Giáo án môn Tiếng Anh Lớp 4 Global Success tích hợp năng lực số và AI - Tuần 8 - Năm học 2026-2027

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 LESSON PLAN
 UNIT 5 – THINGS WE CAN DO
 Lesson 1 – Activities 1, 2, 3
 Period 29
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 08 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Recognise and say ride a bike, ride a horse, play the piano and play the guitar, retaining a/the in each 
phrase.
Understand the short exchanges about Mary, Mai and Minh; ask Can you ? and answer Yes, I can. / 
No, I can't.
Ask a partner about two abilities, listen to the answer and report one's own choice with I can / I 
can't .
2. Competences
Match action pictures to complete phrases, take both roles in a conversation and use feedback to 
improve a sentence without letting a tool decide a person's abilities.
3. Personal qualities
Respect different abilities and truthful answers. Praise willingness to practise rather than treating a No 
answer as failure.
4. Integrated learning
[CB2.6.2] Interact with a basic AI language-learning tool under the teacher's supervision to 
practise I can . Follow the prepared question sequence, enter a short answer and check 
feedback against the pupil's intended meaning. PPCT 6.2.Cb2b applies to periods 29–32.
[4.A1.2] AI can offer language practice, but pupils retain their own answers and the teacher 
checks meaning. A prepared wrong response is corrected using the role card.
II. TEACHING AND LEARNING MATERIALS
Textbook p. 34; Teacher's Book pp. 68–70; board and four action cards. Tracks 46–47 if available; 
complete scripts and teacher-read alternative are printed below.
Use a small paper kite and a skipping-rope gesture to clarify the dialogue; no actual riding, rope 
jumping or instrument skill test is needed. All practice cards and the later survey frame are printed in 
this plan.
For the short digital practice, use an existing, school-approved AI English-practice tool that accepts 
short typed prompts and replies. Before class, test the exact prompt below in the teacher's session; keep 
personal details out of the input and keep its display ready. Pupils need no personal account. If no 
suitable tool is available or it replies outside the taught language, immediately use the printed 
exchange and mark AI interaction as not observed. Do not substitute an ordinary slideshow and call it 
AI.
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III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up – a birthday invitation and a new topic (3 minutes)
Learning goal: Connect the previous birthday lesson to familiar activities.
Task content and materials
Prepared fictional invitation: To Ben; date 20 May; time 7:00 p.m.; place My classroom; food chips; 
drink lemonade.
Teacher questions and sample answers: When's your birthday? – It's in May. What do you want to eat? 
– I want some chips.
Transition: hold a paper kite and mime skipping; say I can fly a kite. I can skip.
Teacher's activities Pupils' activities / expected responses
Use the prepared invitation or one pupil's Give the month and chosen food in complete 
invitation from the previous lesson. Ask the two familiar frames; recognise that other valid 
printed questions and let two pairs respond. invitations may differ.
Show the kite and mime skipping safely in place. Identify the kite and the skipping action; listen to 
Say the two I can sentences, then open page 34. I can as a statement about an ability.
Assessment and support: Check the familiar frames quickly; introduce the meaning of can through the 
action without explaining unrelated grammar.
Source: Teacher's Book p. 68, warm-up
2. Vocabulary – four activity phrases (5 minutes)
Learning goal: Name each activity with its complete phrase.
Task content and materials
Cards in order: A ride a bike; B ride a horse; C play the piano; D play the guitar.
Mime cues: hold handlebars; hold imaginary reins; tap a keyboard; strum strings.
Mixed pointing order: piano, bike, guitar, horse → C, A, D, B.
Model statements: I can ride a bike. I can play the piano.
Teacher's activities Pupils' activities / expected responses
Point to the four Activity 2 pictures, model each Point, listen and repeat ride a bike, ride a horse, 
complete phrase and pair it with the prepared play the piano and play the guitar.
small gesture.
Give the mixed cues without pointing. Ask pupils Choose C, A, D and B, checking the whole 
to hold up A–D or point to the corresponding activity rather than only the first verb.
textbook picture.
Write ride a ___ and play the ___; insert Retain a with bike/horse and the with 
bike/horse and piano/guitar. Let pairs say all four piano/guitar; help a partner retry a missing word.
phrases once.
Say I can ride a bike and invite one personal or Say one supported I can sentence without being 
fictional statement using a visible card. required to demonstrate the actual sport or 
 instrument.
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Assessment and support: Check recognition in mixed order and complete phrases. Re-model the final 
sound of bike and the phrase play the guitar where needed.
Source: Textbook p. 34, Activity 2; Teacher's Book p. 69.
3. Look, listen and repeat – what can Mary and Mai do? (8 minutes)
Learning goal: Follow both exchanges and distinguish the two answers to Minh's question.
Task content and materials
Track 46 / teacher-read script:
a. Mary: I can fly a kite.
Mai: I can skip.
b. Minh: Can you ride a bike?
Mary: Yes, I can.
Mai: No, I can't.
Comprehension key: Mary – fly a kite and ride a bike; Mai – skip, cannot ride a bike. The kite and 
rope clarify the first exchange.
 English 4 textbook, Volume 1, p. 34, Activity 1: Mary, Mai and Minh talking about abilities.
Teacher's activities Pupils' activities / expected responses
Show pictures a and b. Identify Mary, Mai and Name the characters and predict fly a kite / skip 
Minh, then point to the kite, rope and bike. Ask from the objects.
pupils to predict the two activities in a.
Play/read the complete script once while pupils Point to the correct speakers and answer No; 
point to each speaker. Ask whether Mary and Mary says Yes and Mai says No.
Mai give the same answer to Minh.
Play/read each line again for echoing. Model can Repeat all five lines, using Yes, I can and No, I 
and can't in the complete answers; keep No can't distinctly.
audible and natural.
Use pairs for picture a and groups of three for Act the two exchanges with the printed script, 
picture b. Rotate roles so each pupil asks or gives taking the correct character's answer.
an answer.
Cover only the answer bubbles and ask one group Give Mary: Yes, I can; Mai: No, I can't, then 
to act picture b. Show the bubbles again if an explain by pointing to the matching source 
answer is confused. bubble.
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