KHBD Tiếng Anh lớp 4 Global Success cả năm 2026-2027 - Tích hợp năng lực số và AI

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Teacher’s activities Pupils’ activities and expected responses
Show 8:15, 2:30, and 4:45 for pairs to practise, Use eight fifteen, two thirty, and four forty-five 
changing roles after each exchange. in It’s sentences.
Introduce page 17. Explain that a speaker gives Open the page and prepare to listen to the 
an answer and then receives a correction, so complete dialogue.
pupils must listen to the end.
Assessment and support: Check card-based answers and readiness to listen fully. Use this Teacher’s 
Book review directly for the warm-up.
Source: Teacher’s Book, page 32, Warm-up.
2. Listen and tick (9 minutes)
Goal: Identify the final information and distinguish 4:00 from 4:30.
Language input and materials
Pictures: 1a – 9:00; 1b – 9:15; 2a – 4:00; 2b – 4:30.
Audio script from the Teacher’s Book:
1. A: Let’s play a game. B: OK! A: Look. What time is it? B: It’s nine fifteen. A: Very good!
2. A: Now what time is it? B: It’s four o’clock. A: No, it isn’t. It’s four thirty.
Key: 1.b; 2.b. Keep the script and key off the pupil screen until after the listening attempt.
 English 4 textbook, Volume 1, page 17, Activity 4.
Teacher’s activities Pupils’ activities and expected responses
Show both pairs of clocks. Ask which hours or Identify :00/:15 in pair 1 and :00/:30 in pair 2.
minutes differ; pupils tick one picture per item.
Explain the task and allow pencil predictions. Make a tentative choice, ready to change it after 
Make clear that listening will test the predictions; listening.
predictions are not marked.
Play or read dialogue 1 exactly as supplied. Tick 1b and point to 9:15, attending to fifteen as 
Pause for ticking, then repeat for checking. well as nine.
Play or read dialogue 2 to the end. Draw attention Tick 2b for four thirty. Recognise four o’clock as 
to the complete line beginning No, it isn’t. the answer being corrected.
Have partners exchange books. Ask “Which Identify No, it isn’t. It’s four thirty. and compare 
words changed the answer?” Repeat the it with 4:30.
correction where needed.
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Teacher’s activities Pupils’ activities and expected responses
Confirm 1b/2b. Lead sentence repetition, then Read the dialogue and explain the choice using 
invite two pairs to read the roles. Support the final information.
phrasing in the negative response.
Assessment and support: Check both answers and why 4:00 is rejected in item 2. A correct guess alone 
does not demonstrate listening comprehension.
Source: Textbook, page 17, Activity 4; Teacher’s Book, page 33, Track 18.
3. Look, complete and read (10 minutes)
Goal: Complete questions and answers in words to match each clock.
Language input and materials
1. Clock: 10:00. A: What time is it? B: It’s ____ o’clock.
2. Clock: 1:15. A: What time ____? B: It’s one fifteen.
3. Clock: 3:30. A: ____ is it? B: It’s three ____.
4. Clock: 4:45. A: ____ is it? B: It’s ____.
Key: 1. ten; 2. is it; 3. What time / thirty; 4. What time / four forty-five.
Complete exchanges: 1. What time is it? – It’s ten o’clock. 2. What time is it? – It’s one fifteen. 3. 
What time is it? – It’s three thirty. 4. What time is it? – It’s four forty-five.
 English 4 textbook, Volume 1, page 17, Activity 5.
Teacher’s activities Pupils’ activities and expected responses
Have pupils read all four clocks in complete Say ten o’clock, one fifteen, three thirty, and four 
phrases to identify areas needing support. forty-five.
Point to the gaps and ask whether each is in the Identify missing time words and question words.
question or answer. Require words, rather than 
only digits such as 10 or 30.
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Teacher’s activities Pupils’ activities and expected responses
Model item 1: point to 10:00 and ask what comes Write ten and read It’s ten o’clock.
before o’clock. Write ten and read the sentence.
Allow two minutes for independent work on Supply is it; What time/thirty; What time/four 
items 2–4. Direct pupils needing support to What forty-five.
time is it? without supplying answers.
Have partners exchange work. Check both gaps Check every gap and correct with another colour. 
in items 3 and 4; require clock evidence for the Include the question words.
time expressions.
Invite four pairs to read. Show What time it? and Read the complete exchanges. Correct What time 
have the class add is; check capitals, question is it? and rewrite any incomplete sentence.
marks, and full stops.
Assessment and support: Check all six gaps, complete grammatical exchanges, accuracy against all 
four clocks, and spelling of time words.
Source: Textbook, page 17, Activity 5; Teacher’s Book, pages 33–34.
4. Let’s play – Which clock says ? (9 minutes)
Goal: Find a clock from a spoken time and check one incorrect simulated sentence.
Language input and materials
Textbook cards: A – 6:00; B – 8:00; C – 12:00; D – 1:15; E – 3:15; F – 5:15; G – 7:30; H – 9:30; I – 
11:30; J – 2:45; K – 4:45; L – 8:45.
Model: It’s five fifteen. – It’s clock F!
Eight sample rounds: five fifteen → F; eight o’clock → B; seven thirty → G; four forty-five → K; one 
fifteen → D; twelve o’clock → C; three fifteen → E; eight forty-five → L.
Simulated AI situation: clock F shows 5:15, but the caption says It’s five thirty. Correct it to It’s five 
fifteen. Use this fixed card rather than the real classroom time.
 English 4 textbook, Volume 1, page 17, Activity 6.
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Teacher’s activities Pupils’ activities and expected responses
Read the A–L set together. Explain that one pupil Recognise that each letter corresponds to a time; 
says a time and another identifies its card letter. check the clock rather than memorising a 
Use the textbook set. position.
Invite two pupils to model: the first says It’s five Check that F shows 5:15 and recall how points 
fifteen.; the second points to F and says It’s clock are earned.
F!
In pairs, complete the eight sample rounds. Each Each pupil both says times and finds cards. Score 
correct match earns one point. Swap roles after according to the time and card-letter match.
eight rounds, using the same cards in a different 
order.
Monitor and ask pupils to read a chosen card’s Read the time as evidence and correct a 
time. Compare minute digits for fifteen/thirty mismatched card. Encourage partners politely.
confusion; encourage quiet, courteous play.
Pause at F – 5:15 and show the simulated It’s Identify thirty as incorrect because the display 
five thirty. Ask whether it matches and why. shows :15. Correct it to It’s five fifteen.
Explain that a claim must match the visible Explain what to do when evidence is unclear, 
data. If the clock is unclear, enlarge it or ask rather than guessing from a confident 
the teacher; an AI label alone is not evidence. sentence.
Total the scores and praise complete role- Report the result and say a correct time different 
swapping. Invite a pair to demonstrate a correct from the first sample round.
exchange.
Assessment and support: Check time–letter matches, role-swapping, and complete sentences. For AI 
checking, require :15 as evidence and fifteen in the correction.
Source: Textbook, page 17, Activity 6; Teacher’s Book, page 34.
5. Consolidation and preparation for Lesson 2 (3 minutes)
Goal: Consolidate listening to corrections and checking time against evidence.
Language input and materials
Exit ticket: 1. Read 4:45. 2. Does a 5:15 clock say five thirty? 3. Prepare page 18 and keep the daily-
routine drawings for the Project in Period 16.
Teacher’s activities Pupils’ activities and expected responses
Invite two pupils to read 4:45. Ask the class to Say It’s four forty-five.
listen carefully to the minutes.
Return to 5:15/five thirty and invite an evidence- Say It’s five fifteen. and point to :15.
based correction. Praise reference to the display.
Assign practice with the four exchanges in Note the tasks; no video search or new account is 
Activity 5, preparation of page 18, and needed at home.
continuation of the Project drawings.
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Assessment and support: Check the question-and-answer pattern, the way to verify a time, and 
preparation for the next lesson.
IV. POST-LESSON ADJUSTMENTS
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 LESSON PLAN
 UNIT 2 – TIME AND DAILY ROUTINES
 Lesson 2 – Activities 1, 2, 3
 Period 13
 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
Say get up, have breakfast, go to school, and go to bed; recognise do homework, wash my face, and 
clean my teeth in preparation for reading.
Ask and answer What time do you ? – I at .; distinguish asking the current time from asking 
when someone does an activity.
2. Competences
Observe both the activity and time; practise in pairs and correct sentences using data rather than 
reciting mechanically.
3. Personal qualities
Develop punctuality and respect classmates’ different routines. Treat example times as practice data, 
not compulsory schedules.
4. Integrated learning
Digital competence – [CB2.1.1] (Searching and filtering digital information): search the offline 
card collection for have breakfast and check the activity and time on the result.
AI literacy – [4.A1.2] (Critical thinking): compare three simulated captions with textbook cards 
and correct an inaccurate breakfast time.
II. TEACHING AIDS AND MATERIALS
Textbook, page 18; Teacher’s Book, pages 34–37; Tracks 19–20 where authorised audio is available, 
or the complete supplied teacher-read models.
Activity–time cards; offline materials at HocLieuKemTheo/Tuan-04/HocLieu-Tuan-04-EN.html, 
including search and printable cards. No pupil account or time-zone calculation is required.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Which clock says ? (3 minutes)
Goal: Review time expressions before combining them with activities.
Language input and materials
Cards: A – 6:00; B – 6:15; C – 1:15; D – 9:00. Calling order: six fifteen → B; nine o’clock → D; six 
o’clock → A; one fifteen → C.
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Teacher’s activities Pupils’ activities and expected responses
Greet the class and display four cards. One pupil Read the four times and recall the rule to listen 
says a time; another points to its letter. fully before choosing.
Complete the four given rounds, changing pupils Select B, D, A, and C; say It’s with the time 
each time. Ask the pupil choosing “What time is shown.
it?”
Ask pupils to open page 18. Introduce talking Open the book and point to familiar activities.
about when people get up, have breakfast, go to 
school, and go to bed.
Assessment and support: Check the time phrases and the distinction between :00 and :15.
Source: Teacher’s Book, page 34, Warm-up.
2. Vocabulary – Daily routines (5 minutes)
Goal: Identify activities so that questions refer to the correct routine.
Language input and materials
Four target phrases: get up – leave bed after waking; have breakfast – eat the morning meal; go to 
school – travel to school; go to bed – get into bed to sleep.
Reading preparation: do homework – complete schoolwork at home; wash my face – clean my face 
with water; clean my teeth – brush my teeth. Use my when speaking about oneself; use the full phrase 
wash my face.
Teacher’s activities Pupils’ activities and expected responses
Mime stretching and show the getting-up picture. Identify the activity, listen, and repeat the 
Elicit its meaning and model get up three times, complete phrase.
from slowly to naturally.
Use the breakfast, school, and bedtime pictures. Say have breakfast, go to school, and go to bed. 
Model each phrase for class repetition, then Point to the correct picture when listening.
invite three individuals.
Briefly introduce do homework, wash my face, Recognise the three additional activities and say 
and clean my teeth through mime as preparation each phrase with its action.
for reading.
Write all seven phrases. Gradually erase words Use the picture or mime to recall and rewrite the 
from the four target phrases for Rub out and missing phrases.
remember.
Ask pupils to read go to school and go to bed. Say complete phrases when the order changes 
Correct any missing to; change the picture order rather than relying on position.
to check recognition.
Assessment and support: Check accurate activity identification and complete phrases; provide picture 
support before independent reading.
Source: Textbook, page 18, Activity 2; reading phrases on page 21.
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3. Look, listen and repeat (8 minutes)
Goal: Understand and repeat Minh and Mary’s two dialogues.
Language input and materials
Picture a: Minh: What time do you get up? Mary: I get up at six o’clock. And you? Minh: At five 
forty-five.
Picture b: Mary: What time do you have breakfast? Minh: At six fifteen.
Getting-up times: Mary – 6:00; Minh – 5:45. Minh has breakfast at 6:15. Follow the speakers’ words 
when assigning times.
 English 4 textbook, Volume 1, page 18, Activity 1.
Teacher’s activities Pupils’ activities and expected responses
Show pictures a/b and ask about the people and Identify Minh and Mary; read 5:45 and 6:15 and 
visible times. Establish who speaks in each follow the speech-bubble pointers.
speech bubble.
Play Track 19 or read all of a. Ask who gets up at Listen to the end and answer Mary. Point to I get 
six o’clock. up at six o’clock.
Model each line for class repetition. Explain that Read all three turns in the correct roles, retaining 
And you? returns the same question and At five each person’s time.
forty-five is a short answer.
Teach b in the same way. Ask which new activity Read the question and At six fifteen. Identify 
is mentioned and clarify have breakfast. Minh’s breakfast time as 6:15.
Have pairs practise a, then b, and swap roles. Each pupil asks and answers, then retries any 
Monitor at, forty-five, and breakfast. corrected sentence.
Invite two pairs to act out the dialogues. Read the model and identify get up as the 
Underline What time do you get up? – I get up at activity, distinguishing this question from What 
six o’clock. on the board. time is it?
Assessment and support: Check the person–activity–time match, at, and the verb phrase, rather than 
only the numbers.
Source: Textbook, page 18, Activity 1; Teacher’s Book, page 35.
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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
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 LESSON PLAN
 UNIT 2 – TIME AND DAILY ROUTINES
 Lesson 2 – Activities 4, 5, 6
 Period 14
 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
Listen and number four activity–time pictures; complete seven gaps in four dialogues.
Sing or chant What time do you go to school? accurately and practise I at . using the times in 
each relevant source.
2. Competences
Listen with a purpose, work independently before comparing, and use audio and picture evidence to 
correct information.
3. Personal qualities
Listen fully, take turns, and help classmates distinguish 6:00, 6:30, and 6:45.
4. Integrated learning
AI literacy – [4.A1.2] (Critical thinking): check two simulated summary sentences against the 
listening script and pictures; change six fifteen to six o’clock in the breakfast sentence.
II. TEACHING AIDS AND MATERIALS
Textbook, page 19; Teacher’s Book, pages 37–39; Tracks 21–22 where authorised audio is available. 
Complete scripts and lyrics are supplied for teacher reading or singing.
HocLieuKemTheo/Tuan-04/HocLieu-Tuan-04-EN.html: Magic wheel, four activity cards, gap-fill 
worksheet, lyrics, and two AI-check sentences; keep printed backup materials.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Magic wheel (4 minutes)
Goal: Review four routine exchanges through a game with specific prompts.
Language input and materials
Four wheel sections: (1) get up – 6:00 – 1 point; (2) have breakfast – 6:15 – 2 points; (3) go to school – 
1:15 – 1 point; (4) go to bed – 9:00 – 2 points.
Each round: What time do you ? – I at . Award points only when both activity and time match. 
Without a screen, draw one of four paper cards.
Teacher’s activities Pupils’ activities and expected responses
Greet the class, form two teams, and open the Say What time do you get up? – I get up at six 
wheel or cards. Model get up – 6:00 and explain o’clock. Recall the rules.
the scoring.
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Teacher’s activities Pupils’ activities and expected responses
Run four rounds, alternating a pair from each Use six o’clock, six fifteen, one fifteen, and nine 
team. The questioner uses the selected activity; o’clock for their respective cards. The other team 
the respondent uses its time. checks.
For an error, let the pair review the card and Correct at or the minutes and record points using 
correct the exchange before continuing. Speed the criteria.
alone earns no points.
Total the points and open page 19. Explain that Open the book and prepare to distinguish both 
listening requires both the activity and time. pieces of information.
Assessment and support: Give both teams turns; check the verb and time against the card. The same 
task works with paper cards.
2. Listen and number (10 minutes)
Goal: Match four spoken dialogues to pictures and check a summary sentence.
Language input and materials
Pictures: a – get up, 5:45 a.m.; b – have breakfast, 6:00 a.m.; c – go to school, 6:30 a.m.; d – go to bed, 
9:15 p.m.
Teacher’s Book audio script, Track 21:
1. A: What time do you go to bed? B: I go to bed at nine fifteen.
2. A: What time do you go to school? B: I go to school at six thirty.
3. A: What time do you get up? B: I get up at five forty-five.
4. A: What time do you have breakfast? B: I have breakfast at six o’clock.
Key by dialogue: 1.d; 2.c; 3.a; 4.b. Picture boxes: a–3, b–4, c–2, d–1.
Two simulated summaries: (1) In dialogue 2: I go to school at six thirty. (correct). (2) In dialogue 4: I 
have breakfast at six fifteen. (incorrect). Correct sentence 2 to I have breakfast at six o’clock. Keep the 
script and key hidden before the task.
 English 4 textbook, Volume 1, page 19, Activity 4.
Teacher’s activities Pupils’ activities and expected responses
Ask pupils to identify each activity and time. State the four activity–time pairs and identify the 
Point to the number boxes; dialogue 1 does not task as numbering pictures in listening order.
necessarily match picture a.
Allow quick pencil predictions without marking Predict, ready to change the choice after 
them. Explain that both the verb phrase and time listening.
matter.
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Teacher’s activities Pupils’ activities and expected responses
Play or read dialogue 1 and pause. Ask which Hear go to bed/nine fifteen and write 1 in d.
two pieces of information to compare, then let 
pupils number the picture.
Play or read dialogues 2–4 with pauses, without Write 2 in c, 3 in a, and 4 in b using each 
indicating the pictures. dialogue.
Replay and have partners exchange books. Check a–3, b–4, c–2, d–1 and repeat the 
Require a phrase heard as evidence. Confirm supporting phrases.
both answer formats to avoid confusing numbers 
and letters.
Repeat difficult sentences for class practice, then Listen, repeat accurate questions and answers, 
invite two pairs to read roles. Support and correct remaining choices.
fifteen/thirty/o’clock.
Show the two summaries after listening. Ask Identify six fifteen as incorrect and replace it 
which is unsupported by the script; replay or with six o’clock using dialogue 4 and picture 
reread dialogue 4 to check. b–6:00.
Assessment and support: Check all four numbers and activity–time evidence. AI checking requires the 
error, its source, and its correction.
Source: Textbook, page 19, Activity 4; Teacher’s Book, pages 37–38 (script and key).
3. Look, complete and read (10 minutes)
Goal: Supply activity and time words and read complete dialogues.
Language input and materials
1. Getting up, 6:00. A: What time do you get up? B: I get up at ____.
2. Breakfast, 6:30. A: What time do you have breakfast? B: I have breakfast at ____.
3. Going to school, 6:45. A: ____ do you go to school? B: I go to school at ____.
4. Bedtime, 9:15. A: What time do you ____? B: I ____ at ____.
Seven-gap key: 1. six o’clock; 2. six thirty; 3. What time / six forty-five; 4. go to bed / go to bed / nine 
fifteen.
Complete answers: I get up at six o’clock. I have breakfast at six thirty. I go to school at six forty-five. 
I go to bed at nine fifteen.
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 English 4 textbook, Volume 1, page 19, Activity 5.
Teacher’s activities Pupils’ activities and expected responses
Have pupils identify the activity and time in each Identify get up/6:00, breakfast/6:30, school/6:45, 
picture and match it to its question before and bed/9:15.
writing.
Read the sentences and classify each gap as Identify What time in item 3, go to bed in both 
question words, an activity, or a time. There are positions in item 4, and the time gaps.
seven gaps across four dialogues.
Model item 1 using 6:00 and write six o’clock. Write and read I get up at six o’clock.
Read the complete sentence together.
Point to :30 for item 2. Item 3 needs question Explain what each type of gap needs. Use words 
words and a time; item 4 needs the activity in as required by the task.
both question and answer.
Allow two minutes for independent work on Complete all seven gaps and check the capital W 
items 2–4, then pair checking. Offer phrase cards in What, question marks, and full stops.
where needed.
Invite four pairs to read. Confirm all seven gaps Change it to six forty-five and read the complete 
and correct I go to school at six fifteen. using the sentence with at and go to school.
6:45 picture.
Assessment and support: Check every question, verb, and time gap. Use Activity 5 pictures rather than 
copying times from the listening task.
Source: Textbook, page 19, Activity 5; Teacher’s Book, page 38.
4. Let’s sing – What time do you go to school? (8 minutes)
Goal: Sing or chant the four question-and-answer pairs accurately.
Language input and materials
Song lyrics:
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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.
What time do you go to school?
I go to school at six thirty.
What time do you go to bed?
I go to bed at nine forty-five.
Song times: 6:00, 6:15, 6:30, 9:45. These differ from some times in the gap-fill task.
 English 4 textbook, Volume 1, page 19, Activity 6.
Teacher’s activities Pupils’ activities and expected responses
Introduce the title, read the lyrics, and identify Identify nine forty-five and notice that it differs 
four activities. Ask the bedtime stated in the from 9:15 in the gap-fill task.
song.
Play Track 22 or sing a complete model. Pupils Listen to the whole song, point to the lines, and 
listen and follow the words before adding notice the beat.
actions.
Teach each question-and-answer pair, reading Repeat clearly; add clapping only after the words 
before singing line by line. Support breakfast and are accurate.
forty-five.
Play or sing the whole song again for rhythm, Sing with matching actions. If no melody model 
then have the class join in with gentle getting-up, is available, chant the words and practise singing 
eating, walking, and sleeping actions. once the teacher provides a model.
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Teacher’s activities Pupils’ activities and expected responses
Divide the class into question and answer groups, Each pupil performs both question and answer 
then swap. Pairs practise at the same pace lines.
without singing over one another.
Invite two groups to perform. Praise accurate Perform and try again after feedback, retaining 
times, identify a specific line to improve, and the song’s times.
repeat that line together.
Assessment and support: Check complete lyrics, pronunciation, and rhythm. Assess melody when an 
audio or teacher model is available; reading lyrics alone does not demonstrate singing.
Source: Textbook, page 19, Activity 6; Teacher’s Book, pages 38–39.
5. Consolidation and preparation for Lesson 3 (3 minutes)
Goal: Use the correct source of information within the same page.
Language input and materials
Two checks: What is the breakfast time in the listening task? → six o’clock. What is it in the song? → 
six fifteen. The answers differ because the tasks use different data.
Teacher’s activities Pupils’ activities and expected responses
Ask both questions and require pupils to identify Give the correct time and point to the 
whether they are using the listening script or the corresponding source.
song.
Praise evidence-checking and recall that What Give one complete question-and-answer 
time do you ? must name the correct activity. exchange.
Assign lyric review and preparation of page 20. Note the tasks and use the original script rather 
Continue the daily-routine drawings for Period than an AI summary for listening practice.
16.
Assessment and support: Check that pupils select the source relevant to each question. Different 
example times do not make the textbook contradictory.
IV. POST-LESSON ADJUSTMENTS
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 LESSON PLAN
 UNIT 2 – TIME AND DAILY ROUTINES
 Lesson 3 – Activities 1, 2, 3
 Period 15
 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
Pronounce final /t/ in get and /d/ in bed; read What time do you get up? / What time do you go to bed?
Identify activity phrases in two spoken sentences and chant accurately with a steady beat, using 
listening evidence rather than familiar routine times.
2. Competences
Attend to final sounds, practise in pairs, and use pronunciation models to correct a sorting card.
3. Personal qualities
Persist with difficult words and give gentle feedback without mocking a classmate’s voice.
4. Integrated learning
AI literacy – [4.A1.2] (Critical thinking): correct a simulated sorting card that places bed under 
/t/, using the model pronunciation and final letters as evidence.
II. TEACHING AIDS AND MATERIALS
Textbook, page 20; Teacher’s Book, pages 39–40; Tracks 23–25 or clear teacher models of the 
supplied words and sentences. Use a soft ball and clapping instead of additional music if needed.
get/bed cards and /t/, /d/ sorting spaces in HocLieuKemTheo/Tuan-04/HocLieu-Tuan-04-EN.html; 
scripts, chant, checking task, and printouts. Continue using the assigned Project drawings.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Pass the ball (4 minutes)
Goal: Review routine questions before practising final sounds.
Language input and materials
Four prompt cards: get up – 6:00; have breakfast – 6:15; go to school – 6:30; go to bed – 9:45. 
Example: What time do you go to bed? – I go to bed at nine forty-five.
Teacher’s activities Pupils’ activities and expected responses
Greet the class. Pupils gently pass a soft ball Pass in turn, keep space, and listen for the stop 
while the teacher claps or plays the familiar song; signal.
do not throw.
Stop four times and show the four cards in order. Use the complete phrase and at + time rather than 
The pupil holding the ball asks a nearby isolated numbers.
classmate, who answers from the card.
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Teacher’s activities Pupils’ activities and expected responses
Change questioners and respondents. Correct by Repeat the complete sentence and help a partner 
checking the card and praise successful retries. recall breakfast/forty-five.
Open page 20 and read get/bed. Introduce Open the page and observe the highlighted final 
attention to their final t and d sounds. letters.
Assessment and support: Check the frame and card time. Use the ball and familiar rhythm to organise 
turns efficiently.
Source: Teacher’s Book, page 39, song review.
2. Listen and repeat – Final t/d sounds (9 minutes)
Goal: Hear and pronounce the target sounds in words and sentences, and correct a sorting error.
Language input and materials
t – get – What time do you get up?
d – bed – What time do you go to bed?
Target sounds: final /t/ in get and /d/ in bed. Model sounds in words rather than letter names T/D; 
avoid adding another syllable.
Simulated AI sorting card: /t/ contains get and bed; /d/ is empty. Correct sorting: /t/ → get; /d/ → bed. 
Looking at letters without hearing a model does not demonstrate accurate pronunciation.
Teacher’s activities Pupils’ activities and expected responses
Point to the final t in get. Model /t/, then get; Observe the target sound and letter and point to 
pupils listen before pointing. the final t when hearing it.
Play Track 23 or model get and the question. Say get, then What time do you get up? following 
Lead class and group repetition, then invite three the model.
individuals; address omitted sounds or added 
syllables.
Repeat for d – bed and What time do you go to Read bed and the question. Distinguish /d/ from 
bed? Model the two words side by side. /t/ through the model, rather than colour alone.
Point to words and sentences in random order for Read the selected item and try any difficult part 
individual attempts. Provide a slower model again.
before returning to the complete sentence.
In pairs, A points and B reads the sound, word, Each pupil reads both lines. The listener points to 
and sentence. Swap after each line and complete the final sound.
two rounds; monitor pronunciation.
Show the simulated card with bed under /t/. Move bed to /d/ and keep get under /t/. Refer 
Replay or model get/bed and ask pupils to to the model pronunciation and final letter.
move the misplaced word and explain why.
Invite two pairs to read the corrected cards and Read again; a correctly arranged chart alone does 
questions. Encourage another listen or teacher not prove correct pronunciation.
help if the sounds remain unclear.
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Assessment and support: Check sorting and actual final sounds. Hear each pupil rather than treating 
card correction as pronunciation evidence.
Source: Textbook, page 20, Activity 1; Teacher’s Book, page 39.
3. Listen and circle (9 minutes)
Goal: Choose the activity heard rather than inferring it from a familiar routine.
Language input and materials
1. I ____ at six thirty. a. get up; b. chat with my friends; c. read a book.
2. I ____ at five forty-five. a. go out; b. watch TV with my dad; c. go to bed.
Teacher’s Book audio script, Track 24: 1. I read a book at six thirty. 2. I go out at five forty-five.
Key: 1.c; 2.a. The script does not state a.m./p.m.; do not add a time of day to the answers.
Teacher’s activities Pupils’ activities and expected responses
Read the incomplete sentences and choices. Identify the missing information as an activity; 
Briefly clarify read a book, chat with my friends, the time is already given.
go out, and watch TV with my dad.
Explain that pupils listen for the exact phrase and Explain that choices follow what is heard, rather 
circle one answer per sentence. Ask them to than one’s usual getting-up time.
restate the task.
Play or read sentence 1 and pause. Repeat if Circle c and identify read a book.
needed for independent selection.
Play or read sentence 2, reminding pupils to Circle a and identify go out.
listen fully before choosing.
Have partners compare answers and identify the Point to the phrase heard and correct any 
supporting phrase. Read both sentences again and remaining error.
confirm 1c/2a.
Invite three pupils to read both complete Read I read a book at six thirty. / I go out at five 
sentences. Support phrasing; review final get/bed forty-five.
sounds in the options if pupils ask.
Assessment and support: Check both answers and phrase evidence. The sentences describe these 
examples rather than everyone’s routines.
Source: Textbook, page 20, Activity 2; Teacher’s Book, page 40, Track 24.
4. Let’s chant (10 minutes)
Goal: Chant clearly with accurate final sounds and a steady beat.
Language input and materials
Get up, get up.
I get up at six o’clock.
I get up at six o’clock.
Go to bed, go to bed.
I go to bed at nine fifteen.
I go to bed at nine fifteen.
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