Giáo án NLS Tiếng Anh 6 Global Success Unit 4 Getting started: Lost in the old town!
Giáo án NLS Tiếng Anh 6 Global Success Unit 4 Getting started: Lost in the old town!. 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
Các tài liệu bổ trợ
Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 4: MY NEIGHBOURHOOD
GETTING STARTED
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Use lexical items related to places in a neighbourhood and giving directions.
- Read for specific information in a dialogue about getting lost and asking for directions.
- Make suggestions using "Let’s..." and "Shall we...?".
2. Competences
General competences:
- Self-control and independent learning: actively participate in reading and vocabulary tasks.
- Communication and collaboration: work in pairs or groups to practice the dialogue and give directions.
Specific competences:
- Accurately apply vocabulary for giving directions in speaking contexts.
- Make and respond to suggestions effectively.
Digital competences:
- [2.1.TC1b]: Select the most appropriate digital communication means for a specific context by submitting answers via a live digital polling tool.
- [3.1.TC1a]: Indicate how to create and edit digital content in clear and popular formats by using digital text tools to arrange text blocks on a shared digital workspace.
- [6.1.TC1a]: Explain how simple AI systems work by interacting with an AI-generated 360-degree image to explore virtual locations.
- [6.1.TC1b]: Perform basic operations on AI tools by interacting with an AI voice chatbot to practice speaking.
- [6.2.TC1a]: Use AI tools in daily work and study by generating a visual map of a neighbourhood using Generative AI based on text prompts.
3. Attributes
- Kindness: Be willing to help others when they are lost.
- Confidence: Confidently communicate and ask for directions in real-life situations.
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 Docs/Jamboard, Quizizz, Kahoot, Canva, kenhhoctap etc.), and AI tools (AI Video Generator, ChatGPT Voice, Canva AI Image Generator, 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 create an engaging atmosphere, activate students' prior knowledge about neighbourhoods, and introduce the topic of Hoi An Old Town.
b. Content: Teacher organizes a digital exploration game called "Mystery Virtual Tour".
c. Product: Students identify the location (Hoi An) and share their feelings/experiences.
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 projects an AI-generated 360-degree panorama of an ancient town (Hoi An) on the smart TV without revealing the name.
- Teacher asks Ss to observe the virtual environment and interact with the AI-generated 360-degree image to explore virtual locations to find clues.
- Teacher sets up a live poll (E.g. Mentimeter) with the question: "Where is this place? Have you ever been here?"
Step 2: Students perform learning tasks
- Students watch the AI-generated video and answer the questions about it.
- Students observe the AI-generated imagery and discuss in pairs to find clues (lanterns, old yellow houses, a river).
- Students submit answers via a live digital polling tool using their smartphones.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher displays the word cloud/results from the live poll on the screen.
- Teacher calls on a few students to share their experiences of visiting Hoi An or getting lost in a new place.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher confirms the location is Hoi An.
- Teacher leads into the lesson: "Nick, Phong, and Khang are visiting Hoi An, but something happens to them. Let's find out in our lesson today."
[6.1.TC1a]: Students explain how simple AI systems work by interacting with an AI-generated 360-degree image to explore virtual locations during the warm-up activity.
[2.1.TC1b]: Students select the most appropriate digital communication means for a specific context by submitting answers via a live digital polling tool.
2. PRESENTATION
Activity 1: Listen and read
a. Objective: To set the context for the introductory text and introduce the topic of the unit.
b. Content: Students listen and read the conversation between Phong, Khang, Nick, and a girl.
c. Product: Students comprehend the dialogue and underline words related to the topic.
d. Organization:
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Activity 2: Find sentences making suggestions
a. Objective: To help Ss know how to use let's and shall we to make suggestions.
b. Content: Students find sentences in the conversation used to make suggestions.
c. Product: Sentences using let's and shall we.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to refer back to the conversation to find the sentences used to make suggestions.
- Teacher directs Ss to the "Remember!" box: We can use shall we and let's to make suggestions. - Teacher asks Ss to compare their answers with a partner before checking as a class. Step 2: Students perform learning tasks - Students work individually to scan the text and highlight the sentences. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher calls on some Ss to read the sentences aloud. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher confirms the answers and tells Ss to practise saying the sentences in pairs. - Teacher moves to the next content. | Students' answers: 1. Let's go to Chua Cau. 2. Shall we go there first? 3. Fine, let's go. 4. Let's ask her.
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Activity 3: Read the conversation again. Put the actions in order.a. Objective: To help Ss deeply understand the text.
b. Content: Order the actions (a - e) as they occur in the conversation.
c. Product: Correct sequence of events.
d. Organization:
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Activity 4: Match the directions with the diagrams
a. Objective: To help Ss know how to give directions through the conversation and visual diagrams.
b. Content: Find directions in the text and match phrases (A-E) with diagrams (1-5).
c. Product: Correctly matched directions.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to work individually to find and underline the phrases used to give directions in the conversation.
- Teacher asks Ss to match each direction phrase (A-E) with the corresponding diagram (1-5).
Step 2: Students perform learning tasks - Students scan the text for direction phrases and complete the matching task in their books. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher calls out a number (1-5), and Ss choral chant the correct phrase. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher confirms answers. For weaker classes, teacher uses the diagrams to work the meaning out from context. - Teacher moves to the next content. | Students' answers: 1. B (cross the road) 2. A (turn right) 3. E (take the second turning on the left) 4. C (turn left) 5. D (go straight)
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Activity 5: GAME - Find places
a. Objective: To help Ss practise giving directions.
b. Content: Work in pairs. Give directions to a place on the map for the partner to guess.
c. Product: Accurate spoken directions and correct guesses.
d. Organization:
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3. PRACTICE
a. Objective: To consolidate vocabulary related to giving directions and making suggestions suitable for Grade 6.
b. Content: Students complete one gap-fill exercise and one multiple-choice test.
c. Products: Students' correct answers for the two exercises.
d. Organization:
Mission 1:
Task 1: Fill in the blanks with the correct prepositions/direction words. Step 1: Teacher assigns learning tasks
- Teacher assigns the task: Read the paragraph and fill in the blanks with the suitable words.
| WORKSHEET 1 |
| Word box: straight / left / cross / second / opposite |
| "To get to the museum, go (1) _______ on this street. Take the (2) _______ turning on the right. Walk for 5 minutes, then (3) _______ the road. Turn (4) _______ at the traffic lights. The museum is (5) _______ the cinema." |
Step 2: Students perform learning tasks
- Students work individually for 3 minutes to fill in the blanks.
Step 3: Reporting and Discussion
- Teacher calls on Ss to read the completed sentences aloud.
- Other students comment and check their answers.
- The teacher observes, guides, and supports the students (if necessary).
Step 4: Evaluation
- Teacher confirms the answers: (1) straight, (2) second, (3) cross, (4) left, (5) opposite.
Task 2: Choose the correct answer A, B, or C.
Step 1: Teacher assigns learning tasks
- Teacher provides 5 multiple-choice questions on the board or via handout.
- Teacher asks students to choose the best answer for each sentence.
Q1. It's a beautiful day. _______ go to the park!
A. Shall we B. Let's C. How about
Q2. _______ we go to Tan Ky House first?
A. Shall B. Let's C. Must
Q3. Excuse me, can you tell me the _______ to the post office?
A. road B. street C. way
Q4. Go straight and take the first turning _______ the right.
A. in B. on C. at
Q5. Walk to the end of the street and then _______ left.
A. cross B. take C. turn
Step 2: Students perform learning tasks
- Students individually choose the best answer.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Pupils exchange their papers to peer-check. Teacher reads the questions and asks for the class's answers.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher gives the answer key: 1. B, 2. A, 3. C, 4. B, 5. C.
- Teacher praises students for their good work.
Mission 2 (OPTIONAL): Choose the best answer A, B, C, or D.
Step 1: Teacher assigns learning tasks
- Teacher sends link the quiz on website kenhhoctap: https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-6-textbook-unit-4-my-neighbourhood-25086 for student to perform.
- 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 mistakes, and praises good work.
- Teacher moves on to the application stage.
4. APPLICATION
a. Objective: To provide a creative, real-life context for students to apply direction vocabulary and suggestions.
b. Content: Students carry out a task called "My Smart Neighbourhood".
c. Product: A digital neighbourhood map and a short presentation.
d. Organization:
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