Giáo án Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 6 (Tích hợp năng lực số và AI)

Nội dung tài liệu: Giáo án Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 6 (Tích hợp năng lực số và AI)

1. Biên soạn: Lop4.edu.vn LESSON PLAN UNIT 3 – MY WEEK Lesson 3 – Activities 4, 5, 6 Period 22 School: ................................ School year: 2026–2027 Teacher: ................................ Class: 4........ Subject: English Week: 06 Periods: 1 (35 minutes) Preparation date: .... / .... / ........ Teaching date: .... / .... / ........ I. LEARNING OUTCOMES 1. Language knowledge and skills Read Nam’s weekly routine and fill all four table gaps with the correct activity. Complete a paragraph about a real or imagined weekly routine using on + days and familiar activities. Present two prepared weekend pictures with two complete sentences and respond to a partner’s question. 2. Competences Locate explicit evidence in a short text, organise days and activities accurately, and use a model without copying another person’s routine as one’s own. 3. Personal qualities Take responsibility for a prepared project, listen to classmates and respect routines that differ from one’s own. 4. Integrated learning [4.A1.2] Human agency: check a simulated AI summary of Nam’s Saturday against the reading and correct it using the exact source sentence. A pupil’s personal writing remains open-ended. II. TEACHING AND LEARNING MATERIALS Teacher: textbook pictures and the complete task scripts below; board, markers and the offline file HocLieuKemTheo/Tuan-06/HocLieu-Tuan-06-EN.html, opened from the same folder as this lesson plan. Keep its images folder beside it. Use the official recording when available and checked before class. Otherwise read the printed Teacher’s Book script naturally twice, with a pause for answers; this is a teacher-read alternative. The offline file contains no audio player or speech scoring. Pupils: English 4 textbook, notebook, pencil and an eraser. Use pairs and small groups so that every pupil speaks. Displayed AI outputs are prepared simulations, not live replies; no pupil account or personal data is needed. Prepare the seven-day reading table, four-gap writing frame and two Project frames in the offline file. Pupils bring the two weekend pictures assigned earlier. Keep one simple spare pair: a football and a child helping with housework. These can be drawn with a ball and a broom; no new image search is needed. 7
2. Biên soạn: Lop4.edu.vn III. TEACHING AND LEARNING ACTIVITIES 1. Warm-up – Show a weekend action (4 minutes) Learning goal: Activate weekend words and the question needed for the Project. Task content and materials Teacher mime cues: kick an imaginary ball → play football; wipe a table → do housework; hold headphones → listen to music; point to an imaginary screen → watch TV. Question: What do you do on Saturdays/Sundays? Sample answer: I play football on Saturdays. Accept other familiar activities that match the pupil’s card. Teacher's activities Pupils' activities / expected responses Greet the class. Mime kicking a ball, wiping a Say play football, do housework, listen to music table, listening with headphones and watching a and watch TV. Use the action to recover a screen; allow a few seconds for each response. forgotten word. Ask two pairs to choose a Saturday or Sunday Ask “What do you do on Saturdays?” and answer card and ask each other the printed question. “I play football on Saturdays,” or give another Model one full exchange first. matching familiar activity. Swap roles. Ask pupils to place their two prepared pictures Keep their pictures ready and recognise that the under their notebooks for later. Open page 27 and reading now describes Nam, whose routine may introduce Nam’s routine. be different. Assessment and support: Accept a meaningful familiar routine rather than forcing the model answer. Supply I on for a pupil who gives only an isolated activity. Source: Textbook p. 27, lead-in; Teacher’s Book p. 53. 2. Read and complete – Nam’s week (9 minutes) Learning goal: Find and transfer the four missing activities from the reading. Task content and materials Read: I am Nam. It is Monday today. It is a school day. I go to school on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays. At the weekend, I stay at home. I do housework on Saturdays. I watch TV on Sundays. What do you do at the weekend? Complete the activity column: Monday: go to school Tuesday: (1) ____ Wednesday: go to school Thursday: (2) ____ Friday: go to school Saturday: (3) ____ Sunday: (4) ____ Verified key: (1) go to school; (2) go to school; (3) do housework; (4) watch TV. 8
3. Biên soạn: Lop4.edu.vn AI simulation: “Nam watches TV on Saturdays.” This is incorrect. Evidence: “I do housework on Saturdays.” Correct summary: “Nam does housework on Saturdays.” Pupils may quote Nam’s first- person sentence instead of producing the new third-person form. English 4 textbook, Volume 1, p. 27, Activity 4: Nam's weekly table. Teacher's activities Pupils' activities / expected responses Ask pupils to read silently and underline the five Underline the sentence beginning “I go to school days. Point to Monday’s completed table school” and identify Tuesday and Thursday in its entry as an example, then ask which sentence list of days. also answers Tuesday and Thursday. Give pupils two minutes to complete all four Write go to school twice, do housework for gaps individually. Keep the key covered. Ask Saturday and watch TV for Sunday, using the them to draw a small line under the phrase that text rather than the previous chant. supports each weekend answer. Have pairs compare one gap at a time. Ask Point to the five-day sentence for 1 and 2, the “Where can you see it?” before a pupil changes Saturday sentence for 3 and the Sunday sentence an answer. Check gaps 1–4 and complete the for 4; correct only with source evidence. board table. Show “Nam watches TV on Saturdays.” Ask, Choose housework and quote “I do housework “Saturday: TV or housework?” Reopen the on Saturdays.” Explain that the AI summary relevant line and let a pupil correct the swapped the weekend activity; Sunday is the prepared summary. TV day. Ask one pupil to read Nam’s Saturday sentence Read the two different sentences correctly. and another the Sunday sentence. Contrast with Recognise that the chant and Nam’s text describe the chant only if pupils have mixed them up. different routines. Assessment and support: All four gaps are checked against named sentences. If pupils copy the chant’s Sunday housework, point back to Nam’s text. The AI correction requires a quoted source clue, not merely selecting Wrong. Source: Textbook p. 27, Activity 4; Teacher’s Book pp. 53–54. 3. Let’s write – My own week (10 minutes) Learning goal: Write a coherent short routine, using the source frame and appropriate familiar activities. Task content and materials Complete the four gaps: I am ____. I go to school ____. I do housework on ____. On Sundays, I ____. What do you do at the weekend? 9