Giáo án NLS Tiếng Anh 6 Global Success Unit 3 A closer look 2: Grammar: The present continuous
Giáo án NLS Tiếng Anh 6 Global Success Unit 3 A closer look 2: Grammar: The present continuous. 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 3: MY FRIENDS
A CLOSER LOOK 2
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Understand and use the present continuous tense to describe actions happening now.
- Distinguish between the present simple and the present continuous tenses based on context and time signals.
- Ask and answer Yes/No questions using the present continuous tense correctly.
2. Competences
General competences:
- Self-control and independent learning: actively read grammar boxes, complete individual tasks, and manage personal learning.
- Communication and collaboration: work effectively in pairs and groups to complete communicative tasks and games.
Specific competences:
- Identify and apply the correct structures of the present continuous tense.
- Recognize differences between general habits (present simple) and temporary actions happening now (present continuous).
Digital competences:
- [2.1.TC2b]: Select the most appropriate digital communication means by submitting grammar answers via a live digital platform.
- [2.2.TC2a]: Apply suitable digital technologies to share data and information by uploading digital audio recordings to shared platforms and casting AI-generated scenes or live TV reports to the smart TV.
- [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to type verb conjugations and full sentences into digital workspaces.
- [3.1.TC2b]: Express themselves through the creation of digital media by using audio recording tools to capture spoken dialogues and graphic design tools to format a digital scene for a TV report.
- [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on interactive platforms to assess grammar accuracy.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video and observing how an AI Action Generator interprets text commands into visual animations.
- [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by writing descriptive text prompts to generate secret action scenes for games and dynamic visual scenes for reports using a Generative AI tool.
3. Attributes
- Hard work: Be active, diligent, and enthusiastic in all class activities.
Collaboration: Demonstrate a supportive attitude towards classmates during pair work and group games.
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, Liveworksheets, Quizizz/Blooket, Padlet, Canva, etc.), and AI tools (AI Video Generator, AI Action/Animation Generator like Luma Dream Machine or Canva Magic Media, 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: Put the verbs in brackets in the present continuous
a. Objective: To give students initial mechanical practice with the correct forms of the present continuous tense.
b. Content: Students read 5 sentences and put the verbs in brackets into the present continuous form individually.
c. Product: Students' completed sentences with correct forms of “be + V-ing”.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Before doing the Activity 1, teacher introduces the Present Continuous tense. - Teacher projects lines from the conversation in GETTING STARTED on the smart TV, then underlines the present continuous structures in these lines (“are you reading”, “We're going”). - Teacher has students look at the usage and examples of the present continuous tense in the Remember! box, then explains if needed. - Teacher asks students to work individually in Activity 1. - Teacher shares a link to a digital worksheet (E.g. Liveworksheets or Google Forms). - Teacher asks students to read the sentences and on their screens and type the correct present continuous form of the verbs in brackets into the blanks. - Teacher reminds students to pay close attention to the subject to choose the correct form of “be”. Step 2: Students perform learning tasks - Students observe the examples and grammar rules. - Students work independently to type the verb forms into their digital worksheets in Activity 1. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher asks students to state the form and usage of the tense, then has them to identify common time signals. - Teacher asks students to share and cross-check the answers in Activity 1 with their partners. - Teacher projects the auto-graded results on the smart TV. - Teacher calls on some students to explain their typed answers. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher confirms the correct answers and explains any common spelling mistakes flagged by the digital tool. - Teacher moves on to the next content. | Students' answers: 1. is reading 2. are playing 3. isn't making / is not making 4. am going 5. Are they talking | [3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using interactive text tools to type correct verb conjugations into a digital worksheet. [5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing auto-grading analytics on an interactive worksheet to assess students' understanding of verb conjugations. |
Activity 2: Look at the pictures, write sentences like the example, use positive or negative present continuous verbs
a. Objective: To help students practice writing positive and negative present continuous sentences based on visual context clues.
b. Content: Students look at 5 different pictures, read the given verbal cues, and write appropriate sentences.
c. Product: Students' correct written sentences in positive or negative forms.
d. Organization:
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Activity 3: Work in pairs, look at the pictures, ask and answer
a. Objective: To guide students in practicing asking and answering Yes/No questions in the present continuous tense using visual prompts.
b. Content: Students work in pairs, looking at the pictures from Activity 2 to ask and answer questions.
c. Product: Students' correct spoken and written Q&A pairs.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher projects the example on the smart TV and checks if students understand how to do the exercise. - Teacher shares a link to a collaborative digital wall (E.g. Padlet Audio). - Teacher has students work in pairs to look at the pictures on their screens and take turns asking and answering Yes/No questions orally.
- Teacher assigns the task: Once you have practiced, use the voice recording feature on your device (or directly on Padlet) to record your pair's Q&A dialogue. Upload the audio file to the shared digital wall. Step 2: Students perform learning tasks - Students work in pairs to formulate the questions and answers. - Students use their devices' microphones to record their conversational exchange. - Teacher moves around to observe, provide help with intonation, and assist with the recording tool. Step 3: Reporting and Discussion - Teacher plays 1 – 2 submitted audio recordings directly from the digital wall for the class to listen to. - Other students can comment on the grammar and pronunciation. - (If time allows) Teacher asks students to add one more sentence to explain what the person / people in each picture is/are doing if the answer is No. Step 4: Evaluation - Teacher evaluates pairs' performance, fixes intonation in questions, and gives praise. - Teacher moves on to the next content. | Suggested answer: 1. Is your friend swimming? - Yes, he is. 2. Are they listening to music? - No, they aren't. 3. Is Mi playing the piano? - No, she isn't. 4. Are they learning English? - Yes, they are. 5. Are your friends cycling to school? - No, they aren't. | [2.2.TC2a]: Students apply suitable digital technologies to share data and information by uploading their digital audio recordings to a shared platform (E.g. Padlet) for teacher and peer review. [3.1.TC2b]: Students express themselves through the creation of digital media by using audio recording tools on their devices to capture their spoken Yes/No Q&A exchanges. |
Activity 4: Put the verbs in brackets in the present simple or present continuous
a. Objective: To help students distinguish between general truths/habits (Present Simple) and actions happening now (Present Continuous).
b. Content: Students analyze sentences, look for specific time signals, and fill in the blanks with the correct tense.
c. Product: Students' correct verb choices for both tenses based on contextual indicators.
d. Organization:
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Activity 5: Game – Charades: Take turns to mime different actions, others guess what you are doing
a. Objective: To provide students with freer communicative practice using the present continuous tense through an interactive game.
b. Content: Students work in groups; one student mimes an action, and the other members guess using the present continuous tense.
c. Product: Active participation and fluent production of present continuous guessing questions.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher divides the class into groups of 4. - Teacher explains the rules: + Instead of miming physically, each group will use a Generative AI tool (E.g. Canva Magic Media for images/short video, or Bing Image Creator). - Type a secret prompt describing someone or an animal doing an action (E.g. “A monkey is riding a red bicycle”). - Generate the image/video. When it's your turn, cast your AI creation to the smart TV. - The other groups must look at the screen and guess using Present Continuous questions (E.g., “Is the monkey driving a car?” or “What is the monkey doing?”). Step 2: Students perform learning tasks - Groups collaborate to write creative prompts using continuous action concepts and generate their secret media. - The teacher goes round to help with prompt engineering and ensure appropriate content. Step 3: Reporting and Discussion - Groups take turns casting their AI-generated action scenes to the main screen. - Other teams compete to ask questions and guess the action correctly using the target grammar. Step 4: Evaluation - Teacher awards points for successful AI generation and grammatically correct guessing questions. - Teacher summarizes the practical usage of the tense. - Teacher moves on to the next content. | Students successfully produce questions like: + Are you swimming? + Are you reading a comic book? + Is he playing tennis? | [2.2.TC2a]: Students apply suitable digital technologies to share data and information by casting their AI-generated action scenes to the smart TV for other teams to guess. [6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by writing descriptive text prompts into a Generative AI tool to visually create secret action scenes for the guessing game. |
3. PRACTICE
a. Objective: To further consolidate students' accuracy in distinguishing between and applying the Present Simple and Present Continuous tenses within a paragraph context.
b. Content: Students complete two practice exercises.
c. Products: Students' correct answers for the two exercises.
d. Organization:
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4. APPLICATION
a. Objective: To empower students to apply the present continuous tense to describe a realistic context in a creative and highly communicative project format.
b. Content: Students work in small groups to complete a project called “Live TV Reporter”. They sketch a lively scene and give a live presentation.
c. Product: A quick group sketch on an A4 paper and an interactive oral live report presentation.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher divides the class into groups of 4 students.
- Task:
+ Imagine your group members are field reporters broadcasting live from a chaotic, fun event (a school sports festival, a lively park, or an amusement center, etc.).
+ Use a Generative AI tool (E.g. Canva Magic Media or Bing Image Creator). Write detailed English text prompts describing at least 3 people doing different activities to generate your ‘Live Scene” (E.g. “A busy park scene, one boy is kicking a football, two girls are skipping rope, vibrant colors”).
+ Import the AI image into a graphic design tool (E.g. Canva) and add "LIVE TV" graphic elements.
+ Choose one representative to act as the TV reporter and deliver a LIVE report to the class using the Present Continuous tense based on your AI image.
Step 2: Students perform learning tasks
- In groups, students collaborate to write prompts, generate their digital scene, and format their poster.
- Students write down a script using the Present Continuous tense.
Example: Nam is eating..., Lan and Hoa are running..., etc.
- Teacher moves around to give support, ensuring correct verb structures are used.
Step 3: Reporting and Discussion
- Teacher calls on some groups to present. The group casts their AI digital scene to the smart TV. The chosen reporter holds a prop microphone and speaks.
Example script: Good afternoon, class! This is Group 2 reporting live from the school playground. Everyone is very active today! Look! Phong is kicking a football. Linh and Hoa are skipping rope together. And our teacher is taking a photo of them. It's an amazing day!
- Audience students listen and can ask the reporter 1 question using the tense (E.g. “What is Minh doing?”).
Step 4: Evaluation
- Teacher provides feedback based on fluency, creative teamwork, and the grammatical accuracy of the Present Continuous structures, then awards nominal team prizes.
- Teacher summarizes the lesson and assigns homework.
[2.2.TC2a]: Students apply suitable digital technologies to share data and information by casting their finalized digital TV report scenes to the smart TV for their live presentation.
[3.1.TC2b]: Students express themselves through the creation of digital media by using a graphic design tool (E.g. Canva) to format and assemble their AI-generated image into a “Live TV” broadcast screen.
[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by writing detailed descriptive text prompts into a Generative AI tool to visually create the dynamic scene they will report on.
* HOMEWORK
- Review the grammar formulas and the differences between Present Simple and Present Continuous learned in the lesson.
- Observe your family members at 8:00 PM tonight and write 5 sentences in your notebook describing what they are doing (using the Present Continuous tense).
- Prepare for the next lesson Communication.