Tony or Laura. text; False means it does not. Model statement 1. Ask Minh’s age and have Answer “Nine.” Point to the sentence and tick pupils point to “I am nine years old.” Compare it True. with the statement. Allow two minutes for independent work on the Tick and underline evidence independently. Keep remaining three statements. Support with “Whose Tony’s and Laura’s information separate. country are you checking?” rather than supplying answers. Have partners exchange books and require Check statement 2 against Viet Nam, statement 3 evidence for each answer. against Tony/America, and statement 4 against Laura/Australia. 7
2. Biên soạn: Lop4.edu.vn Teacher’s activities Pupils’ activities and expected responses Confirm True, True, False, False. Invite pupils to Say or write “Tony is from America.” and “Laura rewrite statements 3 and 4 correctly. is from Australia.” Invite two pupils to read the paragraph. Support Read clearly. Listeners point to the person being friendly and country pronunciation as needed; mentioned. establish meaning before reading aloud. Assessment and support: Check all four decisions, their evidence, and both corrected statements; the tick sequence alone is insufficient. Source: Textbook, page 15, Activity 4; Teacher’s Book, page 28. 3. Let’s write (9 minutes) Goal: Write a paragraph including name, age, country, and two friends. Language input and materials Textbook frame: Hi. My name is ____. I am ____ years old. I am from Viet Nam. This is my friend, ____. He / She is from ____. And this is ____. He / She is from ____. Teacher’s Book model: Hi. My name is Lan. I am nine years old. I am from Viet Nam. This is my friend, Tom. He is from America. And this is Laura. She is from Australia. Use personal and friend information agreed for classroom use, or the Lan–Tom–Laura roles. Pupils’ paragraphs need not all match the model. Teacher’s activities Pupils’ activities and expected responses Explain the six gaps and the He/She choices. Answer “A name.” Point to the age gap and the Read the frame and ask “What goes after My two country gaps. name is?” Model the opening with Lan’s role. Read “I am State the role’s name and age. Recognise Lan as nine years old.” The age must match the role an example, not the only acceptable answer. chosen. Model Tom–He and Laura–She using the role Select pronouns using known role information; data. Do not infer gender from an unfamiliar ask the teacher if it is unclear. name alone. Allow three minutes for independent writing. Write the complete paragraph and check capitals Offer My name/is/from cards for support; in names and countries, and full stops. confident writers may add a closing greeting. Have partners exchange work. Check that it Mark needed corrections and explain them using includes the writer and two friends, accurate role the role data. Do not ask for addresses or phone ages/countries, appropriate he/she, and capitals. numbers. Invite two pupils to read. Correct the example Read the revised paragraph and identify the “She is from america” to “She is from America.” capital letter in the country name. Assessment and support: This is an open writing task. Check complete sentences, accurate chosen-role details, and appropriate he/she; do not assign identical names, ages, and countries to everyone. Source: Textbook, page 15, Activity 5; Teacher’s Book, page 29 (model). 8
3. Biên soạn: Lop4.edu.vn 4. Project – Pupil cards and privacy (10 minutes) Goal: Present two cards clearly and create or edit a digital card where equipment permits. Language input and materials Card frame: Name: ____; Age: ____; Country: ____. Teacher-created role data: Lan, 9, Viet Nam (girl); Tom, 9, America (boy); Laura, 9, Australia (girl). Sample presentation: Hi. My name is Lan. I’m from Viet Nam. This is Tom. He’s nine years old. He’s from America. And this is Laura. She’s nine years old. She’s from Australia. Simulated card to correct: Name: Tom; Age: 9; Country: Japan; Phone: [not used]. The original role data says America. Remove the entire Phone field from the classroom card. English 4 textbook, Volume 1, page 15, Activity 6. Teacher’s activities Pupils’ activities and expected responses Show the textbook card model and recall that the Identify the three necessary fields. Listen for Project needs two prepared cards. Model with the he/she and country information in the model. role data above; distinguish these examples from textbook-character facts. Form groups of five. Each pupil presents two Take turns presenting. Listeners ask “Where’s prepared or role cards. Ask listeners to check the he/she from?” and point to the card to confirm. name, age, and country on the corresponding card. Open the offline card frame. Give each group Pupils who have a turn edit the card a turn to enter or edit Name, Age, and themselves. Observation alone is not evidence Country for Tom. Model selecting a field, of creating digital content. Enter no real editing text, and checking the preview. contact details. Show the simulated Tom/Japan card. Ask Check the original role card and change which information is wrong and what evidence Japan to America. Read “He’s from is needed. Do not accept guesses about Tom’s America.” nationality from his name. 9