Giáo án môn Tiếng Anh Lớp 4 Global Success tích hợp năng lực số và AI - Tuần 6 - Năm học 2026-2027

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 LESSON PLAN
 UNIT 3 – MY WEEK
 Lesson 3 – Activities 1, 2, 3
 Period 21
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 06 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Distinguish and pronounce the letter u in music (/ju/) and Sunday (/ʌ/) with a clear teacher/audio 
model.
Listen and choose the complete sentences heard: I listen to music. / I study at school.
Say the two-part chant about Saturday music and Sunday housework with intelligible words and a 
steady beat.
2. Competences
Listen for a sound in a familiar word; compare the model with a proposed classification; take turns 
chanting and giving a useful partner comment.
3. Personal qualities
Show kindness by helping a partner retry a word, and honesty by checking a proposed answer before 
accepting it.
4. Integrated learning
[CB2.2.5] Netiquette: choose and draft a polite comment in the offline class-group simulation 
during chant practice. Evidence: the pupil selects a helpful comment and explains which words 
make it respectful.
[4.A1.2] Human agency: correct a simulated AI sound sort using the teacher/audio model. Pupils 
keep responsibility for the final classification; no pronunciation score is generated.
II. TEACHING AND LEARNING MATERIALS
Teacher: textbook pictures and the complete task scripts below; board, markers and the offline file 
HocLieuKemTheo/Tuan-06/HocLieu-Tuan-06-EN.html, opened from the same folder as this lesson 
plan. Keep its images folder beside it.
Use the official recording when available and checked before class. Otherwise read the printed 
Teacher’s Book script naturally twice, with a pause for answers; this is a teacher-read alternative. The 
offline file contains no audio player or speech scoring.
Pupils: English 4 textbook, notebook, pencil and an eraser. Use pairs and small groups so that every 
pupil speaks. Displayed AI outputs are prepared simulations, not live replies; no pupil account or 
personal data is needed.
Prepare the four-word search, the two listening questions and chant printed below. Open the Sounds 
and kind comments panel before class; pupil choices can be made on a shared screen. Bring the two 
weekend pictures prepared for the next lesson; spare Project frames are included in the offline file.
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III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Find four familiar words (5 minutes)
Learning goal: Recall lunch, Tuesday, music and Sunday and lead into the two sounds of u.
Task content and materials
Find LUNCH and TUESDAY across, and MUSIC and SUNDAY down. Count rows from the top and 
columns from the left.
L U N C H R S C S T
H C T H N O H C U H
C L U A A M A O N I
L E L N N U T S D N
A A W K E S O E A K
S N J Z R I I I Y B
S R O E E C V C A H
S T U E S D A Y A Y
D T S S R I O T S M
Teacher key: LUNCH, row 1, columns 1–5; TUESDAY, row 8, columns 2–8; MUSIC, column 6, 
rows 3–7; SUNDAY, column 9, rows 1–6.
Teacher's activities Pupils' activities / expected responses
Display the grid. Point to the top row and model Follow the example and point to LUNCH. Agree 
tracing L-U-N-C-H. Say, “Find four words. that letters must be consecutive in one direction.
Work with your partner. Look across or down.”
Give pairs 90 seconds to mark the other three Find TUESDAY across and MUSIC and 
words on the printed grid or to point on screen. SUNDAY down; alternate pointing rather than 
Ask each partner to locate one word before waiting for one fast pupil to do everything.
helping the other.
Invite three pairs to identify the start and end of a Check Tuesday on row 8, music in column 6 and 
word. Reveal only the requested word after the Sunday in column 9; correct a misplaced circle 
class has checked it. using the letters.
Write music and Sunday beside each other. Say Say the two words after the teacher and notice 
both naturally, then ask pupils to listen for the that the same letter has different sounds. Prepare 
highlighted u. Open page 26. to listen more closely.
Assessment and support: Keep this a quick recall task. If a pair is stuck, give the starting row/column 
instead of the answer. Success is locating and reading the four words; speed is not a separate mark.
Source: Teacher-authored transcription of the four-word grid in reference lesson plan, Week 06; Textbook p. 
26, lead-in.
2. Listen and repeat – Two sounds of u (9 minutes)
Learning goal: Produce /ju/ in music and /ʌ/ in Sunday and use each word in its source sentence.
Task content and materials
Track 33 / teacher model:
u – music – I listen to music on Saturdays.
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u – Sunday – I do housework on Sundays.
Teacher sound guide: music begins /ˈmjuː/; Sunday begins /ˈsʌn/. The Teacher’s Book labels the target 
u sounds /ju/ and /ʌ/.
AI simulation: /ju/ → music, Sunday; /ʌ/ → [empty]. This is deliberately incorrect. Correct sort: music 
under /ju/; Sunday under /ʌ/.
Teacher's activities Pupils' activities / expected responses
Point to the first u and say its model, music and Listen, point to the matching word and repeat 
the complete Saturday sentence. Ask pupils to each sound, word and sentence; avoid reading 
listen once before repeating. Then model the Sunday with the music sound.
second u, Sunday and the Sunday sentence.
Contrast music – Sunday twice. Ask half the Say each word on cue. Listen to the contrast and 
class to say music and the other half Sunday; try Sunday again if the initial sound resembles 
switch roles. Model a relaxed open mouth for /ʌ/, music.
without requiring pupils to explain phonetic 
symbols.
Give pairs the two printed sentences. Say, “Point, Partner A points to a word; partner B says its 
say and swap.” Listen to four pairs, including word and sentence. Swap roles so both pupils say 
pupils who needed the first model again. both target words.
Display the incorrect AI sort. Ask, “Listen to Answer “No.” Move Sunday to /ʌ/ while music 
Sunday again. Same sound as music?” stays under /ju/. Say Sunday after the model 
Replay/model Sunday, then ask a pupil to as evidence for the correction.
move it to the second group.
Ask one pair to read both sentences. Give one Read “I listen to music on Saturdays.” and “I do 
precise correction if needed, such as “Keep housework on Sundays.” Make the suggested 
Sunday short at the start,” then let the pupil retry. sound adjustment and repeat the sentence.
Assessment and support: Check both target sounds in words, not perfect imitation of an accent. 
Provide a second model for pupils who need it. The AI sort is checked through listening, not by 
assuming identical spelling means identical sound.
Source: Textbook p. 26, Activity 1, Track 33; Teacher’s Book pp. 51–52.
3. Listen and circle – Identify the whole sentence (9 minutes)
Learning goal: Choose the sentence actually heard and confirm the choice by repeating it.
Task content and materials
Question 1: a. I listen to music. b. I stay at home on Sundays. c. I study at school.
Question 2: a. I listen to music. b. I study at school. c. I like music.
Track 34 / teacher-read script, kept out of pupils’ view during the first two listens:
1. I listen to music.
2. I study at school.
Verified key: 1. a; 2. b.
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