KHBD Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 24 (Tích hợp năng lực số và AI)

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Update a list from the listening (6 minutes)
Learning goal: Use verified information to create or revise a digital text.
Task content and materials
Teacher-written AI simulation: 'In exchange 3, the child cleans the floor in the evening.'
Check: exchange 3 says in the afternoon.
Note title: Practice tasks
1. Clean the floor in the afternoon.
2. Help with the cooking in the evening.
These are practice tasks based on exchanges 3–4, not the pupil's private timetable.
App task: create the two-item note, or open a practice note and replace a wrong evening in item 1 with 
afternoon; finish editing and reopen/check it.
Teacher's activities Pupils' activities / expected responses
Use one minute to compare the simulated claim Find in the afternoon and explain the mismatch.
with exchange 3 and demonstrate the edit.
Allow three minutes for pairs to create/update the Enter the tasks, edit item 1 and change roles; 
two lines on an available shared device. If only a observers complete a paper version.
teacher device is available, rotate two operators; 
other pupils rehearse on paper.
Use two minutes to inspect the final text and hear Show the corrected note and answer I clean the 
the afternoon question–answer. Home practice: floor.
read both completed exchanges.
Assessment and support: Record actual creators/editors separately from observers or paper rehearsal. 
Without a device, assess the language and planned edit only.
Source: Teacher-created PPCT3.1.Cb2a and AI4.A1.2 task using Track 37.
IV. ADJUSTMENTS AFTER TEACHING
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 LESSON PLAN
 UNIT 14: DAILY ACTIVITIES
 Lesson 3 — Activities 1–3
 Period 95
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 24 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Pronounce the final sounds represented by tch in watch and sh in wash.
Select the complete phrase heard in each listening question.
Perform both chant verses with clear final sounds and matching activity–time meanings.
2. Competences
Discriminate similar sounds, check a word in context and revise a short note accurately.
3. Personal qualities
Listen carefully, persevere with pronunciation and help a partner improve.
4. Integrated learning
[CB2.3.1] Create and edit two activity entries in a notes app using the chant as the source.
[4.A1.2] Detect a wrong action word in a labelled simulated note and correct it against the chant.
II. TEACHING AND LEARNING MATERIALS
English 4, Volume 2, p. 28; teacher's book pp. 205–207; Tracks 38–40 or the exact words below.
Embedded chant pictures, board, notebooks and an available notes app on a shared or teacher device. 
No new companion file; use paper rehearsal when devices are unavailable and record the difference.
III. TEACHING AND LEARNING ACTIVITIES
Warm-up: Two different actions (3 minutes)
Learning goal: Retrieve the meanings of watch and wash.
Task content and materials
Mime looking at a TV, then rubbing clothes in a basin.
Expected phrases: watch TV; wash the clothes.
Quick sentences: I watch TV. I wash my clothes.
Write watch and wash side by side and underline tch/sh.
Teacher's activities Pupils' activities / expected responses
Mime the actions and elicit both phrases; model Name the actions and say the two sentences.
the complete sentences.
Point to the final letters and read both words Listen for the sound difference at the end.
without adding an extra syllable.
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Assessment and support: Check the meanings before focusing on sounds; do not treat watch and wash 
as interchangeable.
Source: Teacher-created review using textbook p. 28.
1. Listen and repeat (8 minutes)
Learning goal: Produce the two final sounds in words and sentences.
Task content and materials
Track 38 — complete models:
tch — watch — When do you watch TV?
sh — wash — I wash my clothes in the evening.
Pronunciation cue: tch has a brief stop and release; sh is a continuous soft air sound. Model, let pupils 
listen and imitate, and avoid adding a vowel after either word.
Listening-and-pointing sequence: wash, watch, watch, wash.
Speaking check: each pupil says one word and its complete model sentence.
Teacher's activities Pupils' activities / expected responses
Play Track 38 or model each sound–word– Repeat the sound, word and sentence, keeping 
sentence sequence; point to the final letters. the two actions distinct.
Read the pointing sequence, then have pairs Point to the right word and practise both models.
alternate the two sentences.
Hear four individual pupils, re-model an unclear Say the target word independently, then the 
ending and ask for a retry within the sentence. sentence with a clear final sound.
Assessment and support: Assess actual pronunciation separately from the later circling task. Offer slow 
modelling followed by natural speech; do not demand phonetic terminology.
Source: Textbook p. 28 A1, Track 38
2. Listen and circle (7 minutes)
Learning goal: Identify the full action phrase in two questions.
Task content and materials
Pupil task:
1. When do you ___?
a. watch TV b. wash the dishes c. wash your clothes
2. When does your sister ___?
a. wash the dishes b. watch TV c. wash her clothes
Teacher-only Track 39 script:
1. When do you wash your clothes?
2. When does your sister watch TV?
Verified key: 1c; 2b.
Listen for clothes versus dishes as well as watch versus wash. In item 2, keep the textbook question 
When does your sister ...? as the listening model.
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