Giáo án NLS Tiếng Anh 6 Global Success Unit 5 Skills 2: Listening, Writing: A natural wonder
Giáo án NLS Tiếng Anh 6 Global Success Unit 5 Skills 2: Listening, Writing: A natural wonder. 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 5: NATURAL WONDERS OF VIET NAM
SKILLS 2
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Listen for specific information about a travel attraction (Phu Quoc Island).
- Brainstorm ideas for their writing using a network map.
- Write a paragraph of about 50 words about a travel attraction they know.
2. Competences
General competences:
- Self-control and independent learning: actively participate in listening tasks and independent writing.
- Communication and collaboration: work in pairs or groups to share ideas and peer-correct writing drafts.
Specific competences:
- Develop listening skills for specific details and T/F identification.
- Structure a descriptive paragraph logically using a brainstorm network.
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 fill in a digital brainstorm network.
- [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 brainstorm ideas.
- [6.2.TC1a]: Use AI tools in daily work and study by generating a visual travel postcard using Generative AI based on text prompts.
- [6.2.TC1a]: Use AI tools in daily work and study by generating a visual representation of a location using Generative AI based on text prompts.
3. Attributes
- Love for the homeland: Appreciate the famous natural wonders and tourist attractions in Viet Nam.
- Creativity: Be imaginative when writing and designing materials about travel attractions.
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 of the topic of the listening text and create an energetic atmosphere.
b. Content: Teacher organizes a digital picture-guessing activity focusing on Phu Quoc Island.
c. Product: Students identify the location and share what they know about it.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher uses an AI Image Generator to create a beautiful, realistic picture of an island with sandy beaches, green forests, and boats.
- Teacher projects the image on the smart TV and asks Ss to interact with AI-generated images to explore visual elements by observing the landscape features.
- Teacher sets up a live poll (E.g., Mentimeter) with the question: "Which famous island in Viet Nam do you think this is? Type 2 things you know about it."
Step 2: Students perform learning tasks
- Students observe the images and discuss their guesses with a partner.
- Students submit answers via a live digital polling tool using their smartphones (e.g., Phu Quoc, beautiful beach, seafood).
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher displays the word cloud and short answers from the live poll on the screen.
- Teacher asks 1-2 students to share their answers aloud.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher confirms the location is Phu Quoc Island.
- Teacher leads into the lesson: "Today, we will listen to a talk about Phu Quoc Island and then write about a travel attraction you know."
[6.1.TC1a]: Students explain how simple AI systems work by interacting with AI-generated images to explore visual elements of the island during the warm-up observation.
[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: Work in groups. Discuss the question: What do you know about Phu Quoc Island? Listen to the talk and check your answers.
a. Objective: To activate Ss' knowledge of the topic of the listening text.
b. Content: Discuss predictions about Phu Quoc Island and listen to the audio to verify.
c. Product: Verified facts about Phu Quoc Island.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
Activity 2: Listen again and tick (✓) T (True) or F (False).
a. Objective: To develop Ss' skill of listening for specific information.
b. Content: Students read 5 sentences, listen to the audio, and decide if they are True or False.
c. Product: Correct T/F answers.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Ask Ss to read through the questions carefully before they attempt to give the answers.
- Teacher converts the T/F questions into a quick digital quiz (E.g., Quizizz) and asks Ss to utilize an interactive online quiz with auto-grading analytics to answer while listening. - Ss can share their answers before T confirms the correct ones. Step 2: Students perform learning tasks - Play the recording two or three times for Ss to do the activity and check their answers. - Students input their T/F choices into the online quiz on their devices. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher projects the quiz analytics to see which sentences were difficult. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher provides the correct answers. Encourage Ss to identify the parts of the recording that helped them answer the questions. - Teacher moves to next content. | Key: 1. T 2. F (It has green forests) 3. T 4. F (Sailing and fishing are popular water sports) 5. T | [5.2.TC1b]: Students select digital tools and technological solutions to solve needs by utilizing an interactive online quiz with auto-grading analytics for the listening task. |
Activity 3: Fill each blank in the network with the information about a travel attraction you know.
a. Objective: To help Ss brainstorm ideas for their writing.
b. Content: Fill out a network map with notes about a chosen travel attraction.
c. Product: A completed brainstorm network with notes.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
Activity 4: Use the notes in 3 to write a paragraph of about 50 words.
a. Objective: To help Ss practise writing a paragraph about the place that they have made notes about.
b. Content: Write a 50-word paragraph using the notes from Activity 3 and the provided sentence starters.
c. Product: A written paragraph describing a travel attraction.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Ask Ss to use their notes to write a paragraph about their chosen places. Ss can use the reading texts as their model.
- Before writing, teacher asks Ss to interact with an AI voice chatbot to brainstorm ideas (e.g., speaking to ChatGPT Voice: "I want to write about Ha Long Bay. Give me some adjectives to describe it"). - Teacher provides a shared digital document (E.g., Google Docs) for Ss to write their drafts. - Ask Ss to share their notes with their partners. T may ask more able Ss to read out the notes to the whole class. - Ss can exchange and read each other's drafts to give some comments. Ss co-edit a shared digital document for peer correction. Step 2: Students perform learning tasks - Students use the AI chatbot to gather vocabulary. - Ask Ss to write the draft individually in the digital document. - 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 - Ss can underline parts that could be improved and focus on those areas as they write their final version. - If time is limited, T may ask Ss to write the final version at home. - Teacher moves to next content. | Expected Writing (Example): I am writing about Ha Long Bay. It is in Quang Ninh Province. You can go there by bus or car. There are some things I like about this place. It has thousands of beautiful islands and amazing caves. You can take a boat trip around the bay and enjoy delicious fresh seafood. It is a great natural wonder.
| [6.1.TC1b]: Students perform basic operations on AI tools by interacting with an AI voice chatbot to brainstorm ideas and adjectives before writing. [2.4.TC1a]: Students select digital tools and technologies for collaborative processes by co-editing a shared digital document for peer correction. |
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:
…………………………………………..
…………………………………………..
…………………………………………..
4. APPLICATION
a. Objective: To help students synthesize their writing skills and digital creativity to produce a visual travel product.
b. Content: Students carry out a task called "My Travel Postcard".
c. Product: A beautifully designed digital travel postcard with the student's written paragraph.
d. Organization:
Step 1: Teacher assigns learning tasks
- Task:
+ Use the paragraph you wrote in Activity 4 to create a travel postcard.
+ 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 postcard using Generative AI based on text prompts. Create a picture of the attraction you wrote about.
+ Combine your generated image and your 50-word paragraph into a complete digital postcard layout.
Step 2: Students perform learning tasks
- Students type descriptive text prompts into the AI tool to generate their postcard background.
- Students paste their edited paragraph onto the image using text tools in the design app.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher invites 3–4 students to cast their generated travel postcards to the smart TV.
- Students read the text on their postcards as a presentation to the class.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher praises students for their digital design skills, the visual appeal of the AI images, and the accuracy of their written descriptions.
- Teacher summarizes the main points of the lesson.
[6.2.TC1a]: Students use AI tools in daily work and study by generating a visual travel postcard using Generative AI based on text prompts to finalize their writing project.
* HOMEWORK
- Review the listening transcript and vocabulary about Phu Quoc Island.
- If you haven't finished, complete your final travel postcard at home and submit it to the class digital folder (e.g., Google Classroom).
- Prepare for the next lesson: Looking Back & Project.