Giáo án môn Tiếng Anh Lớp 4 Global Success cả năm - Tích hợp Năng lực số và AI (Năm học 2026-2027)

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 LESSON PLAN
 INTRODUCTION TO THE ENGLISH 4 PROGRAMME AND TEXTBOOK
 Period 01
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 01 Duration: 1 period (35 
 minutes)
 Planning date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OBJECTIVES
1. Language knowledge and skills
Greetings and introductions: Hello. I’m ; How are you? – I’m fine, thank you.
Listen and respond to classroom instructions: Open/Close your books, please; Stand up/Sit down, 
please; Raise your hand, please; Work in pairs, please.
2. Competences
Prepare the textbook and notebook independently; take turns and work with a partner; find the required 
lesson and learning materials.
3. Personal qualities
Greet others confidently, respect speaking turns, and take care of books and shared devices.
4. Integrated learning
[CB2.1.1] (Browsing, searching and filtering data, information and digital content): identify the 
need to find Starter A, select the correct item in the teacher-provided digital materials, and open 
it; Grades 4–5 level.
[CB2.4.3] (Protecting health and well-being): compare two screen-viewing postures, avoid 
leaning too close to the screen, and adjust sitting posture; Grades 4–5 level.
[4.A1.2] (AI supports learning but does not replace human thinking): check a simulated AI 
suggestion for a classroom instruction and use real objects to correct an unsuitable sentence.
II. TEACHING AIDS AND MATERIALS
English 4 textbook, Volume 1; notebooks; one book and one pen per pair.
Teacher’s computer and a shared screen; open HocLieuKemTheo/Tuan-01/HocLieu-Tuan-01-
EN.html, sections Find a lesson and Instruction cards. Use the cards and printable worksheets in the 
same folder for speaking practice.
Introduce hoclieu.vn as the learning-materials website named in the Teacher’s Book. Use the 
accompanying offline menu for classroom practice so that the activity does not depend on an internet 
connection. Pupils do not create accounts.
The teacher controls the device, or a pupil representative operates it with guidance. The class agrees on 
a choice before clicking. Without a device, use printed cards for English practice; do not record the 
digital-operation component as achieved.
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III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Greet your neighbour (4 minutes)
Goal: Create a friendly greeting exchange using familiar language.
Language input and materials
Teacher: Hello. I’m your English teacher. How are you?
Model response: I’m fine, thank you. Hello. I’m Mai. (Mai is a role-play name.)
Teacher’s activities Pupils’ activities and expected responses
Greet the class, introduce yourself as their Respond “I’m fine, thank you” or use another 
English teacher, and ask “How are you?” Use familiar greeting. Two pupils model a greeting 
gestures to recall the meaning. Accept other exchange.
familiar responses rather than requiring every 
pupil to express the same feeling.
Model with a pupil: “Hello. I’m Mai. What’s Each pupil greets a partner, gives a name, and 
your name?” Then say “Work in pairs. Take listens to the reply. Example: “Hi, Mai. I’m Nam. 
turns.” Use classroom names; do not ask for Nice to meet you.”
addresses or phone numbers.
Invite two pairs to perform. Praise complete Listen and return the greeting; put the textbook 
speaking turns and an audible voice. Introduce and notebook on the desk.
the English 4 books and materials.
Assessment and support: Check that each pair completes both greeting and response turns. Support 
hesitant speakers with “Hello. I’m ” on the board.
2. Explore the textbook and find learning materials (9 minutes)
Goal: Find the correct lesson and select materials for a specific learning need.
Language input and materials
Textbook overview: two volumes, 20 units, and three lessons per unit; a Review and Extension 
activities follow each group of five units. Starter A is on page 7 of Volume 1.
Two task cards: A – Find the greetings in Starter A; B – Find the outdoor game in Starter C.
Teacher’s activities Pupils’ activities and expected responses
Show the cover and say “Open the contents page. Point to the English 4 title; open the contents 
Find Starter. Find Unit 1.” Introduce the two page and find Starter and Unit 1.
textbook volumes, notebooks, and supplementary 
materials. Refer correctly to the Grade 4 
programme.
Explain the three lessons in each unit: learn Identify the ear icon as listening, the pen as 
sentence patterns through listening and speaking; writing, and two people as speaking. Pupils need 
practise further; develop pronunciation, reading not memorise every task type.
and writing, and complete a Project. Ask pupils 
to point to the listening, writing, and pair-
speaking icons.
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Teacher’s activities Pupils’ activities and expected responses
Give task card A. Ask “Which part do you need? Answer “Starter A, page 7” for card A and 
What page is it on?” Guide pupils to page 7 using “Starter C, page 9” for card B; open the correct 
the contents and read “Hello again!” Repeat with page.
card B on page 9.
Open Find a lesson in the HTML materials. A Identify the need for greetings or outdoor 
pair selects A or C to match its task card; a activities, select the correct lesson, and point 
representative clicks the corresponding link. to its displayed title and page number as 
Ask “Why did you choose this lesson?” Accept evidence.
a short answer using the title or a gesture 
towards the task card.
Demonstrate two postures: leaning close to the Point to the suitable posture and adjust their 
screen, and sitting comfortably with the back own sitting position; avoid crowding the 
supported and eyes away from the screen. Ask screen or grabbing the device.
pupils to choose the suitable posture. Remind 
them to change position and rest their eyes 
during extended device use.
Assessment and support: Check that pupils find pages 7 and 9 and can explain their choice. 
Distinguish direct device use from observation; assess posture through the action performed.
Source: English 4 textbook, Volume 1, Starter.
3. Practice – Listen and do (10 minutes)
Goal: Understand, follow, and give familiar classroom instructions.
Language input and materials
Six instruction cards: Open your books, please! / Close your books, please! / Stand up, please! / Sit 
down, please! / Raise your hand, please! / Work in pairs, please!
Teacher’s activities Pupils’ activities and expected responses
Hold a book, say “Open your books, please!” and Listen and open or close their books as 
open it. Then say “Close your books, please!” instructed; repeat “please” in a polite tone.
and close it. Give each instruction twice, 
reducing the demonstration the second time.
Model “Stand up, please!” and “Sit down, Stand or sit in place and open or close their books 
please!” Check the space beside desks, then mix according to the spoken instruction, rather than 
the four instructions already practised. simply copying a classmate.
Introduce “Raise your hand, please!” and “Work Raise a hand or turn to a partner; point to and 
in pairs, please!” Ask pupils to point to the read the matching card.
instruction card that matches each action.
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Teacher’s activities Pupils’ activities and expected responses
Play Teacher says. Explain: “Listen. Do the Remain standing after the second instruction; 
action only when you hear ‘Teacher says’.” Use: follow the other instructions correctly. Pupils 
Teacher says, stand up, please! / Sit down, who make a mistake listen again and continue 
please! / Teacher says, sit down, please! / playing.
Teacher says, open your books, please!
Say “Work in pairs. Choose two cards. Read the Each pupil gives and follows instructions. 
instructions. Then change roles.” Support Example: A says “Raise your hand, please!” and 
pronunciation by modelling “Open your books” B raises a hand; B says “Close your books, 
before adding “please”. please!” and A closes a book.
Invite a pair to demonstrate two instructions. Ask Show that “Open” matches opening a book and 
the class “Do the words and actions match?” “Close” matches closing it. The pair corrects an 
 action if needed.
Assessment and support: Observe pupils following spoken instructions without a demonstration. 
Comment on how the action matches the sentence, rather than testing recall of the whole list.
4. Application – Sing and check classroom instructions (10 minutes)
Goal: Use familiar instructions to check and correct an unsuitable suggestion.
Language input and materials
Review greetings with Hello. How are you? (textbook, page 7): Hello, hello. / How are you? / How are 
you? / I’m fine, thank you. / I’m fine, thank you. / Hi, hi. / This is Mary. / This is Mai. / Nice to see 
you. / Nice to see you.
Three screen cards: A – Open your books, please!; B – Stand up, please!; C – Open your pen, please! 
Card C is a teacher-created error that simulates an AI suggestion; it is not output from a live AI 
system.
Teacher’s activities Pupils’ activities and expected responses
Spend about three minutes listening to, or Sing using the supplied lyrics and greet a partner; 
modelling, Hello. How are you? on page 7. look at the lyrics if needed.
Pupils sing both verses and greet a partner. 
Explain that they will practise the song more 
fully next lesson.
Ask two pupils to role-play teacher and pupil, Open a book for A and stand up for B; explain 
draw card A or B, and act it out. The class reads the match through the words and action.
the instruction and points to the object or action 
used to check it.
Show card C and explain that it is a simulated Recognise that “pen” does not name the book 
AI suggestion. Hold up a book and ask “We and that the instruction does not match the 
want to open our books. Is this instruction intended action.
right?” Do not ask pupils to open or take 
apart a pen.
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Teacher’s activities Pupils’ activities and expected responses
Ask pupils to change the incorrect word or Read the corrected instruction and open a 
phrase, then check using a real book. Confirm book to demonstrate it. Recognise that a 
“Open your books, please!” Reveal the answer sentence must be understood and checked 
only after the class responds. before use, even when labelled as an AI 
 suggestion.
Show another teacher-prepared card: “Sit down, Check the meaning against the action and keep 
please!” One pupil reads it and another follows it. the correct sentence; do not assume every screen 
Ask “Is this instruction right?” Establish that a sentence is wrong.
sentence is not wrong merely because it appears 
on a screen.
Practise this short dialogue in pairs: Hello. I’m Combine a greeting with a classroom instruction, 
Mai. / Hi, Mai. I’m Nam. / Open your books, respond “OK”, and carry it out without adding 
please! / OK. On the second round, pupils change private information.
role-play names and choose another instruction.
Invite two pairs to perform. Comment on a clear Repeat one usable instruction and demonstrate 
instruction, polite use of “please”, and the correct how to check it with an object or action.
response. Conclude that AI can suggest ideas, 
while learners must check and decide which 
sentence to use.
Assessment and support: Evidence consists of correcting C to “Open your books, please!” and 
performing it, while keeping correct cards A and B. Repeating a slogan about AI is insufficient.
Source: AI indicator [4.A1.2]. Retain singing in the introductory lesson; use the textbook song on page 7 with 
the supplied lyrics in place of an external video.
5. Consolidation and preparation (2 minutes)
Goal: Remember what to prepare for the next lesson.
Language input and materials
Exit checks: Open your books, please!; What page is Starter A on?
Teacher’s activities Pupils’ activities and expected responses
Give the instruction to open books, then ask Open their books and answer “Page 7. Hello 
“What page is Starter A on?” Invite one pupil to again!”
answer and ask everyone to open page 7.
Ask pupils to keep the instruction cards to read Name the materials and page to prepare, then put 
with a family member, bring Volume 1, and look books and notebooks away neatly.
at the pictures on page 7. They do not need to 
complete a listening task at home.
Assessment and support: Pupils identify page 7 and know to bring the textbook; they are not required 
to learn answers in advance.
IV. POST-LESSON ADJUSTMENTS
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 LESSON PLAN
 STARTER A – HELLO AGAIN!
 Period 02
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 01 Duration: 1 period (35 
 minutes)
 Planning date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OBJECTIVES
1. Language knowledge and skills
Greetings: Hello/Hi; How are you? – I’m fine, thank you; Nice to see you.
Character names: Linh, Ben, Lucy, Nam, Mary, Minh; spell hello, friend, classroom, outdoor, 
activities.
2. Competences
Identify characters through listening; work together to sing and play a group spelling game.
3. Personal qualities
Greet others warmly, wait for a turn, and help classmates read letters.
4. Integrated learning
[CB2.2.1] (Interacting through digital technologies): use the response controls on a shared 
device, submit selected character names, and read the feedback; Grades 4–5 level.
II. TEACHING AIDS AND MATERIALS
Textbook, page 7; textbook audio Tracks 1–2; the scripts and answers provided in the activities below.
HocLieu-Tuan-01-EN.html, Hello again section, and Spelling bee cards; one set of five cards per 
group of four.
Use the teacher’s shared computer. If the audio cannot be played, read the supplied script and model 
the song; do not describe this as a recorded listening test. Without a screen, use the textbook and 
printed cards; do not record digital operation as achieved.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Hello again (3 minutes)
Goal: Recall familiar greetings.
Language input and materials
Hello. How are you? / I’m fine, thank you. / Nice to see you.
Teacher’s activities Pupils’ activities and expected responses
Greet the class and model the question and Respond appropriately; one pair demonstrates a 
answer with a pupil. Recall that “please” makes greeting.
an instruction polite, whereas “hello” is a 
greeting.
Say “Greet your partner. Then change roles.” Take both speaking turns and look towards their 
Invite the class to say “Nice to see you.” partner when communicating.
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Teacher’s activities Pupils’ activities and expected responses
Say “Open your books at page 7, please!” Open page 7 and recognise the characters shown 
Introduce Hello again! and the two pictures of in Starter.
friends meeting.
Assessment and support: Listen to two pairs and comment on an appropriate greeting and response.
Source: Teacher’s Book, page 10, Warm-up.
2. Let’s sing – Hello. How are you? (10 minutes)
Goal: Sing the greetings clearly and in rhythm, and understand the introductions in the song.
Language input and materials
Track 1. Song lyrics:
Hello, hello. / How are you? / How are you? / I’m fine, thank you. / I’m fine, thank you.
Hi, hi. / This is Mary. / This is Mai. / Nice to see you. / Nice to see you.
Teacher’s activities Pupils’ activities and expected responses
Direct pupils to the pictures and lyrics: Minh Point to Minh and Lucy; identify Nam 
greets Lucy; Nam introduces Mary and Mai. Ask introducing Mary and Mai and understand the 
“Who can you see?” and “Who is saying hello?” friendly greetings.
Explain “This is ” and “Nice to see you” 
through the situation.
Read verse 1, then play the first part of Track 1. Point to “I’m fine, thank you” and repeat the 
Pupils point to each line. Ask “How are you?” response.
and elicit the response.
Play or sing each line of verse 1, pausing for Sing “hello” and “thank you” clearly and clap in 
repetition. Join the lines into the whole verse and time without rushing ahead of the model.
clap gently to the beat.
Follow the same procedure for verse 2. Use name Sing “This is Mary” and “This is Mai” while 
cards for Mary and Mai so pupils can take turns pointing to the correct card; keep the names in 
introducing them. the textbook lyrics.
Have the class listen and sing the whole song. Coordinate the two verses and keep the beat; 
The left group sings verse 1 and the right group pupils needing support practise short lines first.
verse 2; then switch. Help groups that need 
support to find the beat.
Invite two groups to perform the whole song. The Perform, listen to classmates, and improve 
class joins in and comments on one example of pronunciation using the teacher’s model.
clear words or accurate rhythm.
Assessment and support: Check the greetings and introductions, audible pronunciation, and singing in 
time with the group. Solo singing is not required.
Source: Textbook, page 7, Activity 1; Teacher’s Book, pages 10–11.
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3. Listen and tick (9 minutes)
Goal: Identify the characters introduced by Ms Hoa.
Language input and materials
Track 2. Six pictures: a Linh; b Ben; c Lucy; d Nam; e Mary; f Minh.
Audio script – Ms Hoa: Hello, class. I’m Ms Hoa. Nice to see you again. This is Minh. This is Ben. 
This is Linh. And this is Lucy.
 English 4 textbook, Volume 1, page 7, Activity 2.
Teacher’s activities Pupils’ activities and expected responses
Ask pupils to name the six characters in pictures Point to and name each character; do not tick a 
a–f. Ask “Who is he/she?” and accept names. picture simply because the character is familiar.
Confirm each name against its picture before 
listening.
Give the instruction “Listen and tick. Tick the Listen to identify the names mentioned without 
people you hear.” Play or read the whole script seeing the answers.
once without stopping after each name.
Play or read the script again for individual work. Tick the characters heard: f, b, a, c; leave d and e 
Pause naturally before each “This is ”, without unticked.
announcing in advance that four pictures are 
correct.
Ask pairs to exchange books and name their Use Minh, Ben, Linh, and Lucy as evidence; 
selected characters. Replay or reread any correct any selection of Nam or Mary.
disputed sentence, then have pupils correct their 
choices using the script.
Open Hello again in the HTML materials. Ask Select Minh, Ben, Linh, and Lucy, submit the 
pupils to select the four names heard and selection, and read the feedback. Recognise 
press Check. Have them explain how to how the screen lets the class receive and check 
submit a response; a representative operates a response.
the device after the pair agrees.
Confirm f (Minh), b (Ben), a (Linh), c (Lucy). Correct the textbook task and say “This is ” 
Play or read each sentence again for repetition. with the pictured names.
Assessment and support: Use the Teacher’s Book answer key on page 11. Ask pupils to identify the 
names heard rather than only reciting letters. Observe the representative’s submission separately.
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Source: Textbook, page 7, Activity 2; Teacher’s Book, page 11.
4. Let’s play – Spelling bee (11 minutes)
Goal: Spell familiar words, listen to a partner, and check their spelling.
Language input and materials
Five cards: hello; friend; classroom; outdoor; activities.
Answer key: H-E-L-L-O; F-R-I-E-N-D; C-L-A-S-S-R-O-O-M; O-U-T-D-O-O-R; A-C-T-I-V-I-T-I-E-
S.
Teacher’s activities Pupils’ activities and expected responses
Review English letter names using an alphabet Say the letter names and spell H-E-L-L-O 
chart, focusing on letters with easily confused following the model.
names such as a/e/i. Show “hello” as the model 
card.
Explain the groups of four: one pupil holds a card Restate the rules and understand that stars are 
and says the word; the other three take turns game points, not subject assessment grades.
spelling without seeing the card. A correct 
answer earns a game star; an incorrect answer 
can be heard again and corrected.
Model with “friend”: say the word, ask a pupil to Say F-R-I-E-N-D, check the printed letters, and 
spell it, then have the card holder reveal the card identify any letter needing correction.
to check every letter.
Play with hello, friend, and classroom, changing Each pupil takes at least one speaking turn. The 
card holders after each round. Support pupils by checker points to each letter on the card rather 
splitting classroom into class / room for practice than relying only on memory.
before joining the word again.
Continue with outdoor and activities. Let pupils Try O-U-T-D-O-O-R and A-C-T-I-V-I-T-I-E-S; 
needing support look at the card for practice supply any omitted letters.
before trying again; retain the lesson words rather 
than substituting easier ones.
Invite two groups to try activities. The class Read the word again, spell it correctly, and listen 
checks against the full card. Confirm the spelling to a classmate’s turn.
and praise pupils who support their classmates.
Assessment and support: Check all five words against the cards and ensure every pupil has a spelling 
turn. Record support based on observed performance.
Source: Textbook, page 7, Activity 3; Teacher’s Book, page 11.
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5. Consolidation and preparation (2 minutes)
Goal: Recall a greeting and prepare for Starter B.
Language input and materials
Exit checks: How are you?; Spell friend.
Teacher’s activities Pupils’ activities and expected responses
Ask “How are you?” and have the class spell Respond “I’m fine, thank you”; spell F-R-I-E-N-
friend. Correct an omitted letter immediately. D.
Ask pupils to sing the lyrics on page 7 again, State the next page to prepare; they need not 
read the five words, look at the Starter B pictures complete the listening task in advance.
on page 8, and bring the textbook and notebook.
Assessment and support: Check both oral responses and awareness of the next page.
Source: Teacher’s Book, pages 10–11.
IV. POST-LESSON ADJUSTMENTS
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 LESSON PLAN
 STARTER B – CLASSROOM ACTIVITIES
 Period 03
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 01 Duration: 1 period (35 
 minutes)
 Planning date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OBJECTIVES
1. Language knowledge and skills
Instructions: Come in; Sit down; Open your books; Read aloud; Stand up; Say goodbye; Quiet; Close 
your books; Let’s go out.
Activities: listening to the chant, reading a book, writing new words, doing a word puzzle; He’s/She’s 
2. Competences
Listen to descriptions and number pictures; work together to chant, follow instructions, and check 
descriptions.
3. Personal qualities
Listen quietly, perform actions safely, and respect classmates who need more response time.
4. Integrated learning
[CB2.5.3] (Creatively using digital technologies): work with a partner through the sequence of 
viewing a picture, selecting a sentence, checking feedback, and correcting the choice in a digital 
game; Grades 4–5 level.
[4.A1.2] (AI supports learning but does not replace human thinking): use a picture and familiar 
language to correct a simulated AI caption.
II. TEACHING AIDS AND MATERIALS
Textbook, page 8, Tracks 3–5; the scripts below; instruction cards from Period 1.
HocLieu-Tuan-01-EN.html, Classroom activities section: a question based on the Activity 2 picture 
and a simulated caption to check.
Use the teacher’s computer or a shared device. If audio is unavailable, read the script or model the 
chant. Without a device, use the textbook and paper cards, and do not record digital operation as 
achieved. Pupils act in place and do not leave the room in response to the chant.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Follow the instructions (3 minutes)
Goal: Recall familiar instructions before listening to the chant.
Language input and materials
Instruction sequence: Stand up, please! / Sit down, please! / Open your books, please!
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Teacher’s activities Pupils’ activities and expected responses
Greet the class and give the three instructions in Follow the spoken instructions without a teacher 
order. On the second round, change the sequence demonstration.
to Open your books – Close your books – Stand 
up.
Invite two pupils to give one instruction each to a Give a clear instruction and respond to a 
partner. Encourage a polite tone and the use of partner’s instruction.
“please”.
Ask pupils to open page 8. Introduce Classroom Point to the lesson title and look at its three 
activities and the listening and reading tasks on activities.
the page.
Assessment and support: Observe how actions match instructions; help pairs that confuse open and 
close.
Source: Teacher’s Book, page 12, Warm-up.
2. Let’s chant (8 minutes)
Goal: Chant six instructions rhythmically and understand their meaning.
Language input and materials
Track 3:
Come in, please! / Sit down, please! / Open your books, please! / Read aloud, please! / Stand up, 
please! / Say goodbye, please!
Teacher’s activities Pupils’ activities and expected responses
Ask pupils to look at each line and identify Match the instructions to inviting someone in, 
familiar instructions. Use gestures to explain reading aloud, and saying goodbye.
Come in, Read aloud, and Say goodbye.
Play or model the whole chant. Pupils point to Follow all six lines in order, including Read 
the matching lines, noticing the pauses and aloud.
“please”.
Play or model each line for repetition. Correct the Practise in phrases and include “please”; pupils 
final sound in books and encourage clear needing support repeat after the teacher.
pronunciation of goodbye.
Have the class chant the whole text and clap Keep the beat with the class and chant clearly 
gently to the beat, adding suitable actions at their rather than shouting.
places.
Divide the class into two groups to alternate lines Listen to the other group and continue at the 
1–3 and 4–6, then switch. Invite one group to correct turn.
perform all six lines.
Comment on one clear phrase and one line to Demonstrate the meaning of the instruction and 
repeat. Check “Read aloud, please!” by asking a adjust rhythm or pronunciation.
pupil to read the first line.
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Assessment and support: Check all six instructions and the actions that show their meaning.
Source: Textbook, page 8, Activity 1; Teacher’s Book, page 12.
3. Listen and number (10 minutes)
Goal: Match four spoken descriptions to four pictures.
Language input and materials
Track 4. Pictures: a Bill listens to the chant; b Mary does a word puzzle; c Lucy reads a book; d Ben 
writes new words.
1. He’s listening to the chant.
2. She’s reading a book.
3. He’s writing new words.
4. She’s doing a word puzzle.
 English 4 textbook, Volume 1, page 8, Activity 2.
Teacher’s activities Pupils’ activities and expected responses
Ask “Who are they? What are they doing?” Have Name the characters or give short descriptions: a 
pupils point to the headphones, book, pen, and listening, b word puzzle, c reading, d writing.
word puzzle as clues.
Explain “Listen and number”: write the number Look at the four pictures and identify the 
of each spoken sentence in the box below its activities.
picture; do not tick. Play or read all four 
sentences once.
Play or read again, allowing time after each Write a–1, b–4, c–2, d–3.
sentence. Pupils write independently, then check 
when they listen once more.
Ask pupils to exchange books and explain one Explain that b matches sentence 4 because Mary 
match. For picture b, have them point to the word is doing a word puzzle, while d matches sentence 
puzzle and distinguish it from writing new words 3 because Ben is writing.
in d.
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Teacher’s activities Pupils’ activities and expected responses
Confirm 1a, 2c, 3d, 4b using the Teacher’s Book. Correct their work and say “She’s reading a 
Repeat sentences 2 and 4; pupils point to the book” and “She’s doing a word puzzle” for the 
correct picture and repeat. matching pictures.
Open the Classroom activities question. Pairs Observe, choose “She’s reading a book”, 
discuss before a representative selects the check feedback, and point to the book as 
sentence for Lucy reading a book, reads the evidence. Avoid random clicking to obtain a 
feedback, and corrects the choice if needed. correct result.
Ask for evidence before another attempt.
Assessment and support: Answers: a1, b4, c2, d3. Pupils explain using the pictured actions rather than 
guessing from position.
Source: Textbook, page 8, Activity 2; Teacher’s Book, pages 12–13.
4. Listen and act out – Check the instructions (12 minutes)
Goal: Follow seven instructions and distinguish a suitable picture description from an unsuitable one.
Language input and materials
Track 5: Quiet. / Sit down. / Open your books. / Read aloud. / Close your books. / Stand up. / Let’s go 
out.
Simulated AI suggestion: a picture of Lucy reading a book is captioned “She is singing.”
 English 4 textbook, Volume 1, page 8, Activity 3.
Teacher’s activities Pupils’ activities and expected responses
Ask pupils to look at Ms Hoa and the children Recognise the classroom instructions and follow 
and identify what is happening. Play or read the their sequence.
seven instructions, asking pupils to point to the 
pictures before acting.
Play or read again while pupils point. Clarify that Point to and distinguish the two instructions in 
Quiet means keeping silent, while Read aloud context.
means reading so others can hear.
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Teacher’s activities Pupils’ activities and expected responses
Read each line for pupils to act out. Use real Act out the instructions in place without pushing 
books for open/close. For Let’s go out, mime or leaving the classroom.
getting ready to leave without actually leaving 
the room.
Have groups take turns reading and acting; invite Coordinate listening, reading, and acting; correct 
one group to perform all seven instructions. The the action identified.
class identifies an action that needs correction, if 
any.
Show Lucy’s picture from Activity 2 with Point to the book and reading posture, reject 
“She is singing.” Explain that this is a teacher- singing, and say “She is reading a book.”
prepared simulation of an AI suggestion. Ask 
“Look at Lucy. Is she singing?”
Reveal the correction in the materials and Point to the picture and book and say the 
compare it with the textbook. Ask “What can corrected sentence; understand that the 
you see in the picture?” Have pupils use the simulation is not AI observing their classroom.
book as evidence. Explain that they must 
check the meaning before trusting a suggested 
caption.
Have the class repeat all seven instructions. Read the instructions and sit in their places, ready 
Pupils needing support use cards. Finish with Sit to answer.
down to settle the class for the exit question.
Assessment and support: Check all seven instructions and the correction “She is reading a book”. 
Verification uses language already practised in Activity 2.
Source: Textbook, page 8, Activity 3; Teacher’s Book, page 13.
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5. Consolidation and preparation (2 minutes)
Goal: Recall one description and the next lesson.
Language input and materials
Read aloud, please!; She’s reading a book.
Teacher’s activities Pupils’ activities and expected responses
Ask for one instruction and one description of Use “Read aloud, please!” and “She’s reading a 
Lucy’s picture. Clarify the difference between book” in the appropriate contexts.
telling someone what to do and describing what 
someone is doing.
Ask pupils to practise the six-line chant and look Recall page 9 and bring the textbook for the next 
at Starter C on page 9. No phone use or photo lesson.
submission is needed at home.
Assessment and support: Check that the two sentences serve their intended functions and that pupils 
know to prepare Starter C.
Source: Teacher’s Book, Starter.
IV. POST-LESSON ADJUSTMENTS
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 LESSON PLAN
 STARTER C – OUTDOOR ACTIVITIES
 Period 04
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 01 Duration: 1 period (35 
 minutes)
 Planning date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OBJECTIVES
1. Language knowledge and skills
What are they doing? – They’re swimming/running/singing/skating/skipping.
Look at Minh. His hobby is swimming; Her hobby is ; Jump high; Kick hard; Cycle fast.
2. Competences
Describe activities shown through actions, follow lines to read information, and work together to 
perform a chant.
3. Personal qualities
Cooperate and encourage classmates; move within their ability without pushing or kicking others.
4. Integrated learning
[4.A1.2] (AI supports learning but does not replace human thinking): check a simulated 
description against connecting lines and pictured objects in the textbook, then correct it.
II. TEACHING AIDS AND MATERIALS
Textbook, page 9; swimming, running, singing, skating, and skipping cards; chant cards.
HocLieu-Tuan-01-EN.html, Outdoor activities section, or a printout; one simulated AI sentence about 
Minh and the original matching picture.
Mime gently in place: use small steps, avoid forceful kicks, and do not require bicycles or skates. A 
teacher’s screen is a display aid; merely watching it does not demonstrate digital competence.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Watch and name the action (3 minutes)
Goal: Recall outdoor activity words learned in Grade 3.
Language input and materials
Teacher demonstrations: swimming, running, singing.
Teacher’s activities Pupils’ activities and expected responses
Greet the class and mime swimming. Invite two Answer “They’re swimming.”
pupils to mime together and ask “What are they 
doing?”
Change to running in place and singing. Elicit Say “They’re running” and “They’re singing.”
running and singing; model the full sentence if 
pupils omit They’re.
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Teacher’s activities Pupils’ activities and expected responses
Open page 9, introduce Outdoor activities, and Open the page, keep space between pupils, and 
explain safe movement. prepare to play.
Assessment and support: Check recognition through words and sentences, not sporting ability.
Source: Teacher’s Book, page 14, Warm-up.
2. Let’s play – Miming game (9 minutes)
Goal: Ask and answer about classmates’ actions.
Language input and materials
Five cards: swimming, running, singing, skating, skipping. Pattern: What are they doing? – They’re 
Teacher’s activities Pupils’ activities and expected responses
Read and demonstrate all five words. Mime Point to and read swimming, running, singing, 
skating rather than actually skating. Check skating, skipping.
understanding by asking pupils to point to the 
card that matches an action.
Explain the groups of five: two pupils mime the Assign roles and repeat “What are they doing?”
same card, one asks the question, and two guess. 
Require a full sentence for each guess.
Model with swimming: two pupils mime, the Understand how to check the guess and give a 
teacher asks, and the class answers “They’re complete answer.
swimming.” The card holder reveals the card for 
checking.
Play with running and singing, then rotate roles. Take turns miming, asking, and answering. 
Correct group responses earn a game star; Pupils who need more time remain in the game.
support an incorrect response and allow another 
attempt.
Continue with skating and skipping. Remind Use They’re with the action word and move 
pupils not to jump forcefully or use a real rope in safely.
the aisle. Correct “They swimming” by 
modelling “They’re swimming.”
Invite a group to choose any card and mime Observe both performers, use They’re, and 
again. The class guesses and explains how to identify the matching action.
check.
Assessment and support: Use all five cards; check sentence use and role rotation. Stars are for the 
game only.
Source: Textbook, page 9, Activity 1; Teacher’s Book, pages 14–15.
3. Follow the lines and say (12 minutes)
Goal: Follow connecting lines to state each character’s hobby correctly.
Language input and materials
Names: 1 Minh, 2 Linh, 3 Mary, 4 Ben, 5 Mai. Objects: a bicycle; b swimming kit; c football; d 
skipping rope; e roller skates.
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Model: Look at Minh. His hobby is swimming.
 English 4 textbook, Volume 1, page 9, Activity 2.
Teacher’s activities Pupils’ activities and expected responses
Explain “Follow the lines and say”: trace from a Name the characters and identify the five objects; 
name to an object with a finger, then state the follow the connecting lines with a finger.
hobby. Do not match by the nearest position.
Model Minh: follow his line to b, the swimming Trace line 1b correctly and say the model 
kit. Say “Look at Minh. His hobby is swimming” sentence.
and show that His refers to Minh.
Let pupils trace the remaining four characters Find 2d, 3e, 4a, 5c.
independently. Help them follow crossing lines 
without giving the answers.
Have pairs alternate speaking and checking. Say: Look at Minh. His hobby is swimming.
Confirm 1b, 2d, 3e, 4a, 5c. Read all five Look at Linh. Her hobby is skipping.
sentences in the pupils’ column to retain the 
 Look at Mary. Her hobby is roller skating.
complete answer key.
 Look at Ben. His hobby is cycling.
 Look at Mai. Her hobby is playing football.
Show the simulated suggestion “Look at Minh. Point to swimming kit b and change cycling to 
His hobby is cycling.” Ask “Does it match swimming; do not decide from clothing colour 
Minh’s line?” Have pupils trace line 1 again. or a character’s name.
Invite two pupils to describe Mary and Ben. Ask Use roller skates e for Mary and bicycle a for 
listeners to point to the evidence. Confirm roller Ben; distinguish His and Her.
skating and cycling using the corresponding 
objects.
Ask what to do if a line is unclear. Suggest Use the original picture to check and repeat the 
opening a larger view or tracing it with a partner sentence after verification.
rather than guessing.
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Assessment and support: Check all five matches and sentences. The AI suggestion can be corrected 
using the current lesson’s language. Offer His/Her models to pupils needing support.
Source: Textbook, page 9, Activity 2; Teacher’s Book, pages 15–16.
4. Read and act out (9 minutes)
Goal: Read six lines with the pictures and show their meaning safely.
Language input and materials
Jump. / Jump high!
Kick. / Kick hard!
Cycle. / Cycle fast!
 English 4 textbook, Volume 1, page 9, Activity 3.
Teacher’s activities Pupils’ activities and expected responses
Ask pupils to read the first two lines and point to Understand Jump high and read both lines 
the jumping picture. Explain high with a hand clearly.
gesture; do not require high jumps in the 
classroom.
Read Jump, then Jump high, raising the heels or Read and act within their ability; do not jump 
hands to demonstrate. Pairs practise, then change onto desks or chairs.
readers.
Repeat with Kick / Kick hard. Use a gentle leg Say both lines and perform a controlled mime.
movement without a ball and never kick towards 
another person.
Repeat with Cycle / Cycle fast. Rotate the hands Distinguish cycle from cycle fast through the 
to represent pedals and increase the hand rhythm mime; no bicycle is needed.
for fast.
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