Giáo án NLS Tiếng Anh 6 Global Success Unit 2 A closer look 1: Vocabulary: Types of house, Rooms and furniture, Pronunciation: /s/ and /z/
Giáo án NLS Tiếng Anh 6 Global Success Unit 2 A closer look 1: Vocabulary: Types of house, Rooms and furniture, Pronunciation: /s/ and /z/. 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 2: MY HOUSE
A CLOSER LOOK 1
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Identify and use vocabulary related to rooms in a house and furniture (E.g. living room, bedroom, kitchen, bathroom, hall, attic, lamp, toilet, bed, cupboard, fridge, picture).
- Pronounce the final sounds /s/ and /z/ correctly in isolation and in connected speech.
2. Competences
General competences:
- Self-control and independent learning: actively participate in listening, repeating, and doing tasks individually.
- Communication and collaboration: work effectively in pairs or groups to ask and answer questions to guess a room.
Specific competences:
- Apply vocabulary accurately to name rooms and items inside a house.
- Differentiate and correctly categorize plural nouns ending in the sounds /s/ and /z/.
Digital competences:
- [2.1.TC2b]: Select the most appropriate digital communication means by submitting unjumbled words via a live digital game platform.
- [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital blueprints to the smart TV for presentation.
- [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital workspace to categorize furniture into different rooms.
- [3.1.TC2a]: Indicate how to create and edit digital content in various formats by typing the correct room names into an interactive digital picture, and using digital highlighting tools to annotate reading texts.
- [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to label and format a digital house blueprint.
- [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on online platforms for pronunciation sorting and multiple-choice tasks.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video and testing room descriptions with an AI chatbot.
- [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by utilizing an AI Speech Recognition tool to verify pronunciation and a Generative AI tool to visualize a dream house blueprint.
3. Attributes
- Hard work: Be focused and active in doing vocabulary and pronunciation exercises.
- Love: Develop an appreciation for their own home and a sense of responsibility in keeping their rooms tidy.
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 (Wordwall, Google Jamboard/Padlet, Liveworksheets, Canva, etc.), and AI tools (AI Video Generator, ChatGPT/Poe, AI Speech Recognition/Google Voice Typing, Canva Magic Media, etc.).
2. Students' aids
- Textbook, notebooks, pens, colored pencils, A4 paper.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Activity 1: Look at the house, and name the rooms in it
a. Objective: To help students revise the names of the rooms in the house.
b. Content: Students look at a picture of a house and identify the names of 6 different rooms.
c. Product: Correct names of the rooms filled in the blanks.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students to say the names of the rooms in a house they know. - Teacher provides a link to an interactive worksheet (E.g. Liveworksheets) featuring the house picture. - Teacher has students work individually to look at the rooms in the picture and name it by typing the correct name for each room (a-e) into the digital text boxes based on the visual clues (a bed, a sofa, etc.)
Step 2: Students perform learning tasks - Students work individually to look at the picture and type the names of the rooms. - Teacher monitors the live progress dashboard to observe students' spelling and accuracy. Step 3: Reporting and Discussion - Teacher projects the completed digital image on the board. - Teacher invites some students to read their answers aloud or point to the projected picture to name the room. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher confirms the correct answers and drills the pronunciation of new or difficult words. - Teacher moves on to the next content. | Students' answers: b. living room c. bedroom d. bathroom e. kitchen | [3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using interactive text tools to type the correct room names into the blanks on a digital picture. |
Activity 2: Name the things in each room in 1, use the word list below
a. Objective: To teach students vocabulary related to furniture and household items.
b. Content: Students match the items from the word list (lamp, toilet, bed, cupboard, fridge, picture, etc.) to the rooms they belong to.
c. Product: A categorized list of furniture corresponding to each room.
d. Organization:
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Activity 3: Think of a room in your house; in pairs, ask and answer questions to guess it
a. Objective: To help students practice asking and answering about the furniture in a room.
b. Content: Students role-play using “What's in the room?” and “Is it the...?” structures.
c. Product: Interactive oral Q&A between students.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher models the activity with a strong student. + T: What's in the room? + S: A bed, a wardrobe, and a lamp. + T: Is it the bedroom? + S: Yes, it is. - Teacher assigns the task: First, open an AI Chatbot (E.g. ChatGPT/Poe). Type your list of furniture (E.g. “A knife, a stove, and a pot”) and ask the AI “What room is this?”. See if the AI guesses correctly. - Teacher has students work with a partner. One student thinks of a room in his/her house, the other asks questions to guess the room. Step 2: Students perform learning tasks - Students briefly interact with the AI tool on their devices to test their vocabulary clues. - Students then work in pairs to take turns asking and answering questions to guess the room. - The teacher monitors and provides vocabulary support if needed. Step 3: Reporting and Discussion - Teacher calls on some pairs to practise in front of the class. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher comments on students' performance, praises their fluency, corrects any major vocabulary or pronunciation errors. - Teacher moves on to the next content. | Suggested answers: A: What's in the room? B: A knife, a stove, and and a pot A: Is it the kitchen? B: Yes, it is. | [6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI Chatbot (E.g. ChatGPT) to test their room descriptions, observing if the AI can accurately guess the room based on the provided furniture clues before practicing with a human peer. |
Activity 4: Listen and repeat these words
a. Objective: To help students dentify how to pronounce the final sounds /s/ and /z/, and practise pronouncing these sounds in words.
b. Content: Students listen to a list of words (lamps, posters, sinks, fridges, tables, wardrobes, toilets, beds) and repeat them, focusing on the ending sounds.
c. Product: Students correctly produce the /s/ and /z/ sounds at the end of plural nouns.
d. Organization:
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Activity 5: Listen to the conversation, underline the final s in the words and put them into the correct column
a. Objective: To help students pronounce the final sounds /s/ and /z/ correctly in context.
b. Content: Students read a short conversation, underline plural nouns, and sort them into /s/ and /z/ columns while listening to the audio.
c. Product: Correctly underlined words and an accurately sorted pronunciation table.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher provides a digital document (E.g. Google Docs) containing the conversation between Mi and her mom, alongside a 2-column table (/s/ and /z/). - Teacher asks students to read the conversation between Mi and her mom silently first. - Teacher has students work individually to use the digital highlighting tool to underline / highlight the words ending in “s” and decide if they sound like /s/ or /z/. - Teacher plays the recording, and asks students to listen to the conversation carefully and type he highlighted words into the correct phonetic column on your digital document. - Teacher asks students to work in pairs to practise the conversation. Step 2: Students perform learning tasks - Students read and use formatting tools to highlight the target words on their screens. - Students listen to the recording and type the highlighted words into the /s/ or /z/ columns. - Teacher monitors and gives help when necessary. Step 3: Reporting and Discussion - Teacher asks students to compare their digital documents with a partner. - Teacher projects a student's completed document on the board. - Teacher plays the recording again for students to repeat each line of the conversation, then calls on some pairs to practise the conversation. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher confirms the correct answers and explains why each word falls into its specific category based on the preceding consonant sound. - Teacher comments on students' pronunciation of the final “s”. - Teacher moves on to the next content. | Students' answers: + /s/: yes, chopsticks, lamps, Let's + /z/: bowls, things, homes | [3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using digital highlighting tools to underline the words ending in "s" within the conversation text, and typing them into the correct phonetic columns on a digital document. |
3. PRACTICE
a. Objective: To consolidate both the vocabulary of furniture and the pronunciation rules of plural endings /s/ and /z/ in an integrated 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 synthesize vocabulary, grammar, and pronunciation in a highly creative, communicative, and visually engaging context.
b. Content: Students carry out a creative task “My Dream House Blueprint”.
c. Product: A drawn layout (blueprint) of a dream house with labels in plural forms, and an oral presentation.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher divides the class into groups of 3.
- Task:
+ Create a digital blueprint of your group's dream house.
+ Use a Generative AI Image tool (E.g. Canva Magic Media or Bing Image Creator) to generate a top-down view (blueprint) of a house based on your text prompt.
+ Use a graphic design tool (E.g. Canva) to add text labels to your AI blueprint. Label at least 4 rooms and at least 2 pieces of furniture in each room using plural forms where possible (E.g. 2 beds, 4 chairs).
+ Prepare a short 1-minute presentation.
Step 2: Students perform learning tasks
- Groups brainstorm and write a prompt for the AI:
Example: A 2D top-down blueprint of a house with 4 rooms, clean lines, architectural style.
- Groups use Canva to import the image, add text boxes to label the rooms and furniture, ensuring correct spelling of plurals.
- Teacher circulates to help with vocabulary and check pronunciation preparation.
Step 3: Reporting and Discussion
- Teacher invites 2 – 3 groups to cast their digital blueprints directly from their devices to the smart TV.
- Groups present their layout:
Example presentation: This is our dream house. It has four bedrooms. In the bedrooms, there are beds and wardrobes...
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher praises the students' AI prompt creativity, digital labeling skills, teamwork, and the accurate use of spoken plurals.
- 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 blueprints to the smart TV to support their oral group presentations.
[3.1.TC2b]: Students express themselves through the creation of digital media by using a graphic design tool (E.g. Canva) to format, label, and annotate their digital blueprint with plural nouns.
[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by writing descriptive text prompts in a Generative AI tool to visualize and generate the architectural layout of their dream house.
* HOMEWORK
- Review the vocabulary for rooms and furniture learned in the lesson.
- Practice the pronunciation of the final sounds /s/ and /z/ using digital pronunciation tools.
- Write 5 sentences describing the furniture in your own living room or bedroom.
- Prepare for the next lesson A Closer Look 2.