Giáo án NLS Tiếng Anh 6 Global Success Unit 6 Skills 1: Reading: New Year's practices, Speaking: What children should / shouldn't do at Tết
Giáo án NLS Tiếng Anh 6 Global Success Unit 6 Skills 1: Reading: New Year's practices, Speaking: What children should / shouldn't do at Tết. 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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UNIT 6: OUR TET HOLIDAY
SKILLS 1
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Read for specific information about New Year's practices in different countries (the USA, China, Viet Nam).
- Talk about what they do or don't do during Tet.
- Express their own ideas on what children should / shouldn't do at Tet.
2. Competences
General competences:
- Self-control and independent learning: actively participate in reading tasks and memory games.
- Communication and collaboration: work in groups to discuss Tet activities and give advice using should and shouldn't.
Specific competences:
- Develop reading skills for specific information (scanning) and deepen knowledge about New Years.
- Fluently share personal opinions and give appropriate advice regarding Tet customs.
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 highlight words and identify information on a reading passage.
- [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 speaking.
- [6.2.TC1a]: Use AI tools in daily work and study by generating a visual advice poster using Generative AI based on text prompts.
3. Attributes
- Love for the homeland: Appreciate Vietnamese traditional customs (giving rice/salt, lucky money).
- Global awareness: Respect and understand how other cultures celebrate the New Year.
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' knowledge of the topic, introduce the reading text, and create an energetic atmosphere.
b. Content: Teacher organizes a digital visual exploration activity focusing on global New Year practices.
c. Product: Students make predictions about the countries and practices they will read about.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher uses an AI Image Generator to create 3 vibrant pictures: Picture 1 (fireworks over Times Square), Picture 2 (children receiving lucky money in red envelopes), Picture 3 (giving rice and salt).
- Teacher projects the images on the smart TV and asks Ss to interact with AI-generated images to explore visual elements by observing the cultural features.
- Teacher sets up a live poll (E.g., Mentimeter) with the question: "Which countries do these New Year practices belong to?"
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., USA, China, Viet Nam).
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher displays the results from the live poll on the screen.
- Teacher asks 2-3 students to share if they know how these countries celebrate the New Year.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher leads into the lesson: "Today we will read about Russ, Wu, and Mai to see how they celebrate the New Year and what they usually do."
[6.1.TC1a]: Students explain how simple AI systems work by interacting with AI-generated images to explore visual elements of global New Year practices during the warm-up.
[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: Read the passages and decide who says sentences 1 - 5.
a. Objective: To help Ss develop their reading skill for specific information (scanning) and deepen their knowledge about New Years.
b. Content: Read three short passages (A: Russ, B: Wu, C: Mai) and match 5 statements to the correct person.
c. Product: Correctly matched statements.
d. Organization:
…………………………………………..
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Activity 2: Test your memory!
a. Objective: To test Ss' memory to see how much they concentrate on / comprehend the reading.
b. Content: Tick the things which appear in the passages, and cross the ones which don't.
c. Product: Correctly identified items from memory.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - This job can be done ideally by asking Ss not to look back at the passages and see how many questions they answer correctly.
- Teacher transforms the checklist into a fast-paced online quiz (E.g., Quizizz) and asks Ss to utilize an interactive online quiz with auto-grading analytics. - Then have them refer to the passages and check their answers. Step 2: Students perform learning tasks - Students recall the information from memory and select the correct options on their devices. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher displays the analytics to see which items Ss remembered best. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Check their answers as a class. - Teacher moves to next content. | Key:
| [5.2.TC1b]: Students select digital tools and technological solutions to solve needs by utilizing an interactive online quiz with auto-grading analytics to test their memory of the reading text. |
Activity 3: Work in groups. These are some activities from the reading passages in 1. Tell your group if you do them during Tet.
a. Objective: To help Ss talk about what they have read; revise what they have learnt and practise talking about them.
b. Content: Share personal experiences related to 6 activities (e.g., watch fireworks, get lucky money).
c. Product: Spoken sentences expressing personal habits during Tet.
d. Organization:
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Activity 4: Work in groups. Read the list and discuss what you should or shouldn't do at Tet.
a. Objective: To help Ss express their own ideas on what children should/shouldn't do at Tet.
b. Content: Discuss a list of activities using should and shouldn't.
c. Product: Dialogues expressing agreement/disagreement and giving advice.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - In order to form an opinion using should or shouldn't, Ss have to decide whether each activity is good or not good to do.
- Teacher asks groups to co-edit a shared digital document (E.g., Google Docs) to categorize the activities and write down their reasons before discussing. Step 2: Students perform learning tasks - Allow Ss some time to read the phrases, discuss and make their decisions by ticking or crossing each activity. Encourage Ss to think of the reasons for their choice. - Have Ss talk in their groups. Encourage responses from others with I agree; Yes, we should or I don't think so. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Call on some Ss to share their opinions with the class. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Encourage them to express their ideas using should / shouldn't. Wrap-up: Have Ss summarise what they have learnt in the lesson with the two language points. - Teacher moves to next content. | List of activities: - break things - make a wish - dress beautifully - say "Have fun" to friends - help decorate our houses - play games all night - invite friends home - ask for lucky money - play loud music Example discussion: A: We should dress beautifully at Tet. B: I agree. Should we ask for lucky money? C: No, we shouldn't. | [2.4.TC1a]: Students select digital tools and technologies for collaborative processes by co-editing a shared digital document to prepare their arguments and advice. |
3. PRACTICE
a. Objective: To consolidate vocabulary 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 apply reading and speaking skills to express opinions and give advice in a creative, digital format.
b. Content: Students carry out a task called "My Tet Advice Poster".
c. Product: A visually generated poster giving advice on what to do during Tet.
d. Organization:
Step 1: Teacher assigns learning tasks
- Task:
+ Work individually or in pairs. Think about the most important things children should and shouldn't do at Tet.
+ 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 advice poster using Generative AI based on text prompts. Create a picture of a good Tet activity (e.g., helping parents).
+ Add text to your poster: Write 2 things you should do and 1 thing you shouldn't do at Tet.
Step 2: Students perform learning tasks
- Students type descriptive English prompts into the AI tool to generate the background image for their poster.
- Students use the text tool in the design app to write their advice clearly (e.g., You should make a wish. You shouldn't break things.).
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher invites 3–4 students to cast their generated advice posters to the smart TV.
- Students present their posters to the class and explain why they chose those pieces of advice.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher praises students for their digital design skills, ethical understanding of Tet customs, and accurate use of should/shouldn't.
- Teacher summarizes the main points of the lesson.
[6.2.TC1a]: Students use AI tools in daily work and study by generating a visual advice poster using Generative AI based on text prompts to creatively present their learning.
* HOMEWORK
- Write a short paragraph (about 40-50 words) about what you and your family usually do on New Year's Eve.
- Review the uses of should and shouldn't.
- Prepare for the next lesson: Skills 2.