KHBD Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 11 (Tích hợp năng lực số và AI)

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 LESSON PLAN
 UNIT 6: OUR SCHOOL FACILITIES
 Lesson 3 — Activities 4, 5, 6
 Period 43
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 11 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Read a school description and complete four statements with evidence from the text.
Write a short description using the location and facilities of a school.
Present a school drawing and answer a partner's location or quantity question.
2. Competences
Locate information, plan a short description and check that spoken and written details agree.
3. Personal qualities
Show care for the school and give truthful descriptions while respecting different school conditions.
4. Integrated learning
[CB2.5.3] Check which school-location information a prepared digital map can support and 
which information needs another source.
[4.A1.2] Correct a simulated assistant's facility count by quoting the reading text.
II. TEACHING AND LEARNING MATERIALS
Textbook p. 49; Teacher's Book pp. 98–99; notebooks and school drawings prepared in earlier periods.
Before class, confirm the school's actual location and facility counts for personal writing. Keep the 
labelled example below available; do not present it as a description of every pupil's school.
Optional teacher-controlled map from Period 41. All essential reading, writing and presentation 
support appears in this Word lesson.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up — What can a map tell us? (4 minutes)
Learning goal: Distinguish location evidence from unsupported room counts.
Task content and materials
[CB2.5.3] Printed simulation: School A — Green Village. No room information is displayed.
Claim 1: The result places School A in Green Village. Claim 2: School A has three computer rooms.
Task: Which claim is supported by the displayed information? What must we check for the other 
claim?
Key: Claim 1 only; ask the teacher or check the school facilities for Claim 2. The map label alone does 
not establish a room count.
On the prepared real map, partners may inspect the school name and locality and identify the same 
limit; no pupil address, photograph or account is needed.
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Teacher's activities Pupils' activities / expected responses
Show the two claims and the short map label; ask Support Claim 1 with Green Village and state 
pairs to point to evidence rather than assume a that no room count is shown.
number.
If prepared, let a pair inspect the real map label Suggest asking the teacher or checking the 
under supervision; otherwise retain the printed school, then prepare to find written evidence in 
simulation. Ask how to check the missing count. the reading passage.
Assessment and support: Credit recognizing missing evidence; do not mark paper discussion as actual 
map operation.
2. Read and complete — Activity 4 (9 minutes)
Learning goal: Find the location, quantity and facilities in the written passage.
Task content and materials
Reading text:
Our school is big. It is in the village. There are three buildings and a garden at our school. The garden 
has many trees and flowers. There is a big playground. We can play football, badminton and volleyball 
there.
Complete:
1. Our school is in the ____.
2. There are ____ buildings at our school.
3. There is a ____ with many trees and flowers.
4. We can play sports in the ____.
Key: 1 village; 2 three; 3 garden; 4 playground (also accept big playground).
[4.A1.2] Simulated assistant: “The school in the passage has two buildings.” Check and correct: 
“There are three buildings.” Evidence: the third sentence.
Teacher's activities Pupils' activities / expected responses
Ask pupils to read once for the topic, then Identify village / number of buildings / garden / 
identify whether each gap requires a place, place for sports as the information to find.
number or facility.
Give individual reading time; ask pupils to Complete village, three, garden, playground and 
underline the words proving each answer before point to the supporting sentences.
comparing with a partner.
Check all four answers and read the simulated Read the completed statements and correct two to 
assistant's claim. Ask pupils to correct only what three, citing There are three buildings.
the passage supports.
Assessment and support: Review the four answers and at least one evidence reference. Explain sports 
through football, badminton and volleyball; do not require prior specialist vocabulary.
Source: Textbook p. 49, Activity 4; Teacher's Book p. 98
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3. Let’s write — Activity 5 (10 minutes)
Learning goal: Write a coherent school description with appropriate is / are and true or clearly labelled 
example details.
Task content and materials
Book frame: My school is ____. There are ____. There is ____. My school has a playground. We can 
play ____ there. I love my school!
Teacher's Book example: My school is in the village. There are two buildings in my school. There is a 
big garden. My school has a playground. We can play football there. I love my school!
The example is a model, not a compulsory account of the actual school. Pupils use the teacher-
confirmed facts for their school. If a facility or playground is absent, adapt or omit that sentence; do 
not require an untrue claim.
Planning cues: location; more than one facility; one facility; place to play; suitable activity. Check: 
complete sentences, correct location, is / are and a full stop.
Support: My school is in the ____. There is one ____. I love my school!
Teacher's activities Pupils' activities / expected responses
Read the frame and example; distinguish its two Identify the example's details and select facts 
buildings from the three buildings in Activity 4. relevant to their own school.
Confirm actual school facts before personal 
writing.
Allow pupils to plan orally with a partner, then Write a school paragraph using appropriate 
write. Confer briefly with pupils using the shorter facilities and quantities; label it Example school 
support frame. if using the printed model instead of personal 
 facts.
Guide a partner check using the four printed Check completeness, location, is / are and 
checks. Invite one pupil to read a sentence and punctuation; revise the paragraph without 
make a specific correction. changing true facts to match the model.
Assessment and support: Assess clear meaning and accurate factual choices before length. Do not 
penalise a pupil because their school lacks a facility in the example.
Source: Textbook p. 49, Activity 5; Teacher's Book pp. 98–99
4. Project — Our school (9 minutes)
Learning goal: Present a prepared drawing with a location and two facility details.
Task content and materials
Task: Use the drawing prepared in Periods 38 and 40 to describe the school. Point to the relevant 
features while speaking; answer one partner question.
Presentation model — example school: Look at my school! It’s in the village. There are two buildings. 
There is one garden. I love my school!
Listener questions: Where’s your school? How many buildings are there at your school? How many 
gardens are there at your school?
Example replies: It’s in the village. There are two. There is one.
Listener checklist: one location; two facility details; words match the drawing; an answer to one 
question.
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