Giáo án Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 31 (Tích hợp năng lực số và AI)

Nội dung tài liệu: Giáo án Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 31 (Tích hợp năng lực số và AI)

1. Biên soạn: Lop4.edu.vn Teacher's activities Pupils' activities / expected responses Invite one pupil to recreate the arrangement Place the bakery correctly and explain the two named by a partner. different relations. Assessment and support: Use concrete positions rather than two unexplained words; support by moving the objects again. Source: Teacher-created recall for textbook p. 56. 1. Listen and repeat: beHIND and beTWEEN (8 minutes) Learning goal: Place the stronger beat on the second syllable. Task content and materials Track 79 — complete target language: beHIND — The bakery is behind the bookshop. beTWEEN — The bakery is between the bookshop and the sports shop. The capital letters above mark the strong syllable for practice; normal spelling is behind, between. Beat model: be (light tap), HIND (strong tap); be (light tap), TWEEN (strong tap). Meaning checks: Which word needs two reference places in our row? — Between. Which means farther back? — Behind. Teacher's activities Pupils' activities / expected responses Use two minutes to play Track 79 or model both Listen, point and repeat with the second syllable words with a light and a strong tap. stronger. Use three minutes to build each sentence in Repeat the complete sentences and show the chunks, using the arrangements from the warm- matching positions. up. Give two minutes for paired practice and one Read one sentence each and correct first-syllable minute for two individual checks. stress if prompted. Assessment and support: Assess audible second-syllable stress and correct relation; allow chunked rehearsal before a full sentence. Source: Textbook p. 56 A1 2. Listen and circle (8 minutes) Learning goal: Distinguish the two relations in spoken sentences. Task content and materials Task: Listen and choose the word that completes each sentence. 1 The gift shop is ______ the bookshop and the bakery. a behind; b between; c opposite. 2 The gift shop is ______ the bookshop and the bakery. a between; b opposite; c behind. Track 80 — complete script: 1 The gift shop is between the bookshop and the bakery. 2 The gift shop is behind the bookshop and the bakery. 7
2. Biên soạn: Lop4.edu.vn Key: 1b, 2c. Read both complete sentences as written in the script. These are two separate listening situations, not one simultaneous shop arrangement. Teacher's activities Pupils' activities / expected responses Use two minutes to read all options and show Point to between in Question 1 and behind in that the answer letters are in different positions. Question 2 without treating letter positions as fixed. Play Track 80 or read the exact two sentences Circle b for1 and c for2, listening for the twice; allow individual answers then paired complete word. comparison. Read each sentence once more and hear pupils Use the heard word as evidence and correct any repeat with correct stress. letter confusion. Assessment and support: Replay only the unclear sentence; distinguish the listening evidence from guessing what one picture might show. Source: Textbook p. 56 A2 3. Let's chant: Behind and between (10 minutes) Learning goal: Say both verses with the target stress and correct spatial meaning. Task content and materials Track 81 — complete chant: Where's the shoe shop? Behind, behind, behind. It's behind the bookshop. Where's the bakery? Between, between, between. It's between the bookshop and the shoe shop. Verse 1 illustration: shoe shop behind bookshop. Verse 2 illustration: bakery between bookshop and shoe shop. Check: Is the bakery behind the bookshop in the second verse? — No. It's between the bookshop and the shoe shop. English 4 textbook, Volume 2, p. 56, Activity 3: Both chant scenes showing behind and between. 8
3. Biên soạn: Lop4.edu.vn Teacher's activities Pupils' activities / expected responses Spend two minutes reading the first verse and Say all three lines and point to the shoe shop three minutes practising it with light/strong taps. behind the bookshop. Spend three minutes on the second verse, Say all three lines and identify the bakery including both reference shops. between the two shops. Use two minutes for alternate-group chanting and Perform both verses, stressing HIND/TWEEN the final meaning check. If audio is unavailable, and keeping the two scenes distinct. use the complete text with a steady spoken beat. Assessment and support: Assess complete lines, meaning and rhythm; pupils needing support may join the repeated target-word line before the whole verse. Source: Textbook p. 56 A3 Find the matching doll (5 minutes) Learning goal: Refine a toy-price search using a model name. Task content and materials Fictional catalogue: D21 doll, model Rose-2 — 50,000 dong; D22 doll, model Star-4 — 60,000 dong; D23 ball, model Red-1 — 20,000 dong. Request: Find doll Star-4 and its price. Digital action: with the teacher, use Find for doll, locate the catalogue with its two doll models, then refine to Star-4; read D22 fully. Ignore matches in instructions or sample replies. Paper fallback uses the same three entries. Invented AI-style reply: 'Star-4 is fifty thousand dong because the first doll result is fifty thousand.' Correction: 'D22 is doll Star-4. It's sixty thousand dong. D21 is a different doll.' Exit: say beHIND and beTWEEN; prepare a short shopping list with fictional prices for the next lesson. Teacher's activities Pupils' activities / expected responses Give two minutes for a guided Find Notice the two different doll models in the demonstration and pupil choice of the more catalogue and select Star-4. precise search words. Give two minutes to test and correct the invented Give the right model, row and complete price. reply against D22. Use one minute for the stress check and Say both target words with second-syllable stress shopping-list reminder. and note the preparation. Assessment and support: Record whether the pupil navigated a digital result or only rehearsed on paper; both can show the language check, but they are different evidence. IV. ADJUSTMENTS AFTER TEACHING ............................................................................................................................ ............................................................................................................................ 9