Giáo án NLS Tiếng Anh 6 Global Success Unit 2 Communication: Everyday English: Giving suggestions; Living places

Planning: ..../..../.....

Teaching: ..../..../.....

UNIT 2: MY HOUSE

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

• Understand and use everyday English expressions for giving suggestions (“Let's...”, “How about...?”, etc.).
• Read and extract specific information from a short text describing a person's living place (country house).
• Ask questions to find differences between two houses.

2. Competences

General competences:

• Self-control and independent learning: actively read, listen, and complete text comprehension tasks.
• Communication and collaboration: work dynamically in pairs to role-play giving suggestions and find differences in pictures.

Specific competences:

• Formulate natural dialogue turns using suggesting phrases and responses.
• Describe room plans and living spaces using appropriate vocabulary.

Digital competences:

• [2.1.TC2b]: Select the most appropriate digital communication means by actively calling out vocabulary via a live interactive smart board.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital comparison lists 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 list house differences.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to type missing words into a digital worksheet.
• [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to draw and label a digital room plan.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on online platforms for matching and multiple-choice tasks.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video and role-playing suggestions with an AI voice chatbot.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by writing descriptive text prompts in a Generative AI tool to visualize a room based on verbal suggestions.

3. Attributes

• Hard work: Be focused, proactive, and fully collaborative in all interactive communicative tasks.
• Love for home: Develop care, orderliness, and appreciation for their own living spaces and family homes.

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 (interactive whiteboard software, Liveworksheets, Google Docs, Wordwall, Canva, etc.), and AI tools (AI Video Generator, ChatGPT Voice, 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

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2. PRESENTATION

Activity 1: Elena and her mum are discussing how to decorate her bedroom. Listen and read the dialogue, pay attention to the highlighted sentences

a. Objective: To introduce conversational structures for giving suggestions and expressing agreement.

b. Content: Students look at the text dialogue, listen to the track, and read along to identify target interactive phrases.

c. Product: Identification and correct intonation of phrases like “Let's...” and “How about...?”.

d. Organization:

Activity 2: Work in pairs, and make a similar dialogue, remember to use the structures: How about + V-ing? and Let's + V

a. Objective: To provide structured spoken practice using the newly introduced suggestion patterns.

b. Content: Students work in pairs to propose layout changes for furniture items and respond appropriately.

c. Product: Small original oral exchanges between partners.

d. Organization:

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Activity 3: Mi tells Nick about her grandparents' country house. Look at the pictures of her grandparents' house and complete the sentences

a. Objective: To develop students' reading and vocabulary skills by describing a country house using visual cue.

b. Content: Students look at the pictures and fill in the 5 blanks with appropriate words to complete the description.

c. Product: Correct words filled in the sentences.

d. Organization:

Activity 4: Student A looks at the pictures of Nick's house on this page, student B looks at the pictures of Mi's house on page 25, then ask questions to find the differences between the two houses

a. Objective: To practice asking and answering questions to spot differences, enhancing communication and descriptive skills.

b. Content: An information-gap activity where Student A and Student B ask each other questions about their respective pictures (Nick's house vs. Mi's house).

c. Product: Students successfully find the differences between the two houses through oral questions.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the sentence structures for giving suggestions (How about + V-ing / Let's + V) in a single, focused mechanical 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: Match the suggestions with the correct responses.

Step 1: Teacher assigns learning tasks

- Teacher provides a link to an interactive drag-and-drop matching activity (E.g. Wordwall or Liveworksheets)

- Teacher assigns the task: Match the suggestions (1-5) in column A with the correct responses (a-e) in column B by dragging the items on your screen.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually on their devices to analyze the sentences and drag the blocks to match.

- The teacher observes, monitors, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher projects the correct matching on the board.

- Teacher calls on some students to read the full matched sentences aloud.

1 – c

2 – e

3 – a

4 – b

5 – d

- 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.

[5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing an interactive drag-and-drop tool (E.g. Wordwall) with auto-grading to assess students' understanding of suggestion responses.

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 communicative grammar, using real-time analytics to provide feedback.

4. APPLICATION

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