Giáo án môn Tiếng Anh Lớp 4 Global Success tích hợp năng lực số và AI - Tuần 14 - Năm học 2026-2027

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 LESSON PLAN
 UNIT 8: MY FAVOURITE SUBJECTS
 Lesson 2 — Activities 4, 5, 6
 Period 53
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 14 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Identify four subject–job reasons in the listening and number the matching pictures.
Complete and read two dialogues using Why, Because, subject, painter and music.
Make a meaningful sentence linking a subject to a possible future job.
2. Competences
Listen for key words, check evidence with a partner and contribute a sentence in a group.
3. Personal qualities
Respect different interests and ambitions; correct an answer using evidence rather than guesswork.
4. Integrated learning
[CB2.1.1] Identify suitable keywords and a relevant school-subject song with teacher support 
(PPCT 1.1.Cb2a).
[4.A1.2] Check a simulated AI subject–job sentence against an explicit role cue.
II. TEACHING AND LEARNING MATERIALS
Textbook p. 59; Teacher's Book pp. 119–121; Track 83 if available, with the verified reading script 
below as fallback.
Notebooks, pencils, board; optional shared device with a teacher-previewed YouTube Kids search. All 
paper alternatives are included.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up — Search words and subject recall (4 minutes)
Learning goal: Choose keywords for a school-subject song and recall familiar subject names.
Task content and materials
Search need: an English song naming school subjects. Query: school subjects song. On a 
prepared teacher-controlled YouTube Kids screen, identify the search words and a relevant 
result; preview before playing.
Paper search choices: A — School subjects song; B — Farm animals song; C — Colours song. Key A; 
this is a simulated choice, not evidence of online navigation.
Bridge: Name two subjects. Examples: art; music.
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Teacher's activities Pupils' activities / expected responses
Ask pupils to choose the query and explain which Choose school subjects song and result A; name 
title meets the need. Guide one supported search art and music.
if the prepared device is available.
If search is unavailable or results are unsuitable, Make the paper choice and open p. 59; no 
use the printed choices and move directly to the account or home search is required.
subject recall.
Assessment and support: Check relevant keywords and the selected topic; record supported navigation 
only if it actually occurs.
2. Listen and number — Activity 4 (9 minutes)
Learning goal: Match each spoken reason to its picture.
Task content and materials
Picture labels: a — singer; b — painter; c — English teacher; d — maths teacher. Write the dialogue 
number in each picture box.
Track 83 script:
1. A: Why do you like art? B: Because I want to be a painter.
2. A: Why do you like maths? B: Because I want to be a maths teacher.
3. A: Why do you like music? B: Because I want to be a singer.
4. A: Why do you like English? B: Because I want to be an English teacher.
Key by dialogue: 1b, 2d, 3a, 4c. Numbers in picture boxes: a = 3; b = 1; c = 4; d = 2.
 English 4 textbook, Volume 1, p. 59, Activity 4: Four job pictures for listening and numbering.
Teacher's activities Pupils' activities / expected responses
Identify the four jobs. Play Track 83 or read the Hear art and painter; write 1 in picture b.
verified script without showing its key. Model 
dialogue 1.
Play/read the remaining dialogues twice, first for Write 2 in d, 3 in a and 4 in c; compare without 
meaning and then to number. Let partners erasing until the evidence is checked.
compare.
Replay/read any disputed dialogue. Ask which Quote painter, maths teacher, singer or English 
job word supports the choice. teacher and correct the matching box.
Assessment and support: Check all four boxes, distinguishing picture letters from dialogue numbers. 
Give a second short listening to pupils who confuse the two teacher jobs.
Source: Textbook p. 59, Activity 4; Teacher's Book pp. 119–120, Track 83
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3. Look, complete and read — Activity 5 (9 minutes)
Learning goal: Complete the two dialogues from their meaning and picture cues.
Task content and materials
1. A: What's your favourite subject? B: It's art. I like it.
A: ____ do you like art? B: Because I want to be a ____.
2. A: I like IT. It's my favourite ____.
B: Why do you like it? A: ____ I want to be an IT teacher. How about you?
B: My favourite subject is ____. I want to be a singer.
Key: 1. Why; painter. 2. subject; Because; music.
Completed key lines: Why do you like art? Because I want to be a painter. It's my favourite subject. 
Because I want to be an IT teacher. My favourite subject is music.
 English 4 textbook, Volume 1, p. 59, Activity 5: Painter and IT/singer writing cues.
Teacher's activities Pupils' activities / expected responses
Read dialogue 1 and point to the art/painter cue. Write Why and painter, using a capital W at the 
Elicit the question word. start.
Ask pupils to complete dialogue 2 independently, Write subject, Because and music; explain the 
then compare the surrounding words. singer cue.
Have pairs read both completed dialogues and Read both roles: a painter; an IT teacher; Because 
swap roles. Correct a/an and the reason phrase in I want to be .
context.
Assessment and support: Check all five gaps and a spoken question–reason exchange. Offer a word 
bank to pupils needing support.
Source: Textbook p. 59, Activity 5; Teacher's Book p. 120
4. Sentence making — Activity 6 (10 minutes)
Learning goal: Say a complete subject–reason sentence and check it against the assigned role.
Task content and materials
Board cues: music → a singer; maths → a maths teacher; English → an English teacher; art → a 
painter.
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