Giáo án NLS Tiếng Anh 6 Global Success Review 2 Skills
Giáo án NLS Tiếng Anh 6 Global Success Review 2 Skills. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 6.
=> Giáo án tích hợp NLS Tiếng Anh 6 Global Success
Các tài liệu bổ trợ
Planning: ..../..../.....
Teaching: ..../..../.....
REVIEW 2
SKILLS
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Read for general and specific information in a text about a travel destination (Singapore).
- Ask and answer about a place they want to visit and explain why.
- Listen for specific information (T/F) about a travel itinerary.
- Write a guided paragraph of about 50 words to describe their neighbourhood.
2. Competences
General competences:
- Self-control and independent learning: actively participate in reading, listening, and writing tasks.
- Communication and collaboration: work in pairs or groups to ask and answer questions about travel destinations.
Specific competences:
- Accurately extract details from reading and listening passages.
- Logically structure a descriptive paragraph using guided prompts.
Digital competences:
- [2.1.TC1b]: Select the most appropriate digital communication means for a specific context by submitting answers via a live digital polling tool.
- [2.4.TC1a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital document.
- [3.1.TC1a]: Indicate how to create and edit digital content in clear and popular formats by using digital text tools to match headings on an interactive board.
- [5.2.TC1b]: Select digital tools and technological solutions to solve needs by utilizing an interactive online quiz with auto-grading analytics.
- [6.1.TC1a]: Explain how simple AI systems work by interacting with AI-generated images to explore visual elements.
- [6.1.TC1b]: Perform basic operations on AI tools by interacting with an AI voice chatbot to practice speaking and pronunciation.
- [6.2.TC1a]: Use AI tools in daily work and study by generating a visual representation of a neighbourhood using Generative AI based on text prompts.
3. Attributes
- Global awareness: Appreciate famous destinations in the world (e.g., Singapore).
- Love for the homeland: Proudly describe their own neighbourhood.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 6, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Digital tools (Mentimeter, Google Docs/Jamboard, Quizizz, Kahoot, Canva, kenhhoctap, etc.), and AI tools (AI Video Generator, ChatGPT Voice, Canva AI Image Generator, etc.).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones, tablets, or laptops (for accessing digital learning platforms and AI tools).
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Activity 1: Read the passage and match the headings (A, B, C) with the paragraphs.
a. Objective: To help Ss practise reading for general information.
b. Content: Match 3 headings (A. Family, B. Nature, C. Culture) to 3 paragraphs about Singapore.
c. Product: Correctly matched headings.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Have Ss read the headings and the paragraphs carefully before they decide which goes with which.
- Teacher shares a digital interactive board (E.g., Padlet) and asks Ss to use digital text tools to match headings on an interactive board by dragging the letters A, B, C to paragraphs 1, 2, 3. - Go through the underlined words and phrases Ss have done. Guide them how to look for clues. Step 2: Students perform learning tasks - Ask them to underline the words/phrases in the paragraphs which help them do the match. - Students match the headings on their digital devices. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Check their answers as a class. - Teacher moves to next content. | Reading Context: 1. Discusses parks, plants, flowers, outdoor activities, and the zoo. 2. Discusses Chinatown, Little India, cultures, souvenirs, and festivals. 3. Discusses activities for children and adults at Sentosa. Key: 1. B (Nature) 2. C (Culture) 3. A (Family) | [3.1.TC1a]: Students indicate how to create and edit digital content in clear and popular formats by using digital text tools to match headings on an interactive board. |
Activity 2: Read the passage again and choose the correct answer A, B, or C.
a. Objective: To help Ss practise reading for specific information.
b. Content: Answer 4 multiple-choice questions based on the text.
c. Product: Correctly selected options.
d. Organization:
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Activity 3: Work in pairs. Read the passage 'Visit Singapore' again and make a list of the places. Take turns to ask and find out which place your partner wants to visit and why.
a. Objective: To help Ss practise asking and answering about a place they want to visit and explain why.
b. Content: Pair work: asking and answering about destinations in Singapore.
c. Product: Smooth and accurate spoken interactions.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Ask Ss to refer to the passage about Singapore in 1 and make a list of the places mentioned. - Before pairing up, teacher asks Ss to interact with an AI voice chatbot to practice speaking and pronunciation by saying the names of the places (e.g., Sentosa, Chinatown) and testing their dialogue. Step 2: Students perform learning tasks - Students test their pronunciation with the AI voice app. - Allow them some time to form their own ideas of where to go and why. - Have Ss then work in pairs, asking and answering to find out where their partners want to go and why. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Call on some Ss / pairs to present their ideas to the class. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher gives feedback on fluency and vocabulary use. - Teacher moves to next content. | Example Output: A: Which place do you want to visit? B: The zoo. A: Why do you want to visit it? B: I want to see the animals. | [6.1.TC1b]: Students perform basic operations on AI tools by interacting with an AI voice chatbot to practice speaking and pronunciation of their dialogue before the pair activity. |
Activity 4: Mai's family is talking to a travel agent about their trip to Singapore. Listen and tick (
) T (True) or F (False).
a. Objective: To help Ss review listening for specific information (T/F questions).
b. Content: Listen to a conversation and determine if 5 statements are True or False.
c. Product: Correctly identified T/F statements.
d. Organization:
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Activity 5: Complete this paragraph to describe the place you live.
a. Objective: To help Ss complete a guided paragraph of about 50 words to describe their neighbourhood.
b. Content: Fill in 5 blanks with personal information to describe a neighbourhood.
c. Product: A completed descriptive paragraph.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Have Ss read the guided paragraph first and decide which information is needed for each blank.
- Teacher asks Ss to work in pairs and co-edit a shared digital document (E.g., Google Docs) to draft their paragraphs together, helping each other with spelling and ideas. - Go round and check if they are doing the task correctly and offer help if needed. Step 2: Students perform learning tasks - Allow them some time to think about the information they need to complete the frame. - Ss do the task on their digital devices. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Call on one or two volunteers to read aloud their answers. Call for other Ss' comments. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Collect some writing to correct at home. - Teacher moves to next content. | Sample answer: I live in (1) Tam Diep Town, Ninh Binh. Life is very (2) slow and quiet here. There are (3) large pineapple fields in my neighbourhood. At weekends, my friends and I often go to (4) the town playground where we can (5) play football and fly kites. That's our favourite place. | [2.4.TC1a]: Students select digital tools and technologies for collaborative processes by co-editing a shared digital document to draft their descriptive paragraphs. |
3. PRACTICE
a. Objective: To consolidate vocabulary and grammar topics (comparatives, modal verbs, quantifiers) suitable for Grade 6 review.
b. Content: Students complete one gap-fill exercise and one multiple-choice test.
c. Products: Students' correct answers for the two exercises.
d. Organization:
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4. APPLICATION
a. Objective: To allow students to synthesize their writing skills and digital creativity to visualize their own neighbourhood.
b. Content: Students carry out a task called "My Dream Neighbourhood".
c. Product: An AI-generated picture of their described neighbourhood and a short oral presentation.
d. Organization:
Step 1: Teacher assigns learning tasks
- Task:
+ Use the paragraph you wrote in Activity 5 to create a postcard of your neighbourhood.
+ Use an AI image generation tool (E.g., Canva Magic Media or Bing Image Creator) to use AI tools in daily work and study by generating a visual representation of a neighbourhood using Generative AI based on text prompts.
+ Write the text prompts based on the details in your paragraph (e.g., a quiet town, large pineapple fields, a playground with children playing football).
Step 2: Students perform learning tasks
- Students brainstorm and type descriptive English prompts into the AI tool.
- Students generate the image and place their written paragraph onto or next to the image.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher invites 3–4 students to cast their generated postcards to the smart TV.
- Students present their neighbourhood to the class by reading their paragraph aloud.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher praises students for their digital creativity, the visual appeal of their AI images, and their accurate use of English descriptions.
- Teacher summarizes the main points of the Review lesson.
[6.2.TC1a]: Students use AI tools in daily work and study by generating a visual representation of a neighbourhood using Generative AI based on text prompts to bring their writing task to life.
* HOMEWORK
- Review all vocabulary and grammar from Units 4, 5, and 6.
- Prepare for the First Term Test.
- (Optional) Send your AI Neighbourhood postcard to the class group chat.