Giáo án NLS Tiếng Anh 6 Global Success Unit 1 A closer look 2: Grammar: The present simple, Adverbs of frequency
Giáo án NLS Tiếng Anh 6 Global Success Unit 1 A closer look 2: Grammar: The present simple, Adverbs of frequency. 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
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UNIT 1: MY NEW SCHOOL
A CLOSER LOOK 2
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Understand and use the present simple tense to talk about actions or events that often happen, or are fixed.
- Use adverbs of frequency to show how often something happens.
- Correctly place adverbs of frequency in a sentence.
2. Competences
General competences:
- Self-control and independent learning: actively participate in understanding grammar rules and doing tasks.
- Communication and collaboration: work in pairs or groups to complete grammar exercises and interview activities.
Specific competences:
- Accurately apply the present simple tense in speaking and writing contexts.
- Ask and answer questions about daily routines using adverbs of frequency.
Digital competences:
- [2.1.TC2b]: Select the most appropriate digital communication means by submitting text answers and votes via live digital polling tools.
- [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital posters to the smart TV for presentation.
- [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital board to arrange sentences.
- [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using digital annotation tools to complete worksheets and diagrams.
- [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to create digital posters.
- [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on online platforms for grammar tests.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video and an AI voice chatbot for Q&A practice.
- [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI to create custom illustrative elements for a digital poster.
3. Attributes
- Hard work: Be focused and active in doing grammar exercises.
- Honesty: Honestly share their personal routines and daily habits.
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, 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: Choose the correct answer A, B, or C
a. Objective: To give students practice in using the present simple tense in sentences.
b. Content: Students read 5 sentences and choose the correct verb form.
c. Product: Correct multiple-choice answers.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Before doing the Activity 1, teacher introduces the Present Simple tense: + Teacher writes some sentences from the GETTING STARTED conversation on the board: “I live near here”, “We go to the same school”, ‘You look smart”, etc. + Teacher asks students to highlight/underline the verbs and look at the “Remember! Box” for positive, negative, and question forms. Then, teacher emphasizes the 3rd person singular (he/she/it + V-s/es). - Teacher asks students to work individually in Activity 1. - Teacher provides a link to an interactive online quiz (E.g. Quizizz or Google Forms) containing the 5 sentences. - Teacher has students read carefully and select the correct answers (A, B, or C) to complete the sentences on your device. Step 2: Students perform learning tasks - Students take notes on the rules of the present simple tense. - Students work individually to complete the digital quiz. - Teacher observes and provides support if needed. Step 3: Reporting and Discussion - Teacher projects the class analytics on the smart TV to identify the most challenging questions. - Teacher calls on some students to explain why they chose a specific verb form. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher confirms the correct answers, and gives explanations if necessary. - Teacher moves on to the next content. | Students' answers: 1. A (have) 2. C (cycles) 3. B (isn't) 4. A (do you) 5. C (doesn't have) | [5.2.TC2b]: The teacher and students select digital tools and technological solutions to solve needs by utilizing an interactive online quiz (E.g. Quizizz) with auto-grading analytics to practice the present simple tense. |
Activity 2: Write the correct form of the verbs
a. Objective: To help students practise using verbs in the present simple in sentences and in context.
b. Content: Students read an interview and put the verbs in brackets into the present simple.
c. Product: Correctly conjugated verbs in the passage.
d. Organization:
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Activity 3: Fill the blanks with usually, sometimes or never
a. Objective: To help students revise some adverbs of frequency they already learnt.
b. Content: Students look at the frequency pyramid and fill in the missing adverbs.
c. Product: Correct adverbs of frequency filled in the blanks.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Before doing the Activity 3, teacher introduces the Adverbs of frequency: + Teacher has students look at the examples in the Remember! box carefully, then asks them about the position of the adverbs of frequency (before main verbs). + Teacher explains the inverted pyramid showing frequency levels: always, usually, often, sometimes, rarely, never. - Teacher asks students to work individually in Activity 3. - Teacher provides a link to an interactive digital board (E.g. Google Jamboard) displaying an inverted frequency pyramid. - Teacher has students w ork on their devices and drag the digital text boxes (usually, sometimes, never) into the correct blank tiers of the pyramid. Step 2: Students perform learning tasks - Students listen and note down the position rules of adverbs of frequency. - Students work individually on their screens to drag and drop the missing adverbs into the correct spots on the pyramid Activity 3. - The teacher observes and provides support if needed. Step 3: Reporting and Discussion - Teacher calls on some students to read their completed pyramids aloud. - Teacher may ask students to make 1 – 2 example sentences using these adverbs. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher confirms the answers on the main smart TV and corrects any sentence structure errors in the examples. - Teacher moves on to the next content. | Students' answers: 2. usually 3. sometimes 5. never | [3.1.TC2a]: Students indicate how to create and edit digital content in various formats by dragging and dropping text boxes into the correct tiers of an interactive digital frequency pyramid diagram. |
Activity 4: Choose the correct answer A or B to complete each sentence
a. Objective: To help students how to practise using adverbs of frequency in context (especially word order).
b. Content: Students choose the option with the correct word order.
c. Product: Correctly chosen multiple-choice options.
d. Organization:
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Activity 5: Work in pairs, make questions and then interview your partner
a. Objective: To help students practise asking and answering questions about the topic of school, using the present simple tense and adverbs of frequency.
b. Content: Students use prompts to form questions, then interview their partner.
c. Product: Accurately formed questions and meaningful spoken answers.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher instructs students to look at the prompts and form full “Do/Does...” questions. - Teacher introduces an AI voice chatbot (E.g. ChatGPT Voice), then assigns the task: Before interviewing your partner, use the AI app on your phone to practice. Speak the formulated question to the AI (E.g., “Do you often ride your bicycle to school?”) and listen to its response. - After a 2-minute practice with AI, teacher has students work in human pairs to take turns asking and answering. Step 2: Students perform learning tasks - Students work individually to form the questions. - Students practice speaking their formulated questions to the AI chatbot to test their pronunciation and grammar. - Students then work in pairs to interview each other, taking notes on the answers. - Teacher moves around to observe and provide guidance if needed. Step 3: Reporting and Discussion - Teacher calls on a few pairs to stand up and perform the Q&A in front of the class. - Other students listen and give comments. Step 4: Evaluation - Teacher corrects students' mistakes, and confirms the correct question forms. - Teacher moves on to the next content. | Students' answers (Questions): 1. Do you often ride your bicycle to school? 2. Do you sometimes study in the school library? 3. Do you like your new school? 4. Do your friends always go to school with you? 5. Do you usually do your homework after school? | [6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI voice chatbot (E.g. ChatGPT Voice) to practice formulating and speaking present simple questions before their pair work. |
3. PRACTICE
a. Objective: To consolidate both the present simple tense and the position of adverbs of frequency in a sentence building task suitable for Grade 6.
b. Content: Students complete two practice exercises.
c. Products: Students' correct answers for the two exercises.
d. Organization:
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4. APPLICATION
a. Objective: To help students apply the grammar rules into a communicative and creative real-life context integrating speaking, writing, and drawing.
b. Content: Students carry out a task “My Friend's Routine Poster”.
c. Product: A mini-poster containing a drawing and short sentences reporting a friend's habit.
d. Organization:
Step 1: Teacher assigns learning tasks
- Task:
+ Work with the partner you interviewed in Activity 5 to create a digital “My Friend's Routine” mini-poster.
+ Instead of drawing, use a Generative AI Image tool (E.g. Canva Magic Media or Bing Image Creator) to generate a fun, stylized portrait of your partner based on your description.
+ Use Canva or PowerPoint to combine the AI image with 3 sentences reporting their school routines using the present simple and adverbs of frequency.
→ Example: He usually rides his bike to school.
Step 2: Students perform learning tasks
- Students write descriptive prompts for the AI to generate a portrait.
- Students format their poster, typing the 3 sentences carefully.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher invites 3 – 4 students to cast their digital posters from their devices to the smart TV.
Example presentation: This is Nam. He often rides his bicycle to school. He sometimes studies in the library. He likes our new school.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- - Teacher praises students for their digital creativity, innovative use of AI, and correct use of the Present Simple and Adverbs of Frequency.
- Teacher summarizes the lesson and assigns homework.
[2.2.TC2a]: Students apply suitable digital technologies to share data and information by casting their finalized digital posters to the smart TV during their presentation.
[3.1.TC2b]: Students express themselves through the creation of digital media by using a graphic design tool (E.g. Canva) to design a digital routine poster combining text and AI images.
[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by writing descriptive text prompts in a Generative AI tool to create custom, stylized portraits of their peers for their posters.
* HOMEWORK
- Review the rules for the Present Simple and Adverbs of frequency learned in the lesson.
- Write 5 sentences about your family member's daily routine and submit the document on Google Classroom.
- Prepare for the next lesson Communication.