Giáo án môn Tiếng Anh Lớp 4 Global Success tích hợp năng lực số và AI - Tuần 3 - Năm học 2026-2027

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 LESSON PLAN
 UNIT 1 – MY FRIENDS
 Lesson 3 – Activities 1, 2, 3
 Period 09
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 03 Duration: 1 period (35 
 minutes)
 Planning date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OBJECTIVES
1. Language knowledge and skills
Pronounce the final a in America and ia in Australia; say I’m from America. / She’s from Australia. 
clearly.
Distinguish America and Australia in two spoken sentences; chant accurately with a steady beat and 
check country information against the textbook.
2. Competences
Listen and choose independently before comparing answers; practise in pairs and give feedback on a 
specific word or sentence.
3. Personal qualities
Respect classmates’ pronunciation, correct gently, and say honestly when a listening sentence is 
unclear.
4. Integrated learning
AI literacy – [4.A1.2] (Critical thinking): check three simulated sentences against the chant on 
page 14; identify and correct Ben’s incorrect country.
II. TEACHING AIDS AND MATERIALS
Textbook, page 14; Teacher’s Book, pages 26–28; Tracks 13–15 where authorised audio is available. 
Otherwise, read the supplied models and scripts; chant to a gentle clapping beat.
Country cards: America, Australia, Britain, Japan, Malaysia, Singapore, Thailand, Viet Nam; the three 
AI-check sentences in Activity 4. Offline materials: HocLieuKemTheo/Tuan-03/HocLieu-Tuan-03-
EN.html.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – Slap the board (4 minutes)
Goal: Recall country names before practising the two word endings.
Language input and materials
Cards: America, Australia, Britain, Japan, Malaysia, Singapore, Thailand, Viet Nam. Sample calling 
order: Japan → Australia → Viet Nam → America.
Teacher’s activities Pupils’ activities and expected responses
Greet the class: “Hello, class. How are you?” Reply “We’re fine, thank you.” Read the familiar 
Respond, then put the eight cards on the board. country names.
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Teacher’s activities Pupils’ activities and expected responses
Form two teams. One pupil from each team Restate the safety rule and choose the players for 
comes to the board per round; the others read the round.
when signalled. Explain: touch one card gently; 
the first correct touch earns one point. Do not 
push.
Call the four countries in the given order. Change Touch or point to the correct card and say its 
players after each round; ask the class to confirm country. Seated pupils check the written label.
the card name.
Total the points and praise clear pronunciation. Open the page and point to America/Australia. 
Ask pupils to open page 14; introduce Remember to bring the two prepared Pupil cards 
America/Australia practice and checking to Period 10.
introductions.
Assessment and support: Check that pupils identify the card names; speed in the game does not 
measure pronunciation.
Source: Teacher’s Book, page 26.
2. Listen and repeat (9 minutes)
Goal: Pronounce the two word endings and model sentences; distinguish letter names from sounds.
Language input and materials
a – America – I’m from America.
ia – Australia – She’s from Australia.
Pronunciation note: the target sound at the end of both words is /ə/. Practise the sound in the word, not 
the letter name A.
Teacher’s activities Pupils’ activities and expected responses
Point to the final a in America, model /ə/, then Look at the target letters and listen to the sound. 
say the word and “I’m from America.” Explain Distinguish the sound within a word from the 
that the sentence tells where the speaker is from. letter name.
Play Track 13 or model each item. Ask pupils to Point to a, America, and the sentence in turn. 
point to the sound, word, or sentence they hear. Listen fully before repeating.
Lead class and group repetition, then invite three Repeat. Pupils needing support listen to a slower 
individual pupils. Model a short, light final model, then say the whole word America.
sound, avoiding a strong or prolonged /a/.
Repeat with ia – Australia – She’s from Point to the final ia in Australia and read the 
Australia. Ask “Who does she refer to?” to word and sentence. Explain that she refers to a 
establish that the sentence refers to a girl or girl or woman.
woman.
In pairs, A points to one line and B reads the Each pupil reads both lines. The listener 
sound, word, and sentence. Swap roles after each identifies any word that needs clearer 
line; complete two rounds. pronunciation.
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Teacher’s activities Pupils’ activities and expected responses
Invite two pairs to read to the class. Model any Read again after feedback. Listen for the 
inaccurate sentence and let the same pupil try difference between America and Australia.
again.
Assessment and support: Hear individual pupils say the complete words and sentences as well as 
joining the class. The symbol /ə/ represents a speech sound.
Source: Textbook, page 14, Activity 1; Teacher’s Book, pages 26–27.
3. Listen and circle (9 minutes)
Goal: Select the country heard in a sentence, using listening evidence.
Language input and materials
Task: 1. I’m from ____. a. America b. Australia c. Malaysia.
2. He’s from ____. a. Canada b. Australia c. America.
Audio script (Teacher’s Book, Track 14): 1. I’m from America. 2. He’s from Australia.
Key: 1.a; 2.b. Reveal the script and answers after pupils attempt the task.
Teacher’s activities Pupils’ activities and expected responses
Explain: listen to each sentence and circle one Read the two incomplete sentences and identify 
option. Let pupils read the choices. Explain the missing information as a country.
Canada briefly as an option; no additional 
country topic is required.
Allow a quick prediction in pencil. Remind Make a prediction and remain ready to change it 
pupils that a prediction is not yet an answer. after listening.
Play or read both sentences once, pausing after Listen and independently circle 1.a and 2.b 
each. Do not point to the correct answer. according to what is heard.
Play or read again. Have partners exchange Compare answers and identify America in 
books and identify the words heard before sentence 1 and Australia in sentence 2.
comparing answers.
Confirm 1.a and 2.b. Read the full sentences for Answer “He is.” Correct the choice and read 
pupils who chose differently. Ask “Who is from “He’s from Australia.”
Australia?” in the context of the script.
Have the class repeat each sentence, then invite Read the complete subject and country phrase; 
two pupils to read independently. Support distinguish I’m from He’s.
America/Australia pronunciation.
Assessment and support: Check both choices and the country heard in each. An incorrect answer calls 
for further listening, not a judgement that all vocabulary is unknown.
Source: Textbook, page 14, Activity 2; Teacher’s Book, page 27 (script and key).
4. Let’s chant – Read and check (10 minutes)
Goal: Chant clearly with a steady beat and verify one incorrect detail.
Language input and materials
Chant:
 3