Giáo án NLS Tiếng Anh 6 Global Success Unit 3 Skills 1: Reading: Friends and a summer camp; Speaking: Friends and summer camps
Giáo án NLS Tiếng Anh 6 Global Success Unit 3 Skills 1: Reading: Friends and a summer camp; Speaking: Friends and summer camps. 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
SKILLS 1
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Read for specific information about a summer camp and a camper's email.
- Talk about the suitability of a summer camp for different people and for themselves.
2. Competences
General competences:
- Self-control and independent learning: actively read the advertisement and the email to find specific information.
- Communication and collaboration: work in pairs and groups to discuss the suitability of the camp and express personal opinions.
Specific competences:
- Develop reading skills (skimming and scanning) to locate key facts (True/False).
- Develop speaking skills by giving reasons to support their ideas and preferences.
Digital competences:
- [2.1.TC2b]: Select the most appropriate digital communication means by submitting personal opinions and reasons 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 analyze information and type group decisions.
- [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to type corrections and complete sentences in digital worksheets.
- [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to layout and format a digital summer camp poster.
- [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on interactive platforms to assess reading comprehension.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated educational video during the warm-up.
- [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by writing descriptive text prompts into a Generative AI tool to visualize activities for a dream summer camp.
3. Attributes
- Hard work: Be actively involved in reading tasks and group discussions.
- Love and Kindness: Appreciate friends' diverse skills and personalities, and show excitement for outdoor and communicative activities.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 6, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Digital tools (Mentimeter, Google Forms, Google Jamboard/Padlet, Canva, etc.), and AI tools (AI Video Generator, 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: Look at the advertisement above and answer the questions
a. Objective: To activate students' knowledge of the topic and develop scanning skills for specific information.
b. Content: Students read the advertisement for the Superb Summer Camp and answer two questions.
c. Product: Students' correct answers to the questions based on the advertisement.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher projects the digital advertisement about the Superb Summer Camp clearly on the smart TV. - Teacher asks students to scan the advertisement and discuss the two following questions in pairs. + Who is the Superb Summer Camp for? + What can people do at this summer camp? - Teacher may explain some new words if necessary (hands-on, field trip, leadership, etc.). Step 2: Students perform learning tasks - Students look at the digital advertisement on the screen, and discuss the answers with their partners. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher invites some students to give their answers aloud. - Teacher asks them to point to the smart TV where they found the information in the advertisement. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher checks and confirms the correct answers. - Teacher moves on to the next content. | Suggested answers: 1. It is for kids between 10 and 15 years old. 2. They can play sports and games, draw pictures, play music, learn life skills, go on field trips, etc. | [5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by projecting a high-resolution digital version of the advertisement on the smart TV to focus students' scanning skills. |
Activity 2: Read the text and write T (True) or F (False). Correct the false statements
a. Objective: To develop students' skill of reading for specific information (an email).
b. Content: Students read Nam's email to his parents and determine if 5 statements are True or False, then correct the False ones.
c. Product: Correct True/False choices and accurate corrections for the false statements.
d. Organization:
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Activity 3: Work in groups, read about the three students below. Is the Superb Summer Camp suitable for all of them? Why or Why not?
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: Students' short descriptions typed digitally.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students to recall the requirements of the Superb Summer Camp (Age 10-15, English speaking, creative/sporty activities). - Teacher shares a link to a collaborative digital workspace (E.g. Padlet Canvas or Google Jamboard). - Teacher assigns the task: Work in groups of 4. Read the profiles of Mi, An, and Vy. Create a digital sticky note for each student. Type “Suitable” or “Not Suitable” and write 1 – 2 sentences explaining why based on their age, skills, and the camp's rules. Step 2: Students perform learning tasks - Students work in groups to discuss the profiles, compare them with the camp's details, and co-edit their sticky notes on the shared board. - Teacher monitors the digital board, guiding groups that need help with reasoning or English structures. Step 3: Reporting and Discussion - Teacher projects the collaborative board on the main screen. - Teacher invites representatives from different groups to read their typed answers and share their reasoning. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher gives feedback on students' logical reasoning and grammatical accuracy during speaking. - Teacher moves on to the next content. | Suggested answer: 1. The camp is suitable for Mi because it suits her age (12) and she is good at English. She can also develop her creativity there. 2. The camp does not seem to suit An. He is too old (16) and he doesn't know English. 3. The camp suits Vy. It suits her age (14), and it can help her improve her English. | [2.4.TC2a]: Students select digital tools and technologies for collaborative processes by co-editing a shared digital workspace (E.g. Padlet) to collaboratively analyze camper profiles, type their decisions, and justify them. |
Activity 4: Think about yourself. Do you want to go to this kind of camp? Why or Why not?
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:
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3. PRACTICE
a. Objective: To consolidate vocabulary related to camp activities and personality adjectives through a matching and sentence-building exercise.
b. Content: Students complete two practice exercises.
c. Products: Students' correct answers for the two exercises.
d. Organization:
Mission 1: Match the activities with the suitable personality adjectives. Then, write complete sentences using the matched pairs.
Step 1: Teacher assigns learning tasks
- Teacher provides a digital document (E.g. Google Docs or a designated text input area on an LMS).
- Teacher assigns the task: Match the activities in Column A with the suitable personality adjectives in Column B. Then, use your keyboard to type complete sentences explaining the connection using “because”.
| Column A | Column B |
| 1. Drawing pictures and writing stories | a. kind |
| 2. Playing basketball and doing sports | b. clever |
| 3. Sharing lunch and helping friends | c. sporty / active |
| 4. Learning maths and solving puzzles | d. creative |
Example: 1 – d → She is creative because she likes drawing pictures and writing stories. 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ |
- Teacher sets a time limit of 5 minutes.
Step 2: Students perform learning tasks
- Students work individually to match the concepts and type complete sentences showing cause and effect on their devices.
- The teacher observes, monitors, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher invites some students to read their typed sentences or projects a few examples on the board.
+ Matched pairs: 1 – d, 2 – c, 3 – a, 4 – b.
+ Completed sentences:
2. He/She is sporty because he/she likes playing basketball and doing sports.
3. He/She is kind because he/she likes sharing lunch and helping friends.
4. He/She is clever because he/she likes learning maths and solving puzzles.
- Other students can comment or offer alternative opinions.
Step 4: Evaluation
- Teacher provides feedback, corrects grammar mistakes in writing, and praises excellent work.
- Teacher moves to the next mission.
[3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using digital text tools to type complete sentences showing cause and effect on their devices.
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 a web-based quiz platform to assess overall vocabulary and reading comprehension.
4. APPLICATION
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