KHBD Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 19 (Tích hợp năng lực số và AI)

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Teacher's activities Pupils' activities / expected responses
Use the same entries on the board when no Write and check an address sentence; keep their 
display is available, recording simulation only. own personal address out of searches.
Take two minutes for the exit message and 
correction.
Assessment and support: Evidence: a more specific query, a relevant result and the correct number. A 
shown or spoken choice is not recorded as independent device operation.
Source: Teacher-created practice based on textbook p. 7 A5
IV. ADJUSTMENTS AFTER TEACHING
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 LESSON PLAN
 UNIT 11: MY HOME
 Lesson 2 — Activities 1–3
 Period 75
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 19 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Say a busy street, a quiet village, a noisy road and a big city with understandable pronunciation.
Ask What's the street/village/road/city like? and give the matching description.
Combine a fictional location and a description in a short paired exchange.
2. Competences
Connect words with visual cues, attend to a partner's chosen place and check that a description 
matches its source.
3. Personal qualities
Describe places respectfully without treating a busy or quiet place as better than another.
4. Integrated learning
[CB2.1.1] Select search terms for a quiet village and navigate to the matching description in a 
labelled practice resource.
[4.A1.2] Compare a simulated computer description with the textbook's labelled cue and correct 
the mismatch.
II. TEACHING AND LEARNING MATERIALS
English 4, Volume 2, p. 8; teacher's book pp. 162–164; official Tracks 4–5 if available or the exact 
scripts below.
Textbook scenes embedded below; board, notebooks and optional display of the existing document. 
The source labels, not imagined sound from a still picture, establish noisy/quiet.
III. TEACHING AND LEARNING ACTIVITIES
Warm-up: Address relay (3 minutes)
Learning goal: Recall the question about location before adding a description.
Task content and materials
Use the fictional role '4 Thai Ha Street'. A: Where do you live? B: I live at 4 Thai Ha Street.
Second role: Tran Phu Road. A: Where do you live? B: I live in Tran Phu Road.
Teacher's activities Pupils' activities / expected responses
Model the first exchange, then show the second Ask and answer with at or in as appropriate.
cue and invite pairs to swap roles.
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Teacher's activities Pupils' activities / expected responses
Show the street scene on p. 8. Say: 'Today we Look for what can be described, such as many 
will ask what a place is like.' vehicles or buildings.
Assessment and support: Accept a location phrase initially, then elicit the complete answer I live ... .
Source: Textbook pp. 7–8
1. Look, listen and repeat (7 minutes)
Learning goal: Understand Minh's address and the description of his street.
Task content and materials
Track 4 — complete dialogue:
(a) Bill: Where do you live?
Minh: I live in Hai Ba Trung Street.
(b) Bill: What's the street like?
Minh: It's a busy street.
Check: Who asks? — Bill. Who lives there? — Minh. Which street? — Hai Ba Trung Street. What's it 
like? — It's a busy street.
Meaning cue: busy — many people or vehicles moving or doing things.
 English 4 textbook, Volume 2, p. 8, Activity 1: Bill and Minh discussing Hai Ba Trung Street.
Teacher's activities Pupils' activities / expected responses
Identify Bill and Minh. Play Track 4 or read the Point to the speaker and identify Hai Ba Trung 
dialogue twice; ask pupils to listen for the street Street and busy.
name and description.
Model the two questions with clear phrasing. Repeat, then practise both exchanges in pairs, 
Contrast Where do you live? with What's the taking each role.
street like?
Ask the comprehension checks and invite two Give the address for Where ...? and the 
pairs to perform without reading every word. description for What's ... like?
Assessment and support: Check that pupils do not answer the description question only with a street 
name. Give the frame It's a ... street for support.
Source: Textbook p. 8 A1, Track 4
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