Giáo án NLS Tiếng Anh 6 Global Success Unit 3 Communication: Everyday English: Asking about appearance and personality; Date of birth and personality

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

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

UNIT 3: MY FRIENDS

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills

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

• Use Everyday English to ask and answer questions about someone's appearance and personality.
• Read for specific information about friends' personalities and hobbies.
• Talk about the kind of people they would like to be friends with and create a class yearbook.

2. Competences

General competences:

• Self-control and independent learning: actively read the text and complete the matching task.
• Communication and collaboration: work in pairs and groups to ask/answer questions and play the yearbook game.

Specific competences:

• Differentiate and accurately answer the questions “What does he/she look like?” (appearance) and “What is he/she like?” (personality).
• Develop reading comprehension and communicative speaking skills.

Digital competences:

• [2.1.TC2b]: Select the most appropriate digital communication means by submitting opinions via a live digital polling tool.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by uploading digital posters to collaborative platforms and casting them to the smart TV.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital workspace to read, highlight, and describe character profiles.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to drag/type missing words into a digital worksheet.
• [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to format and finalize a digital poster.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on interactive platforms for reading and vocabulary assessments.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI Voice Generator in games and using an AI voice chatbot to practice conversational role-plays.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by writing descriptive text prompts based on appearance and personality into a Generative AI tool to visualize an ideal friend.

3. Attributes

• Kindness: Appreciate and respect different personalities and appearances of friends.
• Hard work: Be actively involved in reading texts and communicative activities.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 6, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Pictures of famous cartoon characters.
• Digital tools (Mentimeter, Wordwall, Google Forms, Padlet/Google Jamboard, Canva, etc.), and AI tools (AI Voice Generator/Text-to-Speech, ChatGPT Voice, 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 prior knowledge, create excitement, and introduce the topic of describing appearance and personality.

b. Content: Teacher organizes the “Guess the Cartoon Character” game.

c. Product: Students correctly guess the characters based on descriptions of their appearance and personality.

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 teams.

- Instead of speaking, the teacher uses an AI Voice Generator (Text-to-Speech) on the smart TV to read the clues about a famous cartoon character, focusing on appearance first, then personality.

Example AI audio: He is blue and round. He has a big mouth and no ears. He is very kind, helpful, and clever. Who is he?

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's clues.

+ Teams discuss quickly and raise their hands / hit the bell to answer.

Step 3: Reporting and Discussion

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

- In the game:

+ Teams give their answers. Example: It's Doraemon!

+ Teacher asks students: “Which words describe his appearance?” (blue, round, no ears) and “Which words describe his personality?”(kind, helpful, clever).

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher awards points for correct answers in the game, and leads into the new lesson: “'Today we will practice asking and answering about appearance and personality in Communication.”

[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: Listen and read the dialogue between Linda and Mi, pay attention to the highlighted questions

a. Objective: To introduce the target language of asking about appearance and personality.

b. Content: Students listen to a short dialogue, read along, and identify the key questions used to ask about someone's appearance and personality.

c. Product: Students understand the difference between “What does he/she look like?” and “What is he/she like?”.

d. Organization:

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Activity 2: Work with a classmate, ask him/her about his/her best friend, remember to use the two questions in Activity 1

a. Objective: To help students practice asking and answering about their best friend's appearance and personality.

b. Content: Students work in pairs to role-play, using the learned structures to ask and answer questions about real friends.

c. Product: Fluent pair conversations with correct usage of the target questions.

d. Organization:

Activity 3: Read the text about the students in the magazine 4Teen, use one or two adjectives to describe them

a. Objective: To provide students with some input and set the scene for other activities.

b. Content: Students read two short profiles (Vinh, John) on a shared digital space and choose adjectives to describe them.

c. Product: tudents' short descriptions typed digitally.

d. Organization:

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Activity 4: We may have different personalities because we have different birthdays. Read the descriptions below, do you think they match the friends in Activity 3?

a. Objective: To develop reading comprehension skills for specific information (scanning).

b. Content: Students read the star sign descriptions and match them with the friends in Activity 3 via a digital game.

c. Product: Students' correct matching answers.

d. Organization:

Activity 5: Read the description in Activity 4, share your opinion with the class

a. Objective: To help students compare themselves with the description in the previous activity.

b. Content: Students read the descriptions in Ativity 4, and complete the three sentences in the book.

c. Product: Students' completed sentences.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate students' ability to use the target questions and descriptive vocabulary in a structured dialogue context.

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 suitable words to complete the dialogue.

Step 1: Teacher assigns learning tasks

- Teacher assigns a digital fill-in-the-blank task (E.g. via Google Forms).

- Teacher assigns the task: Type the missing words into the digital form to complete the dialogue about a new classmate.

- Teacher sets a time limit of 5 minutes.

Step 2: Students perform learning tasks

- Students work individually to type the exact missing words to make the dialogue grammatically correct.

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

Step 3: Reporting and Discussion

- Teacher projects the correct answers and invites some pairs to role-play the completed dialogue aloud.

1. look

2. has

3. is

4. friendly / active / confident

5. kind / helpful

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher checks the answers, clarifies any confusion between appearance and personality questions, and praises students for their good vocabulary usage.

- Teacher moves to the next mission.

[3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using interactive text tools to type the missing verbs and adjectives into a digital dialogue.

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.

- 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, 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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