Giáo án Tiếng Anh lớp 4 - Tuần 20 - Tích hợp năng lực số và AI năm học 2026-2027

Nội dung tài liệu: Giáo án Tiếng Anh lớp 4 - Tuần 20 - Tích hợp năng lực số và AI năm học 2026-2027

1. Biên soạn: Lop4.com.vn 2. Listen, point and say (10 minutes) Learning goal: Use all four job phrases with he/she and a/an. Task content and materials Track 12 phrases: (a) a farmer; (b) a policeman; (c) an office worker; (d) an actor. Full exchanges: (a) What does she do? — She's a farmer. (b) What does he do? — He's a policeman. (c) What does she do? — She's an office worker. (d) What does he do? — He's an actor. The pronouns follow these textbook cues, not rules about who may do a job. Board groups: a farmer / a policeman; an office worker / an actor. Teacher-written AI simulation for picture c: 'She's a actor.' Correct response for c: 'She's an office worker.' If the job were actor, the phrase would be an actor. English 4 textbook, Volume 2, p. 12, Activity 2: Four labelled job picture cues. Teacher's activities Pupils' activities / expected responses Play Track 12 or model each phrase. Pupils point Repeat and locate the four labelled jobs. to a–d. Highlight a/an as part of the whole job phrase. Model a and c, then practise all four questions Answer with the matching pronoun and complete and answers in pairs in the order d, b, a, c. Swap phrase; check the partner's picture. roles. Use the last two minutes for the labelled AI Correct both mismatches: office worker is the simulation. Ask 'Which job is in c? Is a actor picture job; an is needed before office worker and correct?' Revisit picture c and the phrase list. actor. Assessment and support: Look for at least three matched exchanges and an in one relevant answer. Support with full phrases; stronger pupils answer after the phrase is covered. Source: Textbook p. 12 A2, Track 12 13
2. Biên soạn: Lop4.com.vn 3. Let's talk: Five job cues (9 minutes) Learning goal: Ask and answer about a partner's selected job picture. Task content and materials From left to right in Activity 3: a policeman; a farmer; an office worker; a teacher; an actor. Complete models for the five cues: 1. What does he do? — He's a policeman. 2. What does she do? — She's a farmer. 3. What does he do? — He's an office worker. 4. What does she do? — She's a teacher. 5. What does he do? — He's an actor. Pair task: A silently chooses a picture. B asks about the chosen person, A answers, and B points to the matching job. Change roles and select a different picture. English 4 textbook, Volume 2, p. 12, Activity 3: Five job cues for paired speaking. Teacher's activities Pupils' activities / expected responses Model with picture 4, then let pairs rehearse two Ask with he/she, answer with the job, and point different choices each. Keep job phrases visible to confirm the choice. for support. Mix the order and invite three pairs to Perform a selected exchange and listen for the demonstrate without reading a complete model. difference between farmer and teacher. Introduce the p. 17 project preparation: draw two Note the drawing task and choose safe fictional real or fictional family members and label their roles if preferred. jobs in the notebook; workplaces will be learnt later in Unit 12. No family photograph is required. Assessment and support: Each pupil asks and answers at least twice. Check phrase choice, pronoun and article separately. Do not require disclosure of a parent's occupation. Source: Textbook p. 12 A3 Choose a way to share a dream job (6 minutes) Learning goal: Select a simple digital format for a short, already-learnt message. Task content and materials Message options: 'I want to be a teacher. I like English.' or 'I want to be an actor. I like music.' Format choices: A two typed sentences; B a voice recording; C a 15-second video showing a drawing while the speaker reads the two sentences. 14
3. Biên soạn: Lop4.com.vn Choice prompts: 'I choose text. I like writing.' / 'I choose voice. I like speaking.' / 'I choose video. I can show my drawing.' Ready demonstration text: I want to be a teacher. I like English. No surname, address or face is needed. Nothing is uploaded. Teacher's activities Pupils' activities / expected responses Use two minutes for pairs to choose one message Choose a format and give a simple reason; and format and rehearse the two sentences. Show practise the message. the three choices in the existing Word lesson. Where a device is available, help one or two Create/check a brief example if selected; volunteers type the message or record a short classmates compare the message with its voice/drawing-only clip, then view/listen and intended words. compare with the rehearsed text. Other pupils mark a chosen format and draft the two sentences in notebooks. Without a device, rehearse and mark the chosen Give 'He's an actor.' The class does not treat format on paper; record this as planning, not observing a demonstration as every pupil having digital production. Finish with an exit cue actor: created digital content. What does he do? Assessment and support: Evidence: chosen format, suitable reason and complete message; log actual creation only for pupils who operated the tool. Keep the activity within six minutes; personal video is optional. Source: Teacher-created task adapting PPCT 3.1.Cb2b IV. ADJUSTMENTS AFTER TEACHING ............................................................................................................................ ............................................................................................................................ 15