Kế hoạch bài dạy Tiếng Anh Global Success Lớp 4 - Tuần 30 - Năm học 2026-2027 (Tích hợp Năng lực số và AI)

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Partner questions: How can I get to the bakery / bookshop / supermarket?
Expected product: one labelled map with a home start and three routes, plus an oral explanation of 
each. A fictional neighbourhood is acceptable.
Teacher's activities Pupils' activities / expected responses
Use two minutes to demonstrate the model and Label Home and three places; mark the start and 
check that each sketch has three destinations. directions.
Supply the model to anyone without a prepared 
map.
Use four minutes in pairs for each pupil to show Reset to Home for every route and check the 
three routes while the partner traces. destination reached.
Use two minutes for two brief presentations and Present clearly; repair a turn if the partner's trace 
specific feedback. reaches the wrong shop.
Assessment and support: Check three usable routes and a labelled map, not artistic skill. Allow 
pointing plus short direction phrases before a full presentation.
Source: Textbook p. 51 A6
Apply: Compare a route with the map (5 minutes)
Learning goal: Use a shared process to check one route and close the unit.
Task content and materials
Digital option: the teacher prechecks a short Google Maps route from Hanoi Opera House to Vietnam 
National Museum of History. Pupils locate the endpoints, trace the highlighted path and identify one 
visible turn together; use the actual current display, not an assumed route.
If unavailable or too complex, use the project model: Home to Bookshop is straight then right; Home 
to Bakery is straight then left. This is offline route practice.
Exit question: How can I get to the supermarket on our model? — Go straight.
Home preparation: rehearse one route paragraph; prepare for shopping-centre locations next lesson.
Teacher's activities Pupils' activities / expected responses
Use four minutes for pairs to locate, trace, Agree on the destination and direction; record 
discuss and check a turn on the digital view or digital use separately from offline practice.
supplied model.
Use one minute for the exit response and home Give Go straight for the model supermarket and 
preparation. identify the starting point.
Assessment and support: Assess a route with a known start and evidence; do not infer digital operation 
from a paper sketch.
IV. ADJUSTMENTS AFTER TEACHING
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 LESSON PLAN
 UNIT 18: AT THE SHOPPING CENTRE
 Lesson 1 — Activities 1–3
 Period 118
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 30 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Recognise gift shop and use near, opposite, behind and between to describe locations.
Ask Where's the ? and answer It's with the correct reference shop.
Use Excuse me and please in a short shopping-centre exchange.
2. Competences
Describe a location using visual reference points and check a partner's answer.
3. Personal qualities
Ask politely and help partners compare evidence.
4. Integrated learning
[CB2.4.1] Recognise simple trust and privacy cues in two simulated shopping pages.
[4.A1.2] Correct a simulated location claim using the textbook scene.
II. TEACHING AND LEARNING MATERIALS
English 4, Volume 2, p. 52; teacher's book pp. 253–255; Tracks 72–73 or scripts below.
Embedded shop scenes, board and notebooks. Two complete fictional shopping-page descriptions 
appear in the final task; display this Word section or use it on paper. No website account or companion 
file is needed.
III. TEACHING AND LEARNING ACTIVITIES
Warm-up and vocabulary: Where is the shop? (6 minutes)
Learning goal: Understand the four location words with concrete reference points.
Task content and materials
Vocabulary: gift shop — a shop selling presents; near — close to; opposite — facing across a space; 
behind — at the back of; between — in the middle of two named places.
Board/realia cues: place a book close to a pencil case for near; put two labelled shop cards facing each 
other across a drawn aisle for opposite; place Bookshop behind Bakery for behind; line up Gift shop, 
Bookshop, Bakery for between.
Meaning checks: Which arrangement has two reference shops? — Between. Which has a shop at the 
back? — Behind.
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Teacher's activities Pupils' activities / expected responses
Use two minutes to recall bookshop/bakery and Name the three shops and connect gift to a 
introduce gift shop as a place to buy presents. present.
Use three minutes to model each arrangement Repeat near, opposite, behind and between while 
and location word. pointing to the relevant objects.
Use one minute for the two meaning checks. Select between and behind from the 
 demonstrated arrangements.
Assessment and support: Check meanings before sentence drills; use objects again if opposite and 
behind are confused.
Source: Teacher-created concrete introduction to textbook p. 52.
1. Look, listen and repeat (7 minutes)
Learning goal: Ask politely for the bakery's location.
Task content and materials
Track 72 — complete dialogue:
Bill: Excuse me!
Shop assistant: Yes?
Bill: Where's the bakery, please?
Shop assistant: It's near the gift shop.
Comprehension: Who asks for help? — Bill. Which shop does he want? — The bakery. Where is it? 
— Near the gift shop.
Language focus: Where's means Where is. It's means It is. The reply names both the relation near and 
the reference gift shop.
 English 4 textbook, Volume 2, p. 52, Activity 1: Bill asking for the bakery near the gift shop.
Teacher's activities Pupils' activities / expected responses
Show Bill and the assistant; play Track 72 or Identify the bakery and nearby gift shop.
read the exact dialogue twice.
Model the four lines and check the three Repeat and answer from the pictured 
comprehension questions. conversation.
Allow pairs to exchange roles, then hear two Use Excuse me and please and give the complete 
pairs. location reply.
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