Giáo án môn Tiếng Anh Lớp 4 Global Success tích hợp năng lực số và AI - Tuần 4 - Năm học 2026-2027

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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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