Kế hoạch bài dạy Tiếng Anh Global Success Lớp 4 - Tuần 22 - Năm học 2026-2027 (Tích hợp Năng lực số và AI)

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Teacher's activities Pupils' activities / expected responses
Give pairs two minutes to ask about all four Each partner asks and answers, then gives one 
pictures and switch roles. Check four individual answer independently.
answers before moving on.
Assessment and support: Require a matching adjective and pronoun, not only repetition. Offer 
He's/She's ___ as a support; challenge with two picture choices and no written adjective.
Source: Textbook p. 18 A2, Track 22
3. Let's talk: A family in the park (10 minutes)
Learning goal: Ask about an identified person and answer with a suitable description.
Task content and materials
Picture: father on the left, mother on the right, boy in the middle and small girl beside the mother.
Suggested exchanges:
Father: What does he look like? — He's tall.
Mother: What does she look like? — She's slim.
Boy: What does he look like? — He's big.
Girl: What does she look like? — She's short.
These are practice descriptions of the textbook drawing; accept another supported description with the 
correct pattern.
Two-role task: Partner A points to one character and asks; Partner B answers. Swap after two people.
Follow-up with fictional cues: aunt — tall; uncle — short.
Models: What does she look like? — She's tall. What does he look like? — He's short.
 English 4 textbook, Volume 2, p. 18, Activity 3: Four family members in the park.
Teacher's activities Pupils' activities / expected responses
Point to the father and model the exchange. Make Identify the intended person, then ask and answer 
the referent clear before saying he/she. about the father and mother.
Allow two paired rounds, first using the picture Each pupil asks two questions and gives two 
and then the two fictional cues. Listen for does, answers; partners point to the relevant person or 
look like and the correct pronoun. cue.
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Teacher's activities Pupils' activities / expected responses
Invite two pairs to present different characters. Present an exchange and point to evidence; revise 
Ask listeners which picture detail supports the an adjective or pronoun if needed.
description.
Assessment and support: Check two complete exchanges per pupil through observation. Use 
fictional/textbook people if a pupil does not want to discuss real relatives; do not assess physical 
appearance.
Source: Textbook p. 18 A3
Exit: Check before describing or sharing (4 minutes)
Learning goal: Correct a false description and choose a simple privacy-protecting action.
Task content and materials
Teacher-written AI simulation: 'Lucy's brother is short.'
Question: Does Track 21 support it? Correct the statement.
Answer: No. He's tall.
Privacy situation: A pupil wants to post a classmate's photograph with a mocking caption. Choose:
A. Post it because the caption uses today's words.
B. Do not post it; use a textbook character for language practice.
Answer: B. Practise: 'Don't post it. Use the book picture.'
Home practice: rehearse two appearance exchanges; begin a notebook survey for the Unit 13 project 
with willing family members, or use fictional family cues. No photographs or uploads are required.
Teacher's activities Pupils' activities / expected responses
Read the labelled simulated claim; ask pupils to Answer He's tall and cite the dialogue, not the 
locate Lucy's answer before correcting it. appearance of a classmate.
Read the two sharing choices and model the short Choose B, give the short reason and note the 
response. Collect one corrected sentence and one home practice.
safe choice.
Assessment and support: Record the source-based correction and the privacy decision separately. This 
is a decision-making scenario, not evidence that pupils used an online service.
Source: Teacher-created AI4.A1.2 check and PPCT4.2.Cb2a privacy task based on textbook p. 18.
IV. ADJUSTMENTS AFTER TEACHING
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 LESSON PLAN
 UNIT 13: APPEARANCE
 Lesson 1 — Activities 4–6
 Period 86
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 22 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Identify the two family descriptions in Track 23 and select the matching pictures.
Complete and read all four appearance exchanges using the correct words and pronouns.
Sing or rhythmically read both verses and describe the two parents in the song.
2. Competences
Listen for distinguishing details, check a written sentence and cooperate in a two-part performance.
3. Personal qualities
Describe textbook characters respectfully and protect other people's photographs.
4. Integrated learning
[CB2.4.2] Choose to keep classmates' and family photographs private instead of posting them for 
an appearance task.
[4.A1.2] Compare a simulated description with the song and keep only details supported by the 
lyrics.
II. TEACHING AND LEARNING MATERIALS
English 4, Volume 2, p. 19; teacher's book pp. 185–187; Tracks 23–24 and complete scripts below.
Embedded textbook pictures, notebooks and board; optional teacher-controlled screen showing this 
lesson. No new companion resource is needed.
III. TEACHING AND LEARNING ACTIVITIES
Warm-up: Two short descriptions (3 minutes)
Learning goal: Retrieve the adjective sentence pattern before listening.
Task content and materials
Teacher-created dictation:
1. My brother is tall.
2. My sister is slim.
Quick oral questions: What does he look like? What does she look like?
Answers: He's tall. She's slim.
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