Kế hoạch bài dạy Tiếng Anh Global Success Lớp 4 - Tuần 8 - Năm học 2026-2027 (Tích hợp Năng lực số và AI)

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Assessment and support: Check who can ride a bike in the dialogue. The task is language 
comprehension, not a judgement of a real child's riding ability.
Source: Textbook p. 34, Activity 1, Track 46; Teacher's Book pp. 68–69.
4. Listen, point and say – can you ? (9 minutes)
Learning goal: Ask and answer from all four picture cues.
Task content and materials
Track 47 cues and complete exchanges:
a. ride a bike / yes → Can you ride a bike? – Yes, I can.
b. ride a horse / no → Can you ride a horse? – No, I can't.
c. play the piano / yes → Can you play the piano? – Yes, I can.
d. play the guitar / no → Can you play the guitar? – No, I can't.
Question frame: Can you ____? Answers: Yes, I can. / No, I can't.
 English 4 textbook, Volume 1, p. 34, Activity 2: Four activity cues with yes and no answers.
Teacher's activities Pupils' activities / expected responses
Read/play the four cue phrases; have pupils point Point to the matching pictures and say Can you 
to a–d, then model the complete exchange for a. ride a bike? – Yes, I can.
Ask about b and elicit the negative answer. Answer b No, I can't; c Yes, I can; d No, I can't.
Repeat with c and d, drawing attention to the 
printed yes/no cues.
Split the class into question and answer groups Use all four questions and both complete answer 
for one round; swap roles for a second round. forms.
Give pairs two minutes to ask and answer all four Ask and answer from the picture cues, keep a/the, 
cues, switching roles after two. Listen to several and retry a corrected phrase.
pairs for missing articles or an unclear can't.
Invite two pairs to demonstrate one positive and Give a complete question and the response 
one negative exchange. Cover the frame only for indicated by the cue; others check the match.
pupils ready to work independently.
Assessment and support: Each pupil should attempt a question and both answer types. If a pupil says 
Yes for a no cue, point to the cue and rehearse the whole negative sentence.
Source: Textbook p. 34, Activity 2, Track 47; Teacher's Book pp. 69–70.
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5. Let's talk – our ability cards (8 minutes)
Learning goal: Use the four activities freely and interact with a practice tool without surrendering one's 
answer.
Task content and materials
Poster activities: play the guitar; ride a bike; ride a horse; play the piano.
Optional fictional role cards: A can ride a bike, cannot play the guitar; B can play the piano, cannot 
ride a horse. Personal truthful answers are also valid.
Pair model: Can you ride a bike? – Yes, I can. I can ride a bike.
Teacher's exact AI practice prompt: Practise simple English ability sentences. Ask only “Can you ride 
a bike?” and wait. After my answer, repeat my meaning in one I can or I can't sentence. Do not change 
my answer or give a score. Use no personal questions.
Prepared exchange: Tool: Can you ride a bike? Pupil: Yes, I can. Tool: I can ride a bike.
Prepared error for comparison, clearly a simulation: after card A's No to play the guitar, proposed reply 
I can play the guitar. Correction: I can't play the guitar.
 English 4 textbook, Volume 1, p. 34, Activity 3: Four activities on the talking poster.
Teacher's activities Pupils' activities / expected responses
Point to the four poster objects. Let pairs choose Ask a partner about two activities and give Yes, I 
two questions and use truthful answers or the can / No, I can't according to the chosen personal 
supplied fictional cards. Give two minutes and or role information.
require both questioners.
For three minutes, open the pre-tested AI Interact through a short answer and check 
practice and submit the printed prompt. Let a that the returned I can/I can't sentence 
pupil read the question and type/say the preserves the intended meaning. With one 
answer for teacher entry. Read the returned shared device, record which pupils actually 
sentence together before accepting it. participate.
Show the prepared wrong guitar reply after a Restore can't and say the correct sentence. 
No answer. Ask which word changes the Explain simply that the tool helps practise 
meaning. If a live reply adds unfamiliar words, while the pupil decides the answer and 
language, stop that reply and use the printed checks it.
exchange.
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Teacher's activities Pupils' activities / expected responses
Use the remaining time for two pairs to Speak the complete exchange; distinguish a real 
demonstrate a question and answer. If no suitable tool interaction from the paper substitute.
AI tool is available, run the same printed turns 
with a partner and record that AI interaction was 
not observed.
Assessment and support: Observe the question, a meaningful answer and one check of feedback. A No 
answer can be fully correct; no actual riding or musical performance is required.
Source: Textbook p. 34, Activity 3; Teacher's Book p. 70
6. Exit check and start the school-club survey (2 minutes)
Learning goal: Recall the ability frame and prepare the later Project.
Task content and materials
Exit cue: play the guitar / no → Can you play the guitar? – No, I can't.
Survey for period 34, p. 39: begin a three-row table with columns Name (first name or role name) | 
Can you ride a bike? | Can you play the piano? Use Yes/No entries after asking three classmates during 
agreed pair time before the Project lesson. These are two familiar sports/music questions; later lessons 
offer more choices.
Example practice row only: Ben | Yes | No. Do not fill real classmates' answers by guessing. Bring the 
table to period 34.
Teacher's activities Pupils' activities / expected responses
Ask one pair the guitar/no exchange, then show Give the complete negative exchange and copy 
the survey columns. Explain that pupils will ask the short survey frame.
classmates before the later Project, not invent 
their answers.
Ask pupils to rehearse the two questions at home Practise Can you ride a bike? / Can you play the 
and arrange the class pair time for collecting piano? and keep the survey ready for later 
three answers. Point to page 35 for the next completion.
lesson.
Assessment and support: Check that pupils know the survey is due at the later Project and that blank 
entries wait for an actual answer.
Source: Teacher's Book p. 70, Project preparation; Teacher's Book p. 80.
IV. ADJUSTMENTS AFTER TEACHING
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