Giáo án NLS Tiếng Anh 6 Global Success Unit 2 Skills 1: Reading: Rooms and furniture, Speaking: Houses, rooms and furniture
Giáo án NLS Tiếng Anh 6 Global Success Unit 2 Skills 1: Reading: Rooms and furniture, Speaking: Houses, rooms and furniture. 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
SKILLS 1
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Read for specific information about a unique room in a hotel (The Crazy House Hotel).
- Describe a creative hotel room using prepositions of place and furniture vocabulary.
2. Competences
General competences:
- Self-control and independent learning: actively complete reading tasks and brainstorm ideas for a new room.
- Communication and collaboration: work in pairs or groups to complete the speaking tasks and describe their designs.
Specific competences:
- Develop the reading skill of predicting based on pictures and format.
- Develop the reading skill of scanning for specific details.
- Develop speaking skills by presenting a drawn plan of a room.
Digital competences:
- [2.1.TC2b]: Select the most appropriate digital communication means by typing and submitting unjumbled words via a live digital game platform.
- [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital room designs 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 circle vocabulary items found in a text.
- [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to type short answers and contextual vocabulary into digital worksheets.
- [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to draw, format, and label a digital room plan and advertising poster.
- [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on online platforms for predicting polls and reading assessments.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video showing unusual rooms.
- [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 crazy hotel room design.
3. Attributes
- Hard work: Be ready and excited to read and engage in creative drawing and speaking activities.
- Creativity: Use imagination to design and describe a unique room.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 6, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Pictures of the Crazy House Hotel in Da Lat or other strange rooms.
- Digital tools (Google Forms, Liveworksheets, Padlet, Canva, Google Jamboard, etc.), and AI tools (AI Video Generator, 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 a fun atmosphere, and lead into the concept of “strange/crazy rooms”.
b. Content: Teacher organizes a “Photographic Memory: The Upside-Down Room” game.
c. Product: Students can recall and name furniture and their unusual positions.
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 divides the class into 4 groups.
- Teacher projects a picture of a very strange room (E.g. an upside-down room where the bed is on the ceiling) on the smart TV for exactly 15 seconds using a digital timer on the screen, then assigns the task: Memorize as many details as possible.
Step 2: Students perform learning tasks
- Students watch and answer the questions from the AI video.
- In the game:
+ Students look at the picture in silence and try to remember the objects and their positions.
+ The teacher hides the picture after 15 seconds.
Step 3: Reporting and Discussion
- Teacher invites some students to answer the questions from the AI video.
- After the game:
+ Teacher asks students some quick questions: Where is the bed?, Is there a lamp on the floor?, Where is the table?, etc.
+ Groups raise their hands to answer.
→ Expected answers: The bed is on the ceiling, The table is in the air, etc.
Step 4: Evaluation
- Teacher checks and confirms the correct answer.
- Teacher praises the groups with the best memory in the game, and leads into the new lesson: “Normal rooms are great, but sometimes people like to design crazy rooms! Today, we will read about a very famous crazy hotel in Vietnam and design our own crazy rooms in Skills 1.”
[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated video showcasing unusual room designs and answering embedded questions.
2. PRESENTATION
Activity 1: Look at the text. Answer the questions
a. Objective: To get students acquainted with the reading skill: Predicting, and help students activate their knowledge of the topic.
b. Content: Students read the Reading Skill box, look at the text's format and pictures, and answer two predicting questions.
c. Product: Students' correct predictions about the text's format and topic.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
Activity 2: Read the text again and answer the questions
a. Objective: To help students develop the skill of reading for specific information (scanning).
b. Content: Students read the email in detail to answer 4 comprehension questions.
c. Product: Students' correct short answers to the questions.
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 Docs) containing the reading text and the 4 comprehension questions. 1. Who is Nick in Da Lat with? 2. How many rooms are there in the hotel? 3. Why is the room called the Tiger Room? 4. Where is Nick's bag? - Teacher reminds students of scanning strategies (underlining keywords). - Teacher has students work individually on their devices to read the questions, locate the keywords in the digital text, and type theshort answers into the text boxes. - Teacher sets a strict time limit. Step 2: Students perform learning tasks - Students read the email carefully and write the answers. - Teacher observes and provides support if necessary. Step 3: Reporting and Discussion - Teacher asks students to compare their digital screens with a partner. - Teacher projects a completed student worksheet on the smart TV. - Teacher calls on some students to give their typed answers and point out the evidence in the text. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher gives the correct answers and explains if any student makes a mistake. - Teacher moves on to the next content. | Students' answers: 1. He's in Da Lat with his parents. 2. There are ten rooms. 3. Because there's a big tiger on the wall. 4. It's under the bed. | [3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using interactive text tools to type their short answers into a digital worksheet. |
Activity 3: Circle the things in the Tiger Room
a. Objective: To help students further develop the skill of reading for specific information (scanning) regarding vocabulary.
b. Content: Students scan the text to find which of the 8 given words are actually in the Tiger Room.
c. Product: Students circle the correct vocabulary items.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
Activity 4: Create a new room for the hotel, and draw a plan for the room
a. Objective: To help students prepare ideas for the speaking activity by using their creativity.
b. Content: Students design and draw a plan for a new, unique room for the hotel.
c. Product: Students' hand-drawn floor plans/sketches of their created rooms.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher has students work individually to create a new room for the Crazy House Hotel. - Instead of drawing by hand, teacher asks students to use a Generative AI Image tool (E.g. Canva Magic Media or Bing Image Creator), type a descriptive prompt in English to tell the AI what the crazy room looks like (E.g. “A hotel room inside a giant mushroom, a bed shaped like a leaf, a desk made of wood, fantasy style”). - Then, teacher has students import their generated image into a digital canvas (E.g. Canva), give the room a name, and add text boxes to point out the items and their positions. - Teacher sets a time limit of 5 mins. Step 2: Students perform learning tasks - Students brainstorm ideas and write text prompts for the AI to generate their room designs. - Students format their digital plan, adding text notes (Name, Reason, Items). - The teacher moves around to offer vocabulary and prompt-writing support if needed. Step 3: Reporting and Discussion - Teacher asks students to finish their digital drawings and save/export them to get ready to talk about them. - Other students listen and give comments if there are any. Step 4: Evaluation - Teacher checks that everyone has a digital plan ready on their device for the next step. - Teacher moves on to the next content. | All students have a digitally generated and labeled room plan saved on their devices. | [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 finalize their AI-generated room plan. [6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by writing detailed descriptive text prompts in a Generative AI tool to visualize and design a highly creative “crazy” hotel room |
Activity 5: Show your plan to your partner and describe it
a. Objective: To provide an opportunity for students to practise describing the hotel room they have designed using prepositions of place.
b. Content: Students work in pairs, showing their plans and describing the room verbally.
c. Product: Students' oral descriptions of their rooms.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
3. PRACTICE
a. Objective: To consolidate the vocabulary (furniture) and grammar (prepositions of place) learned in the unit in a single focused task.
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 the suitable words to complete the paragraph describing the “Bear Room”.
Step 1: Teacher assigns learning tasks
- Teacher assigns a digital fill-in-the-blank task (E.g. via Google Forms or Liveworksheets).
- Teacher assigns the task: Read the text on your screen. Fill in each blank with ONE suitable word from the given list to complete the paragraph describing the “Bear Room”.
[ between / wardrobe / on / lamp / desk ] Welcome to the Bear Room! It is called the Bear Room because there is a very big bear (1) ________ the wall. In this room, the bed is (2) ________ the window and the door. If you want to read, there is a small (3) ________ next to the bed. I put my clothes in the big (4) ________. Don't worry about the dark, there is a very bright (5) ________ on the ceiling. |
- Teacher sets a time limit of 3 minutes.
Step 2: Students perform learning tasks
- Students work individually to drag or type the words into the correct blanks on their devices.
- The teacher observes, monitors, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher projects the completed paragraph.
- Teacher calls on a student to read the full paragraph aloud based on their submitted answers.
1. on
2. between
3. desk
4. wardrobe
5. lamp
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher gives feedback, corrects mistakes, and confirms the correct usage of prepositions and vocabulary.
- 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 and prepositions into an interactive digital cloze test.
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 reading comprehension and vocabulary.
4. APPLICATION
…………………………………………..
…………………………………………..
…………………………………………..