Giáo án môn Tiếng Anh Lớp 4 Global Success tích hợp năng lực số và AI - Tuần 5 - Năm học 2026-2027

 Biên soạn: TiengAnhGlobalSuccess.net 
 LESSON PLAN
 UNIT 3 – MY WEEK
 Lesson 1 – Activities 1, 2, 3
 Period 17
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 05 Duration: 1 period (35 
 minutes)
 Planning date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OBJECTIVES
1. Language knowledge and skills
Recognise Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, and today; pronounce 
the days on the four main practice cards.
Understand, ask, and answer What day is it today? – It’s . Select the correct weekday in the stated 
context, distinguishing it from a time or a calendar date.
2. Competences
Observe calendars, listen to questions, take turns with a partner, and use evidence to correct an answer.
3. Personal qualities
Respect speaking turns; admit uncertainty and check the calendar label before answering.
4. Integrated learning
Digital competence – [CB2.1.1] (Searching and filtering digital information): enter Friday in the 
offline calendar collection, open the matching card, and check its label.
AI literacy – [4.A1.2] (Critical thinking): check the simulated sentence Today is Thursday. 
against the selected Friday card and correct it to Today is Friday.
II. TEACHING AIDS AND MATERIALS
Textbook, page 22; Teacher’s Book, pages 43–45; Tracks 26–27 where authorised recordings are 
available. Otherwise, read the complete models below.
Seven weekday cards; five calendar cards: Monday 11, Tuesday 12, Wednesday 13, Thursday 14, 
Friday 15. HocLieuKemTheo/Tuan-05/HocLieu-Tuan-05-EN.html, section #p17, provides printable 
cards and an offline search.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Sing and enter My week (3 minutes)
Goal: Review asking the time and move towards asking the weekday through a familiar rhythm.
Language input and materials
Use four familiar lines from Unit 2, page 19:
What time do you get up?
I get up at six o’clock.
What time do you have breakfast?
I have breakfast at six fifteen.
 1 Biên soạn: TiengAnhGlobalSuccess.net 
Transition: “We know the time. Today we learn the days of the week.”
Teacher’s activities Pupils’ activities and expected responses
Greet the class and lead the four lines as a song Sing or chant and mime getting up and eating 
or chant. Provide a sung model if audio is breakfast, using six o’clock and six fifteen 
unavailable, pointing to the get up/have breakfast accurately.
cards.
Ask one pair What time do you get up? Listen to Answer using the card or a suitable routine; 
the answer, then display the seven-day calendar notice the change from times to weekdays.
strip.
Open page 22 and read My week. Explain that Open the correct page, read the unit title, and get 
pupils will ask and answer using calendar cards the cards ready.
by the end of the lesson.
Assessment and support: Check participation and recognition of the new goal; do not expect pupils to 
sing unfamiliar vocabulary before learning it.
Source: Teacher’s Book, page 43, Warm-up.
2. Vocabulary – Days of the week (5 minutes)
Goal: Recognise each day and its position in the week.
Language input and materials
Use a Monday-first calendar strip numbered 1–7: Monday – 1; Tuesday – 2; Wednesday – 3; Thursday 
– 4; Friday – 5; Saturday – 6; Sunday – 7. The TODAY marker identifies the selected day. These 
position numbers are a teaching aid, not calendar dates.
Matching cards show positions on that same strip: A – 3; B – 1; C – 4; D – 2; E – 5; F – 7; G – 6. Key: 
Monday–B, Tuesday–D, Wednesday–A, Thursday–C, Friday–E, Saturday–G, Sunday–F.
Teacher’s activities Pupils’ activities and expected responses
Display the Monday-first strip and point to Identify the days on the strip, listen, and repeat 
Monday, then Tuesday. Establish their positions Monday and Tuesday three times with the class.
through the visual calendar and model each word 
from slowly to naturally.
Introduce Wednesday, Thursday, Friday, and the Point to the correct day and read individually; 
two weekend days. Invite three individuals to distinguish Wednesday from Thursday.
read; correct Wednesday by modelling the whole 
word.
Explain today by placing the marker on the Understand today within the role; do not infer the 
selected practice day. Clarify that this is a role- real weekday from the number on a practice card.
play day, not necessarily the actual day of the 
lesson.
Write all eight words for pupils to record. Hand Match all seven days; correct Wednesday–A and 
out cards A–G and explain matching weekday Thursday–C if confused.
names to positions on the strip, then checking in 
pairs.
 2 Biên soạn: TiengAnhGlobalSuccess.net 
Teacher’s activities Pupils’ activities and expected responses
Rearrange the cards and call Thursday, Tuesday, Point to C, D, E and say the corresponding words 
Friday. Let pupils needing support consult the instead of relying on card positions.
strip before trying independently.
Assessment and support: Check day identification and initial capital letters. Prioritise pronunciation of 
the four Activity 2 words while recognising all seven days.
Source: Teacher’s Book, page 43 objectives and page 44 language input.
3. Look, listen and repeat (8 minutes)
Goal: Understand and read two exchanges about the weekday.
Language input and materials
Picture a: Ms Hoa: Hi, class. What day is it today? Class: It’s Monday.
Picture b: Bill: What day is it today? Lucy: It’s Friday.
The question asks for the weekday. The answer is Monday in picture a and Friday in picture b.
 English 4 textbook, Volume 1, page 22, Activity 1.
Teacher’s activities Pupils’ activities and expected responses
Show both pictures and ask Who can you see? Identify Ms Hoa and the class in a, and Bill and 
Where are they? Identify the questioner and Lucy in b; do not attribute the lines to Mr Long.
respondent.
Play Track 26 or read all of a. Ask “Monday or Listen and choose Monday. Read Hi, class. What 
Friday?” Then model each line for repetition. day is it today? – It’s Monday.
Teach b similarly, attending to Friday and the Hear Bill ask and Lucy answer It’s Friday. 
intonation of What day is it today? Repeat with the correct day.
Read all the lines again. Divide the class into Each pupil says both the question and the answer 
question and answer roles, then let pairs practise in both situations.
both pictures and swap roles.
Monitor and model corrections to It’s and today. Retry corrected lines. Two pairs act out the 
Invite two pairs to perform. dialogues while listeners check the days against 
 the pictures.
Underline What day is it today? – It’s . Ask Identify the weekday as the required information; 
whether the pattern asks for a time or a weekday. use Monday/Friday in the answer.
 3