KHBD Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 20 (Tích hợp năng lực số và AI)

 Biên soạn: Lop4.com 
 LESSON PLAN
 UNIT 12: JOBS
 Lesson 1 — Activities 1–3
 Period 79
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 20 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Name a farmer, a policeman, an office worker and an actor.
Ask What does he/she do? and answer He's/She's ... with the appropriate job phrase.
Take both roles in job exchanges using the five textbook cues, including teacher.
2. Competences
Use picture and language cues together, ask for information and choose a simple form for expressing a 
dream job.
3. Personal qualities
Show respect for different jobs; do not assign a job to a gender or require classmates to reveal family 
employment.
4. Integrated learning
[CB2.3.1] Choose text, voice or a short video as a suitable way to express a dream job; produce a 
brief example on a teacher-controlled device where available.
[4.A1.2] Verify a simulated job answer against a named textbook cue and repair its article and 
job details.
II. TEACHING AND LEARNING MATERIALS
English 4, Volume 2, p. 12; teacher's book pp. 170–172; official Tracks 11–12 if available. Complete 
dialogues and model answers appear below.
Textbook job pictures embedded below, board and notebooks; optional teacher-controlled 
Word/voice/video tool for a short classroom demonstration. No new companion resource is supplied or 
needed.
III. TEACHING AND LEARNING ACTIVITIES
Warm-up: Jobs we know (3 minutes)
Learning goal: Recall teacher and doctor and introduce the new job topic.
Task content and materials
Board prompts: 'What do you want to be?' — 'I want to be a teacher.' / 'I want to be a doctor.' These 
revise Unit 8. Say: 'Today we ask about other people's jobs.'
 10 Biên soạn: Lop4.com 
Teacher's activities Pupils' activities / expected responses
Ask two volunteers to choose a dream-job Reply with the chosen Unit 8 model and listen to 
answer from the board; accept either without the other answer.
requiring a real career decision.
Introduce the title Jobs and point to Ben's family Find p. 12 and identify Mai and Ben.
in Activity 1.
Assessment and support: Support with the two complete answers. Treat this as recall, not a new 
requirement for extended career explanations.
1. Look, listen and repeat (7 minutes)
Learning goal: Understand the family context and the question about Ben's father.
Task content and materials
Track 11 — complete dialogue:
(a) Mai: How many people are there in your family?
Ben: There are four.
(b) Ben: This is my father.
Mai: What does he do?
Ben: He's a policeman.
Checks: How many people? — Four. Who is in the photo? — Ben's father. What does he do? — He's a 
policeman.
 English 4 textbook, Volume 2, p. 12, Activity 1: Mai and Ben discussing his family and his father.
Teacher's activities Pupils' activities / expected responses
Show the two scenes, play Track 11 or read the Identify four people, Ben's father and policeman 
exact dialogue twice, and ask the three checks from the dialogue.
with the answers hidden.
Model each turn and underline What does he do? Repeat, then practise the roles of Mai and Ben; 
— He's a policeman. Keep does ... do together. swap.
Invite two pairs to act and recast any 'What's does Perform the exchange and use the corrected 
...' as 'What does ...'. question if needed.
Assessment and support: Check an understandable question and a matching answer; offer the question 
stem to a pupil who confuses is and does.
Source: Textbook p. 12 A1, Track 11
 11 Biên soạn: Lop4.com 
2. Listen, point and say (10 minutes)
Learning goal: Use all four job phrases with he/she and a/an.
Task content and materials
Track 12 phrases: (a) a farmer; (b) a policeman; (c) an office worker; (d) an actor.
Full exchanges:
(a) What does she do? — She's a farmer.
(b) What does he do? — He's a policeman.
(c) What does she do? — She's an office worker.
(d) What does he do? — He's an actor.
The pronouns follow these textbook cues, not rules about who may do a job.
Board groups: a farmer / a policeman; an office worker / an actor.
Teacher-written AI simulation for picture c: 'She's a actor.'
Correct response for c: 'She's an office worker.' If the job were actor, the phrase would be an actor.
 English 4 textbook, Volume 2, p. 12, Activity 2: Four labelled job picture cues.
Teacher's activities Pupils' activities / expected responses
Play Track 12 or model each phrase. Pupils point Repeat and locate the four labelled jobs.
to a–d. Highlight a/an as part of the whole job 
phrase.
Model a and c, then practise all four questions Answer with the matching pronoun and complete 
and answers in pairs in the order d, b, a, c. Swap phrase; check the partner's picture.
roles.
Use the last two minutes for the labelled AI Correct both mismatches: office worker is the 
simulation. Ask 'Which job is in c? Is a actor picture job; an is needed before office worker and 
correct?' Revisit picture c and the phrase list. actor.
Assessment and support: Look for at least three matched exchanges and an in one relevant answer. 
Support with full phrases; stronger pupils answer after the phrase is covered.
Source: Textbook p. 12 A2, Track 12
 12