Giáo án NLS Tiếng Anh 6 Global Success Unit 4 Looking back; Project: My map

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

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

UNIT 4: MY NEIGHBOURHOOD

LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

- Revise the vocabulary items they have learnt in the unit (places in a neighbourhood).

- Revise the form and use of comparative adjectives.

- Apply the vocabulary and grammar to design and present their ideal neighbourhood (Project).

2. Competences

General competences:

- Self-control and independent learning: actively participate in revising vocabulary and grammar rules.

- Communication and collaboration: work in pairs or groups to complete exercises and present the final project.

Specific competences:

- Accurately use comparative adjectives to compare things and places.

- Confidently present a creative project about a neighbourhood to the class.

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.

- [2.4.TC1a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital document.

- [3.1.TC1a]: Indicate how to create and edit digital content in clear and popular formats by using digital text tools to type answers on a shared board.

- [5.2.TC1b]: Select digital tools and technological solutions to solve needs by utilizing an interactive online quiz with auto-grading analytics.

- [6.1.TC1a]: Explain how simple AI systems work by interacting with AI-generated images to explore visual elements.

- [6.1.TC1b]: Perform basic operations on AI tools by interacting with an AI voice chatbot to practice presentation skills.

- [6.2.TC1a]: Use AI tools in daily work and study by generating a visual representation of a neighbourhood using Generative AI based on text prompts.

3. Attributes

- Creativity: Be imaginative when designing their dream neighbourhood.

- Hard work: Be focused during the review and drill section of the unit.

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 activate students' prior knowledge, create an energetic atmosphere, and review vocabulary related to places. 

b. Content: Teacher organizes a digital guessing game called "AI Flashcards". 

c. Product: Students recall and identify places in a neighbourhood.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher tells the class that they will play a quick game to review vocabulary. 

- Teacher projects a series of 5 images on the smart TV. These images are created by AI, showing different places (a temple, a square, a cathedral, an art gallery, a railway station). 

- Teacher asks Ss to interact with AI-generated images to explore visual elements and guess the places. 

- Teacher sets up a live poll (E.g., Mentimeter) for students to input their guesses for each picture.

Step 2: Students perform learning tasks

- Students observe the pictures, discuss quickly with their partners, and 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 live results on the screen as a word cloud. Teacher calls on a few students to pronounce the words they have submitted.

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher confirms the correct answers and leads into the lesson: "You all remember the vocabulary very well! Today, we will review everything we have learnt in Unit 4 in the Looking Back section, and then you will present your Project."

[2.1.TC1b]: Students select the most appropriate digital communication means for a specific context by submitting answers via a live digital polling tool.

[6.1.TC1a]: Students explain how simple AI systems work by interacting with AI-generated images to explore visual elements during the guessing game. 

2. PRESENTATION

Activity 1: Write the name for each picture.

a. Objective: To help Ss revise the vocabulary items they have learnt in the unit. 

b. Content: Look at the 5 pictures and write the correct names of the places. 

c. Product: Correct vocabulary items written for each picture. 

d. Organization:

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Activities 2, 3 and 4: Grouped Activity

a. Objective: To help Ss revise the form and use of comparative adjectives. 

b. Content:

- Activity 2: Put adjectives into correct columns by syllables.

- Activity 3: Write their comparative forms.

- Activity 4: Complete sentences comparing pictures. 

c. Product: Categorized adjectives, accurate comparative forms, and correct sentences.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary and comparative adjectives learned in Unit 4. 

b. Content: Students complete one sentence transformation exercise and one multiple-choice test. 

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

d. Organization:

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4. APPLICATION

a. Objective: To allow Ss to creatively apply the unit's vocabulary and grammar to design and present their dream neighbourhood. 

b. Content: Students carry out the project "My Dream Neighbourhood". 

c. Product: A digital poster of their dream neighbourhood and an oral presentation.

d. Organization:

Step 1: Teacher assigns learning tasks

- Task:

+ Work in groups of 4. Think about your dream neighbourhood. What places does it have? What are the people and streets like?

+ Use an AI image generation tool (E.g., Canva AI or Bing Image Creator) to use AI tools in daily work and study by generating a visual representation of a neighbourhood using Generative AI based on text prompts.

+ Write a short presentation describing it and comparing it to your current neighbourhood (e.g., It is more beautiful and quieter than my current city...).

+ Before presenting to the class, interact with an AI voice chatbot to practice presentation skills, checking for pronunciation and fluency.

Step 2: Students perform learning tasks

- Students brainstorm and type descriptive prompts into the AI tool to generate their poster.

- Groups write their presentation script, incorporating comparative adjectives.

- Students read their script aloud to the AI chatbot to rehearse.

Step 3: Reporting and Discussion

- Teacher invites groups to cast their AI-generated posters to the smart TV.

- Groups present their dream neighbourhood to the class.

- The rest of the class listens and can ask 1-2 questions.

Step 4: Evaluation

- Teacher praises students for their teamwork, creativity, and accurate use of comparatives and vocabulary.

- Teacher summarizes the main points of Unit 4.

[6.2.TC1a]: Students use AI tools in daily work and study by generating a visual representation of a neighbourhood using Generative AI based on text prompts to visualize their project. 

[6.1.TC1b]: Students perform basic operations on AI tools by interacting with an AI voice chatbot to practice presentation skills before performing in front of the class.

* HOMEWORK

- Complete the "Now I can..." self-assessment table in the textbook.

- Review all vocabulary and grammar points of Unit 4.

- Prepare for the next lesson: Unit 5 - Getting Started.