Giáo án NLS Tiếng Anh 6 Global Success Unit 1 Looking back: Vocabulary, Grammar; Project: Your dream school
Giáo án NLS Tiếng Anh 6 Global Success Unit 1 Looking back: Vocabulary, Grammar; Project: Your dream school. 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: ..../..../.....
UNIT 1: MY NEW SCHOOL
LOOKING BACK AND PROJECT
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Revise vocabulary related to school items, school subjects, and activities.
- Review and accurately use the present simple tense and adverbs of frequency.
- Collaborate with group members to design and present a poster about their dream school.
2. Competences
General competences:
- Self-control and independent learning: assess their own progress through revision exercises.
- Communication and collaboration: work collaboratively in groups to complete the project presentation.
Specific competences:
- Grammar and Vocabulary application in written sentences and paragraphs.
- Creativity and public speaking skills.
Digital competences:
- [2.1.TC2b]: Select the most appropriate digital communication means by submitting answers via live polling tools and posting comments on a collaborative digital wall.
- [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital project 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 match collocations and correct grammar mistakes.
- [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to type vocabulary and conjugated verbs into digital worksheets.
- [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to create a digital "Dream School" poster.
- [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on online platforms for grammar and vocabulary tests.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video about school activities.
- [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by utilizing Text-to-Speech AI for proofreading, an AI Grammar Checker to verify sentence structures, and Generative AI to create custom illustrative elements for the project poster.
3. Attributes
- Teamwork: Cooperate well with friends in group projects.
- Love for school: Show appreciation and imagination regarding their learning environment.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 6, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Digital tools (Wordwall, Google Jamboard/Padlet, Quizizz, Google Docs, Canva, etc.), and AI tools (AI Video Generator, Text-to-Speech tools, Grammarly/ChatGPT for grammar checking, Canva AI Image Generator/Bing Image Creator, etc.).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones, tablets, or laptops (for accessing digital learning platforms and AI tools).
III. PROCEDURES
1. WARM-UP
…………………………………………..
…………………………………………..
…………………………………………..
2. PRESENTATION
Activity 1: Look at the pictures, and write the correct words in the gaps
a. Objective: To help students revise the vocabulary items they have learnt in the unit (school items).
b. Content: Students look at 6 pictures and write the missing words to complete the sentences.
c. Product: Students' correctly spelled vocabulary words.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students not to look back at previous lessons. - Teacher provides a link to an interactive digital worksheet (E.g. Liveworksheets or Google Forms) containing the 6 pictures of school items.
- Teacher has students work indvidually on their devices to look at the pictures and type the correct words into the digital gaps to complete the sentences. Step 2: Students perform learning tasks - Students work individually to look at the pictures on their screens and type the words. - Teacher observes and provides support if needed. Step 3: Reporting and Discussion - Teacher projects the completed digital worksheet on the smart TV. - Teacher calls on some students to read their typed answers aloud. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher utilizes the auto-grade feature to show the class accuracy rate, and corrects any pronunciation mistakes. - Teacher moves on to the next content. | Students' answers: 1. uniform 2. pencil sharpener 3. notebook 4. compass 5. calculator 6. ruler | [3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using interactive text tools to type the correct vocabulary words into an interactive digital worksheet. |
Activity 2: Match the words in A with the words / phrases in B
a. Objective: To help students revise the combinations of verbs and nouns they have learnt.
b. Content: Students match verbs (study, do, play, have, wear) with appropriate nouns/phrases.
c. Product: Correctly matched collocations.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
Activity 3: Complete the sentences with the present simple
a. Objective: To help students revise the present simple tense.
b. Content: Students conjugate verbs in brackets to complete 5 sentences.
c. Product: Correctly conjugated verbs in the present simple.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher sets up a live online quiz (E.g. Quizizz or Kahoot) containing the 5 sentences from Activity 3. - Teacher has students work individually on their devices to read and type/select the correct present simple form of the verbs in brackets. - Teacher reminds students to pay attention to the subjects (He, You, She, I, Mr Nam) and the form (positive, negative, question). Step 2: Students perform learning tasks - Students work individually to read and type/select the correct form of the verbs. - The teacher monitors and provides vocabulary support if needed. Step 3: Reporting and Discussion - Teacher projects the final quiz analytics, focusing on the questions with the lowest accuracy. - Teacher calls on some students to explain the grammar rule for those specific sentences. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher confirms the answers and reinforces the present simple rules based on the class performance data. - Teacher moves on to the next content. | Students' answers: 1. comes 2. don't 3. walks 4. do 5. teaches | [2.1.TC2b]: Students select the most appropriate digital communication means by submitting their conjugated verb answers via a live digital polling tool. [5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing a live online quiz platform (E.g. Quizizz) with auto-grading analytics to assess students' mastery of the present simple tense. |
Activity 4: Complete the text with the correct form of the verbs in brackets
a. Objective: To help students revise the present simple tense in context.
b. Content: Students complete a short paragraph about Hoang by conjugating the given verbs.
c. Product: Correct verbs filled in the text.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
Activity 5: Put the adverb in brackets in the correct place in each sentence
a. Objective: To help students revise the position of adverbs of frequency in sentences.
b. Content: Students rewrite sentences placing the adverb in brackets in the correct position.
c. Product: Sentences with adverbs of frequency placed correctly.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students to read the sentences carefully and recall the position of adverbs of frequency in sentences (before the main verb, after “be”). - Teacher has students work individually on your digital text editor (E.g. Google Docs or a Notes app), and type out the 5 full sentences, inserting the adverb in brackets into the correct place. - After typing, teacher asks students to use an AI Grammar Checker tool (E.g. Grammarly or pasting the text into ChatGPT with the prompt “Check my grammar”) to verify if your adverb placement is correct. Step 2: Students perform learning tasks - Students recall the position of adverbs of frequency in sentences. - Students work individually to type the sentences, logically placing the adverbs. - Students run their text through the AI tool and analyze any suggested corrections regarding word order. - Teacher monitors and gives help when necessary. Step 3: Reporting and Discussion - Teacher calls on some students to read the sentences aloud and share if the AI tool caught any mistakes they made. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher checks the final answers and corrects students' pronunciation. - Teacher moves on to the next content. | Students' answers: 1. I always remember to do my homework. 2. Nick usually gets good marks in exams. 3. We do not often see a rabbit in town. 4. I rarely read in bed at night. 5. Do you sometimes sing in the shower? | [6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by utilizing an AI Grammar Checker (E.g. Grammarly or ChatGPT) to independently verify the accuracy of their word order when placing adverbs of frequency in sentences. |
3. PRACTICE
a. Objective: To deeply consolidate the vocabulary and grammar (Present Simple & Adverbs of frequency) of Unit 1.
b. Content: Students complete two practice exercises.
c. Products: Students' correct answers for the two exercises.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
4. APPLICATION
a. Objective: To provide an opportunity for students to use the language and knowledge they have gained to do a creative project, enhancing teamwork and presentation skills.
b. Content: Students carry out the project “Your Dream School Walk”.
c. Product: A designed poster of a dream school and an oral presentation.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher divides the class into groups of 4 or 5.
- Task:
+ Design a digital poster for your “Dream School”, and discuss the following questions:
- Is it in a town or country? Boarding or international?
- Does it have a swimming pool, a video game room, or a farm?
+ Instead of drawing by hand, use a Generative AI Image tool (E.g. Canva Magic Media or Bing Image Creator) to generate a highly detailed image of your dream school based on your group's ideas.
+ Use a graphic design tool (E.g. Canva) to lay out the AI image along with a short text description.
Step 2: Students perform learning tasks
- Students brainstorm ideas and write descriptive English text prompts to instruct the AI:
Example: “A modern boarding school located next to a green farm, with a large video game room, bright sunny day, 3D style”)
- Groups assemble their digital poster on Canva, adding text to describe the school.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Students publish their digital posters to a shared class Padlet (Digital Gallery Walk).
- Students view other groups' posters on their devices and leave positive digital comments.
- Teacher invites groups to cast their posters to the smart TV and present their dream school to the class.
- Other students can ask questions and make comments.
Step 4: Evaluation
- Teacher praises the groups for their prompt engineering, digital design creativity, teamwork, and English usage.
- Teacher summarizes the lesson and assigns homework.
[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 project poster integrating text and AI visuals.
[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by writing detailed descriptive text prompts in a Generative AI tool to create imaginative and custom visual representations of their dream schools.
* HOMEWORK
- Review all vocabulary and grammar points of Unit 1.
- Complete the “Now I can...” self-assessment table in the textbook.
- Prepare for the next lesson Unit 2_Getting Started.