Giáo án NLS Tiếng Anh 6 Global Success Unit 2 Getting started: A look inside

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

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

UNIT 2: MY HOUSE

GETTING STARTED

I. OBJECTIVES

1. Knowledge and skills

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

• Set the context for the introductory text about houses and rooms.
• Introduce the topic of the unit, the vocabulary related to types of houses, family members, and rooms.

2. Competences

General competences:

• Self-control and independent learning: listen and share personal opinions with partners and teacher.
• Communication and collaboration: work in pairs or groups to complete the learning tasks.

Specific competences:

• Read and listen for specific information about where people live and their houses.
• Identify and use vocabulary related to types of houses and family members.

Digital competences:

• [2.2.TC2a]: Apply suitable digital technologies to share data and information by logging interview findings into a shared collaborative document and casting digital posters to the smart TV for presentation.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital mind map to brainstorm house vocabulary.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using digital highlighting tools to scan for textual evidence and typing answers into interactive worksheets.
• [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to create a digital “Dream House” poster.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on online platforms for ticking tasks and reading comprehension tests.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated context video and an AI-powered drawing recognition tool.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by utilizing an AI Reading Assistant to practice pronunciation, and writing descriptive text prompts in a Generative AI tool to visualize a dream house.

3. Attributes

• Hard work: Be ready and excited to describe their houses, actively participate in class activities.
• Love: Love their family, their home, and respect others' living places.

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 (Google Jamboard/Padlet, Quizizz/Google Forms, Canva, Google Sheets, etc.), and AI tools (AutoDraw / Quick, Draw!, AI Video Generator, Microsoft Reading Coach, Canva AI Image Generator / Bing Image Creator, etc.).

2. Students' aids

• Textbook, notebooks, pens, colored pencils.
• Smartphones, tablets, or laptops (for accessing digital learning platforms and AI tools).

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge and create a friendly, engaging atmosphere before starting the new lesson.

b. Content: Teacher organizes a drawing game called “Pictionary: Rooms in a House”.

c. Product: Students correctly identify and say the vocabulary related to rooms and house types.

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, using an AI-powered drawing recognition tool (E.g. AutoDraw or Quick, Draw! by Google) projected on the smart TV.

- Teacher divides the class into 2 teams, and explains the rules: 

+ One member from a team comes to the screen/tablet connected to the board. 

+ The teacher whispers a word related to a house (E.g. living room, bedroom, kitchen, flat) to the student. 

+ The student draws it on the digital canvas. The AI will guess what the student is drawing. The team must guess the exact English word before the AI does (within 30 seconds).

Step 2: Students perform learning tasks

- Students watch and answer the questions from the AI video.

- In the game: 

+ The selected student draws on the digital canvas quickly.

+ The team members watch the AI's guesses and shout out their own guesses in English.

Step 3: Reporting and Discussion

- Teacher invites some students to answer the questions from the AI video.

- After the game: Teacher tracks the scores on the board for every correct guess and reviews the guessed words together.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher announces the winning team in the game, and leads into the new lesson: “You know many rooms and houses. Today, we will visit Mi and Nick's houses in Unit 2: Getting Started.”

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated video and using an AI-powered drawing recognition tool (E.g. AutoDraw) to play a digital Pictionary game, observing how the machine interprets human sketches.

2. PRESENTATION

Activity 1: Listen and read

a. Objective: To set the context for the introductory text and introduce the topic of the unit.

b. Content: Students look at the picture, listen to the recording, and read the conversation between Mi and Nick.

c. Product: Students understand the context and read the conversation aloud with correct pronunciation.

d. Organization:

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Activity 2: Which family members does Mi talk about? Put a tick (✓)

a. Objective: To help students understand the text and scan for specific information.

b. Content: Students read the list of family members and tick the ones mentioned by Mi in the text.

c. Product: Students' correct tick marks for family members.

d. Organization:

Activity 3: Read the conversation again, and complete each sentence with ONE word.

a. Objective: To help students further understand the text and find missing information.

b. Content: Students fill in 5 blanks with exactly ONE word based on the conversation.

c. Product: Correctly completed sentences.

d. Organization:

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Activity 4: Complete the word web, use the words from the conversation and the ones you know

a. Objective: To develop students' knowledge of the vocabulary about types of house.

b. Content: Students complete a word web with different types of houses (town house, flat, country house, etc.).

c. Product: A filled word web with house vocabulary.

d. Organization:

Activity 5: Work in groups, ask your friends where they live, then report their answers

a. Objective: To help students practise asking and answering about where they live.

b. Content: Students interview group members using 'Where do you live?' and report back.

c. Product: Group interviews and spoken reports to the class.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the reading comprehension and the target vocabulary (types of house, rooms, family members).

b. Content: Students complete two practice exercises.

c. Products: Students' correct answers for the two exercises.

d. Organization:

Mission 1: Fill in the blanks with ONE suitable word to complete the summary.

Step 1: Teacher assigns learning tasks

- Teacher assigns a digital task (E.g. via Google Forms or Liveworksheets).

- Teacher assigns the task: Read the following summary of Mi and Nick's conversation, then fill in each blank with ONE word.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually on their devices to recall the conversation and type the words into the blanks.

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

Step 3: Reporting and Discussion

- Teacher projects the text and calls on a student to read the completed paragraph aloud based on their submitted answers.

1. country

2. sister

3. town

4. brother

5. flat

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher confirms the correct answers and explains the vocabulary context.

- Teacher moves to the next mission.

[3.1.TC2a]: Students indicate how to create and edit digital content in various formats by typing contextual vocabulary into an interactive digital summary task.

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 with auto-grading analytics to assess vocabulary comprehension and provide instant feedback.

4. APPLICATION

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