Giáo án NLS Tiếng Anh 6 Global Success Unit 3 A closer look 1: Vocabulary: Body parts and appearance, Personality adjectives, Pronunciation: /b/ and /p/

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

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

UNIT 3: MY FRIENDS

A CLOSER LOOK 1

I. OBJECTIVES

1. Knowledge and skills

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

• Use personality adjectives to describe people.
• Pronounce the sounds /b/ and /p/ correctly in isolation and in context.

2. Competences

General competences:

• Self-control and independent learning: actively participate in listening and matching activities.
• Communication and collaboration: work in pairs or groups to discuss personality traits and complete tasks.

Specific competences:

• Identify personality adjectives via pictures and context.
• Differentiate and produce the sounds /b/ and /p/.

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 uploading digital audio files 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 workspace to brainstorm and categorize personality adjectives.
• [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 recording digital audio clips and using graphic design tools to format a digital profile poster.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on interactive platforms for vocabulary and reading assessments.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI Voice Generator in games and using AI Voice-to-Text recognition to test pronunciation accuracy.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by writing descriptive text prompts into a Generative AI tool to visualize a character based on personality and appearance.

3. Attributes

• Hard work: Be actively involved in all classroom activities.
• Kindness and Caring: Show respect and appreciation for friends' distinct personalities.

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 (Wordwall, Google Forms, Google Jamboard/Padlet, Canva, etc.), and AI tools (AI Voice Generator/Text-to-Speech, AI Voice-to-Text dictation, 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 joyful atmosphere, and introduce the topic of personality adjectives.

b. Content: Teacher organizes a “Guess Who?” game.

c. Product: Students correctly guess the described person using simple adjectives.

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 explains the rules: 

+ Teacher uses an AI Voice Generator tool (Text-to-Speech) to read descriptions of a famous person or a popular teacher using 3 – 4 simple adjectives.

Example: He is tall. He is funny. He is very active. Who is he?

+ Students work in 4 groups. Hit the bell/raise hands to answer.

Step 2: Students perform learning tasks

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

- In the game, students listen carefully to the AI and discuss quickly in their groups.

- The teacher observes and provides more clues if necessary.

Step 3: Reporting and Discussion

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

- After the game:

+ Groups give their answers.

+ Other groups can comment or guess differently.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher reveals the answer, awards points to the fastest correct group in the game, and leads into the new lesson: “Today we will learn more adjectives to describe our friends' personalities in A Closer Look 1.”

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI Voice Generator (Text-to-Speech) to listen to and process descriptive clues during a guessing game.

2. PRESENTATION

Activity 1: Match the adjectives to the pictures

a. Objective: To teach students some personality adjectives and give them practice with these adjectives.

b. Content: Students look at the pictures (a-e) and match them with the adjectives (1-5).

c. Product: Students' correct matching answers.

d. Organization:

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Activity 2: Use the adjectives in the box to complete the sentences

a. Objective: To teach students some other personality adjectives and give them practice.

b. Content: Students read the adjectives in the box and complete 5 sentences based on context clues.

c. Product: Students' correct words in the blanks.

d. Organization:

Activity 3: Game – Friendship flower: Work in groups, write two personality adjectives for each group member

a. Objective: To provide students with freer practice with personality adjectives.

b. Content: Students work in groups, draw a flower, and write two adjectives to describe each group member on the petals.

c. Product: A completed “Friendship flower” with appropriate adjectives for each member.

d. Organization:

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Activity 4: Listen and circle the words you hear, then repeat

a. Objective: To help students identify how to pronounce the sounds /b/ and /p/ and practise pronouncing them correctly.

b. Content: Students listen to the recording, circle the correct word in each pair, and repeat.

c. Product: Students correctly circle the words and pronounce /b/ and /p/.

d. Organization:

Activity 5: Listen, then practise the chant, notice the rhyme

a. Objective: To help students pronounce the sounds /b/ and /p/ in context.

b. Content: Students listen to a chant, notice the rhyming words and sounds, and chant along.

c. Product: Students chant with good rhythm and correct pronunciation of /b/ and /p/.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and pronunciation learned in the lesson.

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 assigns a digital fill-in-the-blank task (E.g. via Quizizz or Liveworksheets).

- Teacher assigns the task: Fill in the blanks with the correct words from the box.

- Teacher sets a time limit of 5 minutes.

Step 2: Students perform learning tasks

- Students work individually to drag or type the words to complete the text on their screens.

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

Step 3: Reporting and Discussion

- Teacher displays the auto-grading analytics on the screen to review class performance.

- Teacher invites some students to read the completed sentences aloud.

1. clever

2. careful

3. friendly

4. picnic

5. biscuits

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves to the next mission.

[2.1.TC2b]: Students select the most appropriate digital communication means by submitting their typed vocabulary answers via a live digital platform.

[5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing an interactive worksheet platform with auto-grading analytics to address common vocabulary errors.

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 pronunciation mistakes (especially for the sounds /p/ and /b/ in “picnic” and “biscuits”), 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 vocabulary and grammar.

4. APPLICATION

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