Giáo án NLS Tiếng Anh 6 Global Success Unit 5 Communication: Everyday English: Making and accepting appointments; A travel guide
Giáo án NLS Tiếng Anh 6 Global Success Unit 5 Communication: Everyday English: Making and accepting appointments; A travel guide. 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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Teaching: ..../..../.....
UNIT 5: NATURAL WONDERS OF VIET NAM
COMMUNICATION
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Make and accept appointments using common structures (e.g., Let's + V, How about + V-ing/N, That's fine, Sure).
- Read a travel guide and extract specific information.
- Apply the modal verbs must and mustn't in a real-life travel context to give advice and state rules.
2. Competences
General competences:
- Self-control and independent learning: actively participate in reading and role-play activities.
- Communication and collaboration: work effectively in pairs to make conversations and role-play as a tour guide and a tourist.
Specific competences:
- Fluently use functional language for making and accepting appointments.
- Accurately give travel advice and rules using must/mustn't.
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 list items on a shared workspace.
- [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 speaking.
- [6.2.TC1a]: Use AI tools in daily work and study by generating a visual travel brochure using Generative AI based on text prompts.
3. Attributes
- Confidence: Confidently communicate when making plans with friends.
- Responsibility: Understand the importance of safety and rules when traveling to natural wonders.
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 active atmosphere, introduce the topic of making appointments, and engage students with visual stimuli.
b. Content: Teacher organizes a quick digital guessing game called "Where shall we go?".
c. Product: Students guess the locations and suggest going there.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher uses an AI Image Generator to create a beautiful picture of a picnic spot near a mountain.
- Teacher projects the image and asks Ss to interact with AI-generated images to explore visual elements to guess the activities they can do there.
- Teacher sets up a live poll (E.g., Mentimeter) and asks: "If you want to invite your friend here this Sunday, what will you say?"
Step 2: Students perform learning tasks
- Students observe the picture and think of an invitation.
- Students submit answers via a live digital polling tool using their smartphones (e.g., Do you want to go to the mountain? Let's go for a picnic.).
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher displays the students' answers on the smart TV.
- Teacher highlights the best suggestions (e.g., Let's go...).
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher leads into the lesson: "There are many ways to invite a friend and make an appointment. We will learn how to do this perfectly in today's Communication lesson."
[6.1.TC1a]: Students explain how simple AI systems work by interacting with AI-generated images to explore visual elements during the warm-up game.
[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
Activities 1 + 2: Listen, read, and make similar conversations.
a. Objective: To introduce two ways of making and accepting an appointment; to help Ss practise making and accepting an appointment.
b. Content: Listen to the conversation between Steven and Duong. Work in pairs to make similar short conversations.
c. Product: Accurate pronunciation of phrases and successful role-play conversations.
d. Organization:
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Activity 3: Read the travel guide entry.
a. Objective: To introduce a travel guide to Ss; To introduce a way of using must / mustn't in real life.
b. Content: Read a short text about the Himalayas and the rules for visiting.
c. Product: Comprehension of the travel guide rules.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Show Ss the travel guide. Ask them what information it contains.
- Ask Ss to read the text quickly and check their ideas. - Ask them to read the text again and ask some follow-up questions (e.g., Must we take a heavy coat?). Step 2: Students perform learning tasks - Students read the passage independently, focusing on the uses of must and mustn't. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher explains any new vocabulary (e.g., litter, mountain range). - Teacher moves to next content. | Reading Text: The Himalayas is a mountain range. It's very special. It has the world's highest mountain - Mount Everest. When visiting the Himalayas, remember to follow these rules: - You must ask before you visit the area. - You mustn't travel alone. Always go in a group. - You mustn't litter. - You must bring only the necessary things. - You must bring the right clothes too. Don't bring shorts or T-shirts! |
Activity 4: Make a list of the things you must bring to the Himalayas. Then add things you mustn't bring.
a. Objective: To help Ss practise using must / mustn't in a travel context. b. Content: Fill in a two-column table (MUST / MUSTN'T) with necessary and prohibited items. c. Product: A categorized list of travel items.
d. Organization:
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Activity 5: Role-play being a tour guide and a tourist.
a. Objective: To help Ss practise asking and answering about travel preparation to a place.
b. Content: Tell your partner what to prepare for their trip to the Himalayas, and give reasons.
c. Product: Role-play conversations using must / mustn't.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Create your own list of the necessary things for the trip, and then demonstrate the activity with a more able student.
- Ask Ss to work in pairs to do their own role-play. - Pairs will co-edit a shared digital document to draft a quick script or bullet points for their role-play. - Ask some pairs to demonstrate before the class. Step 2: Students perform learning tasks - Students collaborate on the digital doc to outline their ideas. - Students practice the role-play. T goes round to give assistance where and when needed. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher praises good communication skills and corrects grammatical errors related to must/mustn't. - Teacher moves to next content. | Example: A: I'd like to go to the Himalayas next month. B: OK. I think you must bring a waterproof coat. It's cold and rainy there! A: Yes. Anything else? B: You must bring a compass, and you mustn't travel alone.
| [2.4.TC1a]: Students select digital tools and technologies for collaborative processes by co-editing a shared digital document to draft their role-play notes. |
3. PRACTICE
a. Objective: To consolidate vocabulary related to things in nature and natural wonders 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:
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4. APPLICATION
a. Objective: To help students creatively synthesize the skills of making appointments and planning a trip with rules using modern technology.
b. Content: Students carry out a task called "My Virtual Tour Brochure".
c. Product: An AI-generated travel brochure and a short role-play presentation.
d. Organization:
Step 1: Teacher assigns learning tasks
- Task:
+ Work in groups of 3. Choose a natural wonder in Viet Nam (e.g., Phong Nha Cave, Fansipan).
+ Use an AI image generation tool (E.g., Canva Magic Media or Bing Image Creator) to use AI tools in daily work and study by generating a visual travel brochure using Generative AI based on text prompts. The brochure must include an image of the place and 3 "Must/Mustn't" rules for visitors.
+ Prepare a short role-play where you invite a friend to visit this place and tell them the rules.
Step 2: Students perform learning tasks
- Students type descriptive prompts to generate the image for their brochure and add text for the rules.
- Students write and practice their appointment dialogue.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher invites groups to cast their AI-generated brochures to the smart TV.
- Groups act out their conversation in front of the class, using the brochure as a prop.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher praises students for their digital design skills, confident speaking, and correct use of grammar (Let's / How about / must / mustn't).
- Teacher summarizes the lesson.
[6.2.TC1a]: Students use AI tools in daily work and study by generating a visual travel brochure using Generative AI based on text prompts to visualize their project.
* HOMEWORK
- Practice the dialogue for making and accepting appointments.
- Write a short travel guide (4-5 sentences) for a place in your hometown, including 2 things visitors must do and 1 thing they mustn't do.
- Prepare for the next lesson: Skills 1.