Kế hoạch bài dạy Tiếng Anh Global Success Lớp 4 - Tuần 3 - Năm học 2026-2027 (Tích hợp Năng lực số và AI)

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America, America.
Mary’s from America.
She’s from America.
Australia, Australia.
Ben’s from Australia.
He’s from Australia.
Three teacher-prepared simulations: (1) Mary is from America. (2) Ben is from Japan. (3) Ben is from 
Australia. Sentence 2 is wrong; correct it to Ben is from Australia. These are simulated suggestions for 
checking, not live AI responses.
 English 4 textbook, Volume 1, page 14, Activity 3.
Teacher’s activities Pupils’ activities and expected responses
Show the chant and picture. Ask “Where’s Mary Answer “She’s from America.” Underline or 
from?” and point to America as evidence. point to America in the chant.
Play Track 15 or chant the first verse. Pupils Listen and repeat the first three lines, keeping the 
listen once, then repeat each line without ending of America clear.
clapping initially.
Teach Ben’s verse in the same way. Ask Read the last three lines and answer “He’s from 
“Where’s Ben from?” before chanting. Australia.”
Play or chant the whole text. Add gentle Chant to the beat. Listen to the other group’s 
clapping; have two groups take the Mary and Ben phrasing, then swap verses.
verses.
Invite two groups to perform. Give feedback on Perform the chant and try any corrected line 
specific words or sentences; prioritise clarity over again.
speed.
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Teacher’s activities Pupils’ activities and expected responses
Display or distribute the three simulated Choose sentence 2. Point to “Ben’s from 
sentences. Ask pairs to identify the wrong one Australia.” and correct the sentence to “Ben is 
and find evidence in the chant, rather than from Australia.”
trusting an AI label.
Ask “It sounds sure. Is it always right?” Explain the correction using the chant. Do not 
Explain that a claim needs checking against use Mary’s flag to infer Ben’s country.
the book or verified language; wait for 
evidence before accepting it.
Assessment and support: Check accurate lyrics and beat. For AI literacy, pupils identify the wrong 
sentence, its evidence, and its correction, rather than only showing a Wrong card.
Source: Textbook, page 14, Activity 3; Teacher’s Book, pages 27–28.
5. Consolidation and preparation (3 minutes)
Goal: Consolidate the two words and Project preparation.
Language input and materials
Exit check: read America / Australia; complete Mary’s from ____. Ben’s from ____.
Preparation: bring the two Pupil cards assigned in Period 5 for use in Period 10. Include only 
classroom name, age, and country.
Teacher’s activities Pupils’ activities and expected responses
Point to America/Australia in random order and Read the words and supply America for Mary 
invite three pupils to read. Show the two and Australia for Ben.
incomplete sentences.
Praise progress and identify any sound needing Note the practice task and repeat any sentence 
another listen. Assign textbook chant practice; needing improvement.
pupils need not search online for another 
recording.
Remind pupils to bring two cards to Period 10. Prepare the two cards and ask for a printed frame 
Provide the blank frame if needed; do not include if needed.
phone numbers or home addresses.
Assessment and support: Check that pupils can say a sentence and identify what to bring. No extra 
account or tool is needed.
Source: Teacher’s Book, pages 26 and 29.
IV. POST-LESSON ADJUSTMENTS
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 LESSON PLAN
 UNIT 1 – MY FRIENDS
 Lesson 3 – Activities 4, 5, 6
 Period 10
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 03 Duration: 1 period (35 
 minutes)
 Planning date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OBJECTIVES
1. Language knowledge and skills
Read the Minh–Tony–Laura paragraph and check four True/False statements against its sentences.
Write about oneself and two friends; present two Pupil cards with name, age, and country, using he/she 
appropriately.
2. Competences
Find evidence in a reading text, review a partner’s writing using criteria, and present cards in a group.
3. Personal qualities
Respect friends; do not add private details or unconfirmed information.
4. Integrated learning
Digital competence – [CB2.3.1] (Developing digital content): edit three fields on an offline 
learning card using the supplied role data.
Digital competence – [CB2.4.2] (Protecting personal data and privacy): identify contact details 
that are unnecessary for a classroom card and remove the Phone field.
AI literacy – [4.A1.2] (Critical thinking): correct a simulated card’s country against original 
data rather than inferring it from a name.
II. TEACHING AIDS AND MATERIALS
Textbook, page 15; Teacher’s Book, pages 28–29; two Pupil cards prepared by each pupil, coloured 
pencils, and blank frames printed from HocLieuKemTheo/Tuan-03/HocLieu-Tuan-03-EN.html.
Use one device per group where digital operation is possible; open the offline page in advance. Paper 
work meets the language task, but does not show that a pupil has created digital content.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Backward spelling (4 minutes)
Goal: Review country names and letters before reading about friends.
Language input and materials
Backward-spelling cards: N-A-P-A-J → JAPAN; M-A-N / T-E-I-V → VIET NAM; E-R-O-P-A-G-N-
I-S → SINGAPORE.
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