Giáo án NLS Tiếng Anh 6 Global Success Unit 1 Skills 2: Listening: School activities, Writing: One's school
Giáo án NLS Tiếng Anh 6 Global Success Unit 1 Skills 2: Listening: School activities, Writing: One's 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
SKILLS 2
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Listen for specific information about a student's school and school activities.
- Write a short paragraph (40-50 words) about their own school using correct punctuation and linking words.
2. Competences
General competences:
- Self-control and independent learning: actively listen to the recording and brainstorm ideas for writing.
- Communication and collaboration: work in groups/pairs to discuss listening guesses and share written paragraphs.
Specific competences:
- Develop listening skills: scanning for key words and picking out specific details.
- Develop writing skills: forming coherent sentences and structuring a descriptive paragraph.
Digital competences:
- [2.1.TC2b]: Select the most appropriate digital communication means by typing and submitting sentences to a live digital wall.
- [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital workspace to sequence sentences.
- [3.1.TC2a]: Indicate how to create and edit digital content in various formats by typing and formatting a short descriptive paragraph on a digital platform.
- [3.1.TC2b]: Express themselves through the creation of digital media by designing a digital “School Fact Sheet”.
- [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on online platforms for listening and grammar tests.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video about school life.
- [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using a real-time AI transcription tool to verify listening comprehension and Generative AI to create visual elements.
3. Attributes
- Love for school: Show pride and appreciation for their own school environment and friends.
- Hard work: Be focused during the listening tasks and diligent in writing their paragraphs.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 6, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Digital tools (Padlet, Google Forms/Quizizz, Google Jamboard, Canva, etc.), and AI tools (AI Video Generator, Live Transcribe/Otter.ai, 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
a. Objective: To activate students' prior knowledge, prepare them for the listening topic (school life), and create a fun, highly interactive atmosphere.
b. Content: Teacher organizes a game called “Word Whispers” (The Telephone Game) focusing on school-related sentences.
c. Product: Students practice listening carefully and repeating English sentences accurately.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.
- Teacher organizes a game. Teacher divides the class into 3 teams standing in lines, and explains the rules:
+ Teacher whispers a secret sentence about school to the first student of each line (E.g. “My favourite teacher teaches maths” or “We wear uniforms every day at school”).
- The students must whisper the sentence down the line. The last student uses their smartphone to type the sentence onto a shared digital wall (E.g, Padlet) projected on the screen.
Step 2: Students perform learning tasks
- Students watch and answer the questions from the AI video.
- In the game:
+ Students whisper the sentence to their teammates as clearly and quickly as possible.
+ The last student types and submits the final sentence onto the digital board.
Step 3: Reporting and Discussion
- Teacher invites some students to answer the questions from the AI video.
- After the game, the teacher reads the sentences from the Padlet aloud and reveals the original secret sentence.
Step 4: Evaluation
- Teacher checks and confirms the correct answer.
- Teacher praises the fastest and most accurate team in the game, and leads into the new lesson: “Today, we will listen to a girl named Janet talking about her school. Let's see if her school is like the sentences we just whispered in Skills 2.”
[2.1.TC2b]: Students select the most appropriate digital communication means by typing and submitting their final sentences to a live digital wall (E.g. Padlet).
[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated video about school experiences.
2. PRESENTATION
Activity 1: Janet, a student at Palmer School in America, is talking about her school. Guess the answers to these questions, listen to the talk and check your guesses
a. Objective: To prepare students for the listening text by predicting information.
b. Content: Students read two questions about Janet's school, make guesses, and then listen to the recording to check their guesses.
c. Product: Students' spoken guesses and checked answers after listening.
d. Organization:
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Activity 2: Listen again and choose the correct answer A or B
a. Objective: To help students develop skill of listening for specific information.
b. Content: Students listen to the recording again and choose A or B for 5 questions.
c. Product: Students' correct multiple-choice answers.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher provides a link to an interactive online quiz (E.g. Google Forms or Quizizz) containing the 5 questions. - Teacher has students look at the 5 sentences and asks them how to do this kind of exercise. - Teacher gives students strategies: reading the sentences, underlining the key words, listening to the text paying attention to the key words, and deciding on the correct option. - Teacher asks students to listen to the recording again and choose the correct option (A or B) on your device to complete each sentence. Step 2: Students perform learning tasks - Students listen to the recording and and submit their multiple-choice answers digitally. - Teacher observes and provides support if necessary. Step 3: Reporting and Discussion - Teacher projects the class analytics on the smart TV to identify which questions were difficult. - Teacher calls on students to explain their choices based on what they heard. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher checks the answers as a class. - If necessary, teacher plays the recording a final time, pausing at key information to confirm. - Teacher moves on to the next content. | Students' answers: 1. A (maths) 2. B (isn't wearing) 3. B (Vietnamese) 4. A (in the library) 5. A (on a farm) | [5.2.TC2b]: The teacher and students select digital tools and technological solutions to solve needs by utilizing an online listening quiz (E.g. Google Forms) with auto-grading analytics to assess listening comprehension. |
Activity 3: Write the answers to the following questions about your school
a. Objective: To help students prepare ideas for their writing in Activity 4.
b. Content: Students write full-sentence answers to 5 guiding questions about their own school.
c. Product: Five complete and grammatically correct sentences about the student's school.
d. Organization:
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Activity 4: Use the answers in Activity 3 to write a paragraph of 40 – 50 words about your school
a. Objective: To help students practise writing a paragraph about their school.
b. Content: Students link their answers from Activity 3 into a cohesive paragraph of 40 – 50 words.
c. Product: A complete, logical, and well-punctuated paragraph written by the students.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher shares a link to a collaborative digital wall (E.g. Padlet). - Teacher has students use the sentences you typed in Activity 3 to write a paragraph of 40 – 50 words about your school, and post it on the Padlet. - Teacher reminds students to add linking words (and, but, because) and check punctuation. Step 2: Students perform learning tasks - Students work individually to type and format their paragraph, then publish it to the shared digital wall. - Teacher monitors the live posts and gives immediate written or verbal feedback on grammar and flow. Step 3: Reporting and Discussion - Teacher projects the Padlet wall on the smart TV. - Teacher asks some students to read their published paragraphs aloud. - Classmates can “Like” or comment on their peers' posts. Step 4: Evaluation - Teacher highlights good vocabulary and corrects any common grammar errors. - Teacher collects some students' paragraphs to grade at home. - Teacher moves on to the next content. | Suggested answers: My school is Giang Son School. It is in the centre of my village. It has 12 classes with over 500 students. We study many subjects: maths, history, science, and of course, English. We often play games during break time. My teachers are friendly, and my friends are helpful. I like my school very much. | [3.1.TC2a]: Students indicate how to create and edit digital content in various formats by typing, formatting, and publishing their connected paragraphs on a collaborative digital platform (E.g. Padlet). |
3. PRACTICE
a. Objective: To consolidate the students' understanding of paragraph structure and sentence logic (suitable for Grade 6 writing skills).
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 their writing skills in a creative, visual, and communicative context.
b. Content: Students carry out a creative project “School Fact Sheet & Gallery Walk”.
c. Product: A decorated Fact Sheet about their school and interactive comments from peers.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher assigns the task:
+ Create a “Digital School Fact Sheet” using the paragraph they wrote in Activity 4.
+ Use a Generative AI Image tool (E.g. Canva Magic Media or Bing Image Creator) to generate a high-quality illustration of your school (E.g. the playground, the building) to put at the top of your fact sheet.
+ Use a design tool (E.g. Canva or Word) to layout your AI image and your text beautifully.
Step 2: Students perform learning tasks
- Students formulate descriptive prompts for the AI to generate the school image (E.g. “A beautiful middle school building with a large green playground, sunny day, cartoon style”).
- Students use Canva to design the digital Fact Sheet, combining their text and the AI visual.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Students upload their finished digital “Fact Sheets” to the class Padlet.
- Students do a “Digital Gallery Walk”: scroll through the Padlet, read at least 3 friends' Fact Sheets, and click "Like" or leave an English comment (E.g. “Great!”, “Beautiful school!”).
- Teacher invites 2 – 3 students whose posters received many likes to cast them to the smart TV and read their paragraphs to the class.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher praises the students' digital creativity, formatting skills, and positive peer interactions online.
- 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 School Fact Sheet integrating text and AI visuals.
[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, attractive visual representations of their school for their Fact Sheets.
* HOMEWORK
- Review the listening transcript and the vocabulary learned in the lesson.
- Polish your digital School Fact Sheet based on peer comments on the Padlet.
- Prepare for the next lesson Looking Back & Project.