Giáo án NLS Tiếng Anh 6 Global Success Unit 2 A closer look 2: Grammar: Possessive case, Prepositions of place
Giáo án NLS Tiếng Anh 6 Global Success Unit 2 A closer look 2: Grammar: Possessive case, Prepositions of place. 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 2: MY HOUSE
A CLOSER LOOK 2
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Understand and correctly use the possessive case to show possession.
- Understand and correctly use prepositions of place to describe where people or things are located.
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 ask and answer questions about the position of things.
Specific competences:
- Accurately apply the possessive case and prepositions of place in sentence completion, multiple-choice exercises, and real-life descriptions.
- Develop speaking skills through memory games and describing room layouts.
Digital competences:
- [2.1.TC2b]: Select the most appropriate digital communication means by submitting multiple-choice grammar answers via a live digital polling tool.
- [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital room maps 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 post and correct sentences.
- [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to type possessive forms and prepositions into digital worksheets.
- [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to label and format a digital bedroom map.
- [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on online platforms for grammar assessments.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video, listening to an AI Voice Generator dictating physical commands, and interacting with an AI voice chatbot to test spatial memory.
- [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by utilizing an AI Grammar Checker to verify corrected sentences and a Generative AI tool to visualize a secret bedroom map based on prepositional prompts.
3. Attributes
- Hard work: Be focused and active in doing grammar exercises.
- Love for home: Develop an appreciation for their home and keeping their rooms tidy and organized.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 6, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Real objects (pen, book, ruler) for modeling.
- Digital tools (Mentimeter, Liveworksheets, Google Jamboard/Padlet, Canva, etc.), and AI tools (AI Video Generator, Text-to-Speech/AI Voice Generator, ChatGPT Voice, Grammarly, Canva Magic Media/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, create an energetic atmosphere, and naturally introduce prepositions of place.
b. Content: Teacher organizes a physical TPR (Total Physical Response) game called “Put it there!”.
c. Product: Students perform physical actions demonstrating their understanding of prepositions.
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 asks all students to hold a pen and a book.
- Teacher introduces an AI Voice Generator tool (Text-to-Speech) programmed to call out commands randomly at varying speeds.
- Teacher explains the rules: Listen to the AI voice and put your pen in the correct place quickly.
Example commands: Put your pen ON the book, Put your pen UNDER the book, Put your pen BEHIND your back, Put your pen BETWEEN your hands.
Step 2: Students perform learning tasks
- Students watch and answer the questions from the AI video.
- In the game:
+ Students listen to the AI voice calling out commands progressively faster.
+ Students react physically by placing their pens in the correct positions.
Step 3: Reporting and Discussion
- Teacher invites some students to answer the questions from the AI video.
- After the game, teacher observes and points out some students who do it correctly and exceptionally fast.
Step 4: Evaluation
- Teacher checks and confirms the correct answer.
- Teacher praises the class, and leads into the new lesson: “You remember words like ON, UNDER, BEHIND very well. Today, we will formally learn these Prepositions of Place, and we will also learn how to say something belongs to someone (Possessive case) in A closer look 2.”
[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated context video and listening to an AI Voice Generator (Text-to-Speech) that dictates TPR commands at varying speeds and accents.
2. PRESENTATION
Activity 1: Choose the correct answer
a. Objective: To help students identify the correct form of the possessive case.
b. Content: Students choose between two options to complete 5 sentences.
c. Product: Correct choices demonstrating possession.
d. Organization:
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Activity 2: Complete the sentences with the correct possessive forms
a. Objective: To help students practise forming the correct form of the possessive case.
b. Content: Students use the nouns in brackets to form the possessive case and fill in the blanks.
c. Product: Correctly formed possessive nouns.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher shares a link to a digital worksheet (E.g. Liveworksheets or Google Forms). - Teacher has students work individually to read the sentences and type the correct possessive forms of the given nouns into the digital blanks on your screen. Step 2: Students perform learning tasks - Students work individually to conjugate the nouns and type them accurately (paying attention to the apostrophe 's). - Teacher observes and provides support if necessary. Step 3: Reporting and Discussion - Teacher asks students to check their screens with a partner. - Teacher projects a completed digital worksheet on the main screen and calls on some students to read their sentences aloud. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher checks and confirms the correct answers. - Teacher moves on to the next content. | Students' answers: 1. Mi's 2. teacher's 3. Nick's 4. father's 5. brother's | [3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using interactive text tools to type the correct possessive forms into an interactive digital worksheet. |
Activity 3: Write the correct preposition in the box under each picture, and say a sentence to describe the picture
a. Objective: To help students identify different prepositions of place and use them correctly.
b. Content: Students label 6 pictures with correct prepositions and form descriptive sentences.
c. Product: Correct prepositions and full descriptive sentences.
d. Organization:
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Activity 4: Look at the picture and write T (True) or F (False) for each sentence, correct the false ones
a. Objective: To help students further practice in using prepositions of place.
b. Content: Students evaluate 5 statements against a picture and correct the false ones.
c. Product: T/F evaluations and corrected sentences.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher has students work individually to look at the picture of the room and describe it briefly.
- Teacher shares a link to a collaborative digital wall (E.g. Padlet). - Teacher asks students to read each sentence, check the picture, decide T/F, and for the False sentences, type your corrected version onto the Padlet. - Teacher assigns the task: Before posting your corrected sentence, use an AI Grammar Checker (E.g. Grammarly or ChatGPT with ‘Check my grammar”) to ensure your use of the preposition and verb “to be” is perfectly accurate. Step 2: Students perform learning tasks - Students work individually to look at the picture and describe briefly. - Students type their corrections, run them through the AI tool, adjust if needed, and publish them to the shared board. - Teacher monitors and gives help when necessary. Step 3: Reporting and Discussion - Teacher projects the Padlet on the smart TV. - Teacher highlights a few well-corrected sentences and asks students to explain why the original was false. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher confirms the correct answers as a class. - Teacher moves on to the next content. | Students' answers: 1. T 2. F (The school bag is under the table.) 3. F (The clock is between the two pictures.) 4. T 5. F (The cap is on the pillow/bed.) | [2.4.TC2a]: Students select digital tools and technologies for collaborative processes by posting and co-editing their corrected sentences on a shared digital board (E.g. Padlet). [6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by utilizing an AI Grammar Checker to independently verify the accuracy of their corrected descriptive sentences before sharing them. |
Activity 5: Memory challenge – Work in pairs, look at the picture in 4 carefully, and then cover it, then ask and answer questions about the position of the things in the picture
a. Objective: To help students practise asking and answering about the position of things.
b. Content: Students rely on memory to ask and answer “Where is/are...?” questions.
c. Product: Fluent Q&A exchanges using prepositions.
d. Organization:
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3. PRACTICE
a. Objective: To consolidate both the Possessive Case and Prepositions of Place in a single, integrated task suitable for Grade 6.
b. Content: Students complete two practice exercises.
c. Products: Students' correct answers for the two exercises.
d. Organization:
Mission 1: Choose the correct option to complete each sentence.
Step 1: Teacher assigns learning tasks
- Teacher provides a link to an interactive digital workspace (E.g. Google Jamboard or a shared Docs).
- Teacher assigns the task: Work in pairs. Read the sentences on your screen and use the digital highlighting or circle tool to select the correct option.
1. This is my (sister / sister's) bedroom. 2. The cat is sleeping (in / on) the sofa. 3. Is this (Nam's / Nams') school bag? 4. The lamp is (next to / between) the bed and the desk. 5. I put my shoes (under / in front) the bed. |
- Teacher sets a time limit of 3 minutes.
Step 2: Students perform learning tasks
- Students collaborate on their devices, discussing and digitally highlighting the correct answers.
- The teacher observes, monitors, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher calls on some students to read the full, corrected sentences aloud.
1. sister's
2. on
3. Nam's
4. between
5. under
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher confirms the correct answers, corrects mistakes, and praises good work.
- Teacher moves to the next mission.
[2.4.TC2a]: Students select digital tools and technologies for collaborative processes by working in pairs to co-edit a shared digital workspace (E.g. Google Jamboard), collaboratively identifying and highlighting correct grammar options.
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 overall grammar mastery, using real-time analytics to provide feedback.
4. APPLICATION
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