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

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4. Listen, point and say (9 minutes)
Goal: Practise all four activities with the times shown.
Language input and materials
a. get up – 5:00 a.m.: What time do you get up? – I get up at five o’clock.
b. have breakfast – 6:15 a.m.: What time do you have breakfast? – I have breakfast at six fifteen.
c. go to school – 1:15 p.m.: What time do you go to school? – I go to school at one fifteen.
d. go to bed – 9:00 p.m.: What time do you go to bed? – I go to bed at nine o’clock.
Frame: What time do you ____? – I ____ at ____. The school time 1:15 p.m. belongs to the picture; 
retain it rather than changing it to morning.
 English 4 textbook, Volume 1, page 18, Activity 2.
Teacher’s activities Pupils’ activities and expected responses
Have pupils identify each activity and time in a– Identify get up/five o’clock, breakfast/six fifteen, 
d. Check p.m. in c so that they use the picture school/one fifteen, and bed/nine o’clock.
rather than their own school schedule.
Play or read the Track 20 phrases. Pupils point Point to the matching picture and say the 
and repeat. complete phrase and time.
Point to the speech bubbles and model the Repeat the frame, inserting get up and five 
exchange for a. Highlight do you in the question, o’clock correctly.
and I and at in the answer.
Practise b/c/d with the class, changing questioner Say complete sentences and add any omitted at.
and respondent roles. Correct missing at using I 
go to school at one fifteen.
Have the two halves of the class exchange roles, Each pupil asks and answers about at least two 
then allow two minutes for pair practice with all pictures; each pair covers a–d.
four pictures.
Monitor and ask about a random picture. Point to Expand the answer to I have breakfast at six 
the activity if a pupil gives only a time. fifteen. or the corresponding complete sentence.
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Teacher’s activities Pupils’ activities and expected responses
Invite three pairs to present in the order d, b, c. Ask and answer in the new order and use picture 
The class checks both activity and clock; give evidence when commenting.
specific feedback.
Assessment and support: Check the complete pattern and activity–time match. Use the picture’s data 
for this closed task.
Source: Textbook, page 18, Activity 2; Teacher’s Book, pages 35–36.
5. Let’s talk – Find and check an activity card (7 minutes)
Goal: Discuss routines and check cards against both activity and time.
Language input and materials
Nam and Lucy discuss getting up, breakfast, school, and bedtime. This picture gives no fixed times.
Practice-role data for pupils preferring not to use a real routine: get up 6:00; have breakfast 6:30; go to 
school 7:00; go to bed 9:00. Example: What time do you have breakfast? – I have breakfast at six 
thirty.
Textbook-card search: have breakfast → 6:15 card. The search breakfastx returns no result and needs 
correcting.
Three simulated captions based on Activity 2: get up/5:00 – I get up at five o’clock. (correct); 
breakfast/6:15 – I have breakfast at six thirty. (incorrect); school/1:15 – I go to school at one fifteen. 
(correct). Correct caption 2 to I have breakfast at six fifteen.
 English 4 textbook, Volume 1, page 18, Activity 3.
Teacher’s activities Pupils’ activities and expected responses
Point to Nam, Lucy, and the four activities. Recognise this as an open task. Repeat What time 
Model the get up exchange using the role time do you get up? – I get up at six o’clock.
6:00 and label it as practice data.
Have pairs discuss all four activities and swap Include the activity and at + time; ask again if a 
roles. Use suitable personal times or the practice partner’s answer is unclear.
roles, without requesting addresses or detailed 
family schedules.
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Teacher’s activities Pupils’ activities and expected responses
Open the collection and let a pupil search have Find the breakfast card showing 6:15. 
breakfast. Require reading both the label and Recognise the unsuccessful search and correct 
time. Try breakfastx, then correct it. it using the task.
Display the three Activity 2 captions. Give Point to breakfast/6:15 and change six thirty 
pairs 30 seconds to find and correct the error to six fifteen. Explain that the two sets use 
using the original card, keeping it separate different data.
from the practice-role times.
Invite two pairs to describe their roles’ or their Present and compare with the chosen data; a 
own routines. Correct specific sentences and routine different from a classmate’s is not 
praise checking both activity and time. automatically wrong.
Assessment and support: Check language against the selected data. Record digital searching only for 
pupils who operate the device. Paper-card searching remains available without recording a digital 
operation.
Source: Textbook, page 18, Activity 3; Teacher’s Book, pages 36–37.
6. Consolidation and preparation (3 minutes)
Goal: Consolidate the routine question and at.
Language input and materials
Exit check: I go to school ____ one fifteen. → at. What time do you ____? with the breakfast picture 
→ have breakfast. Prepare page 19 and the Project drawings for page 21.
Teacher’s activities Pupils’ activities and expected responses
Show both gaps for mini-whiteboard or spoken Supply at and have breakfast, then state a 
answers. Ask which activity the question refers breakfast time.
to.
Invite two pupils to give complete exchanges. Say What time do you have breakfast? – I have 
Correct omitted do you if needed and praise a breakfast at .
specific improvement.
Assign review of the four phrases and frame, and Note the tasks and keep the drawings for Period 
preparation of page 19. Continue the daily- 16.
routine drawings for Period 16.
Assessment and support: Check recall of the frame and preparation for the next lesson.
IV. POST-LESSON ADJUSTMENTS
 6