Giáo án môn Tiếng Anh Lớp 4 Global Success tích hợp năng lực số và AI - Tuần 1 - 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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