Giáo án NLS Tiếng Anh 6 Global Success Unit 1 Skills 1: Reading: Schools, Speaking: The type of school one would like to go to
Giáo án NLS Tiếng Anh 6 Global Success Unit 1 Skills 1: Reading: Schools, Speaking: The type of school one would like to go to. 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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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 1: MY NEW SCHOOL
SKILLS 1
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Read for specific information about different types of schools (boarding, lower secondary, international).
- Talk about their school preferences and give reasons for their choices.
2. Competences
General competences:
- Self-control and independent learning: actively read the texts to find specific information.
- Communication and collaboration: work in pairs or groups to discuss and share opinions about schools.
Specific competences:
- Develop reading skills: skimming for main ideas and scanning for details.
- Develop speaking skills: expressing personal choices and providing logical reasons.
Digital competences:
- [2.1.TC2b]: Select the most appropriate digital communication means by submitting votes via a live digital polling tool.
- [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital mind maps to the smart TV for presentation.
- [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital document to categorize reading details.
- [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using digital highlighting tools and completing an interactive worksheet.
- [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 reading comprehension tests.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video about futuristic schools.
- [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
- Love for school: Show appreciation for different learning environments and facilities.
- Hard work: Be focused and active in reading and speaking activities.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 6, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Digital tools (Mentimeter, Quizizz, Google Docs, Liveworksheets, Canva), etc.), and AI tools (AI Video Generator, 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
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2. PRESENTATION
Activity 1: Look at the pictures and quickly read the passages, then match 1-3 with A-C
a. Objective: To get students acquainted with a reading skill (skimming) and activate their knowledge of the topic.
b. Content: Students look at pictures, skim three short texts, and match the school names with their descriptions.
c. Product: Correct matching answers.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students to look at the three pictures on the smart TV screen first, encouraging them to give their ideas.
- Teacher provides a link to an interactive matching activity (E.g. Wordwall or Liveworksheets). - Teacher has students work individually to read the three passages quickly and match 1-3 with A-C by dragging and dropping on your screen. - Teacher sets a strict time limit to ensure students read quickly. - Teacher tells students a tip: Read the first sentence of each paragraph to find the topic. Step 2: Students perform learning tasks - Students look at the pictures and brainstorm ideas. - Students skim the texts and complete the digital drag-and-drop matching task on their devices. - Teacher observes and provides support if needed. Step 3: Reporting and Discussion - Teacher projects the correct digital matching on the smart TV. - Teacher calls on some students to explain which keywords helped them match correctly. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher checks the answers as a class and confirm the correct ones. - Teacher moves on to the next content. | Students' answers: 1. C (Sunrise - a boarding school in Sydney) 2. A (An Son - a school in Bac Giang) 3. B (Dream - an international school) | [3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using interactive drag-and-drop tools to complete a matching task on a digital platform. |
Activity 2: Read the passages again and complete these sentences
a. Objective: To help students develop their reading skill for specific information (scanning).
b. Content: Students scan the texts to find words/phrases to fill in the 5 blanks.
c. Product: Correctly completed sentences based on the texts.
d. Organization:
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Activity 3: Answer the questions
a. Objective: To help students further develop their reading skill for specific information (scanning).
b. Content: Students read the texts in detail to answer 4 open-ended questions.
c. Product: Correct written and spoken answers to the questions.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students how to do this kind of exercise, then explains the strategies: read the questions, underline keywords, locate keywords in the text, read that part, and answer. - Teacher sets up a collaborative digital document (E.g. Google Docs) with the 4 questions. - Teacher has students work in pairs to read the passages in detail, discuss and type the answers directly into the shared document. Step 2: Students perform learning tasks - Students work in pairs, discussing the texts and co-editing the document on their devices to answer the questions. - The teacher observes and provides support if needed. Step 3: Reporting and Discussion - Teacher projects the populated Google Docs. - Teacher calls on different pairs to read their typed answers and point out where they found the information. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher checks and corrects any grammatical errors directly on the shared document. - Teacher allows students to read the three passages in chorus once, then call on individuals to read aloud to check pronunciation. - Teacher moves on to the next content. | Students' answers: 1. Sunrise (is). 2. (It is) in Bac Giang. 3. Yes, there is. 4. They join many interesting clubs. | [2.4.TC2a]: Students select digital tools and technologies for collaborative processes by co-editing a shared digital document (E.g. Google Docs) to collaboratively discuss and type answers to reading comprehension questions. |
Activity 4: Which school in Activity 1 would you like to go to? Why? Complete the table, then discuss your choice with a friend
a. Objective: To help students prepare ideas for speaking; provide an opportunity to practise making a choice and giving reasons.
b. Content: Students choose one of the three schools, write down reasons, and discuss in pairs.
c. Product: Completed table in notebooks and spoken conversations between partners.
d. Organization:
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3. PRACTICE
a. Objective: To consolidate reading comprehension and vocabulary related to the three schools in a unified task.
b. Content: Students complete two practice exercises.
c. Products: Students' correct answers for the two exercises.
d. Organization:
Mission 1: Fill in each blank with ONE suitable word to complete the summary of the three schools.
Step 1: Teacher assigns learning tasks
- Teacher assigns a digital fill-in-the-blank worksheet (E.g. via Google Forms or Quizizz).
- Teacher assigns the task: Fill in each blank with ONE suitable word to complete the summary of the three schools.
[ international / boarding / fields / teachers / clubs ] Sunrise is a (1) _____________ school where students live and study. An Son is a school surrounded by mountains and green (2) _____________. Dream School is an (3) _____________ school. Here, students learn with English-speaking (4) _____________ and join many interesting ((5) _____________ in the afternoon. |
- Teacher sets a time limit of 4 minutes.
Step 2: Students perform learning tasks
- Students work individually to read the summary on their devices and select/type the correct words into the blanks.
- The teacher observes, monitors the live dashboard, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher projects the text on the board.
- Teacher asks students to compare their answers with a partner, then calls on a student to read the completed text aloud based on their submitted answers.
1. boarding
2. fields
3. international
4. teachers
5. clubs
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher checks the logic, confirms the correct order, and praises students for accurate reading comprehension.
- Teacher moves to the next mission.
[5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing an auto-grading online form to quickly assess students' ability to summarize the reading text.
Mission 2 (OPTIONAL): Choose the best answer A, B, C, or D.
Step 1: Teacher assigns learning tasks
- Teacher asks students to use their own devices to access the link https://kenhhoctap.edu.vn/and complete the multiple-choice exercise.
- Teacher sets a time limit of 4 minutes.
Step 2: Students perform learning tasks
- Students work individually to solve the exercise online.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher invites students to share their answers.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher gives feedback, corrects mistakes, and praises good work.
- Teacher moves on to the application stage.
[5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing a web-based quiz platform to assess reading comprehension, using real-time analytics to provide feedback.
4. APPLICATION
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