Trọn bộ giáo án Tiếng Anh lớp 4 Global Success năm học 2026-2027 (Tích hợp năng lực số và AI)

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

1. Biên soạn: Lop4.edu.vn Teacher’s activities Pupils’ activities and expected responses Have pairs compare answers. Play or read both Identify 1 Malaysia and 2 Thailand, correcting a dialogues again and ask for the country words mistaken choice if needed. used as evidence. Confirm 1a and 2a using the Teacher’s Book. He’s from Malaysia; She’s from Thailand. Pupils say the matching responses, point to the Picture 1b shows Singapore and 2b shows Japan, incorrect alternatives, and name those countries. so they do not match the script. Invite two pairs to read the dialogues again. Read the correct dialogues without changing their Listeners check that each includes “Who’s that?” content while checking the answers. and the appropriate he/she question. Assessment and support: Check 1a and 2a and explanations based on the country words heard, rather than guessing picture position. Source: Textbook, page 13, Activity 4; Teacher’s Book, pages 24–25. 3. Look, complete and read (10 minutes) Goal: Complete and read four dialogues with different missing words or phrases. Language input and materials 1. A: Where’s she from? B: She’s from ______. (Japan) 2. A: Where’s he from? B: He’s ______. (Singapore) 3. A: ______ she from? B: She’s ______. (Thailand) 4. A: Where’s ______? B: ______ Malaysia. (boy) English 4 textbook, Volume 1, page 13, Activity 5. Teacher’s activities Pupils’ activities and expected responses Have pupils look at each picture and read the Identify Japan, Singapore, Thailand, Malaysia supplied words. Explain that a gap may require a and the person referred to as he/she. word or a phrase. 41
2. Biên soạn: Lop4.edu.vn Teacher’s activities Pupils’ activities and expected responses Model item 1: point to Japan’s flag, write Japan, Where’s she from? – She’s from Japan. and read the complete question and answer. Let pupils complete 2–4 independently. Ask what Write 2 from Singapore; 3 Where’s / from is needed after He’s or before she from without Thailand; 4 he from / He’s from. giving the answers immediately. Have pairs exchange notebooks and compare 1. Where’s she from? – She’s from Japan. with the pictures. Invite pupils to fill the board 2. Where’s he from? – He’s from Singapore. gaps and confirm all complete dialogues in the 3. Where’s she from? – She’s from Thailand. adjacent column. 4. Where’s he from? – He’s from Malaysia. Pairs read all four exchanges, changing roles Read full sentences. Correct “Where she from?” after two. Pupils needing support arrange to “Where’s she from?” and “He’s Malaysia” to Where’s / he / she / from / He’s / She’s cards “He’s from Malaysia.” before writing. Invite two pairs to read items 3 and 4 without Use the correct pronoun, from, and country, viewing the answers. Listeners point to the correcting their responses with evidence. matching pictures to check. Assessment and support: Check all six gaps across the four items, including model item 1. Require complete sentences rather than isolated words. Source: Textbook, page 13, Activity 5; Teacher’s Book, page 25. 4. Let’s play – Find someone who is from (11 minutes) Goal: Ask the person opposite to identify their role card and check responses through interaction. Language input and materials Groups of six: one questioner and five role-card holders with Australia / Thailand / Japan / Britain / Malaysia. Model: A: Where are you from? B (Japan card): I’m from Japan. Two screen questions: (1) The respondent holds Japan: choose I’m from Japan. or I’m from Thailand. (2) Point to a boy holding Malaysia: choose He’s from Malaysia. or She’s from Japan. Teacher’s activities Pupils’ activities and expected responses Demonstrate with six pupils. Give out five cards; The Japan card holder answers “I’m from Japan.” the questioner finds the person holding each The questioner records or points to the card country. Explain that these are role-play details, found. not requests for classmates’ private information. Form groups of six and complete one round with Ask “Where are you from?” in turn and answer all five card holders while monitoring. A correct for the cards; all five country names appear in the response earns a game star; an incorrect one round. receives a hint and another attempt without exclusion. 42
3. Biên soạn: Lop4.edu.vn Teacher’s activities Pupils’ activities and expected responses Change questioners and rotate cards for a quick Change roles rather than memorising a second round. Listeners check the card only after classmate’s position; correct the country or from hearing the response. using the card. Open Interactive review. Pairs read situation Choose “I’m from Japan.” Explain that the 1 and agree on a choice before a respondent holds Japan and uses I’m to speak representative clicks. Have pupils read the about that role. feedback, check the Japan card, and correct a wrong choice. Use situation 2. Ask who is being discussed Choose “He’s from Malaysia.” Recognise that before choosing. After the feedback, invite a the sentence describes another boy; do not pupil to say the correct sentence aloud. change to I’m or a different country. Invite a questioner to report two roles found, Give complete sentences matching the actual role pointing to the Thailand and Britain card holders holders; the group confirms with the cards. Game and using He’s/She’s for the person introduced. points do not replace assessment of learning. Comment on cooperation and self-correction. Assessment and support: Each group completes five exchanges in round 1 and changes roles. Check the distinction between speaking about oneself and another person. Record digital operation only for pupils who participate in it. Source: Textbook, page 13, Activity 6; Teacher’s Book, pages 25–26. 5. Consolidation and preparation (2 minutes) Goal: Consolidate both question patterns and prepare for Lesson 3 and the Project. Language input and materials Japan card; textbook, page 14; two Pupil cards for Period 10. Teacher’s activities Pupils’ activities and expected responses Ask a pupil holding Japan “Where are you The first pupil says “I’m from Japan”; the second from?” Then ask a nearby pupil “Where’s he/she says “He’s/She’s from Japan.” from?”, using the pronoun for the person being introduced. Ask pupils to practise the sentences, look at page Recall how the two questions refer to different 14, and complete both Project cards using the people and state the preparation tasks. supplied frames. Drawings may replace photographs; do not post friends’ information online. Assessment and support: Check the pronoun for each person and retain the Japan information. Source: Teacher’s Book, Unit 1, Project. IV. POST-LESSON ADJUSTMENTS 43
4. Biên soạn: Lop4.edu.vn LESSON PLAN UNIT 1 – MY FRIENDS Lesson 3 – Activities 1, 2, 3 Period 09 School: ................................ School year: 2026–2027 Teacher: ................................ Class: 4........ Subject: English Week: 03 Duration: 1 period (35 minutes) Planning date: .... / .... / ........ Teaching date: .... / .... / ........ I. LEARNING OBJECTIVES 1. Language knowledge and skills Pronounce the final a in America and ia in Australia; say I’m from America. / She’s from Australia. clearly. Distinguish America and Australia in two spoken sentences; chant accurately with a steady beat and check country information against the textbook. 2. Competences Listen and choose independently before comparing answers; practise in pairs and give feedback on a specific word or sentence. 3. Personal qualities Respect classmates’ pronunciation, correct gently, and say honestly when a listening sentence is unclear. 4. Integrated learning AI literacy – [4.A1.2] (Critical thinking): check three simulated sentences against the chant on page 14; identify and correct Ben’s incorrect country. II. TEACHING AIDS AND MATERIALS Textbook, page 14; Teacher’s Book, pages 26–28; Tracks 13–15 where authorised audio is available. Otherwise, read the supplied models and scripts; chant to a gentle clapping beat. Country cards: America, Australia, Britain, Japan, Malaysia, Singapore, Thailand, Viet Nam; the three AI-check sentences in Activity 4. Offline materials: HocLieuKemTheo/Tuan-03/HocLieu-Tuan-03- EN.html. III. TEACHING AND LEARNING ACTIVITIES 1. Warm-up – Slap the board (4 minutes) Goal: Recall country names before practising the two word endings. Language input and materials Cards: America, Australia, Britain, Japan, Malaysia, Singapore, Thailand, Viet Nam. Sample calling order: Japan → Australia → Viet Nam → America. Teacher’s activities Pupils’ activities and expected responses Greet the class: “Hello, class. How are you?” Reply “We’re fine, thank you.” Read the familiar Respond, then put the eight cards on the board. country names. 44
5. Biên soạn: Lop4.edu.vn Teacher’s activities Pupils’ activities and expected responses Form two teams. One pupil from each team Restate the safety rule and choose the players for comes to the board per round; the others read the round. when signalled. Explain: touch one card gently; the first correct touch earns one point. Do not push. Call the four countries in the given order. Change Touch or point to the correct card and say its players after each round; ask the class to confirm country. Seated pupils check the written label. the card name. Total the points and praise clear pronunciation. Open the page and point to America/Australia. Ask pupils to open page 14; introduce Remember to bring the two prepared Pupil cards America/Australia practice and checking to Period 10. introductions. Assessment and support: Check that pupils identify the card names; speed in the game does not measure pronunciation. Source: Teacher’s Book, page 26. 2. Listen and repeat (9 minutes) Goal: Pronounce the two word endings and model sentences; distinguish letter names from sounds. Language input and materials a – America – I’m from America. ia – Australia – She’s from Australia. Pronunciation note: the target sound at the end of both words is /ə/. Practise the sound in the word, not the letter name A. Teacher’s activities Pupils’ activities and expected responses Point to the final a in America, model /ə/, then Look at the target letters and listen to the sound. say the word and “I’m from America.” Explain Distinguish the sound within a word from the that the sentence tells where the speaker is from. letter name. Play Track 13 or model each item. Ask pupils to Point to a, America, and the sentence in turn. point to the sound, word, or sentence they hear. Listen fully before repeating. Lead class and group repetition, then invite three Repeat. Pupils needing support listen to a slower individual pupils. Model a short, light final model, then say the whole word America. sound, avoiding a strong or prolonged /a/. Repeat with ia – Australia – She’s from Point to the final ia in Australia and read the Australia. Ask “Who does she refer to?” to word and sentence. Explain that she refers to a establish that the sentence refers to a girl or girl or woman. woman. In pairs, A points to one line and B reads the Each pupil reads both lines. The listener sound, word, and sentence. Swap roles after each identifies any word that needs clearer line; complete two rounds. pronunciation. 45
6. Biên soạn: Lop4.edu.vn Teacher’s activities Pupils’ activities and expected responses Invite two pairs to read to the class. Model any Read again after feedback. Listen for the inaccurate sentence and let the same pupil try difference between America and Australia. again. Assessment and support: Hear individual pupils say the complete words and sentences as well as joining the class. The symbol /ə/ represents a speech sound. Source: Textbook, page 14, Activity 1; Teacher’s Book, pages 26–27. 3. Listen and circle (9 minutes) Goal: Select the country heard in a sentence, using listening evidence. Language input and materials Task: 1. I’m from ____. a. America b. Australia c. Malaysia. 2. He’s from ____. a. Canada b. Australia c. America. Audio script (Teacher’s Book, Track 14): 1. I’m from America. 2. He’s from Australia. Key: 1.a; 2.b. Reveal the script and answers after pupils attempt the task. Teacher’s activities Pupils’ activities and expected responses Explain: listen to each sentence and circle one Read the two incomplete sentences and identify option. Let pupils read the choices. Explain the missing information as a country. Canada briefly as an option; no additional country topic is required. Allow a quick prediction in pencil. Remind Make a prediction and remain ready to change it pupils that a prediction is not yet an answer. after listening. Play or read both sentences once, pausing after Listen and independently circle 1.a and 2.b each. Do not point to the correct answer. according to what is heard. Play or read again. Have partners exchange Compare answers and identify America in books and identify the words heard before sentence 1 and Australia in sentence 2. comparing answers. Confirm 1.a and 2.b. Read the full sentences for Answer “He is.” Correct the choice and read pupils who chose differently. Ask “Who is from “He’s from Australia.” Australia?” in the context of the script. Have the class repeat each sentence, then invite Read the complete subject and country phrase; two pupils to read independently. Support distinguish I’m from He’s. America/Australia pronunciation. Assessment and support: Check both choices and the country heard in each. An incorrect answer calls for further listening, not a judgement that all vocabulary is unknown. Source: Textbook, page 14, Activity 2; Teacher’s Book, page 27 (script and key). 4. Let’s chant – Read and check (10 minutes) Goal: Chant clearly with a steady beat and verify one incorrect detail. Language input and materials Chant: 46
7. Biên soạn: Lop4.edu.vn America, America. Mary’s from America. She’s from America. Australia, Australia. Ben’s from Australia. He’s from Australia. Three teacher-prepared simulations: (1) Mary is from America. (2) Ben is from Japan. (3) Ben is from Australia. Sentence 2 is wrong; correct it to Ben is from Australia. These are simulated suggestions for checking, not live AI responses. English 4 textbook, Volume 1, page 14, Activity 3. Teacher’s activities Pupils’ activities and expected responses Show the chant and picture. Ask “Where’s Mary Answer “She’s from America.” Underline or from?” and point to America as evidence. point to America in the chant. Play Track 15 or chant the first verse. Pupils Listen and repeat the first three lines, keeping the listen once, then repeat each line without ending of America clear. clapping initially. Teach Ben’s verse in the same way. Ask Read the last three lines and answer “He’s from “Where’s Ben from?” before chanting. Australia.” Play or chant the whole text. Add gentle Chant to the beat. Listen to the other group’s clapping; have two groups take the Mary and Ben phrasing, then swap verses. verses. Invite two groups to perform. Give feedback on Perform the chant and try any corrected line specific words or sentences; prioritise clarity over again. speed. 47
8. Biên soạn: Lop4.edu.vn Teacher’s activities Pupils’ activities and expected responses Display or distribute the three simulated Choose sentence 2. Point to “Ben’s from sentences. Ask pairs to identify the wrong one Australia.” and correct the sentence to “Ben is and find evidence in the chant, rather than from Australia.” trusting an AI label. Ask “It sounds sure. Is it always right?” Explain the correction using the chant. Do not Explain that a claim needs checking against use Mary’s flag to infer Ben’s country. the book or verified language; wait for evidence before accepting it. Assessment and support: Check accurate lyrics and beat. For AI literacy, pupils identify the wrong sentence, its evidence, and its correction, rather than only showing a Wrong card. Source: Textbook, page 14, Activity 3; Teacher’s Book, pages 27–28. 5. Consolidation and preparation (3 minutes) Goal: Consolidate the two words and Project preparation. Language input and materials Exit check: read America / Australia; complete Mary’s from ____. Ben’s from ____. Preparation: bring the two Pupil cards assigned in Period 5 for use in Period 10. Include only classroom name, age, and country. Teacher’s activities Pupils’ activities and expected responses Point to America/Australia in random order and Read the words and supply America for Mary invite three pupils to read. Show the two and Australia for Ben. incomplete sentences. Praise progress and identify any sound needing Note the practice task and repeat any sentence another listen. Assign textbook chant practice; needing improvement. pupils need not search online for another recording. Remind pupils to bring two cards to Period 10. Prepare the two cards and ask for a printed frame Provide the blank frame if needed; do not include if needed. phone numbers or home addresses. Assessment and support: Check that pupils can say a sentence and identify what to bring. No extra account or tool is needed. Source: Teacher’s Book, pages 26 and 29. IV. POST-LESSON ADJUSTMENTS 48
9. Biên soạn: Lop4.edu.vn LESSON PLAN UNIT 1 – MY FRIENDS Lesson 3 – Activities 4, 5, 6 Period 10 School: ................................ School year: 2026–2027 Teacher: ................................ Class: 4........ Subject: English Week: 03 Duration: 1 period (35 minutes) Planning date: .... / .... / ........ Teaching date: .... / .... / ........ I. LEARNING OBJECTIVES 1. Language knowledge and skills Read the Minh–Tony–Laura paragraph and check four True/False statements against its sentences. Write about oneself and two friends; present two Pupil cards with name, age, and country, using he/she appropriately. 2. Competences Find evidence in a reading text, review a partner’s writing using criteria, and present cards in a group. 3. Personal qualities Respect friends; do not add private details or unconfirmed information. 4. Integrated learning Digital competence – [CB2.3.1] (Developing digital content): edit three fields on an offline learning card using the supplied role data. Digital competence – [CB2.4.2] (Protecting personal data and privacy): identify contact details that are unnecessary for a classroom card and remove the Phone field. AI literacy – [4.A1.2] (Critical thinking): correct a simulated card’s country against original data rather than inferring it from a name. II. TEACHING AIDS AND MATERIALS Textbook, page 15; Teacher’s Book, pages 28–29; two Pupil cards prepared by each pupil, coloured pencils, and blank frames printed from HocLieuKemTheo/Tuan-03/HocLieu-Tuan-03-EN.html. Use one device per group where digital operation is possible; open the offline page in advance. Paper work meets the language task, but does not show that a pupil has created digital content. III. TEACHING AND LEARNING ACTIVITIES 1. Warm-up – Backward spelling (4 minutes) Goal: Review country names and letters before reading about friends. Language input and materials Backward-spelling cards: N-A-P-A-J → JAPAN; M-A-N / T-E-I-V → VIET NAM; E-R-O-P-A-G-N- I-S → SINGAPORE. 49
10. 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. 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.” 50
11. Biên soạn: Lop4.edu.vn Teacher’s activities Pupils’ activities and expected responses 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). 51
12. 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. 52
13. Biên soạn: Lop4.edu.vn Teacher’s activities Pupils’ activities and expected responses Ask whether Phone is needed to introduce a Remove Phone and explain that a phone friend. Explain that classroom cards need only number is unnecessary for introducing name, relevant learning information; do not publish age, and country. contact details. Invite two groups to present. Check against the Present two complete cards; listeners confirm the actual cards and give feedback on voice and details. For paper cards, report the language and pronouns. If devices are unavailable, use paper information-safety work completed. with the same language expectations. Assessment and support: Check both card introductions and answers against their data. Assess digital creation only for pupils who operate the device. AI checking requires the error, its source evidence, and the correction. Source: Textbook, page 15, Activity 6; Teacher’s Book, page 29. 5. Consolidation and preparation for Unit 2 (3 minutes) Goal: Consolidate introductions and evidence-checking habits. Language input and materials Exit ticket: introduce a person on a card in two sentences and name one field unnecessary for a Pupil card. Prepare textbook page 16. Teacher’s activities Pupils’ activities and expected responses Invite three pupils to introduce Tom, Laura, or a Say two accurate sentences based on the card; do prepared card using This is / He’s/She’s not add an unknown age. from . Ask why Japan on Tom’s card needed correcting. Explain that the original role card says America, Confirm that the original data supplies the rather than simply saying that the teacher called evidence. the AI wrong. Praise the use of evidence. Assign rereading of Note the preparation and keep cards with page 15 and ask pupils to bring the textbook for personal learning materials; do not post friends’ telling the time on page 16. information online. Assessment and support: Check that pupils use evidence for a correction and understand the limits of information sharing. IV. POST-LESSON ADJUSTMENTS 53
14. Biên soạn: Lop4.edu.vn LESSON PLAN UNIT 2 – TIME AND DAILY ROUTINES Lesson 1 – Activities 1, 2, 3 Period 11 School: ................................ School year: 2026–2027 Teacher: ................................ Class: 4........ Subject: English Week: 03 Duration: 1 period (35 minutes) Planning date: .... / .... / ........ Teaching date: .... / .... / ........ I. LEARNING OBJECTIVES 1. Language knowledge and skills Recognise and say o’clock, fifteen, thirty, and forty-five; ask and answer What time is it? – It’s for whole hours and times ending in 15, 30, or 45 minutes. Read 6:00, 6:15, 6:30, and 6:45 accurately, then practise 7:00, 8:15, 2:30, and 4:45. Keep the exchanges focused on time. 2. Competences Observe hours and minutes, listen to models, practise in pairs, and check answers against a clock display. 3. Personal qualities Observe carefully, help classmates distinguish fifteen/thirty/forty-five, and develop awareness of punctuality. 4. Integrated learning Digital competence – [CB2.1.1] (Searching and filtering digital information): find a time card in an offline collection using an exact search term, then verify that the result matches the requested time. AI literacy – [4.A1.2] (Critical thinking): check three clock captions and change eight thirty to eight fifteen using the 8:15 display as evidence. II. TEACHING AIDS AND MATERIALS Textbook, page 16; Teacher’s Book, pages 30–32; Tracks 16–17 or the supplied teacher-read scripts. Number cards: 6, 7, 8, 15, 30, 45. Week 03 offline materials: digital clocks and a time-card search field. Use one device per group where available, with printed cards as backup. Prepare drawing paper for My daily routines, the Project in Period 16. III. TEACHING AND LEARNING ACTIVITIES 1. Warm-up – Touch the number (3 minutes) Goal: Recall numbers needed for telling the time. Language input and materials Number cards: 6, 7, 8, 15, 30, 45. Calling order: eight, fifteen, six, thirty. 54
15. Biên soạn: Lop4.edu.vn Teacher’s activities Pupils’ activities and expected responses Greet the class, display six cards, and form three Read the cards and recall the rule against pushing teams. Explain: one pupil per round touches the or grabbing. number heard gently. Call the four given numbers. Confirm each Touch 8, 15, 6, and 30; the class says each correct card and invite another pupil to read it. number. Open page 16 and point to 8:30. Explain that Look at both parts of the display and try saying today pupils combine numbers to tell the time. the familiar numbers. Assessment and support: Check number recognition. Teach fifteen/thirty next where further support is needed. 2. Vocabulary – Hours and minutes (5 minutes) Goal: Use the four minute expressions in this lesson. Language input and materials o’clock: a whole hour; fifteen: 15; thirty: 30; forty-five: 45; time: the hour and minutes shown by a clock. 6:00 → six o’clock; 6:15 → six fifteen; 6:30 → six thirty; 6:45 → six forty-five. Explain briefly: a.m. indicates the morning before noon; p.m. indicates the period from noon through afternoon and evening. No time-zone conversion, elapsed-time calculation, or other minute patterns are required here. Teacher’s activities Pupils’ activities and expected responses Point to 6:00, model six o’clock, and explain the Recognise :00 and say six o’clock. whole hour. Lead class repetition, then invite three individuals. Display 6:15, 6:30, and 6:45 side by side. Model Repeat and point to the matching minutes. fifteen, thirty, forty-five and the time phrases, Distinguish fifteen from fifty. first slowly and then naturally. Write the words on the board. Show that the Say six fifteen for 6:15. Notice that the minutes number before the colon is the hour and the change while the hour remains six. number after it is the minutes; relate a.m./p.m. to the source examples. Gradually erase fifteen/thirty/forty-five while Supply and read the words again; correct the keeping the digits. Invite pupils to restore the spelling forty-five. words and check against the list. Check 6:30 and 6:45. If pupils confuse the Distinguish the two phrases and try again before minutes, cover the hour, compare :30/:45, then the dialogue. read the complete time again. Assessment and support: Check the four time patterns taught. No calculation or detailed explanation of a.m./p.m. boundaries is required. Source: Textbook, page 16, Activity 2; Teacher’s Book, pages 30–31. 55
16. Biên soạn: Lop4.edu.vn 3. Look, listen and repeat (8 minutes) Goal: Understand and repeat two time dialogues about taking a break and entering the classroom. Language input and materials Picture a: Ms Hoa: What time is it? Class: It’s eight thirty. Ms Hoa: Let’s have a break. Picture b: Bill: What time is it? Linh: It’s three fifteen. Let’s go into the classroom. Picture a shows 8:30 a.m.; picture b shows 3:15 p.m. Let’s have a break suggests a short rest; Let’s go into the classroom suggests entering the room together. English 4 textbook, Volume 1, page 16, Activity 1. Teacher’s activities Pupils’ activities and expected responses Show both pictures and ask about the people and Point to Ms Hoa and the class in a, Bill and Linh times. Accept names or short time phrases before in b; identify 8:30 and 3:15. requesting complete sentences. Play Track 16 or read dialogue a. Ask pupils to Listen to the whole situation and point to the listen and follow the speakers before repeating. clock and teacher. Model each line of a for class and individual Say What time is it? / It’s eight thirty. repetition. Clarify that Let’s have a break is a Understand Let’s have a break. suggestion after the time answer. Repeat the procedure for b; support fifteen and Read It’s three fifteen. Let’s go into the into the classroom. classroom. Assign question-and-answer roles in pairs. Each pupil asks and answers at least once, Practise a, then b, and swap roles. Provide word keeping each speaker’s lines accurate. cards where needed. Invite two pairs to act out the dialogues. Ask Identify the time question and check its answer “Which question asks about time?” and establish against the clock, rather than answering with a What time is it? – It’s . name. Assessment and support: Check both time exchanges and understanding of the suggested actions. Use the specific script or clock to support corrections. Source: Textbook, page 16, Activity 1; Teacher’s Book, pages 30–31. 56
17. Biên soạn: Lop4.edu.vn 4. Listen, point and say (9 minutes) Goal: Ask and answer about four clocks using the model. Language input and materials Picture a: 6:00 → It’s six o’clock. b 6:15 → It’s six fifteen. c 6:30 → It’s six thirty. d 6:45 → It’s six forty-five. Question for all four: What time is it? English 4 textbook, Volume 1, page 16, Activity 2. Teacher’s activities Pupils’ activities and expected responses Have pupils name the four times. Correct how Point to a–d and read the practised time phrases. they combine hours and minutes; o’clock is used with :00. Play or read the Track 17 phrases and model Follow the hours and minutes and repeat all four exchange. Pupils point to the matching picture. complete answers. Model a with the class: the teacher asks and Answer “It’s six o’clock.” and try the pupils answer, then exchange roles. questioner’s role. Have the two halves of the class practise b, c, and Say six fifteen/thirty/forty-five accurately, d, changing roles. Correct It’s six o’clock thirty if omitting o’clock when minutes are stated. it occurs. In pairs, A chooses a picture and asks; B Ask, answer, and check the clock being indicated answers. Swap after two pictures. Cover all four rather than reciting without looking. clocks. Invite three pairs to present in the new order d, b, Use the sentence matching the new order. c. Give feedback on the question and minutes. Listeners point to the clock as evidence. Assessment and support: Check the question pattern and all four answers. Correct pronunciation or minute errors directly; completing pair work alone is insufficient. Source: Textbook, page 16, Activity 2; Teacher’s Book, pages 31–32. 57
18. Biên soạn: Lop4.edu.vn 5. Let’s talk – Find the time card (7 minutes) Goal: Apply the exchange to four new times and find the requested digital card. Language input and materials Clocks: 7:00 → It’s seven o’clock.; 8:15 → It’s eight fifteen.; 2:30 → It’s two thirty.; 4:45 → It’s four forty-five. Offline search term: 8:15. The correct result is the 8:15 card. Trying 8:16 returns no card; check the requested time and correct the search. Next Project: draw several daily routines and bring the pictures to Period 16. Suggested drawings are getting up, having breakfast, going to school, and going to bed; personal routine times may differ. Three simulated captions: 7:00 – It’s seven o’clock. (correct); 8:15 – It’s eight thirty. (incorrect); 4:45 – It’s four forty-five. (correct). Correct caption 2 to It’s eight fifteen. English 4 textbook, Volume 1, page 16, Activity 3. Teacher’s activities Pupils’ activities and expected responses Point to the textbook speech bubbles and model Answer “The time” and complete It’s seven 7:00. Ask what information belongs in the o’clock. answer. Have pairs take turns asking and answering about Ask What time is it? and give the time shown. all four clocks. Support the minutes by pointing Swap roles. to the digits. Open the offline card collection. One pupil per Enter 8:15, select the matching card, and say group searches for 8:15. Require a It’s eight fifteen. A partner checks the hour comparison of the display with the search and minutes. term before selection. Try 8:16. Guide pupils to read the no-result Recognise that 8:16 returns no result. Correct message and correct the search to 8:15. If it to 8:15 and check the card found rather equipment fails, use paper cards without than selecting at random. recording digital searching as achieved. 58
19. Biên soạn: Lop4.edu.vn Teacher’s activities Pupils’ activities and expected responses After finding 8:15, show the three simulated Select eight thirty for the 8:15 card as captions. Give pairs 30 seconds to identify and incorrect. Point to :15 and say It’s eight correct the wrong one, pointing to the minute fifteen. Confirm that the other two captions digits as evidence. match. Invite two pairs to say the times. Introduce the Speak from the cards and note the drawings to Project on page 21, show the four daily-routine bring to Period 16. New routine sentences will be drawing frames, and explain that home taught before writing them. photographs or addresses are unnecessary. Assessment and support: Check the time exchange. Record digital searching only for pupils who operate the device and explain the result. Use the lesson’s fixed times. For the simulation, require the wrong detail and the corrected fifteen answer using :15. Source: Textbook, page 16, Activity 3; Teacher’s Book, page 32. 6. Consolidation and preparation (3 minutes) Goal: Consolidate hours and minutes and prepare for listening. Language input and materials Exit check: 6:00, 6:15, 6:30, 6:45. Common error: It’s six o’clock thirty. → It’s six thirty. Teacher’s activities Pupils’ activities and expected responses Hold up 6:00 and 6:30, ask What time is it?, then Read both times and correct six o’clock thirty to show the common error. six thirty. Invite pupils to read 6:15/6:45 and comment on Read, listen to a classmate, and correct any the specific minute expressions improved. confusion. Assign practice with the four textbook clocks and Note the task and keep the cards for the next preparation of page 17. No AI tool or online time lesson. search is required at home. Assessment and support: Check that pupils explain when to use o’clock and say one time with minutes. IV. POST-LESSON ADJUSTMENTS 59
20. Biên soạn: Lop4.edu.vn LESSON PLAN UNIT 2 – TIME AND DAILY ROUTINES Lesson 1 – Activities 4, 5, 6 Period 12 School: ................................ School year: 2026–2027 Teacher: ................................ Class: 4........ Subject: English Week: 03 Duration: 1 period (35 minutes) Planning date: .... / .... / ........ Teaching date: .... / .... / ........ I. LEARNING OBJECTIVES 1. Language knowledge and skills Listen to two dialogues and choose 9:15 and 4:30, attending to the correction in dialogue 2. Complete four question-and-answer exchanges in words; play Which clock says ? using the complete A–L clock set. 2. Competences Listen to the end before deciding, use hour-and-minute evidence for feedback, and take turns in a game. 3. Personal qualities Be patient, acknowledge unclear listening, respect turns, and support classmates. 4. Integrated learning AI literacy – [4.A1.2] (Critical thinking): compare the simulated It’s five thirty. with a 5:15 clock and correct it to It’s five fifteen. using visible evidence. II. TEACHING AIDS AND MATERIALS Textbook, page 17; Teacher’s Book, pages 32–34; Track 18 or the exact teacher-read script in Activity 2. The warm-up needs no YouTube video. The A–L time cards in the Week 03 offline materials, mini-whiteboards, and the four-gap-task worksheet; keep printed copies for use without power. III. TEACHING AND LEARNING ACTIVITIES 1. Warm-up – Ask and answer quickly (4 minutes) Goal: Review time questions before listening. Language input and materials Cards: 7:00, 8:15, 2:30, 4:45. Model: What time is it? – It’s seven o’clock. Teacher’s activities Pupils’ activities and expected responses Greet the class and review 1–10, 15, 30, and 45, Say the numbers and correct minute expressions. focusing on fifteen/thirty/forty-five. Invite a pair to model 7:00 using both the Ask and answer; the class checks against the complete question and answer. card. 60