KHBD Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 5 (Tích hợp năng lực số và AI)

 Biên soạn: Lop4.com 
 English 4 textbook, Volume 1, page 23, Activity 5.
Teacher’s activities Pupils’ activities and expected responses
Have pupils read the four calendar labels. Say Monday, Friday, Tuesday, Thursday; 
Identify whether each gap is in a question or an recognise that item 4 needs a complete answer.
answer.
Model item 1: after It’s, supply the weekday. Ask Write Monday and read What day is it today? – 
which label to use and write Monday. It’s Monday.
Prompt item 2 similarly. For item 3, point to the Identify What day and It’s; understand that 12 is 
gaps before is and Tuesday without supplying the not the required answer.
answers.
Allow independent completion of all four Fill all six gaps; check capital letters on 
exchanges. Support with the question–answer weekdays and the apostrophe in It’s.
frame and calendar labels.
Have partners check and invite four pairs to read. Read all four complete exchanges; correct each 
Confirm every gap and correct omitted day or gap and reread the sentence.
It’s.
Focus on item 4 and have one pair speak without Use today in the full question and It’s Thursday. 
looking at the answer key. as the calendar-based answer.
Assessment and support: Check all six gaps. In item 4, Thursday alone is insufficient because the gap 
requires the whole answer.
Source: Textbook, page 23, Activity 5; Teacher’s Book, pages 46–47.
4. Let’s play – Slap the board (6 minutes)
Goal: Recognise five weekday words through listening in a safe game.
Language input and materials
Mixed board layout: top row Friday | Tuesday | Thursday; bottom row Monday | Wednesday.
 10 Biên soạn: Lop4.com 
Five teacher calls: It’s Monday. → Monday; It’s Thursday. → Thursday; It’s Wednesday. → 
Wednesday; It’s Friday. → Friday; It’s Tuesday. → Tuesday.
Two pupils tap the labels gently; the first correct tap earns one point. Do not rush or touch another 
pupil. Two tabletop card sets are an alternative.
 English 4 textbook, Volume 1, page 23, Activity 6.
Teacher’s activities Pupils’ activities and expected responses
Show the board and read the five words. Explain Read the labels and recall the rules: tap gently 
tapping the word heard rather than guessing from and leave space.
its position.
Invite two pupils within easy reach of the board. Tap Monday; the class confirms the key word.
Model It’s Monday. and ask the class to identify 
the correct label.
Let pairs take turns with the five supplied calls. Listen to the complete sentence before tapping; 
Prevent pushing or striking another pupil’s hand. use tabletop cards if approaching the board is 
 difficult.
Award points fairly and have pupils reread any Correct Thursday/Tuesday confusion and try the 
missed word. Change pairs to give more pupils a next round.
turn.
Praise accurate listening. Lead Monday–Friday in Arrange the five words and say the correct 
order. sequence.
Assessment and support: Check word discrimination and safe participation; movement should support 
listening and speaking.
Source: Textbook, page 23, Activity 6; Teacher’s Book, page 47.
 11 Biên soạn: Lop4.com 
5. Consolidation and preparation (3 minutes)
Goal: Recall a useful correction and prepare to ask about activities on different days.
Language input and materials
Exit card: Wednesday 13. A: What day is it today? B: It’s _____. Supply Wednesday.
Prepare Unit 3, Lesson 2, Activities 1–3, page 24. Practise the four page 23 exchanges and continue 
the two Project drawings.
Teacher’s activities Pupils’ activities and expected responses
Have pupils complete Wednesday from the card. Write and say It’s Wednesday.; do not reuse 
Invite one pair to speak, then ask everyone to Thursday from the other listening dialogue.
check their answer.
Ask which day was difficult and how it was Explain comparing a word with the calendar or 
checked. Elicit one specific example. listening again; admit uncertainty to obtain help.
Recall page 24 and the two weekend pictures; Note the next lesson and continue the drawings.
have pupils record the preparation.
Assessment and support: Pupils identify a difficulty and a way to check, rather than merely saying the 
lesson is finished.
IV. POST-LESSON ADJUSTMENTS
 12