Kế hoạch bài dạy Tiếng Anh Global Success Lớp 4 - Tuần 34 - Năm học 2026-2027 (Tích hợp Năng lực số và AI)

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Building a campfire.
They're building a campfire.
What are they doing?
Playing card games.
Playing card games.
They're playing card games.
Meaning checks: Which verse is about fire? — Verse 1. Which is about cards? — Verse 2.
If the recording is unavailable, read the lyrics rhythmically; do not claim melody practice took place.
 English 4 textbook, Volume 2, p. 67, Activity 6: Campfire and card-game scenes for the song.
Teacher's activities Pupils' activities / expected responses
Spend two minutes reading the title and both Identify the activity in each verse.
verses while pointing to the scenes.
Play the song or model a rhythmic reading; Repeat the words and clap lightly on the beat.
repeat line by line for three minutes.
Give groups three minutes to alternate questions Perform both verses with a clear they're sentence.
and replies, then swap.
Assessment and support: Accept rhythmic speech for a pupil who is not ready to sing; assess language 
and participation.
Source: Textbook p. 67 A6
Edit a camp invitation (6 minutes)
Learning goal: Choose a simple edit and verify that the draft matches its stated activity.
Task content and materials
Fictional classroom invitation draft, for language practice:
ENGLISH CAMP
Please join our camp activity.
They're playing tug of war.
Planned activity: playing tug of war.
Teacher-written AI-style suggestion: 'Replace the last sentence with They're playing card games.'
Decision: Reject that change because it does not match the planned activity.
Editing task: select ENGLISH CAMP and apply Bold; leave the correct activity sentence unchanged. 
Read the final three lines aloud.
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Use a teacher-controlled working copy of these lines; no real event, registration or separate invitation 
file is required.
Teacher's activities Pupils' activities / expected responses
Read the plan, draft and suggested change for Reject the incorrect activity and cite playing tug 
two minutes. of war.
Demonstrate selecting the title and Bold, then let Identify the title and make it bold in the working 
a volunteer repeat with guidance for two minutes. copy, or mark it on paper.
Use two minutes for partners to read the draft and Say which text changed and which accurate 
state the edit; set oral practice of the two song sentence stayed.
replies.
Assessment and support: Evidence: correct content decision and a named formatting action. Record 
actual editing separately from paper explanation.
Source: Teacher-created integration aligned with PPCT 3.1.Cb2a and Grade 4 AI 4.A1.2.
IV. ADJUSTMENTS AFTER TEACHING
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 LESSON PLAN
 UNIT 20: AT SUMMER CAMP
 Lesson 3 — Activities 1, 2 and 3
 Period 134
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 34 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Pronounce visit and email with stress on the first syllable.
Identify visit/email in two listening sentences and perform the eight-line chant.
Edit and read a short camp invitation with a correct visit phrase.
2. Competences
Use evidence from the text or recording, cooperate in pairs and improve an answer after checking.
3. Personal qualities
Participate honestly, listen to partners and respect different ideas.
4. Integrated learning
[CB2.3.1] Identify and use simple editing choices for an English camp invitation, with guidance.
[4.A1.2] Check a clearly stated AI-style claim against the lesson evidence and correct it.
II. TEACHING AND LEARNING MATERIALS
Textbook p. 68, the relevant teacher's guide pages, board and notebooks; full tasks, scripts and keys are 
printed below.
Tracks 99–101 or teacher reading from the supplied script; no pupil email account is needed.
Teacher-controlled Word working copy of the draft below; paper rehearsal if a device is unavailable.
III. TEACHING AND LEARNING ACTIVITIES
Warm-up: Act and say (4 minutes)
Learning goal: Recall the meaning of two familiar actions.
Task content and materials
Teacher silently mimes taking a photo, then typing an email.
Question: What's the teacher doing?
Replies: He's/She's taking a photo. He's/She's emailing a friend.
Tell pupils: Today we will listen to the strong first beat in visit and email.
Teacher's activities Pupils' activities / expected responses
Model the two actions and supply emailing if Identify each action using the full sentence 
pupils need it. frame.
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