Giáo án NLS Tiếng Anh 6 Global Success Unit 2 Skills 2: Listening: Someone's house, Writing: A house
Giáo án NLS Tiếng Anh 6 Global Success Unit 2 Skills 2: Listening: Someone's house, Writing: A house. 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
SKILLS 2
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Listen for specific information about rooms and furniture in a house.
- Write an email to a pen friend describing their own house and favourite room.
2. Competences
General competences:
- Self-control and independent learning: actively complete listening tasks and individual writing.
- Communication and collaboration: work in pairs/groups to discuss and describe houses.
Specific competences:
- Develop listening skills (listening for details and identifying True/False statements).
- Develop writing skills (brainstorming ideas, answering questions, and writing an informal email).
Digital competences:
- [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting interactive survey results 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 conduct and record house interviews.
- [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to draft and format a digital email.
- [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on online platforms for listening comprehension and vocabulary tasks.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video and an AI conversational chatbot to test listening and responding skills.
- [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using an AI Grammar Checker to verify and refine their written emails.
3. Attributes
- Hard work: Focus on the listening track and complete the writing task diligently.
- Love and responsibility: Appreciate their home environment and take pride in describing their personal living space.
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 Forms/Quizizz, Liveworksheets, Padlet, Google Docs, etc.), and AI tools (AI Video Generator, ChatGPT Voice, Grammarly, 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: Look at the pictures, name each of them, and guess if they are mentioned in the listening text
a. Objective: To activate students' prior knowledge of vocabulary and prepare them for the listening text.
b. Content: Students name 5 items (bookshelf, sofa, desk, clock, window) and predict which ones will be heard.
c. Product: Correct names of the objects and students' predictions.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher projects the 5 pictures on the smart TV.
- Teacher asks students to look at the 5 pictures and type the names of the items into a shared digital document (E.g. Google Jamboard) in pairs. - Teacher provides a quick link to a digital poll (E.g. Mentimeter or Google Forms). - Teacher has students guess if these things are mentioned in the listening text, and vote “Yes” or “No” for each item on their devices. - Teacher plays the recording once for students to check their guesses. Step 2: Students perform learning tasks - Students work in pairs to look and digitally type the names of the items. - Students use their devices to submit their “Yes/No” predictions. - Students listen to the recording to check their guesses. - Teacher observes and provides support if needed. Step 3: Reporting and Discussion - Teacher calls on some students to confirm the vocabulary words written on the digital board. - Teacher projects the poll results on the smart TV to see the class consensus before confirming. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher corrects pronunciation but does not confirm the final predictions yet. - Teacher moves on to the next content. | Suggested answers: 1. bookshelf 2. sofa 3. desk 4. clock 5. window | [5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing a live digital polling tool (E.g. Mentimeter) with instant analytics to collect and visualize students' predictions before the listening task. |
Activity 2: Listen to Mai talking about her house, and tick T (True) or F (False)
a. Objective: To help students develop their skill of listening for specific information.
b. Content: Students listen to the recording and decide if 4 statements are True or False.
c. Product: Students' correct T/F choices.
d. Organization:
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Activity 3: Answer the questions
a. Objective: To help students brainstorm ideas and gather information for their writing task.
b. Content: Students read 3 questions and write true answers about their own house.
c. Product: Students' written answers about their house.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher projects the 3 questions on the board: + Where do you live? + How many rooms are there in your house? What are they? + Which room do you like the best in your house? Why? - Teacher introduces an AI Voice Chatbot (E.g. ChatGPT Voice). - Teacher assigns the task: + Work individually with your device. Activate the voice chatbot and say: “Ask me these three questions about my house one by one.”. Then, practice answering the AI verbally in full sentences. + After practicing with the AI, open a digital document (E.g. Google Docs or a note-taking app) and type your final answers. Step 2: Students perform learning tasks - Students use their headphones and devices to converse with the AI chatbot, practicing their spoken answers. - Students then type their refined, full-sentence answers into their digital notebooks. - The teacher observes and provides help if needed. Step 3: Reporting and Discussion - Teacher asks students to share their typed answers with a partner by swapping screens. - Teacher invites 2 – 3 students to stand up and read their answers aloud. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher gives feedback on grammar and vocabulary. - Teacher states these answers will be used for the email. - Teacher moves on to the next content. | Suggested answers: 1. I live in a town house in Hanoi. 2. There are four rooms: a living room, a kitchen, two bedrooms. 3. I like my bedroom best because it is quiet. | [3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using interactive text tools to type and format their brainstormed answers in a digital document. [6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI voice chatbot (E.g. ChatGPT Voice) to practice answering questions verbally, observing how the AI processes their speech and manages a conversational flow before they write. |
Activity 4: Write an email to Mira, your pen friend, tell her about your house, use the answers to the questions in Activity 3.
a. Objective: To help students write a cohesive email describing their house.
b. Content: Students write an informal email using the ideas generated in Activity 3.
c. Product: Students' written emails.
d. Organization:
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3. PRACTICE
a. Objective: To consolidate the vocabulary (rooms, furniture) and prepositions of place used in email writing.
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 correct words from the box.
Step 1: Teacher assigns learning tasks
- Teacher provides a link to an interactive digital fill-in-the-blank activity (E.g. Liveworksheets or a shared Google Docs).
- Teacher assigns the task: Read the text on your screen. Fill in the blanks with the correct words from the box to complete the email.
[ apartment / best / next to / desk / bedrooms ] Hi Mira, Thanks for your email. Now I'll tell you about my house. I live in a big (1) _________ in Ho Chi Minh city. There are five rooms in it: a living room, a kitchen, two (2) _________, and a bathroom. I like my bedroom (3) _________ because it's very comfortable. There is a big bed, a wardrobe, and a (4) _________ for me to study. The desk is (5) _________ the window, so I can see the city. What about your house? Write back soon, Lan |
- Teacher sets a time limit of 3 minutes.
Step 2: Students perform learning tasks
- Students work individually to drag or type the correct words into the digital blanks.
- The teacher observes, monitors, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher calls on some students to read their answers aloud.
1. apartment
2. bedrooms
3. best
4. desk
5. next to
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher confirms answers based on the auto-grading results and highlights how these words make the email better.
- Teacher moves to the next mission.
[5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing an auto-graded digital worksheet to quickly assess vocabulary and reading comprehension.
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 real-time analytics to assess overall unit knowledge.
4. APPLICATION
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