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

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

1. Biên soạn: Lop4.com.vn LESSON PLAN UNIT 2 – TIME AND DAILY ROUTINES Lesson 3 – Activities 1, 2, 3 Period 15 School: ................................ School year: 2026–2027 Teacher: ................................ Class: 4........ Subject: English Week: 04 Duration: 1 period (35 minutes) Planning date: .... / .... / ........ Teaching date: .... / .... / ........ I. LEARNING OBJECTIVES 1. Language knowledge and skills Pronounce final /t/ in get and /d/ in bed; read What time do you get up? / What time do you go to bed? Identify activity phrases in two spoken sentences and chant accurately with a steady beat, using listening evidence rather than familiar routine times. 2. Competences Attend to final sounds, practise in pairs, and use pronunciation models to correct a sorting card. 3. Personal qualities Persist with difficult words and give gentle feedback without mocking a classmate’s voice. 4. Integrated learning AI literacy – [4.A1.2] (Critical thinking): correct a simulated sorting card that places bed under /t/, using the model pronunciation and final letters as evidence. II. TEACHING AIDS AND MATERIALS Textbook, page 20; Teacher’s Book, pages 39–40; Tracks 23–25 or clear teacher models of the supplied words and sentences. Use a soft ball and clapping instead of additional music if needed. get/bed cards and /t/, /d/ sorting spaces in HocLieuKemTheo/Tuan-04/HocLieu-Tuan-04-EN.html; scripts, chant, checking task, and printouts. Continue using the assigned Project drawings. III. TEACHING AND LEARNING ACTIVITIES 1. Warm-up – Pass the ball (4 minutes) Goal: Review routine questions before practising final sounds. Language input and materials Four prompt cards: get up – 6:00; have breakfast – 6:15; go to school – 6:30; go to bed – 9:45. Example: What time do you go to bed? – I go to bed at nine forty-five. Teacher’s activities Pupils’ activities and expected responses Greet the class. Pupils gently pass a soft ball Pass in turn, keep space, and listen for the stop while the teacher claps or plays the familiar song; signal. do not throw. 13
2. Biên soạn: Lop4.com.vn Teacher’s activities Pupils’ activities and expected responses Stop four times and show the four cards in order. Use the complete phrase and at + time rather than The pupil holding the ball asks a nearby isolated numbers. classmate, who answers from the card. Change questioners and respondents. Correct by Repeat the complete sentence and help a partner checking the card and praise successful retries. recall breakfast/forty-five. Open page 20 and read get/bed. Introduce Open the page and observe the highlighted final attention to their final t and d sounds. letters. Assessment and support: Check the frame and card time. Use the ball and familiar rhythm to organise turns efficiently. Source: Teacher’s Book, page 39, song review. 2. Listen and repeat – Final t/d sounds (9 minutes) Goal: Hear and pronounce the target sounds in words and sentences, and correct a sorting error. Language input and materials t – get – What time do you get up? d – bed – What time do you go to bed? Target sounds: final /t/ in get and /d/ in bed. Model sounds in words rather than letter names T/D; avoid adding another syllable. Simulated AI sorting card: /t/ contains get and bed; /d/ is empty. Correct sorting: /t/ → get; /d/ → bed. Looking at letters without hearing a model does not demonstrate accurate pronunciation. Teacher’s activities Pupils’ activities and expected responses Point to the final t in get. Model /t/, then get; Observe the target sound and letter and point to pupils listen before pointing. the final t when hearing it. Play Track 23 or model get and the question. Say get, then What time do you get up? following Lead class and group repetition, then invite three the model. individuals; address omitted sounds or added syllables. Repeat for d – bed and What time do you go to Read bed and the question. Distinguish /d/ from bed? Model the two words side by side. /t/ through the model, rather than colour alone. Point to words and sentences in random order for Read the selected item and try any difficult part individual attempts. Provide a slower model again. before returning to the complete sentence. In pairs, A points and B reads the sound, word, Each pupil reads both lines. The listener points to and sentence. Swap after each line and complete the final sound. two rounds; monitor pronunciation. Show the simulated card with bed under /t/. Move bed to /d/ and keep get under /t/. Refer Replay or model get/bed and ask pupils to to the model pronunciation and final letter. move the misplaced word and explain why. 14
3. Biên soạn: Lop4.com.vn Teacher’s activities Pupils’ activities and expected responses Invite two pairs to read the corrected cards and Read again; a correctly arranged chart alone does questions. Encourage another listen or teacher not prove correct pronunciation. help if the sounds remain unclear. Assessment and support: Check sorting and actual final sounds. Hear each pupil rather than treating card correction as pronunciation evidence. Source: Textbook, page 20, Activity 1; Teacher’s Book, page 39. 3. Listen and circle (9 minutes) Goal: Choose the activity heard rather than inferring it from a familiar routine. Language input and materials 1. I ____ at six thirty. a. get up; b. chat with my friends; c. read a book. 2. I ____ at five forty-five. a. go out; b. watch TV with my dad; c. go to bed. Teacher’s Book audio script, Track 24: 1. I read a book at six thirty. 2. I go out at five forty-five. Key: 1.c; 2.a. The script does not state a.m./p.m.; do not add a time of day to the answers. Teacher’s activities Pupils’ activities and expected responses Read the incomplete sentences and choices. Identify the missing information as an activity; Briefly clarify read a book, chat with my friends, the time is already given. go out, and watch TV with my dad. Explain that pupils listen for the exact phrase and Explain that choices follow what is heard, rather circle one answer per sentence. Ask them to than one’s usual getting-up time. restate the task. Play or read sentence 1 and pause. Repeat if Circle c and identify read a book. needed for independent selection. Play or read sentence 2, reminding pupils to Circle a and identify go out. listen fully before choosing. Have partners compare answers and identify the Point to the phrase heard and correct any supporting phrase. Read both sentences again and remaining error. confirm 1c/2a. Invite three pupils to read both complete Read I read a book at six thirty. / I go out at five sentences. Support phrasing; review final get/bed forty-five. sounds in the options if pupils ask. Assessment and support: Check both answers and phrase evidence. The sentences describe these examples rather than everyone’s routines. Source: Textbook, page 20, Activity 2; Teacher’s Book, page 40, Track 24. 4. Let’s chant (10 minutes) Goal: Chant clearly with accurate final sounds and a steady beat. Language input and materials Get up, get up. 15