Giáo án Tiếng Anh lớp 4 - Tuần 8 - Tích hợp năng lực số và AI năm học 2026-2027

Nội dung tài liệu: Giáo án Tiếng Anh lớp 4 - Tuần 8 - Tích hợp năng lực số và AI năm học 2026-2027

1. Biên soạn: Lop4.com.vn LESSON PLAN UNIT 5 – THINGS WE CAN DO Lesson 2 – Activities 1, 2, 3 Period 31 School: ................................ School year: 2026–2027 Teacher: ................................ Class: 4........ Subject: English Week: 08 Periods: 1 (35 minutes) Preparation date: .... / .... / ........ Teaching date: .... / .... / ........ I. LEARNING OUTCOMES 1. Language knowledge and skills Recognise and say swim, roller skate, cook and draw. Ask Can he/she ? and use Yes, he/she can. / No, he/she can't, but he/she can . Talk about Linh's chart and Lucy's/Nam's picture cues using the correct pronoun and ability. 2. Competences Transfer information from a chart into speech, track who a pronoun refers to and use a stated ability as evidence when correcting a sentence. 3. Personal qualities Respect what a person can or cannot do and offer another positive ability without guessing or mocking. 4. Integrated learning [CB2.6.2] Interact with a basic AI language-learning tool under the teacher's supervision to practise I can . Follow the prepared question sequence, enter a short answer and check feedback against the pupil's intended meaning. PPCT 6.2.Cb2b applies to periods 29–32. [4.A1.2] Check a simulated AI sentence about Linh against her chart; the chart and human judgement take priority over a fluent reply. II. TEACHING AND LEARNING MATERIALS Textbook p. 36; Teacher's Book pp. 72–74; Tracks 49–50 if available, or the full printed scripts. Cards swim, roller skate, cook, draw; labels he / she; printed Linh chart below. Use gestures or pictures, with no real cooking, swimming or skating in class. For the short digital practice, use an existing, school-approved AI English-practice tool that accepts short typed prompts and replies. Before class, test the exact prompt below in the teacher's session; keep personal details out of the input and keep its display ready. Pupils need no personal account. If no suitable tool is available or it replies outside the taught language, immediately use the printed exchange and mark AI interaction as not observed. Do not substitute an ordinary slideshow and call it AI. 13
2. Biên soạn: Lop4.com.vn III. TEACHING AND LEARNING ACTIVITIES 1. Warm-up – recall an I can sentence (3 minutes) Learning goal: Recall familiar first-person ability language before changing the person. Task content and materials Fictional role card: I can ride a bike. I can't play the guitar. AI prompt: Ask me only “Can you ride a bike?” Wait for my reply. Give one simple I can or I can't sentence with the same meaning. Do not score or add a new question. Prepared exchange: Can you ride a bike? – Yes, I can. – I can ride a bike. Second oral cue for pairs: Can you play the guitar? – No, I can't. Teacher's activities Pupils' activities / expected responses Use two minutes for the pre-tested prompt. A Enter/say Yes, I can for teacher-assisted input pupil answers from the fictional card and and check that the returned sentence still checks the tool's reply with a partner. means able to ride a bike. Use the last minute for the guitar/no exchange, Give the negative answer, then attend to Linh as then point to a picture of Linh and explain that the person the next dialogue describes. today's questions are about another person. If the tool is unavailable, use the printed turns and record no AI interaction. Assessment and support: Check the complete I answer before introducing he/she; no live AI output is assumed to be correct. Source: Teacher's Book p. 72, warm-up 2. Vocabulary – four things people can do (5 minutes) Learning goal: Match swim, roller skate, cook and draw to pictures and safe gestures. Task content and materials Four word cards: A swim; B roller skate; C cook; D draw. Gesture cues: small swimming-arm movement while seated; point to wheels in the roller-skate picture; mime stirring an empty bowl; mime a pencil drawing. Mixed order: draw, swim, cook, roller skate → D, A, C, B. Pronoun references for today's source: Nam / the boy → he; Lucy or Linh / the girl → she. Teacher's activities Pupils' activities / expected responses Model each word while pointing to the matching Point, listen and say swim, roller skate, cook and Activity 2 picture. Give a safe small gesture and draw. have pupils repeat the word. Show the mixed gesture/word sequence and ask Select D, A, C and B and check the full phrase for A–D responses without running to the board. roller skate. Place he beside the named boy and she beside Match he to Nam/the boy and she to Lucy/Linh; Lucy/Linh. Ask pupils to identify the person use the named source characters rather than before saying the pronoun. guessing about classmates. 14
3. Biên soạn: Lop4.com.vn Teacher's activities Pupils' activities / expected responses Give pairs one minute to point to all four pictures Name the four activities and help a partner retry and name each activity. an unfamiliar word. Assessment and support: Check the two-word phrase roller skate and the correct person reference. Do not teach a new physical skill during vocabulary practice. Source: Textbook p. 36, Activity 2; Teacher's Book pp. 73–74. 3. Look, listen and repeat – Linh's abilities (8 minutes) Learning goal: Read Linh's chart and follow a negative answer with a positive alternative. Task content and materials Linh's chart: play badminton – Yes; play football – No; swim – Yes. Track 49 / teacher-read script: a. Mr Long: Can Linh play badminton? Ben: Yes, she can. b. Mr Long: Can she play football? Ben: No, she can't, but she can swim. Meaning check: she refers to Linh; badminton yes, football no, swimming yes. Prepared AI simulation: Linh can play football. This is wrong. Correct: Linh can't play football, but she can swim. English 4 textbook, Volume 1, p. 36, Activity 1: Mr Long and Ben using Linh's ability chart. Teacher's activities Pupils' activities / expected responses Identify Mr Long and Ben, then point to Linh's Use the chart to choose badminton/swim for Yes name and the three chart columns. Ask pupils to and football for No. predict a Yes activity and a No activity. Play/read both exchanges with the chart visible. Identify Linh and say swim. Ask who she refers to and which activity comes after but. Model the four source lines for echoing. Chunk Repeat the four lines, keeping she and the the long answer as No, she can't / but she can contrast between can't and can. swim, then join it naturally. 15