Kế hoạch bài dạy Tiếng Anh Global Success lớp 4 cả năm học 2026-2027 (Tích hợp năng lực số và AI)

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Teacher’s activities Pupils’ activities and expected responses
Have groups practise all three pairs of lines. One Read all six lines in sequence; performers follow 
group reads while the other acts. Help pupils their classmates’ words.
recall the word order.
Invite two groups to perform. Comment on clear Listen to feedback and repeat any confused line.
high/hard/fast and safe actions that match the 
meaning.
Assessment and support: Check all six lines and three contrasts in meaning. Accept gentle miming 
without requiring high physical exertion.
Source: Textbook, page 9, Activity 3; Teacher’s Book, page 16.
5. Consolidation and preparation (2 minutes)
Goal: Recall the correct hobby and prepare for the next lesson.
Language input and materials
What is Minh’s hobby?; Unit 1 My friends, page 10.
Teacher’s activities Pupils’ activities and expected responses
Point to Minh and ask about his hobby. Have one Say “His hobby is swimming” and point to 
pupil give a full sentence while a partner points swimming kit b.
to the object used to check it.
Ask pupils to practise one sentence about their Give a suitable sentence and prepare page 10 and 
own hobby using a familiar pattern and look at the textbook.
Unit 1 on page 10. Do not require personal 
photos or photo submission.
Assessment and support: Check the response against the connecting line; preparation stays within 
familiar sentence patterns.
Source: Teacher’s Book, Starter.
IV. POST-LESSON ADJUSTMENTS
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 LESSON PLAN
 UNIT 1 – MY FRIENDS
 Lesson 1 – Activities 1, 2, 3
 Period 05
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 02 Duration: 1 period (35 
 minutes)
 Planning date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OBJECTIVES
1. Language knowledge and skills
Britain, Viet Nam, America, Australia.
Where are you from? – I’m from ; Hello. I’m Minh. I’m from Viet Nam.
2. Competences
Understand introductory dialogues; ask and answer about where people are from, take turns, and use 
pictures as evidence.
3. Personal qualities
Be friendly towards people from different countries; do not infer nationality from appearance alone.
4. Integrated learning
[CB2.1.1] (Browsing, searching and filtering data, information and digital content): choose a 
country-name keyword, find the matching card in the supplied digital collection, and check its 
label; Grades 4–5 level.
[4.A1.2] (AI supports learning but does not replace human thinking): check an incorrect 
suggested introduction for Mary against the textbook dialogue before using it.
II. TEACHING AIDS AND MATERIALS
Textbook, page 10; audio Tracks 6–7; four country cards: Britain, Viet Nam, America, Australia.
HocLieuKemTheo/Tuan-02/HocLieu-Tuan-02-EN.html: Find a country card and Check a simulated 
AI suggestion. Printable materials: The-va-Phieu-Tuan-02-EN.html in the same folder.
Use the teacher’s shared computer. Pupils choose a keyword before a representative types it and finds 
the card. No account or uncontrolled internet image search is needed. Without a device, use printed 
cards for English practice; do not record digital operation as achieved.
If textbook audio is unavailable, read the supplied dialogue and have pupils respond in role; do not 
claim they have heard the recording. Give out the Pupil card frames to prepare for the Project in Period 
10 next week.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Hello, new friend (3 minutes)
Goal: Move from Starter greetings to meeting new friends.
Language input and materials
Hello. How are you? – I’m fine, thank you. / Hello. I’m Mai. – Hi, Mai. I’m Nam.
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Teacher’s activities Pupils’ activities and expected responses
Greet the class and ask two pairs to exchange Respond to the greeting and pronounce “thank 
“How are you?” Review the greeting lines of the you” clearly.
page 7 song with gentle clapping.
Give out Mai and Nam role cards and invite a Use a familiar introduction and suggest asking 
pair to introduce themselves. Ask “What else can where a friend is from. Accept a brief first-
we ask a new friend?” Use gestures or a brief language response at this introductory stage.
explanation to support understanding.
Say “Open your books at page 10.” Introduce My Point to the unit title and look at the four 
friends: learning to ask and say where someone is characters.
from.
Assessment and support: Check greetings and readiness to take turns; do not test country words before 
they have been taught.
Source: Teacher’s Book, page 17, Warm-up.
2. Look, listen and repeat (8 minutes)
Goal: Understand and repeat two dialogues about where people are from.
Language input and materials
Track 6.
a. Minh: Hello. I’m Minh. I’m from Viet Nam. Where are you from?
Mary: Hello, Minh. I’m Mary. I’m from America.
b. Lucy: Hi. I’m Lucy. I’m from Britain. Where are you from?
Ben: Hi, Lucy. I’m Ben. I’m from Australia.
 English 4 textbook, Volume 1, page 10, Activity 1.
Teacher’s activities Pupils’ activities and expected responses
Direct pupils to picture a. Ask “Who can you Identify Minh and Mary and predict an 
see? Where are they?” Confirm that Minh and introductory exchange, using names or short 
Mary are meeting. Elicit what they might be phrases.
asking, supporting understanding as needed; do 
not decide their countries from appearance.
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Teacher’s activities Pupils’ activities and expected responses
Play or read dialogue a once. Pupils point to the Follow the speaking turns and identify Minh – 
character speaking. Ask where Minh and Mary Viet Nam and Mary – America from the 
are from to check understanding. dialogue.
Point to “Where are you from?” and “I’m from Repeat as a class, in groups, and in pairs; answer 
America.” Explain that the exchange asks and with a place rather than a personal name.
tells where someone is from. Play or read each 
sentence for repetition, linking “I’m from” 
smoothly.
Repeat for picture b: identify Lucy and Ben, Identify Lucy – Britain and Ben – Australia and 
listen to the whole dialogue, then repeat each repeat both characters’ lines correctly.
turn. Help pupils find Britain and Australia in the 
script.
Have pairs act out both dialogues and exchange Each pupil takes a questioning and an answering 
roles. Let pupils needing support read the script turn and points to the correct pictured character.
and start with “I’m from ”.
Invite two pairs to perform a and b. Ask listeners Confirm information from what they hear and 
to identify one correct country detail. Correct any improve pronunciation using the teacher’s model.
confusion between Mary and Ben.
Assessment and support: Check all four name–country pairs and the exchange “Where are you from?” 
/ “I’m from ”. Use dialogue evidence rather than hair colour.
Source: Textbook, page 10, Activity 1; Teacher’s Book, pages 17–18.
3. Listen, point and say (12 minutes)
Goal: Say four country names and ask and answer using each card.
Language input and materials
Track 7. a Lucy – Britain; b Linh – Viet Nam; c Mary – America; d Ben – Australia.
A: Where are you from?
B: I’m from Britain / Viet Nam / America / Australia. (Choose the one country shown in the picture.)
 English 4 textbook, Volume 1, page 10, Activity 2.
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Teacher’s activities Pupils’ activities and expected responses
Show pictures a–d and identify the names and Listen, point to the pictures, and say the country 
flags. Introduce Britain, Viet Nam, America, and names in the order of the four labels.
Australia in textbook order. Explain that America 
is the country name used in this lesson.
Play or read the four words for class and group Repeat the country names clearly without adding 
repetition. Break Australia into syllables for extra final sounds.
practice, then say the complete word.
Point to a and model “Where are you from?” / Point to Lucy and answer “I’m from Britain”, 
“I’m from Britain.” Have the two halves of the then change roles.
class exchange questioning and answering roles.
Repeat for b, c, and d. Elicit an answer for each Say “I’m from Viet Nam”, “I’m from America”, 
picture rather than having pupils recite a and “I’m from Australia” for the respective 
memorised list. pictures.
Open Find a country card. Pairs choose Identify the country card they need, type the 
Australia as the keyword; a representative keyword, open the result, and compare its 
types it and opens the result. Ask pupils to label with the textbook. Answer “I’m from 
check the country label before using it. Repeat Australia” using the card found.
with Britain if time allows.
Have pairs practise all four cards, changing Give full sentences rather than only country 
questioners after each card. Invite one pair to names. The listener points to the card to confirm 
perform with any two cards. Point to the sentence the match.
frame to support pupils who omit from.
Assessment and support: Check all four answers and “I’m from”. Digital searching must have a stated 
purpose and a matching result. The PPCT keyword suggestion has been adapted from classroom 
objects to the countries in this lesson.
Source: Textbook, page 10, Activity 2; Teacher’s Book, pages 18–19.
4. Let’s talk – Where are you from? (10 minutes)
Goal: Use the exchange in a summer-camp situation and check an incorrect suggestion.
Language input and materials
Four friends at summer camp: Mary – America; Ben – Australia; Linh – Viet Nam; Lucy – Britain.
Simulated AI suggestion: Mary introduces herself by saying “I’m from Britain.”
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 English 4 textbook, Volume 1, page 10, Activity 3.
Teacher’s activities Pupils’ activities and expected responses
Ask pupils to look at the summer-camp picture. Identify the summer camp and point to flags and 
Elicit where the friends are meeting and identify characters; do not infer where someone is from 
their flags to establish the context. based on appearance.
Model with Ben’s card. A asks “Where are you Understand the role and respond using the card 
from?” B, playing Ben, answers “I’m from information.
Australia.” Explain that this is a role-play, not a 
change to a pupil’s nationality.
Have pairs choose two characters, ask and Build an exchange: Hello. I’m Mary. / Where are 
answer, then exchange roles. Support hesitant you from? / I’m from America. Then change 
pupils with the opening phrase. Encourage characters.
“Hello” before the question.
Display the simulated suggestion for Mary: Find “I’m from America” in Mary’s textbook 
“I’m from Britain.” Ask pupils to check line and correct the suggestion. Explain that 
Activity 1: “Is it correct? What does Mary an AI label alone is not a reason to accept the 
say?” sentence.
Invite two pairs to perform: one using role cards Use the sentences for the intended purpose, 
and one answering about themselves with only answering in role or about where they are from; 
the information needed. Remind pupils not to ask listen and check the information.
for phone numbers or addresses.
Introduce the Project on page 15: make two Pupil Read the three fields and understand that two 
cards for two friends, each with Name, Age, and cards are needed next week. Do not invent 
Country. Give out the frames. Agree to use textbook characters’ ages; ask a friend or the 
classroom names and information obtained teacher when information is missing.
directly from friends, and keep the cards for 
Period 10. Drawings may replace photographs.
Assessment and support: Check that questions and answers match the characters and that Mary’s 
incorrect sentence is corrected with evidence. The Project has specified fields, a presentation date, and 
guidance on information use.
Source: Textbook, page 10, Activity 3 and page 15, Project; Teacher’s Book, pages 19 and 29.
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5. Consolidation and preparation (2 minutes)
Goal: Consolidate the sentence pattern and preparation tasks.
Language input and materials
Where are you from? – I’m from ; textbook, page 11.
Teacher’s activities Pupils’ activities and expected responses
Ask two pupils using the Britain and Viet Nam Answer “I’m from Britain” and “I’m from Viet 
cards. Check that each answer includes from and Nam”.
the correct country.
Ask pupils to read the four words, practise a short Recall the correct page and the three card fields.
introductory exchange, look at page 11, and start 
the two Pupil cards as explained.
Assessment and support: Check two appropriate exchanges and understanding of lesson and Project 
preparation.
Source: Teacher’s Book, page 19.
IV. POST-LESSON ADJUSTMENTS
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 LESSON PLAN
 UNIT 1 – MY FRIENDS
 Lesson 1 – Activities 4, 5, 6
 Period 06
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 02 Duration: 1 period (35 
 minutes)
 Planning date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OBJECTIVES
1. Language knowledge and skills
Review Britain, Viet Nam, America, Australia; Where are you from? – I’m from 
Supply Where, from, and country names in two introductions and two exchanges; sing Where are you 
from?
2. Competences
Listen and number pictures, complete and check sentences independently, and work together to sing in 
role.
3. Personal qualities
Work honestly, respect turns, and correct errors using evidence.
4. Integrated learning
[CB2.3.1] (Developing digital content): identify how to enter and edit a short introduction in a 
text box, creating a correct sentence for a country card; Grades 4–5 level.
II. TEACHING AIDS AND MATERIALS
Textbook, page 11; audio Tracks 8–9; four name–country cards and the scripts and answers below.
HocLieu-Tuan-02-EN.html, Write a sentence and Where are you from sections; printable task frames 
and role cards.
Use a shared device. After all pupils write in their notebooks, a representative enters a sentence on 
screen. Without a device, use notebooks and printed cards only and do not record digital operation as 
achieved. Without audio, read the exact supplied script and model the song.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Ask using the cards (3 minutes)
Goal: Review the question and four answers before listening.
Language input and materials
Card sequence: Britain, Australia, Viet Nam, America.
Teacher’s activities Pupils’ activities and expected responses
Hold up Britain and ask “Where are you from?” Answer “I’m from Britain.”
Invite a pupil to answer in role.
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Teacher’s activities Pupils’ activities and expected responses
Change to Australia, Viet Nam, and America. Answer for each card rather than repeating the 
Pairs take turns asking and answering, then swap same country for every card.
roles.
Ask pupils to open page 11. Explain that they Prepare a pencil for numbering the pictures.
will listen and number, complete sentences, and 
sing.
Assessment and support: Check that all four answers include from and the correct country.
Source: Teacher’s Book, page 20, Warm-up.
2. Listen and number (9 minutes)
Goal: Listen to four dialogues and number the matching pictures.
Language input and materials
Track 8. Pictures: a Minh – Viet Nam; b Ben – Australia; c Mary – America; d Lucy – Britain.
1. A: Hi. Where are you from? B: Hi. I’m from Australia.
2. A: Hello. Where are you from? B: Hi. I’m from Britain.
3. A: Where are you from? B: I’m from America.
4. A: Where are you from? B: I’m from Viet Nam.
 English 4 textbook, Volume 1, page 11, Activity 4.
Teacher’s activities Pupils’ activities and expected responses
Identify the four pictures and name the countries Identify a Viet Nam, b Australia, c America, d 
using their flags. Remind pupils: “Listen and Britain.
number. Write 1–4. Do not tick.”
Play or read all four dialogues once. Ask pupils Listen while looking at the pictures without 
to listen for the country in each response. seeing the answers.
Play or read each dialogue again for individual Write a4, b1, c3, d2.
numbering, then replay or reread the sequence for 
self-checking.
Have pairs exchange books and check. Ask Identify Australia in dialogue 1, giving b1, and 
which countries they heard in dialogues 1 and 2 Britain in dialogue 2, giving d2.
to distinguish Australia and Britain.
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Teacher’s activities Pupils’ activities and expected responses
Confirm the Teacher’s Book key: 1b, 2d, 3c, 4a. Correct the numbers and explain using the 
Repeat dialogues 3 and 4 for pupils who confuse country names heard.
America and Viet Nam.
Invite a pair to repeat one dialogue while the Repeat the question and answer that match the 
class points to the corresponding picture. Retain listening source.
the recorded country information when checking 
the listening task.
Assessment and support: Check all four number–picture matches and the country-name evidence, 
rather than alphabetical position.
Source: Textbook, page 11, Activity 4; Teacher’s Book, page 20.
3. Look, complete and read (10 minutes)
Goal: Supply the missing words and read complete sentences.
Language input and materials
1. I’m Minh. I’m from ______. (Viet Nam)
2. I’m Mary. I’m ______. (America)
3. A: ______ are you from? B: I’m from ______. (Britain)
4. A: Where are you ______? B: I’m ______. (Australia)
 English 4 textbook, Volume 1, page 11, Activity 5.
Teacher’s activities Pupils’ activities and expected responses
Have pupils look at the pictures and read the four Identify Viet Nam for item 1 and recognise that 
incomplete items. Explain that the flags and item 2 needs from and a country name.
country labels provide clues and that some gaps 
require a phrase.
Model item 1: read up to the gap, point to the Say “I’m Minh. I’m from Viet Nam”, rather than 
Vietnamese flag, and write Viet Nam. Read the copying an isolated country name.
complete introduction.
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Teacher’s activities Pupils’ activities and expected responses
Let pupils complete items 2–4 independently. Write 2 from America; 3 Where / Britain; 4 from 
Help them identify a question and what is / from Australia.
missing after I’m without supplying the answers 
immediately.
Have pairs exchange work and compare it with 1. I’m Minh. I’m from Viet Nam.
the pictures. Invite pupils to write the answers on 2. I’m Mary. I’m from America.
the board, then confirm all four complete items in 
 3. Where are you from? – I’m from Britain.
the adjacent column.
 4. Where are you from? – I’m from Australia.
Open Write a sentence. A pair selects Mary’s Create the correct digital sentence for the 
card and explains how to create the picture and explain any correction. Other 
introduction. A representative types “I’m pupils keep their sentences in their notebooks; 
Mary. I’m from America.” and checks no personal information is entered.
spacing, capitals, full stops, and any omitted 
from.
Invite one pupil to read items 1–2 and a pair to Read complete sentences and exchange roles for 
read exchanges 3–4. Comment on the sentence items 3–4; correct pronunciation and any omitted 
pattern and information. from.
Assessment and support: Answers are checked against Teacher’s Book page 21. Check the digital 
sentence for correctness, not merely the presence of text.
Source: Textbook, page 11, Activity 5; Teacher’s Book, page 21.
4. Let’s sing – Where are you from? (11 minutes)
Goal: Sing clearly and associate each character with the correct country.
Language input and materials
Track 9. Song lyrics:
Hello. I’m Minh. / I’m from Viet Nam.
Hello, Lucy. Where are you from? / I’m from Britain.
Hello, Mary. Where are you from? / I’m from America.
Hello, Ben. Where are you from? / I’m from Australia.
Teacher’s activities Pupils’ activities and expected responses
Have pupils read the title and look at the four Identify Minh – Viet Nam, Lucy – Britain, Mary 
characters. Ask where each is from to check the – America, Ben – Australia.
meaning of the lyrics.
Read verse 1, then play or sing it as a model. Sing both lines of verse 1 clearly.
Practise each line with gentle clapping; link “I’m 
from” smoothly.
Practise Lucy’s, Mary’s, and Ben’s verses in the Sing the question and the correct country 
same way: listen, point to the correct card, sing response in each verse.
each line, and join the two lines.
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Teacher’s activities Pupils’ activities and expected responses
Play or model the whole song for the class to sing Join all four verses without confusing Britain and 
and clap along. Provide name–country cards for Australia.
support.
Divide the class into four groups, each with a Listen for their turn; listeners check the response 
Minh, Lucy, Mary, or Ben card. Each group sings against the card.
the matching verse, then exchanges cards to 
practise another.
Invite a group to lead the whole song while the Sing all the lyrics and use the model to correct a 
class sings the “I’m from ” responses. confused verse.
Comment on clear words and coordinated turns.
Assessment and support: Check all four verses, name–country matches, rhythm, and clear words rather 
than musical talent.
Source: Textbook, page 11, Activity 6; Teacher’s Book, page 21.
5. Consolidation and preparation (2 minutes)
Goal: Consolidate a correct introduction and prepare for Lesson 2.
Language input and materials
I’m Mary. I’m from America; textbook, page 12.
Teacher’s activities Pupils’ activities and expected responses
Ask where Mary says she is from. Invite a pupil Say “I’m from America.”
to answer in Mary’s role while the class checks 
the picture.
Ask pupils to reread the completed task, practise Recall the correct page and keep their Project 
the song, look at page 12, and continue preparing cards.
Pupil cards for Period 10.
Assessment and support: Check first-person answers in role and understanding of preparation tasks.
Source: Teacher’s Book, Unit 1.
IV. POST-LESSON ADJUSTMENTS
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 LESSON PLAN
 UNIT 1 – MY FRIENDS
 Lesson 2 – Activities 1, 2, 3
 Period 07
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 02 Duration: 1 period (35 
 minutes)
 Planning date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OBJECTIVES
1. Language knowledge and skills
Listen to and say Singapore, Malaysia, Thailand, Japan.
Ask and answer about another person: Where’s he/she from? – He’s/She’s from ; distinguish this 
from Where are you from? – I’m from 
2. Competences
Identify the person being discussed, select he/she appropriately, ask and answer in pairs, and check 
information against pictures.
3. Personal qualities
Respect friends and differences in where people are from; cooperate and correct sentences using 
evidence.
4. Integrated learning
[CB2.3.1] (Developing digital content): identify how to enter and edit a sentence introducing 
another person and check it against the picture card; Grades 4–5 level.
[4.A1.2]: check a simulated AI suggestion against the original picture, identify incorrect 
information, and correct it before use.
II. TEACHING AIDS AND MATERIALS
Textbook, page 12; audio Tracks 10–11; the pictures and dialogue scripts below; four character–
country cards.
HocLieu-Tuan-02-EN.html, New friends, Write a sentence, and Check a simulated AI suggestion 
sections; printable pictures, cards, and specific questions.
Use a shared computer if available. No login or pupil-data submission is needed. Without audio, read 
the exact dialogue in role. Without a computer, work on paper and do not record digital operation as 
achieved.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Me and my friend (3 minutes)
Goal: Review self-introductions and recognise a question about another person.
Language input and materials
Ben – Australia card; the new boy from Singapore in the picture on page 12.
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Teacher’s activities Pupils’ activities and expected responses
Invite a pupil to hold Ben’s card. Ask “Where are Answer “I’m from Australia.”
you from?” and have the pupil answer in role.
Point to the new boy on page 12 and explain that Identify the person being asked about and open 
the question is now about the pictured friend, not page 12.
the person answering. Introduce “Where’s he/she 
from?” Use gestures or a brief explanation as 
needed.
Have the class repeat “I’m ” and “He’s ”, Listen and point to the person referred to.
pointing to the respective people. Do not ask 
pupils to guess a country from the speaker’s 
nationality.
Assessment and support: Check that I refers to the speaker and he/she to another person being 
introduced.
Source: Teacher’s Book, page 22, Warm-up.
2. Look, listen and repeat (8 minutes)
Goal: Understand both dialogues and repeat questions about new friends.
Language input and materials
Track 10.
a. Linh: Who’s that? Lucy: It’s my new friend. Linh: Where’s she from? Lucy: She’s from Japan.
b. Minh: Who’s that? Ben: It’s my new friend. Minh: Where’s he from? Ben: He’s from Singapore.
 English 4 textbook, Volume 1, page 12, Activity 1.
Teacher’s activities Pupils’ activities and expected responses
Have pupils look at both pictures, identify Linh– Point to the new girl in a and the new boy in b; 
Lucy and Minh–Ben, and locate the new friend in do not attribute Japan to Lucy.
each.
Play or read dialogue a once. Ask “Where’s she Listen, answer “Japan”, and point to the new girl.
from?”, pointing to the new girl; support 
understanding and ask pupils to point to the flag 
as evidence.
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Teacher’s activities Pupils’ activities and expected responses
Play or read each sentence in a for class Say all four turns: Who’s that? / It’s my new 
repetition. Two groups then read in Linh’s and friend. / Where’s she from? / She’s from Japan.
Lucy’s roles.
Repeat for b, focusing on he and Singapore. Pairs Identify Singapore as the new boy’s country and 
repeat the four speaking turns. repeat the complete dialogue.
Write the two exchanges side by side. Underline Match each pronoun to its character and read the 
she–She’s and he–He’s. Explain that Where’s corresponding question and answer.
means Where is and He’s/She’s means He is/She 
is here.
Invite two pairs to act out the pictures. Listeners Act in the correct roles; listeners identify a Japan 
check the countries and the people being and b Singapore.
discussed. Correct errors by pointing to the 
picture and having the pair repeat.
Assessment and support: Check all speaking turns in both dialogues and distinguish the questioner 
from the new friend.
Source: Textbook, page 12, Activity 1; Teacher’s Book, pages 22–23.
3. Listen, point and say (12 minutes)
Goal: Say four country names and use he/she in four question–answer exchanges.
Language input and materials
Track 11. a: boy – Singapore; b: boy – Malaysia; c: girl – Thailand; d: girl – Japan.
Where’s he from? – He’s from Singapore/Malaysia.
Where’s she from? – She’s from Thailand/Japan.
 English 4 textbook, Volume 1, page 12, Activity 2.
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Teacher’s activities Pupils’ activities and expected responses
Introduce pictures a–d. Play or read each country Point to a Singapore, b Malaysia, c Thailand, d 
name for pupils to listen, point, and repeat. Japan and pronounce each name clearly.
Choose he/she according to the character 
introduced in the book, not the country.
Point to a and model the question and answer. a. Where’s he from? – He’s from Singapore.
Half the class asks and the other half answers. b. Where’s he from? – He’s from Malaysia.
Move to b, keeping he and changing the country.
Point to c and model changing he to she in both c. Where’s she from? – She’s from Thailand.
question and answer; repeat with d. d. Where’s she from? – She’s from Japan.
Have pairs practise all four pictures: A points and Complete all four exchanges, change roles, and 
asks, B answers, then they switch. For an omitted correct their sentences using the pictures.
from or confused He’s/She’s, ask pupils to point 
to the person before correcting.
Open Write a sentence and select the girl– Create a correct sentence. If it reads “She’s 
Japan card. Everyone writes in a notebook Japan.”, add from and reread it. Others 
before a representative explains how to enter compare with picture d; successful typing 
the sentence, types “She’s from Japan.”, and alone is not the learning outcome.
checks the apostrophe, from, and capital 
letter.
Invite two pairs to perform with any two pictures. Listen to select the picture and name the correct 
Listeners point to the matching picture and repeat person and country.
the correct sentence.
Assessment and support: Check he/she and the country in all four pictures. Each written response 
needs the contracted subject and verb, from, and the country name.
Source: Textbook, page 12, Activity 2; Teacher’s Book, page 23.
4. Let’s talk – Introduce new friends (10 minutes)
Goal: Ask and answer using the camp picture and check a suggestion before using it.
Language input and materials
Camp picture: boy on the left – Malaysia; girl at the back – Thailand; boy in the middle – Singapore; 
girl on the right – Japan.
Simulated AI sentence to check: She’s from Thailand. The person indicated is the girl on the right 
beside Japan’s flag. Only one detail is incorrect: the country.
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 English 4 textbook, Volume 1, page 12, Activity 3.
Teacher’s activities Pupils’ activities and expected responses
Have pupils look at the friends and flags. Say Say “Where’s he from?” / “He’s from Malaysia.”
“Point to a friend. Ask where he or she is from.” 
Model with the boy on the left.
Pairs ask and answer about all four friends, then Answer in order: He’s from Malaysia; She’s 
change roles. Provide “Where’s from?” / “ from Thailand; He’s from Singapore; She’s from 
from ” frames where needed. Japan.
Point to the girl on the right and display Point to Japan’s flag and identify Thailand as 
“She’s from Thailand.” Explain that the the incorrect detail. Keep She’s because the 
teacher prepared it as a simulated AI person being introduced is the girl.
suggestion. Pupils read, look at the correct 
flag, and decide whether to keep or correct it.
Elicit the correction before revealing the Read the correction and explain it using the 
answer. Confirm “She’s from Japan.” Explain picture; check information rather than relying 
that not every AI suggestion is wrong; each on an AI label.
sentence must be checked against its source.
Invite two pairs to choose other friends and ask Give an appropriate sentence for the friend 
and answer. Have the class identify the pictures indicated. More confident pairs add “Who’s 
from the responses. that?” / “It’s my new friend.”
Address using “Where are you from?” when Use “Where’s he/she from?” for another person; 
asking about a third person. Model the two use “I’m from ” when answering about their 
different questions while pointing to the people own role.
concerned.
Assessment and support: Each pair discusses all four people. Pupils use the flag to correct the 
simulated sentence to Japan, using familiar vocabulary.
Source: Textbook, page 12, Activity 3; Teacher’s Book, pages 23–24.
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5. Consolidation and preparation (2 minutes)
Goal: Consolidate he/she questions and prepare for listening and picture selection.
Language input and materials
Two cards: boy – Malaysia; girl – Japan; textbook, page 13.
Teacher’s activities Pupils’ activities and expected responses
Show each card and invite a pair to ask and Where’s he from? – He’s from Malaysia.
answer. The class checks the pronoun and Where’s she from? – She’s from Japan.
country.
Ask pupils to practise all four exchanges, look at Recall the preparation tasks; do not find or post 
page 13, and continue preparing the two Pupil friends’ photographs online.
cards for Period 10.
Assessment and support: Check consistent he/she in each question and answer.
Source: Teacher’s Book, Unit 1.
IV. POST-LESSON ADJUSTMENTS
 38 Biên soạn: Lop4.vn 
 LESSON PLAN
 UNIT 1 – MY FRIENDS
 Lesson 2 – Activities 4, 5, 6
 Period 08
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 02 Duration: 1 period (35 
 minutes)
 Planning date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OBJECTIVES
1. Language knowledge and skills
Review the eight country names learned; use he/she to ask and answer about other people.
Listen and tick two correct pictures; complete four dialogues; play Find someone who is from using 
“Where are you from?”
2. Competences
Distinguish country names through listening, complete sentences using pictures, and cooperate to ask, 
answer, and check using role cards.
3. Personal qualities
Work honestly and allow classmates to correct responses; do not exclude someone from an activity 
because of one error.
4. Integrated learning
[CB2.2.1] (Interacting through digital technologies): select responses in a shared interactive 
activity, read feedback, and correct against the role card, using a form of communication suited 
to the task; Grades 4–5 level.
II. TEACHING AIDS AND MATERIALS
Textbook, page 13; audio Track 12; the script and answers below.
Five role cards for each group of six: Australia, Thailand, Japan, Britain, Malaysia. Rotate the cards 
when changing the questioner.
HocLieu-Tuan-02-EN.html, Interactive review section; printable cards, questions, and answers. Use a 
shared computer where available. Without a device, play with paper cards without recording digital 
operation as achieved; without audio, read the script in the correct order.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Look and describe (3 minutes)
Goal: Review he/she and countries before listening.
Language input and materials
Cards: boy – Malaysia; girl – Thailand.
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Teacher’s activities Pupils’ activities and expected responses
Hold up the boy’s card and ask “Where’s he Answer “He’s from Malaysia” and “She’s from 
from?” Then show the girl’s card and ask Thailand.”
“Where’s she from?”
Have pairs exchange questioning and answering Give complete answers and correct them using 
roles. Require from and the correct country in a the cards.
full sentence.
Ask pupils to open page 13 and read “Listen and Explain that today they tick a picture rather than 
tick”. Compare this with Listen and number in write the numbers 1–4.
Period 6.
Assessment and support: Check that both responses match the people and that pupils understand 
ticking.
Source: Teacher’s Book, page 24, Warm-up; textbook, page 13.
2. Listen and tick (9 minutes)
Goal: Listen to two dialogues and select one picture for each.
Language input and materials
Track 12.
Item 1: a boy – Malaysia; b boy – Singapore.
Item 2: a girl – Thailand; b girl – Japan.
1. A: Who’s that? B: It’s my new friend. A: Where’s he from? B: He’s from Malaysia.
2. A: Who’s that? B: It’s my new friend. A: Where’s she from? B: She’s from Thailand.
 English 4 textbook, Volume 1, page 13, Activity 4.
Teacher’s activities Pupils’ activities and expected responses
Ask pupils to name the countries in all four Identify 1a Malaysia, 1b Singapore; 2a Thailand, 
pictures. Remind them to select a or b for each 2b Japan.
dialogue.
Play or read dialogue 1 once to identify the Tick 1a on hearing Malaysia.
person being discussed and again for independent 
selection.
Repeat the two listening rounds for dialogue 2. Tick 2a on hearing Thailand.
Do not reveal in advance that both answers are a.
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