Kế hoạch bài dạy Tiếng Anh Global Success Lớp 4 - Tuần 11 - Năm học 2026-2027 (Tích hợp Năng lực số và AI)

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4. Let’s sing — Gardens and buildings at my school (8 minutes)
Learning goal: Use the quantity questions and responses with rhythm.
Task content and materials
Track 63 — Gardens and buildings at my school:
How many gardens are there at your school?
There’s one. There’s one.
There’s one garden at my school.
How many buildings are there at your school?
There are three. There are three.
There are three buildings at my school.
Meaning check: gardens = one; buildings = three. These are the song's facts, not necessarily the facts 
about this class's school.
 English 4 textbook, Volume 1, p. 47, Activity 6: The song Gardens and buildings at my school.
Teacher's activities Pupils' activities / expected responses
Read the words once and ask pupils to show the Show one for gardens and three for buildings; 
two numbers with their fingers. Play the track if follow the printed words.
available.
Teach the song line by line. Without the Repeat, then sing with the recording or 
recording, use a steady spoken rhythm rather than rhythmically read with the teacher.
inventing a supposedly official melody.
Divide the class into question and answer groups, Perform both roles and answer There’s one / 
then swap. Ask two pupils the quantity questions There are three accurately.
without the song.
Assessment and support: Assess intelligible words and correct quantities, not musical ability. Keep 
spoken participation available to pupils who find singing difficult.
Source: Textbook p. 47, Activity 6; Teacher's Book p. 95
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5. Apply and check — Which school result? (7 minutes)
Learning goal: Use shared reasoning to select a matching school location.
Task content and materials
[CB2.5.3] Simulated map exercise — names and places below are invented for practice, not real 
map records.
Search request: School A, Green Village.
Result 1: School A — Green Village. Result 2: School A — Blue Town.
Task: Select the matching result; name the two details to check. Key: Result 1; check school name 
AND locality. Result 2 has the same school name but a different place.
If Google Maps is available, replace the simulation with the teacher's pre-checked real school result; 
partners compare the displayed name and locality, then one pupil opens the verified result under 
supervision. Stop after one minute if the intended result is unclear and use the simulation. A map does 
not by itself prove current numbers of rooms.
[4.A1.2] Simulated assistant: “School A in Green Village is in a town.” Given information: Green 
Village. Task: agree or correct. Expected: “No. It’s in the village.”
Exit question: How many buildings are there in the song? — There are three.
Teacher's activities Pupils' activities / expected responses
Give pairs the two printed results; ask one pupil Select Result 1 using both details; on a real map, 
to read the name and the other to check the place. inspect the matching result together before 
Guide the equivalent real-map action only when opening it.
prepared and available.
Read the simulated assistant's claim and ask Point to Village and correct It’s in the village; do 
Which word helps you check? Accept a short not accept a statement just because it is labelled 
English correction. AI.
Ask the song exit question and remind pupils to Answer There are three and keep the drawing 
retain their school drawings for the project in ready.
Period 43.
Assessment and support: Note the selection and reason separately from digital operation. Paper 
simulation demonstrates the decision only; record actual map use only for pupils who perform it.
IV. ADJUSTMENTS AFTER TEACHING
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 LESSON PLAN
 UNIT 6: OUR SCHOOL FACILITIES
 Lesson 3 — Activities 1, 2, 3
 Period 42
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 11 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Pronounce the final sounds in mountains and villages in words and short sentences.
Listen and choose villages or towns in the two sentences on p. 48.
Chant the two school-location verses, keeping village singular in the second verse.
2. Competences
Attend to word endings, compare spoken evidence and take turns in a location-checking task.
3. Personal qualities
Listen patiently and give helpful corrections without laughing at pronunciation differences.
4. Integrated learning
[CB2.5.3] In pairs, identify why a displayed map result does not match a school request and 
choose the next checking step.
[4.A1.2] Check a simulated assistant's location statement against the chant before accepting it.
II. TEACHING AND LEARNING MATERIALS
Textbook p. 48; Teacher's Book pp. 96–97; Tracks 64–66 if available; printed scripts below.
Board and books. Reuse the teacher's verified school map from Period 41 if available; otherwise use 
the exact simulated result in Activity 1. No separate digital material is needed.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up — Check the place (4 minutes)
Learning goal: Recall school locations and solve a simple mismatched-result problem.
Task content and materials
[CB2.5.3] Simulated map request: School A, Green Village. Displayed result: School A — Blue 
Town. These names are invented for this exercise.
Questions: Is this the requested school result? Which detail does not match? What should we do next?
Expected: No. The place is different. Check Green Village in the request and choose a result with 
BOTH the school name and that locality.
When the pre-checked real map is available, a pair may inspect its place label and explain the checking 
step under teacher control. Do not ask pupils to infer village or city just from building shapes.
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