Kế hoạch bài dạy Tiếng Anh Global Success Lớp 4 - Tuần 6 - Năm học 2026-2027 (Tích hợp Năng lực số và AI)

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Teacher's activities Pupils' activities / expected responses
Have pupils read the three choices in each Point to listen and like in Question 2 and 
question silently. Clarify that Question 2 has two recognise that sharing a word does not make two 
different sentences containing music, so they answers the same.
must hear the whole sentence.
Play/read both script items once at a natural pace Listen to the two sentences and keep pencils 
without displaying the answer. Say, “Listen down for the first pass.
first.”
Play/read again with a pause after each item. Say, Circle 1a and 2b if heard clearly. Show a partner 
“Circle one letter for each sentence.” Give time the choice and say which words they heard.
to compare with a partner without changing 
answers automatically.
Replay/read item 1, elicit “I listen to music,” and Repeat each complete sentence and check their 
circle a on the board. Do the same for item 2, “I own letters. Correct an answer only after hearing 
study at school,” letter b. the distinguishing words.
For a pupil who chose 2a or 2c, model study at Listen again and select b for item 2. Finish by 
school beside listen to music, then replay/read reading the two correct sentences with clear 
item 2. Invite two pupils to read the verified music pronunciation.
choices aloud.
Assessment and support: Retain the pupil’s first choice long enough to identify the listening difficulty. 
Two checked choices and a repeated matching sentence provide evidence; the task is not assessed by 
guessing from pictures.
Source: Textbook p. 26, Activity 2, Track 34; Teacher’s Book pp. 52–53.
4. Let’s chant – Say it and give a kind comment (10 minutes)
Learning goal: Chant the familiar weekend sentences and practise respectful feedback.
Task content and materials
Track 35 chant:
Music, music, music.
I listen to music on Saturdays.
I listen to music on Saturdays.
Sundays, Sundays, Sundays.
What do you do on Sundays?
I do housework on Sundays.
Offline class-group comment cards: A. Please say Sunday again. B. You are bad. C. Thank you. I can 
hear Sunday now.
Teacher key: A asks for a helpful retry; B attacks the person and must not be used; C acknowledges an 
improvement. These are prepared practice comments, not real messages posted to a group.
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 English 4 textbook, Volume 1, p. 26, Activity 3: Saturday music and Sunday housework.
Teacher's activities Pupils' activities / expected responses
Show the chant and point to Saturdays and Follow the six lines and notice Saturday music 
Sundays. Model the six lines with a steady clap; and Sunday housework. Listen first, then clap the 
use the official chant recording if available. Ask beat.
pupils to listen for the two target words.
Teach the first three lines as an echo, then the Repeat each line, then chant their assigned part. 
final three. Divide the class into a music group Switch so each pupil practises both sounds and 
and a Sunday group and switch parts. the Sunday question.
Give pairs one minute: one pupil chants the Chant to a partner and identify whether Sunday is 
Sunday lines and the partner listens for Sunday clear. Ask for a model when unsure rather than 
and housework; then swap. Model the target teasing or guessing.
word again if a pair asks.
Open Sounds and kind comments. Say, “Your Choose “Please say Sunday again.” Explain by 
partner needs another try. Choose a helpful pointing to Please and the specific word 
comment.” A pupil selects A or B; another Sunday. Reject “You are bad.” After a retry, 
explains the choice. Model A with a friendly select or type “Thank you. I can hear Sunday 
voice, then after a successful retry show C. now.”
Let a pupil type or select the agreed comment Check that the draft still contains the polite 
in the offline draft and show its preview. Read words. Read the final comment to the partner. 
it together before accepting it; do not post On paper, explain the same choice without 
externally. With paper only, pupils choose the claiming to have used a digital tool.
same cards and the teacher notes that device 
practice was not observed.
Invite two groups to chant; ask the rest of the Perform the chant and give a specific, respectful 
class to clap and give one of the useful comments response. Repeat a target word after feedback 
only where it fits. when needed.
Assessment and support: Listen for intelligible music/Sunday and a steady shared beat. For netiquette, 
observe one appropriate choice plus a reason, not mere clicking. If the device fails, retain the language 
task and record the paper substitute honestly.
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Source: Textbook p. 26, Activity 3, Track 35; Teacher’s Book p. 53
5. Review and prepare the weekend Project (2 minutes)
Learning goal: Recall the sound contrast and bring the already assigned weekend pictures.
Task content and materials
Exit cues: music → I listen to music on Saturdays.; Sunday → I do housework on Sundays.
Next lesson: page 27. Bring the two pictures of your weekend activities prepared at home. Spare 
frames: Saturday / Sunday, each with “On ____, I ____.”
Teacher's activities Pupils' activities / expected responses
Point to music, then Sunday, and ask the class to Say the two source sentences and “Please say 
say one sentence for each. Invite one pupil to Sunday again.”
recall the polite retry request.
Remind pupils to bring their two weekend Check that the two pictures and a pencil are 
pictures next lesson. Show the spare frames to ready. Understand that the next lesson is for 
pupils who have not finished; ask them to presenting the pictures, not drawing a whole 
complete simple drawings at home. project from scratch.
Assessment and support: Note pupils who still need the sound model at the next warm-up. A missing 
picture is supported with a spare frame; it does not prevent participation.
Source: Textbook pp. 26–27; Teacher’s Book pp. 53–54.
IV. ADJUSTMENTS AFTER TEACHING
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