KHBD Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 6 (Tích hợp năng lực số và AI)

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Suggested model from the Teacher’s Book:
I am Duc. I go to school on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays. I do housework 
on Saturdays. On Sundays, I play football and listen to music. What do you do at the weekend?
Planning choices: name or role name; school days; a housework day; a familiar Sunday activity. 
Useful activity bank: play football / listen to music / watch TV / do housework / stay at home.
Peer checklist: four gaps filled; school days follow on; day names start with a capital letter; Sunday 
activity matches the chosen routine. Different routines can be correct.
Teacher's activities Pupils' activities / expected responses
Read the four-gap frame, pointing to each blank. Identify the information needed for each gap. 
Ask what belongs there: name, school days, Notice that the second gap needs on before the 
housework day and Sunday activity. Model list of days, while on is already printed before the 
Duc’s paragraph and explain that it is an third gap.
example, not the only answer.
Ask pupils to choose a real routine or an Rehearse their chosen name, school days, 
imagined role. Give one minute to tell a partner housework day and Sunday activity orally; select 
the four choices before writing. Offer the activity familiar words that fit their meaning.
bank to pupils who need it.
Give three minutes for independent writing. Complete the paragraph in their notebook or 
Support a pupil who writes only Mondays by book. Add on before school days, capitalise the 
pointing to the missing on in the second gap. Do days and keep the Sunday statement consistent.
not replace everyone’s choices with Duc’s 
answers.
Ask partners to check the four criteria, marking Read the partner’s paragraph, find any omitted 
one place to improve with a pencil dot rather than gap or missing on, and ask the author to make the 
rewriting the paragraph for the author. correction. Accept different plausible routines.
Invite two pupils with different routines to read. Read their own paragraph and answer with the 
Ask one short follow-up, “What do you do on same Sunday activity. Revise a mismatch 
Sundays?” and compare the answer with what the between the spoken answer and the written plan.
pupil wrote.
Assessment and support: Collect or inspect each paragraph for all four pieces of information. Prioritise 
a complete meaningful routine, on + days and readable day names; support spelling with the bank. The 
answer key is a suggested model and must not become a single-answer test.
Source: Textbook p. 27, Activity 5; Teacher’s Book p. 54.
4. Project – My two weekend pictures (10 minutes)
Learning goal: Use prepared pictures to present two weekend activities and listen for a partner’s 
information.
Task content and materials
Bring two pictures drawn at home: one Saturday activity and one Sunday activity.
Source model: “On Saturdays, I play football.” / “On Sundays, I do housework.”
Spare frames: SATURDAY [drawing space] On Saturdays, I ____. / SUNDAY [drawing space] On 
Sundays, I ____.
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Listener’s question: What do you do on Sundays? Example response: I do housework on Sundays.
Success criteria: show two pictures; say a matching complete sentence for each; answer one familiar 
question. Group roles: speaker, picture helper and listeners; change roles after each turn.
 English 4 textbook, Volume 1, p. 27, Activity 6: Two weekend pictures for the Project.
Teacher's activities Pupils' activities / expected responses
Show the two simple model pictures and give Identify football on Saturday and housework on 
both complete sentences. Ask pupils which Sunday in the model, then place their own 
picture is Saturday and which is Sunday. Explain pictures in that order.
that their own activities may differ.
Allow one minute to label a day and rehearse the Point to each picture and practise its sentence. 
two sentences with a partner. Give the spare Pupils using a spare frame draw a simple symbol 
frames to pupils without pictures; let them add or borrow the model and state the matching 
quick symbols rather than a detailed drawing. activity.
Form groups of five or six. Give each pupil about Take turns presenting. Listeners look at both 
30 seconds to show both pictures, say the two pictures and ask the familiar Sunday question; 
sentences and answer one question. Circulate the speaker responds with the activity shown.
with the three success criteria.
Invite two group representatives to present to the Present both sentences. Classmates say, for 
class. Ask listeners to report the Sunday activity example, “do housework”; the speaker confirms 
as a word or phrase, then let the speaker confirm. or repeats the Sunday sentence to repair a 
 misunderstanding.
Give specific feedback such as “Your Sunday Make the short correction and keep both pictures 
sentence matches your picture.” Let a pupil who and the written routine as evidence of their own 
omitted on retry using the printed frame. Ask language work.
pupils to keep the project with their paragraph.
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Assessment and support: Every pupil presents within the group, even if only two present to the class. 
Check the match between each picture and sentence, not drawing quality. No real online upload or 
adult account is required.
Source: Textbook p. 27, Activity 6; Teacher’s Book p. 54.
5. Review and look ahead (2 minutes)
Learning goal: Consolidate the difference between Nam’s routine and a pupil’s own routine.
Task content and materials
Exit prompts: What does Nam do on Sunday? [Pupils may quote: I watch TV on Sundays.] / What do 
you do on Sundays?
Home preparation: reread your paragraph; keep the two Project pictures; look at the pictures on page 
28 for the next unit.
Teacher's activities Pupils' activities / expected responses
Ask for Nam’s Sunday activity, then ask one Give watch TV for Nam, then their own 
pupil about their own Sunday. Accept the first- meaningful routine. Do not assume the two 
person quote for the reading answer. answers must be identical.
Remind pupils to reread their corrected paragraph Check their correction and note the next page. 
at home and look at page 28. Praise one example Put their two pictures safely with the paragraph.
of listening carefully to another pupil’s routine.
Assessment and support: Use the contrast to identify anyone still copying all reading answers into 
personal writing. Give a short individual reminder rather than a new whole-class task.
Source: Textbook pp. 27–28.
IV. ADJUSTMENTS AFTER TEACHING
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