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

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

1. Biên soạn: Lop4.com.vn Illustrations: getting up at 6:00 a.m.; going to bed at 9:15 p.m. English 4 textbook, Volume 1, page 20, Activity 3. Teacher’s activities Pupils’ activities and expected responses Skim the chant together, find get and bed, and Point to get/bed and identify 6:00 and 9:15 from ask the activity and time in each verse. the words and pictures. Play Track 25 or chant the complete model. Listen to both verses and point to the line being Pupils listen and follow the words without read. clapping initially. Model the first verse line by line for repetition. Read the first three lines, retaining six o’clock Invite three individuals and attend to final /t/ in and final /t/. get. Teach the second verse in the same way. Support Read the last three lines with the chant’s exact bed and nine fifteen; distinguish it from the words. previous song’s nine forty-five. Play or chant the whole text with gentle class Chant and clap, prioritising clarity over speed. clapping. Pause to correct any sound lost in the rhythm. Give each of two groups a verse. Pairs then swap Each pupil practises both get and bed. verses; support phrasing where needed. Invite two groups to perform. Ask classmates for Perform and try again after feedback; respond one positive observation, then model a specific respectfully to classmates’ voices. correction. Assessment and support: Check all six lines, the 6:00/9:15 times, rhythm, and final sounds. Retain the chant’s own lyrics. Source: Textbook, page 20, Activity 3; Teacher’s Book, page 40. 81
2. Biên soạn: Lop4.com.vn 5. Consolidation and Project preparation (3 minutes) Goal: Consolidate final sounds and prepare materials for Period 16. Language input and materials Exit check: get → /t/; bed → /d/. Read What time do you go to bed? – I go to bed at nine fifteen. Bring the daily-routine drawings assigned in Period 11, labelled with activities and times. Private photographs are unnecessary. Teacher’s activities Pupils’ activities and expected responses Show get/bed, have pupils pronounce them, then Say the words and identify the correct sounds select the sound group. Model again where rather than only letter names. needed. Ask the bedtime in the chant and praise a clearly Answer I go to bed at nine fifteen. pronounced final sound. Assign chant practice and preparation of page 21. Note the tasks and prepare pictures of getting up, Remind pupils to bring their routine drawings; breakfast, school, and bedtime. keep blank frames available. Assessment and support: Check both sounds and the correct Project materials: daily routines. Source: Preparation aligned with textbook page 21 and Teacher’s Book page 42. IV. POST-LESSON ADJUSTMENTS 82
3. Biên soạn: Lop4.com.vn LESSON PLAN UNIT 2 – TIME AND DAILY ROUTINES Lesson 3 – Activities 4, 5, 6 Period 16 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 Read a daily-routine paragraph and match four activities to their times; complete a three-gap paragraph using personal or practice-role data. Present My daily routine pictures using I at .; ask What time do you ? and answer using the prepared pictures. 2. Competences Find reading evidence, organise a timetable, and present work; distinguish reading-text data from personal routines. 3. Personal qualities Prepare drawings responsibly, listen to others, and use relevant information without adding private contact details. 4. Integrated learning Digital competence – [CB2.3.1] (Developing digital content): complete and edit a four-row offline timetable and preview its printable form. Digital competence – [CB2.4.2] (Protecting personal data and privacy): use only the activities and times needed; omit addresses, phone numbers, and private photographs. AI literacy – [4.A1.2] (Critical thinking): check an incorrect simulated school-time sentence against the original timetable and correct it. II. TEACHING AIDS AND MATERIALS Textbook, page 21; Teacher’s Book, pages 41–42; routine drawings assigned in Period 11 and recalled in Periods 13/15, coloured pencils, tape, and blank frames for anyone needing them. HocLieuKemTheo/Tuan-04/HocLieu-Tuan-04-EN.html provides the reading text, matching task, writing frame, and editable offline timetable. Paper copies retain all required data when devices are unavailable. III. TEACHING AND LEARNING ACTIVITIES 1. Warm-up – Chant and mime (4 minutes) Goal: Review getting-up and bedtime sentences before reading a routine. Language input and materials Verse 1: Get up, get up. I get up at six o’clock. I get up at six o’clock. Verse 2: Go to bed, go to bed. I go to bed at nine fifteen. I go to bed at nine fifteen. 83
4. Biên soạn: Lop4.com.vn Teacher’s activities Pupils’ activities and expected responses Greet the class and check the prepared drawings Set out drawings and receive a frame if needed. briefly. Give a paper frame to anyone needing one without delaying the class. Have two groups chant page 20 with actions, one Use 6:00 and 9:15 accurately with matching verse each, then swap. actions. Praise a specific final sound or rhythm feature. Answer I get up at six o’clock. Ask “What time do you get up?” in the chant role. Open page 21. Explain that the new reading may Open the correct page and prepare to locate use different times, so pupils need evidence from information. this text. Assessment and support: Check the chant’s words and actions; keep its answers separate from the new reading. Source: Teacher’s Book, page 41, Warm-up. 2. Read and match (9 minutes) Goal: Match four activities to clocks using paragraph evidence. Language input and materials Reading text: I am a pupil at Hoa Lan Primary School. I get up at six o’clock. I wash my face and clean my teeth. Then I have breakfast at six fifteen. I go to school at seven o’clock. I have lunch at school. I have dinner at home at seven thirty. I do my homework and go to bed at nine forty-five. Match: 1. I get up. 2. I go to school. 3. I have dinner. 4. I go to bed. Clocks: a – 9:45 p.m.; b – 7:30 p.m.; c – 7:00 a.m.; d – 6:00 a.m. Key: 1.d; 2.c; 3.b; 4.a. The text gives no lunchtime or homework starting time; do not invent either. English 4 textbook, Volume 1, page 21, Activity 4. Teacher’s activities Pupils’ activities and expected responses Point to the four clocks and ask What’s this? / Answer clock and read the four times. What time is it? Explain matching each activity Distinguish c–7:00 a.m. from b–7:30 p.m. to its time in the text. 84
5. Biên soạn: Lop4.com.vn Teacher’s activities Pupils’ activities and expected responses Have pupils read silently and circle the four Follow the routine sequence and locate get up, go target activity phrases. Briefly clarify have to school, have dinner, and go to bed. lunch/dinner and recall wash my face/clean my teeth. Model item 1: find I get up at six o’clock., point Point to the source sentence before making the to d–6:00, and match 1–d. match. Allow two minutes for independent work on Match 2–c, 3–b, and 4–a using the paragraph items 2–4. Support by indicating the activity rather than the chant’s 9:15. words so pupils find the times themselves. Have partners compare with a source sentence Read the evidence and explain that no lunchtime for each answer. Confirm all four and ask is supplied. whether the text states a lunchtime. Invite two pupils to read aloud. Model any Read after establishing meaning, correct difficult sounds or words; reread the bedtime pronunciation, and state the text’s time. sentence and confirm nine forty-five. Assessment and support: Check 1d/2c/3b/4a with evidence for each; identify information the text does not provide. Source: Textbook, page 21, Activity 4; Teacher’s Book, page 41. 3. Let’s write (9 minutes) Goal: Write three routine sentences and questions inviting a friend to respond. Language input and materials Textbook frame: I get up at ____. I have breakfast at ____. I go to school at ____. What about you? What time do you go to school? Teacher’s Book suggestion: I get up at six o’clock. I have breakfast at seven o’clock. I go to school at seven fifteen. What about you? What time do you go to school? Use personal routines or the suggested role; do not require the reading text’s times. Write times in words. Teacher’s activities Pupils’ activities and expected responses Read the frame together and ask its topic and the Identify daily routines and the getting-up, information needed in the three gaps. breakfast, and school times. Read the Teacher’s Book suggestion as one Recognise that other times are possible and possible answer. Model the first sentence and suggest a suitable time for the chosen role. point out at before each time. Have pupils note three times, then write Write three sentences containing subject, activity, independently for three minutes. If a real time at, and time words. Retain the two closing uses a pattern not yet taught, practise first with questions. the suggested role. 85
6. Biên soạn: Lop4.com.vn Teacher’s activities Pupils’ activities and expected responses Monitor and offer o’clock/fifteen/thirty/forty-five Check time spelling and complete the paragraph. support. Preserve pupils’ chosen routines rather than making every paragraph identical. Have partners check three activities, accurate Give one specific comment and answer I go to chosen times, at, capitals, and full stops. Invite school at for the chosen role. them to answer the closing question. Invite two pupils to read. Correct I have breakfast Reread the corrected paragraph and identify the seven o’clock. to I have breakfast at seven necessary at. o’clock. Assessment and support: This open task requires three details, accurate patterns, and consistency with the chosen routine; several sets of times are acceptable. Source: Textbook, page 21, Activity 5; Teacher’s Book, pages 41–42. 4. Project – My daily routine (10 minutes) Goal: Present prepared drawings and create a timetable to support speaking. Language input and materials Textbook model: Ben presents getting up at 6:15 a.m., lunch at 11:45 a.m., and bedtime at 9:30 p.m. Picture-based sentences: I get up at six fifteen. I have lunch at eleven forty-five. I go to bed at nine thirty. Teacher-prepared four-row practice model: get up – 6:00; have breakfast – 6:15; go to school – 7:00; go to bed – 9:00. Use personal drawings or this role; do not attribute these times to Ben. Speaking frame: Hello. This is my daily routine. I get up at . I have breakfast at . I go to school at . I go to bed at . Thank you. Incorrect simulation for the four-row model: I go to school at seven thirty. → I go to school at seven o’clock. Address/Phone fields are unnecessary; enter no real contact details. English 4 textbook, Volume 1, page 21, Activity 6. 86
7. Biên soạn: Lop4.com.vn Teacher’s activities Pupils’ activities and expected responses Show the Project and ask what Ben is presenting. Identify the activities and times and set out Pupils use prepared drawings; supply blank prepared drawings rather than starting every frames where needed. drawing from scratch. Invite a pupil to display drawings and model Match each sentence to its picture and time; keep together. Read Ben’s three sentences, then the Ben’s 6:15 separate from the practice role’s 6:00. four-sentence practice role, clearly distinguishing the two datasets. Display the speaking frame and rehearse it. Form Present and answer using the drawings. Support a groups of four; each pupil presents drawings classmate by pointing to the activity and time. while listeners ask one What time do you ? question. Open the timetable frame. Let a pupil enter or The pupil operating checks every activity and edit four rows for the selected role and time and reads a sentence from an edited row. preview the result; allow one device turn per Observation alone is not evidence of digital group during this lesson. creation. Identify activities and times as the necessary Keep the timetable relevant to the task. Add information. Ask whether Address or Phone is no addresses, phone numbers, passwords, or needed; remove contact details before private photographs. projection or printing. Show I go to school at seven thirty. beside the Point to 7:00 and correct I go to school at original go to school – 7:00 row. Ask for an seven o’clock., rather than accepting an AI- evidence-based correction. labelled sentence automatically. Invite two pupils to present their completed Present the work; a listener asks one question and drawings or tables. Comment on accuracy, checks the picture. Report what was actually complete sentences, and voice. Use paper with done, distinguishing paper work from digital the same language expectations if devices are operation. unavailable. Assessment and support: Language matches pictures, uses at, and answers a question. Digital work involves creating/editing and checking the timetable. AI checking requires the error, evidence, and correction. Source: Textbook, page 21, Activity 6; Teacher’s Book, page 42. 5. Consolidation and preparation for Unit 3 (3 minutes) Goal: Consolidate language, completed work, and appropriate information use. Language input and materials Exit ticket: state one role activity and time; correct I get up six o’clock. to I get up at six o’clock. Prepare textbook page 22. Teacher’s activities Pupils’ activities and expected responses Invite three pupils to say a timetable sentence; a Say an accurate sentence, listen, and compare classmate points to its row as evidence. with the data. 87
8. Biên soạn: Lop4.com.vn Teacher’s activities Pupils’ activities and expected responses Show the sentence missing at and ask for Add at and read the complete sentence. correction. Praise evidence-checking and attentive listening. Assign review of the four phrases and retention Note the preparation and keep drawings or of the work. Prepare Unit 3, Lesson 1, page 22; printouts with learning materials. do not post personal schedules online. Assessment and support: Check at and data-based verification to complete Unit 2. IV. POST-LESSON ADJUSTMENTS 88
9. Biên soạn: Lop4.com.vn LESSON PLAN UNIT 3 – MY WEEK Lesson 1 – Activities 1, 2, 3 Period 17 School: ................................ School year: 2026–2027 Teacher: ................................ Class: 4........ Subject: English Week: 05 Duration: 1 period (35 minutes) Planning date: .... / .... / ........ Teaching date: .... / .... / ........ I. LEARNING OBJECTIVES 1. Language knowledge and skills Recognise Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, and today; pronounce the days on the four main practice cards. Understand, ask, and answer What day is it today? – It’s . Select the correct weekday in the stated context, distinguishing it from a time or a calendar date. 2. Competences Observe calendars, listen to questions, take turns with a partner, and use evidence to correct an answer. 3. Personal qualities Respect speaking turns; admit uncertainty and check the calendar label before answering. 4. Integrated learning Digital competence – [CB2.1.1] (Searching and filtering digital information): enter Friday in the offline calendar collection, open the matching card, and check its label. AI literacy – [4.A1.2] (Critical thinking): check the simulated sentence Today is Thursday. against the selected Friday card and correct it to Today is Friday. II. TEACHING AIDS AND MATERIALS Textbook, page 22; Teacher’s Book, pages 43–45; Tracks 26–27 where authorised recordings are available. Otherwise, read the complete models below. Seven weekday cards; five calendar cards: Monday 11, Tuesday 12, Wednesday 13, Thursday 14, Friday 15. HocLieuKemTheo/Tuan-05/HocLieu-Tuan-05-EN.html, section #p17, provides printable cards and an offline search. III. TEACHING AND LEARNING ACTIVITIES 1. Warm-up – Sing and enter My week (3 minutes) Goal: Review asking the time and move towards asking the weekday through a familiar rhythm. Language input and materials Use four familiar lines from Unit 2, page 19: What time do you get up? I get up at six o’clock. What time do you have breakfast? I have breakfast at six fifteen. Transition: “We know the time. Today we learn the days of the week.” 89
10. Biên soạn: Lop4.com.vn Teacher’s activities Pupils’ activities and expected responses Greet the class and lead the four lines as a song Sing or chant and mime getting up and eating or chant. Provide a sung model if audio is breakfast, using six o’clock and six fifteen unavailable, pointing to the get up/have breakfast accurately. cards. Ask one pair What time do you get up? Listen to Answer using the card or a suitable routine; the answer, then display the seven-day calendar notice the change from times to weekdays. strip. Open page 22 and read My week. Explain that Open the correct page, read the unit title, and get pupils will ask and answer using calendar cards the cards ready. by the end of the lesson. Assessment and support: Check participation and recognition of the new goal; do not expect pupils to sing unfamiliar vocabulary before learning it. Source: Teacher’s Book, page 43, Warm-up. 2. Vocabulary – Days of the week (5 minutes) Goal: Recognise each day and its position in the week. Language input and materials Use a Monday-first calendar strip numbered 1–7: Monday – 1; Tuesday – 2; Wednesday – 3; Thursday – 4; Friday – 5; Saturday – 6; Sunday – 7. The TODAY marker identifies the selected day. These position numbers are a teaching aid, not calendar dates. Matching cards show positions on that same strip: A – 3; B – 1; C – 4; D – 2; E – 5; F – 7; G – 6. Key: Monday–B, Tuesday–D, Wednesday–A, Thursday–C, Friday–E, Saturday–G, Sunday–F. Teacher’s activities Pupils’ activities and expected responses Display the Monday-first strip and point to Identify the days on the strip, listen, and repeat Monday, then Tuesday. Establish their positions Monday and Tuesday three times with the class. through the visual calendar and model each word from slowly to naturally. Introduce Wednesday, Thursday, Friday, and the Point to the correct day and read individually; two weekend days. Invite three individuals to distinguish Wednesday from Thursday. read; correct Wednesday by modelling the whole word. Explain today by placing the marker on the Understand today within the role; do not infer the selected practice day. Clarify that this is a role- real weekday from the number on a practice card. play day, not necessarily the actual day of the lesson. Write all eight words for pupils to record. Hand Match all seven days; correct Wednesday–A and out cards A–G and explain matching weekday Thursday–C if confused. names to positions on the strip, then checking in pairs. 90
11. Biên soạn: Lop4.com.vn Teacher’s activities Pupils’ activities and expected responses Rearrange the cards and call Thursday, Tuesday, Point to C, D, E and say the corresponding words Friday. Let pupils needing support consult the instead of relying on card positions. strip before trying independently. Assessment and support: Check day identification and initial capital letters. Prioritise pronunciation of the four Activity 2 words while recognising all seven days. Source: Teacher’s Book, page 43 objectives and page 44 language input. 3. Look, listen and repeat (8 minutes) Goal: Understand and read two exchanges about the weekday. Language input and materials Picture a: Ms Hoa: Hi, class. What day is it today? Class: It’s Monday. Picture b: Bill: What day is it today? Lucy: It’s Friday. The question asks for the weekday. The answer is Monday in picture a and Friday in picture b. English 4 textbook, Volume 1, page 22, Activity 1. Teacher’s activities Pupils’ activities and expected responses Show both pictures and ask Who can you see? Identify Ms Hoa and the class in a, and Bill and Where are they? Identify the questioner and Lucy in b; do not attribute the lines to Mr Long. respondent. Play Track 26 or read all of a. Ask “Monday or Listen and choose Monday. Read Hi, class. What Friday?” Then model each line for repetition. day is it today? – It’s Monday. Teach b similarly, attending to Friday and the Hear Bill ask and Lucy answer It’s Friday. intonation of What day is it today? Repeat with the correct day. Read all the lines again. Divide the class into Each pupil says both the question and the answer question and answer roles, then let pairs practise in both situations. both pictures and swap roles. Monitor and model corrections to It’s and today. Retry corrected lines. Two pairs act out the Invite two pairs to perform. dialogues while listeners check the days against the pictures. Underline What day is it today? – It’s . Ask Identify the weekday as the required information; whether the pattern asks for a time or a weekday. use Monday/Friday in the answer. 91
12. Biên soạn: Lop4.com.vn Assessment and support: Check roles, weekdays, the complete question is it today, and It’s in the answer; naming days alone is insufficient. Source: Textbook, page 22, Activity 1; Teacher’s Book, pages 43–44. 4. Listen, point and say (9 minutes) Goal: Practise four exchanges using calendars a–d. Language input and materials a. Monday 5: What day is it today? – It’s Monday. b. Tuesday 6: What day is it today? – It’s Tuesday. c. Wednesday 7: What day is it today? – It’s Wednesday. d. Thursday 8: What day is it today? – It’s Thursday. The numbers 5–8 are calendar dates. This question requires only the weekday name. English 4 textbook, Volume 1, page 22, Activity 2. Teacher’s activities Pupils’ activities and expected responses Have pupils read the weekday labels in a–d. Ask Name Monday, Tuesday, Wednesday, Thursday whether the numbers 5 and 6 answer What day. and distinguish the written labels from the numbers. Play or read the Track 27 words. Pupils point to Point to a–d and pronounce the words; retry the corresponding calendars and repeat as a class, Wednesday after a correction. then individually. Point to the two speech bubbles and model a. Say all four complete exchanges; do not replace Continue with b/c/d, retaining the question and is it with do you. changing the weekday in the answer. Ask the class to answer, then swap roles. Have Practise both asking and answering; identify the two groups practise c/d before a/b. day from the card rather than memorised order. 92
13. Biên soạn: Lop4.com.vn Teacher’s activities Pupils’ activities and expected responses Allow pair practice with all four pictures, with at Cover a–d, swap roles, and gradually work least two questions per pupil. Offer What day ? without the support frame. – It’s as support where needed. Invite three pairs to select a card randomly and Say the matching exchange and correct any speak. Correct Tuesday/Thursday confusion by confusion; listeners point to the relevant placing the two labels side by side. calendar. Assessment and support: Each pupil produces at least one question and answer matching a card. A calendar number does not replace the weekday. Source: Textbook, page 22, Activity 2; Teacher’s Book, pages 44–45. 5. Let’s talk – Calendar check (8 minutes) Goal: Ask about weekdays in context and check a simulated response. Language input and materials Picture: a boy and a girl ask and answer; calendars show Tuesday 12, Wednesday 13, Thursday 14, Friday 15. Four possible exchanges: What day is it today? – It’s Tuesday./It’s Wednesday./It’s Thursday./It’s Friday. Teacher-designed check: mark Friday 15 as TODAY. The simulated AI sentence “Today is Thursday.” is incorrect. Replace Thursday with Friday: “Today is Friday.” Do not use the computer’s date to decide the role-play day. Prepare the page 27 Project for Period 22: draw two pictures of things done at home at the weekend, such as listening to music and tidying a study corner. Keep the pictures; new vocabulary need not be written yet. English 4 textbook, Volume 1, page 22, Activity 3. Teacher’s activities Pupils’ activities and expected responses Elicit the situation with Who/Where questions. Recognise that the two children are asking the Show four cards and model Tuesday with a pupil. weekday; ask and answer It’s Tuesday. using the card. 93
14. Biên soạn: Lop4.com.vn Teacher’s activities Pupils’ activities and expected responses Pairs draw cards, ask and answer, and swap roles Use the drawn label; keep the task focused on after each turn. Require practice with all four weekdays rather than introducing people. days. Invite two pairs to perform. Hold up each card Listen, point to the weekday evidence, and for the class to check the answer. correct an answer that does not match. Open #p17. Let a pupil enter Friday, search, Find and select the correct card, then read and open Friday 15. If Fridy gives no result, Friday. Do not guess when the search returns compare with the textbook and correct it. Use no match. printed cards without devices; record digital operation only for pupils who actually perform it. Place TODAY on the card and display Today Explain that the card says Friday. Correct is Thursday. Ask whether the sentence is Today is Friday. and practise the exchange correct and which word needs changing. with It’s Friday. Assign the two Project drawings for page 27. Recall two weekend activities at home, due in Have pupils repeat the number of pictures, topic, Period 22. Do not include addresses or phone and due period. numbers. Assessment and support: Check the day against the card and correct the simulated error using evidence. The eight minutes include speaking, a two-minute calendar check, and Project preparation. Source: Textbook, page 22, Activity 3; Teacher’s Book, page 45. 6. Consolidation and preparation (2 minutes) Goal: Consolidate the weekday question and home practice. Language input and materials Exit slip: What ____ is it today? – It’s Thursday. Supply day. Prepare Unit 3, Lesson 1, Activities 4–6, page 23; practise saying Monday–Thursday. Teacher’s activities Pupils’ activities and expected responses Point to Thursday. Have pupils supply day and Write day and ask and answer with Thursday. one pair read the full exchange. Praise a specific effort, recall new words and the Note page 23 and the Project task; request a next page, and confirm the two-picture task. blank drawing sheet if needed. Assessment and support: The question is complete and the answer matches the calendar. IV. POST-LESSON ADJUSTMENTS 94
15. Biên soạn: Lop4.com.vn LESSON PLAN UNIT 3 – MY WEEK Lesson 1 – Activities 4, 5, 6 Period 18 School: ................................ School year: 2026–2027 Teacher: ................................ Class: 4........ Subject: English Week: 05 Duration: 1 period (35 minutes) Planning date: .... / .... / ........ Teaching date: .... / .... / ........ I. LEARNING OBJECTIVES 1. Language knowledge and skills Listen to two dialogues and select calendars matching Wednesday/Thursday. Complete and read four weekday exchanges; review Monday–Friday through Slap the board. 2. Competences Listen for key words, work independently, check with a partner, and explain answers with evidence. 3. Personal qualities Follow game rules without pushing; correct answers honestly after listening again. 4. Integrated learning Digital competence – [CB2.1.1] (Searching and filtering digital information): find the Wednesday/Thursday cards by weekday name in the class calendar collection. AI literacy – [4.A1.2] (Critical thinking): check two simulated sentences against calendars and correct Friday to Thursday. II. TEACHING AIDS AND MATERIALS Textbook, page 23; Teacher’s Book, pages 45–47; Track 28 or the complete teacher-read script below. Five weekday labels and six Lucky number squares. HocLieuKemTheo/Tuan-05/HocLieu-Tuan-05- EN.html, #p18, contains cards and teacher-only answers. Keep the answers closed during listening. III. TEACHING AND LEARNING ACTIVITIES 1. Warm-up – Lucky number (5 minutes) Goal: Review asking the weekday using explicit rules and cards. Language input and materials Six teacher-designed squares: 1 = Tuesday 12; 2 = Lucky; 3 = Wednesday 13; 4 = Friday 15; 5 = Monday 11; 6 = Lucky. The question is What day is it today? Answers: square 1 – It’s Tuesday.; 3 – It’s Wednesday.; 4 – It’s Friday.; 5 – It’s Monday. Award one point for a correct exchange or a Lucky square; previously selected squares earn no further points. Teacher’s activities Pupils’ activities and expected responses Form teams A/B. Explain taking turns to choose Recall the rules and assign question/answer roles; a square; for a calendar square, one pupil asks teams need not be divided by gender. and another answers to earn the point. 95
16. Biên soạn: Lop4.com.vn Teacher’s activities Pupils’ activities and expected responses Model square 1 with a pupil, then let teams Use What day is it today? – It’s Tuesday. for the alternate for up to six squares. model. Play the remaining squares, changing speakers. Have the class check the label after each Check the calendar and repeat the correct exchange. Allow a correction before moving on; sentence. Opening a used square earns no extra record points according to the rules. point. Praise complete sentences. Open page 23 and Open the page and prepare to listen to two introduce listening to choose calendars. separate dialogues. Assessment and support: Check the question and It’s against each square; remembering square numbers alone does not earn success. 2. Listen and tick – Listen and check the calendar (11 minutes) Goal: Choose one calendar from each pair and correct a mismatched sentence. Language input and materials Options: 1a Tuesday 12; 1b Wednesday 13. 2a Thursday 14; 2b Friday 15. Dialogue 1: Ms Hoa: Hello, Nam. Nam: Hello, Ms Hoa. Ms Hoa: What day is it today? Nam: It’s Wednesday. Ms Hoa: OK. Dialogue 2: Mr Long: Hello, Mai. Mai: Hello, Mr Long. Mr Long: What day is it today? Mai: It’s Thursday. Mr Long: Good. Key: 1b; 2a. Two simulated sentences, checked after listening: calendar 1b + “It’s Wednesday.” → correct; calendar 2a + “It’s Friday.” → incorrect. Correct it to “It’s Thursday.” English 4 textbook, Volume 1, page 23, Activity 4. Teacher’s activities Pupils’ activities and expected responses Have pupils name the weekdays in both calendar Read Tuesday/Wednesday and Thursday/Friday; pairs. Explain selecting one picture per dialogue; recognise the four date numbers as picture keep the key hidden. details. Invite tentative predictions, recorded privately. Listen and tick 1b using Wednesday; do not treat Play or read dialogue 1 completely, then again a prediction as an answer. for pupils to choose. Repeat for dialogue 2, modelling Thursday Tick 2a; ask to listen again if Tuesday/Thursday clearly. Keep independent work before book is unclear. swapping. 96
17. Biên soạn: Lop4.com.vn Teacher’s activities Pupils’ activities and expected responses Let partners compare. Replay or read the decisive Check, correct, and state the words heard: sentence in each dialogue, then confirm 1b/2a. Wednesday, Thursday. Model the main sentences for repetition. Invite Use the correct dialogue lines; do not replace one Ms Hoa–Nam pair and one Mr Long–Mai Wednesday with the actual classroom day. pair. Let a pupil search for Wednesday, then Enter each word and select the card. Report a Thursday in the card collection and select the failed search and correct spelling using the relevant calendars. Paper pairs point to textbook. matching cards. Display the two simulated sentences. Ask Keep It’s Wednesday. Correct sentence 2 to pupils to identify the error, point to the It’s Thursday. and use calendar 2a as calendar, and correct the word. evidence. Assessment and support: Check both ticks and the key words. Introduce the AI check after establishing the listening answers so it does not reveal them beforehand. Source: Textbook, page 23, Activity 4; Teacher’s Book, pages 45–46. 3. Look, complete and read (10 minutes) Goal: Complete six gaps in four exchanges and read the full sentences. Language input and materials 1. Monday 11 calendar. A: What day is it today? B: It’s ____. 2. Friday 15 calendar. A: What day is it today? B: It’s ____. 3. Tuesday 12 calendar. A: ____ is it today? B: ____ Tuesday. 4. Thursday 14 calendar. A: What day is it ____? B: ____. Gap key: 1 Monday; 2 Friday; 3 What day / It’s; 4 today / It’s Thursday. Complete exchanges: (1) What day is it today? – It’s Monday. (2) What day is it today? – It’s Friday. (3) What day is it today? – It’s Tuesday. (4) What day is it today? – It’s Thursday. 97
18. Biên soạn: Lop4.com.vn English 4 textbook, Volume 1, page 23, Activity 5. Teacher’s activities Pupils’ activities and expected responses Have pupils read the four calendar labels. Say Monday, Friday, Tuesday, Thursday; Identify whether each gap is in a question or an recognise that item 4 needs a complete answer. answer. Model item 1: after It’s, supply the weekday. Ask Write Monday and read What day is it today? – which label to use and write Monday. It’s Monday. Prompt item 2 similarly. For item 3, point to the Identify What day and It’s; understand that 12 is gaps before is and Tuesday without supplying the not the required answer. answers. Allow independent completion of all four Fill all six gaps; check capital letters on exchanges. Support with the question–answer weekdays and the apostrophe in It’s. frame and calendar labels. Have partners check and invite four pairs to read. Read all four complete exchanges; correct each Confirm every gap and correct omitted day or gap and reread the sentence. It’s. Focus on item 4 and have one pair speak without Use today in the full question and It’s Thursday. looking at the answer key. as the calendar-based answer. Assessment and support: Check all six gaps. In item 4, Thursday alone is insufficient because the gap requires the whole answer. Source: Textbook, page 23, Activity 5; Teacher’s Book, pages 46–47. 4. Let’s play – Slap the board (6 minutes) Goal: Recognise five weekday words through listening in a safe game. Language input and materials Mixed board layout: top row Friday | Tuesday | Thursday; bottom row Monday | Wednesday. 98
19. Biên soạn: Lop4.com.vn Five teacher calls: It’s Monday. → Monday; It’s Thursday. → Thursday; It’s Wednesday. → Wednesday; It’s Friday. → Friday; It’s Tuesday. → Tuesday. Two pupils tap the labels gently; the first correct tap earns one point. Do not rush or touch another pupil. Two tabletop card sets are an alternative. English 4 textbook, Volume 1, page 23, Activity 6. Teacher’s activities Pupils’ activities and expected responses Show the board and read the five words. Explain Read the labels and recall the rules: tap gently tapping the word heard rather than guessing from and leave space. its position. Invite two pupils within easy reach of the board. Tap Monday; the class confirms the key word. Model It’s Monday. and ask the class to identify the correct label. Let pairs take turns with the five supplied calls. Listen to the complete sentence before tapping; Prevent pushing or striking another pupil’s hand. use tabletop cards if approaching the board is difficult. Award points fairly and have pupils reread any Correct Thursday/Tuesday confusion and try the missed word. Change pairs to give more pupils a next round. turn. Praise accurate listening. Lead Monday–Friday in Arrange the five words and say the correct order. sequence. Assessment and support: Check word discrimination and safe participation; movement should support listening and speaking. Source: Textbook, page 23, Activity 6; Teacher’s Book, page 47. 99
20. Biên soạn: Lop4.com.vn 5. Consolidation and preparation (3 minutes) Goal: Recall a useful correction and prepare to ask about activities on different days. Language input and materials Exit card: Wednesday 13. A: What day is it today? B: It’s _____. Supply Wednesday. Prepare Unit 3, Lesson 2, Activities 1–3, page 24. Practise the four page 23 exchanges and continue the two Project drawings. Teacher’s activities Pupils’ activities and expected responses Have pupils complete Wednesday from the card. Write and say It’s Wednesday.; do not reuse Invite one pair to speak, then ask everyone to Thursday from the other listening dialogue. check their answer. Ask which day was difficult and how it was Explain comparing a word with the calendar or checked. Elicit one specific example. listening again; admit uncertainty to obtain help. Recall page 24 and the two weekend pictures; Note the next lesson and continue the drawings. have pupils record the preparation. Assessment and support: Pupils identify a difficulty and a way to check, rather than merely saying the lesson is finished. IV. POST-LESSON ADJUSTMENTS 100