Giáo án NLS Tiếng Anh 6 Global Success Unit 3 Looking back: Vocabulary, Grammar; Project: My class yearbook

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

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

UNIT 3: MY FRIENDS

LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

• Review and consolidate the vocabulary about body parts, appearance, and personality.
• Revise and practice the present continuous tense, and distinguish it from the present simple tense.
• Apply the knowledge to make a class yearbook project.

2. Competences

General competences:

• Self-control and independent learning: recall previous knowledge to complete exercises independently and do self-assessment.
• Communication and collaboration: work in pairs or groups to interview friends and create a project.

Specific competences:

• Write sentences accurately using present simple and present continuous.
• Design and present a profile of a classmate creatively.

Digital competences:

• [2.1.TC2a]: Select multiple digital technologies to interact by using a digital spinning wheel for randomized participation.
• [2.1.TC2b]: Select the most appropriate digital communication means by submitting grammar choices via a live interactive platform.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by uploading digital yearbook pages to a collaborative platform 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 type and organize information about classmates.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to type correct verb conjugations into digital workspaces.
• [3.1.TC2b]: Express themselves through the creation of digital media by using a graphic design tool to format, layout, and assemble a digital yearbook page.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on live quiz platforms to assess vocabulary and grammar retention.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with AI-generated avatars used as visual prompts for vocabulary retrieval.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by writing specific, descriptive text prompts into a Generative AI tool to visualize a customized avatar of a classmate.

3. Attributes

• Hard work: Be highly concentrated on reviewing the unit's knowledge.
• Friendship and Love: Understand, describe, and appreciate the good traits of their classmates.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 6, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital tools (Wordwall, Padlet, Quizizz, Google Forms, Canva, etc.), and AI tools (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

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2. PRESENTATION

Activity 1: Choose the correct answer A, B, or C

a. Objective: To help students revise the vocabulary items (personality adjectives) they have learnt in the unit.

b. Content: Students read 5 sentences and choose the most suitable adjective to complete each sentence.

c. Product: Students' correct multiple-choice answers.

d. Organization:

Activity 2: Answer questions about your classmates

a. Objective: To help students revise appearance vocabulary in a meaningful and realistic way.

b. Content: Students answer 5 questions by looking around the classroom and writing the names of their classmates.

c. Product: Students' correct answers based on the real appearance of their classmates.

d. Organization:

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Activity 3: Put the verbs in brackets in the present continuous

a. Objective: To help students revise the form and usage of the present continuous tense.

b. Content: Students read a short text describing a picture of a classroom and put 5 verbs into the present continuous tense.

c. Product: Students' correct verb conjugations.

d. Organization:

Activity 4: Put the verbs in brackets in the present simple or present continuous

a. Objective: To help students revise the differences between the present simple and the present continuous.

b. Content: Students read mini-dialogues, look for time signals, and conjugate the verbs into the correct tenses.

c. Product: Students correctly distinguish and write verbs in present simple and present continuous.

d. Organization:

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3. PRACTICE

a. Objective: To synthesize vocabulary (appearance & personality) and grammar (present simple & continuous) into a single, cohesive reading/writing task.

b. Content: Students complete two practice exercises.

c. Products: Students' correct answers for the two exercises.

d. Organization:

Mission 1: Fill in the blanks. Use the adjectives in the box and put the verbs in brackets into the correct tense.

Step 1: Teacher assigns learning tasks

- Teacher provides a digital document/form.

- Task: Read the paragraph on your screen. Type the correct adjective from the box into blanks 1-3. Type the correct tense (Present Simple or Continuous) for verbs in blanks 4-5.

- Teacher sets a time limit of 5 minutes.

Step 2: Students perform learning tasks

- Students work individually to type the complete words/phrases into the digital text.

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

Step 3: Reporting and Discussion

- Teacher calls on some students to read the completed paragraph aloud.

1. round

2. friendly

3. hard-working

4. plays

5. is reading

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher provides feedback, explicitly pointing out why “plays” (routine) and “is reading” (now) are used, consolidating the lesson's main points.

- Teacher moves to the next mission.

[3.1.TC2a]: Students indicate how to create and edit digital content by using interactive text tools to type specific grammar structures and vocabulary into a digital form.

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, 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 auto-grading analytics on a web platform to assess unit mastery.

4. APPLICATION

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