Kế hoạch bài dạy Tiếng Anh Global Success Lớp 4 - Tuần 32 - Năm học 2026-2027 (Tích hợp Năng lực số và AI)

 Biên soạn: Lop4.vn 
Assessment and support: Check six gaps and one complete exchange. Supply a word bank for support; 
challenge pupils to cover the answer and ask again.
Source: Textbook p. 59 A5
6. Let's sing: What are these animals? (8 minutes)
Learning goal: Sing or rhythmically say the full song with meaning.
Task content and materials
Track 85 — title: What are these animals?
Look! Look! Look!
What are these animals?
They are lions.
They look brave.
Look! Look! Look!
What are these animals?
They are hippos.
They look strong.
Brave and strong describe how the animals look in this song. Pupils need not prove that every animal 
behaves that way.
Meaning checks: Which animals are in verse 1? — Lions. Which are in verse 2? — Hippos.
 English 4 textbook, Volume 2, p. 59, Activity 6: Lion and hippo song scenes.
Teacher's activities Pupils' activities / expected responses
Use two minutes to identify both animals, explain Point to lions and hippos and repeat the lines in 
look brave / look strong and model each line. short chunks.
Use three minutes to play Track 85 and sing; if Sing or chant all eight lines, using gentle pointing 
no audio is available, lead a rhythmic spoken gestures.
version of the exact words.
Use three minutes for two groups to alternate Perform their verse and identify the two animal 
verses, then ask the two meaning checks. groups correctly.
Assessment and support: Check complete words and animal–verse matching; a spoken rhythmic 
performance is acceptable when audio is unavailable.
Source: Textbook p. 59 A6
 4 Biên soạn: Lop4.vn 
Recognise a name, then check it (5 minutes)
Learning goal: Recall an AI application and verify a suggested animal label.
Task content and materials
Use the crocodile crop from A4. Teacher demonstration: preview Google Lens/image recognition on 
this crop and show only the relevant animal label.
Paper fallback — teacher-written simulation, not a real result: 'These animals are hippos.'
Reference: A4 picture c shows crocodiles; the book's label and checked listening key identify them.
Correction: 'They're crocodiles, not hippos.'
Ask: What can image recognition help us find? — An animal's name. Must we check its suggestion? 
— Yes, against the book.
If the live result is different, multilingual, uncertain or unsuitable, state that it is not a checked answer 
and use the given simulation.
Teacher's activities Pupils' activities / expected responses
Spend two minutes showing the prechecked tool Observe an example of AI suggesting a name; do 
result or clearly labelling the paper simulation. not upload their own photographs.
Allow two minutes to compare the suggestion Correct the sample claim: They're crocodiles, and 
with picture c and the textbook animal name. point to the reference.
Use the final minute for the two recall questions Name image recognition as an AI application and 
and ask pupils to practise one identification say its suggestion needs checking.
exchange at home.
Assessment and support: Evidence: name the application, state its use and make a supported 
correction. Record whether pupils observed a live demonstration or only a simulation; do not claim 
independent tool use.
IV. ADJUSTMENTS AFTER TEACHING
............................................................................................................................
............................................................................................................................
 5 Biên soạn: Lop4.vn 
 LESSON PLAN
 UNIT 19: THE ANIMAL WORLD
 Lesson 2 — Activities 1, 2 and 3
 Period 126
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 32 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Use peacocks, giraffes, lions and birds with the four action phrases.
Ask Why do you like ...? and answer Because they ... using the taught examples.
Practise a complete exchange about one animal group without assuming that everyone has the same 
preference.
2. Competences
Use picture, spoken and written evidence to explain an answer; listen and take turns with a partner.
3. Personal qualities
Show care for animals and respect other pupils' preferences.
4. Integrated learning
[CB2.6.1] Recall image recognition as a simple AI application that can suggest an English animal 
name; distinguish a teacher demonstration from a paper simulation.
[4.A1.2] Check an AI-style animal claim against a textbook picture, label or script and explain a 
correction.
II. TEACHING AND LEARNING MATERIALS
Textbook p. 60; teacher's guide Unit 19; the required pictures, listening scripts and answer keys are 
included below.
Teacher-controlled audio or a teacher reading the exact script; board, notebooks and this Word lesson.
Optional teacher-controlled Google Lens/image recognition using only the textbook animal crop: 
preview the result, crop out people, use no pupil accounts or personal uploads. If unavailable or 
unhelpful, use the explicitly labelled simulation below. No companion file is required.
III. TEACHING AND LEARNING ACTIVITIES
Warm-up: From names to reasons (4 minutes)
Learning goal: Recall animal names and notice the new question.
Task content and materials
Point to the giraffe and lion pictures in A2 below.
Ask: What are these animals? — They're giraffes / lions.
Teacher model: I like giraffes. Why? Because they run quickly.
Today's question: Why do you like ...? We will give a reason, not just repeat the animal name.
 6