KHBD Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 3 (Tích hợp năng lực số và AI)

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Teacher’s activities Pupils’ activities and expected responses
Ask whether Phone is needed to introduce a Remove Phone and explain that a phone 
friend. Explain that classroom cards need only number is unnecessary for introducing name, 
relevant learning information; do not publish age, and country.
contact details.
Invite two groups to present. Check against the Present two complete cards; listeners confirm the 
actual cards and give feedback on voice and details. For paper cards, report the language and 
pronouns. If devices are unavailable, use paper information-safety work completed.
with the same language expectations.
Assessment and support: Check both card introductions and answers against their data. Assess digital 
creation only for pupils who operate the device. AI checking requires the error, its source evidence, 
and the correction.
Source: Textbook, page 15, Activity 6; Teacher’s Book, page 29.
5. Consolidation and preparation for Unit 2 (3 minutes)
Goal: Consolidate introductions and evidence-checking habits.
Language input and materials
Exit ticket: introduce a person on a card in two sentences and name one field unnecessary for a Pupil 
card. Prepare textbook page 16.
Teacher’s activities Pupils’ activities and expected responses
Invite three pupils to introduce Tom, Laura, or a Say two accurate sentences based on the card; do 
prepared card using This is / He’s/She’s not add an unknown age.
from .
Ask why Japan on Tom’s card needed correcting. Explain that the original role card says America, 
Confirm that the original data supplies the rather than simply saying that the teacher called 
evidence. the AI wrong.
Praise the use of evidence. Assign rereading of Note the preparation and keep cards with 
page 15 and ask pupils to bring the textbook for personal learning materials; do not post friends’ 
telling the time on page 16. information online.
Assessment and support: Check that pupils use evidence for a correction and understand the limits of 
information sharing.
IV. POST-LESSON ADJUSTMENTS
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 LESSON PLAN
 UNIT 2 – TIME AND DAILY ROUTINES
 Lesson 1 – Activities 1, 2, 3
 Period 11
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 03 Duration: 1 period (35 
 minutes)
 Planning date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OBJECTIVES
1. Language knowledge and skills
Recognise and say o’clock, fifteen, thirty, and forty-five; ask and answer What time is it? – It’s for 
whole hours and times ending in 15, 30, or 45 minutes.
Read 6:00, 6:15, 6:30, and 6:45 accurately, then practise 7:00, 8:15, 2:30, and 4:45. Keep the 
exchanges focused on time.
2. Competences
Observe hours and minutes, listen to models, practise in pairs, and check answers against a clock 
display.
3. Personal qualities
Observe carefully, help classmates distinguish fifteen/thirty/forty-five, and develop awareness of 
punctuality.
4. Integrated learning
Digital competence – [CB2.1.1] (Searching and filtering digital information): find a time card in 
an offline collection using an exact search term, then verify that the result matches the requested 
time.
AI literacy – [4.A1.2] (Critical thinking): check three clock captions and change eight thirty to 
eight fifteen using the 8:15 display as evidence.
II. TEACHING AIDS AND MATERIALS
Textbook, page 16; Teacher’s Book, pages 30–32; Tracks 16–17 or the supplied teacher-read scripts. 
Number cards: 6, 7, 8, 15, 30, 45.
Week 03 offline materials: digital clocks and a time-card search field. Use one device per group where 
available, with printed cards as backup. Prepare drawing paper for My daily routines, the Project in 
Period 16.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Touch the number (3 minutes)
Goal: Recall numbers needed for telling the time.
Language input and materials
Number cards: 6, 7, 8, 15, 30, 45. Calling order: eight, fifteen, six, thirty.
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Teacher’s activities Pupils’ activities and expected responses
Greet the class, display six cards, and form three Read the cards and recall the rule against pushing 
teams. Explain: one pupil per round touches the or grabbing.
number heard gently.
Call the four given numbers. Confirm each Touch 8, 15, 6, and 30; the class says each 
correct card and invite another pupil to read it. number.
Open page 16 and point to 8:30. Explain that Look at both parts of the display and try saying 
today pupils combine numbers to tell the time. the familiar numbers.
Assessment and support: Check number recognition. Teach fifteen/thirty next where further support is 
needed.
2. Vocabulary – Hours and minutes (5 minutes)
Goal: Use the four minute expressions in this lesson.
Language input and materials
o’clock: a whole hour; fifteen: 15; thirty: 30; forty-five: 45; time: the hour and minutes shown by a 
clock.
6:00 → six o’clock; 6:15 → six fifteen; 6:30 → six thirty; 6:45 → six forty-five.
Explain briefly: a.m. indicates the morning before noon; p.m. indicates the period from noon through 
afternoon and evening. No time-zone conversion, elapsed-time calculation, or other minute patterns 
are required here.
Teacher’s activities Pupils’ activities and expected responses
Point to 6:00, model six o’clock, and explain the Recognise :00 and say six o’clock.
whole hour. Lead class repetition, then invite 
three individuals.
Display 6:15, 6:30, and 6:45 side by side. Model Repeat and point to the matching minutes. 
fifteen, thirty, forty-five and the time phrases, Distinguish fifteen from fifty.
first slowly and then naturally.
Write the words on the board. Show that the Say six fifteen for 6:15. Notice that the minutes 
number before the colon is the hour and the change while the hour remains six.
number after it is the minutes; relate a.m./p.m. to 
the source examples.
Gradually erase fifteen/thirty/forty-five while Supply and read the words again; correct the 
keeping the digits. Invite pupils to restore the spelling forty-five.
words and check against the list.
Check 6:30 and 6:45. If pupils confuse the Distinguish the two phrases and try again before 
minutes, cover the hour, compare :30/:45, then the dialogue.
read the complete time again.
Assessment and support: Check the four time patterns taught. No calculation or detailed explanation of 
a.m./p.m. boundaries is required.
Source: Textbook, page 16, Activity 2; Teacher’s Book, pages 30–31.
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