Giáo án NLS Tiếng Anh 6 Global Success Unit 3 Getting started: A surprise guest
Giáo án NLS Tiếng Anh 6 Global Success Unit 3 Getting started: A surprise guest. 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
GETTING STARTED
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Set the context for the introductory text about friends and a picnic.
- Introduce the topic of the unit, the vocabulary related to body parts and appearance.
2. Competences
General competences:
- Self-control and independent learning: listen and share personal opinions with partners and teacher.
- Communication and collaboration: work in pairs or groups to complete the learning tasks and play games.
Specific competences:
- Read and listen for specific information about a picnic and friends.
- Identify and use vocabulary related to body parts and adjectives describing appearance.
Digital competences:
- [1.1.TC2b]: Organize searches using digital tools to explore health-related vocabulary and verify meanings independently.
- [2.1.TC2b]: Select the most appropriate digital communication means by typing and submitting rearranged sentences and live guesses via interactive digital platforms.
- [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 using a shared digital workspace to collaboratively drag and drop vocabulary labels.
- [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 using graphic design tools to format and finalize a digital "Best Friend" poster.
- [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on interactive platforms to provide targeted feedback.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video and using an AI chatbot to brainstorm vocabulary collocations.
- [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.
3. Attributes
- Hard work: Be ready and excited for the lesson, actively participate in class activities.
- Love: Show care, observation, and appreciation for their friends' appearances and 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 (Google Jamboard, Quizizz, Wordwall, Padlet, Mentimeter, Canva, etc.) and AI tools (AI Video Generator, ChatGPT, Canva Magic Media / Bing Image Creator, etc.).
2. Students' aids
- Textbook, notebooks, pens, colored pencils.
- Smartphones or tablets (for accessing digital learning platforms and AI tools).
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Activity 1: Listen and read
a. Objective: To set the context for the listening and reading and introduce the topic of the unit.
b. Content: Students look at the picture, answer questions, listen to the recording, and read the conversation along.
c. Product: Students understand the context and can read the conversation aloud.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher sets the context for the listening and reading. - Teacher asks students to look at the picture on the smart TV and answer the following questions: + What are Phong and Nam doing? + What are they eating and drinking? + Who is coming?
- Teacher plays the recording once or twice, and has students listen carefully and read the conversation. - Teacher asks students to underline the words that are related to the topic of the unit while listening and reading. - Teacher encourages students to use a digital dictionary if they encounter unfamiliar words. Step 2: Students perform learning tasks - Students look at the picture and answer the teacher's questions. - Students listen to the recording and read the conversation silently. - Students use online dictionary apps on their tablets/phones to quickly check the meaning of new words related to appearance. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher invites some pairs or groups of 4 students to read the dialogue aloud. - Teacher asks some students to say the words in the text that they think are related to the topic “My friends”. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher comments on students' answers, corrects pronunciation if needed. - Teacher moves on to the next content. | Suggested answers: + Phong and Nam are having a picnic. + They are eating biscuits, cookies, and drinking water. + Mai and her friend (Chau) are coming. | [1.1.TC2b]: Students organize searches using digital tools (E.g. online dictionary applications or AI translation tools) on their smartphones to independently explore and verify the meanings of new vocabulary related to body parts and appearance. |
Activity 2: Fill the blanks with the words from the conversation
a. Objective: To help students deeply understand the text.
b. Content: Students read 5 incomplete sentences and scan the conversation to find the correct words to fill in.
c. Product: Students' correct words in the blanks.
d. Organization:
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Activity 3: Label the body parts with the words in the box
a. Objective: To revise and provide students with some vocabulary related to parts of the body.
b. Content: Students look at the picture of a boy and label his body parts using the 10 given words.
c. Product: Correct labeling of the body parts.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher shares a collaborative digital whiteboard (E.g. Google Jamboard) containing the picture of the boy and draggable vocabulary labels (1-10). - Teacher has students work in pairs to use the digital labels to identify the body parts. Step 2: Students perform learning tasks - Students collaborate on their tablets, discussing and dragging the labels to the correct positions on the image. - The teacher observes the live boards, guides and provides help if needed. Step 3: Reporting and Discussion - Teacher projects one pair's completed digital board on the smart TV. - Teacher points at each labeled body part and asks the class to pronounce its name. - Teacher asks: “Do you know any other words for body parts?”, then has students work in groups to brainstorm all other words for body parts. Step 4: Evaluation - Teacher checks students' answers, confirms the correct ones, and corrects pronunciation. - Teacher moves on to the next content. | Students' answers: 1. Eye 2. nose 3. shoulder 4. hand 5. leg 6. foot 7. arm 8. mouth 9. cheek 10. hair + Other words: head, lip, tooth, ear, etc. | [2.4.TC2a]: Students select digital tools and technologies for collaborative processes by using a shared digital workspace (E.g. Google Jamboard) on their tablets to collaboratively drag and drop vocabulary labels to the correct body parts. |
Activity 4: Work in groups, complete the word webs
a. Objective: To revise and provide students with some vocabulary to describe parts of the body using adjectives.
b. Content: Students combine adjectives (long/short, big/small, blonde/curly) with appropriate body parts in word webs.
c. Product: Completed word webs with suitable noun-adjective combinations.
d. Organization:
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Activity 5: GAME – Guessing: Work in groups, take turns to describe a classmate, other group members guess who he / she is
a. Objective: To help students practise using words for body parts and appearance through a guessing game.
b. Content: Students describe a classmate's appearance, and others guess who it is.
c. Product: Accurate descriptions and successful guesses.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher explains the rules of the game: One student will orally describe a classmate. The rest of the class will listen and guess who it is. - Teacher sets up a live digital polling link (E.g. Mentimeter or Slido Word Cloud) and asks students to access it on their devices. - Teacher reads the example aloud. A: She has long hair and big eyes. B: Is that Lan? A: That's right Step 2: Students perform learning tasks - A volunteer student stands up and orally describes a classmate focusing on appearance vocabulary. - Other students listen carefully and type the name of the person they guess into the digital polling platform on their smartphones/tablets. - The teacher goes round and offers support if needed. Step 3: Reporting and Discussion - Teacher projects the live word cloud results on the smart TV. The most submitted names will appear largest on the screen. - The describing student reveals the correct answer and compares it with the most popular guess on the screen. Step 4: Evaluation - Teacher praises the students who describe accurately and guess quickly. - Teacher moves on to the next content. | Suggested answer: Student A: He has short hair and a small nose. He wears glasses. Class (typing into the digital poll): Minh, Nam, Minh, Minh (The word “Minh” grows largest on the screen). Student A: Yes, it's Minh! | [2.1.TC2b]: Students select the most appropriate digital communication means by typing and submitting their guesses (classmate's name) via a live interactive polling platform (E.g. Mentimeter) to instantly visualize the class's collective answer on the smart TV. |
3. PRACTICE
a. Objective: To consolidate the vocabulary (body parts, adjectives) and grammar structure (has/have) learned in the lesson.
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 help students apply the vocabulary and structures into a creative and personal context.
b. Content: Students carry out a creative task “My Best Friend Poster”.
c. Product: Students' hand-drawn posters with short descriptive paragraphs.
d. Organization:
Step 1: Teacher assigns learning tasks
- Task:
+ Create a digital “Best Friend Poster” (You can describe your real best friend or a fantasy/cartoon character).
+ Use a Generative AI Image tool (E.g. Canva Magic Media). Write an English text prompt using the appearance adjectives and body parts we learned to tell the AI what the character looks like (E.g. “A boy with short curly fair hair, big round eyes, and glasses”).
+ Import your generated image into a digital poster template (E.g. Canva).
+ Add text boxes under the picture to write 3 – 4 sentences describing their appearance.
Step 2: Students perform learning tasks
- Students formulate text prompts based on vocabulary and generate their character images.
- Students assemble their posters digitally, typing their descriptive sentences.
- The teacher goes around to support students with any new vocabulary they might want to use.
Step 3: Reporting and Discussion
- Students upload their finished digital posters to a shared Padlet wall.
- Teacher invites 2 – 3 volunteers to cast their posters to the smart TV and present to the whole class.
Example sentences: This is my friend, Hoa. She has short curly hair. She has big brown eyes and chubby cheeks.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher praises students' creativity, correct use of vocabulary, and confident presentation skills.
- Teacher summarizes the lesson and assigns homework.
[2.2.TC2a]: Students apply suitable digital technologies to share data and information by uploading digital posters to collaborative platforms (E.g. Padlet) and casting them to the smart TV.
[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 digital “Best Friend” poster.
[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by writing descriptive text prompts based on their friend's appearance into a Generative AI tool (E.g. Canva Magic Media) to visualize the character.
* HOMEWORK
- Review the vocabulary about body parts and appearance learned in the lesson.
- Complete the digital poster if not finished in class and submit the link via Google Classroom.
- Prepare for the next lesson A Closer Look 1.