Self-control and independent learning: actively complete revision tasks individually.
Communication and collaboration: work in groups to brainstorm, draw, and present their project.

Specific competences:

Develop linguistic competence through grammar and vocabulary exercises.
Develop speaking and creative skills by designing and presenting a strange house.

Digital competences:

[2.1.TC2b]: Select the most appropriate digital communication means by submitting grammar answers via a live digital polling tool.
[2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital posters of their strange houses 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 collaboratively categorize vocabulary.
[3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to type prepositional sentences into a digital worksheet.
[3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to layout, format, and label their digital “Strange House” posters.
[5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on interactive platforms for grammar and sentence structure assessments.
[6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video and listening to an AI Voice Generator dictating commands.
[6.2.TC2a]: Optimize the use of AI tools for higher efficiency by utilizing an AI Grammar Checker to verify descriptive sentences and writing descriptive text prompts in a Generative AI tool to visualize their “Strange House”.

3. Attributes

Hard work: Be diligent in reviewing the unit's knowledge.
Creativity: Use imagination to design a unique, strange house.
Love: Show love and appreciation for their own homes and rooms.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 6, Teacher's Book, Lesson Plan.
Computer, projector/smart TV.
Pictures of strange houses (shoe house, upside-down house, etc.).
Digital tools (Google Jamboard/Padlet, Quizizz/Blooket, Liveworksheets, Wordwall, Canva, etc.), and AI tools (AI Video Generator, Text-to-Speech / AI Voice Generator, 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 of prepositions and create an energetic, fun atmosphere.

b. Content: Teacher organizes an action game called “Preposition Ninja”.

c. Product: Students perform the correct physical actions corresponding to prepositions of place.

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 stand up

- Teacher introduces an AI Voice Generator tool (Text-to-Speech) programmed to call out actions with prepositions randomly.

- Teacher explains the rules: Listen to the AI voice and quickly do the action. Anyone who does the wrong action or is too slow must sit down.

Example: Put your pen ON your book, Put your pen UNDER your chair, Stand BEHIND your desk, etc.

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, which increases in speed gradually.

+ Students follow the commands carefully.

Step 3: Reporting and Discussion

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

- In the game:

+ Teacher observes and acts as the judge to see who performs correctly.

+ The last 3 – 5 students standing are the “Preposition Ninjas”.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the winners in the game, and leads into the new lesson: “You are all experts at prepositions now! Today, we will look back at all the vocabulary and grammar of Unit 2, and then design a very special house in Looking Back and Project.”

[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) dictating physical commands at varying speeds.

2. PRESENTATION

Activity 1: Put the words into the correct group, add a new word to each group

a. Objective: To help students revise the vocabulary items they have learnt in the unit (Types of house, Rooms, Furniture).

b. Content: Students categorize given words into 3 groups and add their own words.

c. Product: Students' correct predictions about the text's format and topic.

d. Organization:

…………………………………………..

Activity 2: Complete the second sentence with the correct possessive form

a. Objective: To help students revise the possessive case 's.

b. Content: Students rewrite 5 sentences using the possessive 's.

c. Product: Students' correctly rewritten sentences.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher briefly reminds Ss of the rule for possessive case (Noun + 's).

- Teacher launches a live interactive quiz (E.g. Quizizz or Blooket – “Type Answer” mode).

- Teacher has students look at the sentences on their screen, type the correct possessive form of the words in brackets to complete the sentences.

Step 2: Students perform learning tasks

- Students work individually to read the prompts and type the correct possessive forms (paying attention to the apostrophe) into their devices.

- Teacher observes and provides support if necessary.

Step 3: Reporting and Discussion

- Teacher projects the quiz results and analytics on the smart TV.

- Teacher calls on some students to read their answers aloud.

- Teacher reviews the questions that had the most spelling or apostrophe errors.

Step 4: Evaluation

- Teacher confirms the correct answers and gives feedback on common mistakes based on the digital data.

- Teacher moves on to the next content.

Students' answers:

1. teacher's

2. brother's

3. Elena's

4. grandfather's

5. Vy's

[2.1.TC2b]: Students select the most appropriate digital communication means by submitting their short-answer grammar responses via a live digital polling tool.

[5.2.TC2b]:

The teacher selects digital tools and technological solutions to solve needs by utilizing a live interactive quiz (E.g. Quizizz) with auto-grading analytics to assess students' mastery of the possessive case.

Activity 3: Make sentences, use prepositions of place

a. Objective: To help students revise the prepositions of place with visual cues.

b. Content: Students look at 6 pictures and make full sentences describing the position of animals/people.

c. Product: Students' correct sentences using in, on, behind, between, in front of, next to.

d. Organization:

…………………………………………..

Activity 4: Write three sentences to describe your favourite room in your house, write the sentences in your notebook.

a. Objective: To help students revise describing their favourite room using prepositions of place and vocabulary.

b. Content: Students independently write 3 sentences about their room.

c. Product: Students' written paragraphs (3 sentences).

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks one student what room in the house is his / her favourite, encouraging him / her say 1 – 2 sentences about it.

- Teacher has students open a digital note or document on their devices, and use prepositions of place to write 3 sentences to describe their favourite room.

- Teacher assigns the task: Before sharing, copy your sentences and paste them into an AI Grammar Checker (E.g. Grammarly or ChatGPT with “Check my English”). Review the AI's feedback and correct your sentences.

Step 2: Students perform learning tasks

- Students type their sentences.

- Students use the AI tool to verify their grammar (especially prepositions and the structure “There is/are”), and make necessary edits.

- The teacher goes round and offers vocabulary support.

Step 3: Reporting and Discussion

- Teacher asks students to share their AI-corrected sentences with a partner by swapping screens.

- Teacher invites 2 – 3 volunteers to read their descriptions to the class.

- Other students listen and give comments if there are any.

Step 4: Evaluation

- Teacher praises good sentences, notes how the AI helped refine their structures, and provides final corrective feedback.

- Teacher moves on to the next content.