Giáo án Tiếng Anh lớp 4 - Tuần 18 - Tích hợp năng lực số và AI năm học 2026-2027

Nội dung tài liệu: Giáo án Tiếng Anh lớp 4 - Tuần 18 - Tích hợp năng lực số và AI năm học 2026-2027

1. Biên soạn: Lop4.com.vn Teacher's activities Pupils' activities / expected responses Return papers privately and explain the marking Read their own feedback and mark one question symbols actually used. Ask each pupil to identify to revisit. one item needing clarification. State the two language targets selected from the Listen and locate relevant questions on their own marked work without inventing class percentages paper. or rankings. Assessment and support: Each pupil identifies an item or confirms that the feedback is understood. If marks are not yet final, explain that status rather than presenting provisional marks as settled. Correct with the official evidence (10 minutes) Learning goal: Understand why a selected answer matches the task. Task content and materials For each of the two selected school-test items, use this board sequence: 1. Read the original instruction and item exactly. 2. Show the approved answer and identify its evidence: a printed sentence, picture detail, authorised listening line or marking criterion. 3. Compare with one anonymous alternative from actual responses. 4. Explain the difference and let pupils write a corrected answer with a short reason. For an open response, apply the marking criteria and accept other responses that satisfy them; do not treat a sample answer as the only wording. If a key or a mark is disputed, keep the original record and verify it with the school before announcing a revision. Teacher's activities Pupils' activities / expected responses Present the first selected item and the relevant Follow on the returned paper and write a approved evidence. Model 'My answer ...; the correction in the notebook, keeping the original evidence ...; my correction ...'. response legible. Repeat with the second item; invite pupils to Locate the clue, compare it with their answer and explain the clue before showing the full give a reason for a correction. explanation. For listening, use only the authorised Ask specific questions about evidence rather than script/recording for feedback; for writing, model copying an unexplained key. the applicable criterion with an anonymous example. Assessment and support: Check a reason as well as the corrected answer. This step depends on the school's real paper/key; the practice tasks that follow must not be passed off as official corrections. Practise the selected language points (10 minutes) Learning goal: Apply the corrected idea to complete, new examples. Task content and materials Choose TWO of these prepared sets according to the actual feedback; label them 'New practice'. 13
2. Biên soạn: Lop4.com.vn A — Timetable: A practice timetable says ART — WEDNESDAY; ENGLISH — MONDAY AND FRIDAY. Ask: When do you have art? — I have it on Wednesdays. When do you have English? — I have it on Mondays and Fridays. B — School facilities: A practice school has 2 computer rooms and 15 classrooms. Complete: There are two computer ___. There ___ fifteen classrooms. Key: rooms; are. C — Past location: A practice diary says SATURDAY — BEACH; SUNDAY — SYDNEY. Ask: Were you at the zoo on Saturday? — No, I wasn't. I was on the beach. Where were you on Sunday? — I was in Sydney. These facts are fictional practice data. Choose a different already-taught point from the actual test if none of these sets addresses the class's needs. Teacher's activities Pupils' activities / expected responses Name the two chosen sets and give one model Use the supplied timetable, numbers or diary; from the first set. Pupils answer the other item write a complete answer or the required word. independently before comparing. Work through the second set, asking pupils to Locate Wednesday, two/15 or the diary place and underline the clue that determines their answer. correct a mismatch. Give a short targeted explanation: on + days; Retry one response using the explanation and plural rooms and There are; or the past-location explain what changed. answer. Do not spend time on a set pupils already handle securely. Assessment and support: Check the two selected sets and note pupils needing a further model. Extra support may use a full sentence frame; a confident pupil asks the matching question without reading it. Source: Teacher-created practice based on previously taught first-term language Independent recheck and useful peer feedback (8 minutes) Learning goal: Transfer the selected point to changed data. Task content and materials Give the two checks matching the sets just practised; retain the others for later support. A: MUSIC — TUESDAY; MATHS — THURSDAY. Questions: When do you have music? When do you have maths? Answers: I have it on Tuesdays. / I have it on Thursdays. B: A practice school has 3 computer rooms and 12 classrooms. Complete: There ___ three computer ___. There are ___ classrooms. Key: are; rooms; twelve/12. C: A new diary says SATURDAY — ZOO; SUNDAY — LONDON. Were you at the zoo on Saturday? — Yes, I was. Where were you on Sunday? — I was in London. Peer feedback model: 'Check the day in the timetable' or 'There is more than one room, so use rooms.' Give no marks for a partner; the teacher judges the new check. Teacher's activities Pupils' activities / expected responses Allow four minutes for individual responses to Answer from the changed data rather than the selected checks, with model answers covered. copying the previous example. 14
3. Biên soạn: Lop4.com.vn Teacher's activities Pupils' activities / expected responses Reveal the relevant keys. Give pairs two minutes Explain a correction using the new clue and for one specific, kind comment, then collect revise only the practice response. evidence from pupils who needed support. Assessment and support: Compare this new work with the earlier practice to decide whether the language point is improving. Do not replace the original test mark with a peer judgement. Source: Teacher-created transfer tasks Choose the next step (4 minutes) Learning goal: Plan a manageable follow-up using today's evidence. Task content and materials Exit choices: 'I will practise on + days.' / 'I will check plural rooms and There are.' / 'I will practise was/were answers.' Each pupil chooses the relevant point, writes one correct example from today's new check and reads it to the teacher or a partner. Pupils already secure may write a new question for the same supplied facts. Teacher's activities Pupils' activities / expected responses Ask for one example and one next step, based on Write and read an accurate example, then state the work just seen. Set a brief retry for pupils what to practise next. whose independent check still shows confusion. Assessment and support: Record a concrete support action and its language target; leave after-teaching notes for actual observations, not predicted scores. Source: Teacher-authored consolidation. IV. ADJUSTMENTS AFTER TEACHING ............................................................................................................................ ............................................................................................................................ 15