Giáo án tích hợp NLS Tiếng Anh 6 Global Success
Giáo án Tiếng Anh 6 Global Success. Giáo án có tích hợp NLS (Năng lực số) - Đây là mẫu giáo án mới năm 2026, bộ GD&ĐT khuyến khích dùng. Giáo án là bản word tải về nhanh chóng. Giáo viên có thể: Thêm, bớt, chỉnh sửa dễ dàng theo ý mình.
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Phần trình bày nội dung giáo án
Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 1: MY NEW SCHOOL
GETTING STARTED
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Set the context for the introductory text.
- Introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.
2. Competences
General competences:
- Self-control and independent learning: listen and share personal opinions with partners and teacher.
- Communication and collaboration: work in pairs or groups to complete the learning tasks.
Specific competences:
- Read and listen for specific information about a special day (the first day of school).
- Identify and use vocabulary related to school things and subjects.
Digital competences:
- [1.1.TC1b]: Navigate and access digital learning platforms to find and retrieve educational content.
- [2.2.TC1a]: Select appropriate digital technologies to share data, information, and digital content.
- [2.4.TC1a]: Select clear and regular digital tools for collaborative processes.
- [5.2.TC1b]: Choose routine and well-defined digital tools to solve specific learning needs.
- [6.1.TC1a]: Apply basic principles of AI (object recognition) to solve simple tasks.
- [6.2.TC1a]: Use Generative AI tools in daily study to create content.
3. Attributes
- Hard work: Be ready and excited for the new school year, actively participate in class activities.
- Love: Love their school, teachers, and friends.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 6, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Flashcards or pictures of school items.
- Website hoclieu.vn.
- Digital tools: Mentimeter/Wordwall, Quizizz/Google Forms, Padlet.
2. Students' aids
- Textbook, notebooks, pens, colored pencils.
- Smartphones/Tablets with internet connection, Google Lens (or similar AI translation app), and Canva/Padlet installed.
III. PROCEDURES
1. WARM-UP
a. Objective: To activate students' prior knowledge and create a friendly, engaging atmosphere before starting the new lesson.
b. Content: Teacher organizes a quick game "Brainstorming" about school items.
c. Product: Students' correct vocabulary related to school objects.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher divides the class into 2 teams.
- Teacher shares a QR code/link to a collaborative digital board (e.g., Mentimeter or Padlet).
- Teacher asks students to input as many things found in a school bag as possible in 2 minutes.
Step 2: Students perform learning tasks
- Students scan the QR code and type the words into their devices.
- Teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher calls time out and reviews the words appearing largest on the digital word cloud:
Expected vocabulary on the board: pen, pencil, book, notebook, ruler, eraser, bag, etc.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher checks spelling, declares the winning team, and leads into the new lesson: "Today we will learn about My New School and the things we need for school".
[2.4.TC1a]: Students use smartphones or tablets to collaboratively input school items into a real-time digital word cloud tool, participating in a shared online workspace.
2. PRESENTATION
Activity 1: Listen and read
a. Objective: To set the context for the listening and reading, and introduce Vy, Phong, and Duy.
b. Content: Students look at the picture, listen to the recording, and read the conversation along.
c. Product: Students understand the context and can read the conversation aloud with correct pronunciation.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher introduces Vy, Phong, and Duy (Vy's new friend). - Teacher asks students to look at the picture and asks: "Where are they? Who are Vy and Duy? Why is it a special day?"
- Teacher instructs students to access the audio track on the e-book on website hoclieu. Step 2: Students perform learning tasks - Students look at the picture and answer the teacher's questions. - Students navigate their devices to play the audio and read the conversation silently. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher calls on some groups of 3 students to read the conversation aloud. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher confirms the correct answer, corrects students' pronunciation if needed. - Teacher moves on to the next content. | - Answers to Teacher's questions: + They are at Phong's house. + Vy and Phong are friends. Duy is Vy's new friend. + It is the first day of school. - Students role-play the conversation clearly. - Main topic: Vy introduces her new friend, Duy. Then they talk about their new school and their first day at school. | [1.1.TC1b]: Students perform clear and routine searches to navigate the digital platform on their personal devices. |
Activity 2: Read the conversation again and tick (✓) T (True) or F (False).
a. Objective: To help students understand the conversation details and develop reading comprehension skills.
b. Content: Students read 5 statements and decide whether they are True (T) or False (F).
c. Product: Students' correct True/False answers.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher explains the strategies of doing T/F exercise (underline key words, locate information in the text). - Teacher provides a link/PIN to a Quizizz or Google Forms interactive quiz. - Teacher asks students to work independently. Step 2: Students perform learning tasks - Students read the statements carefully, refer back to the text, and tick T or F. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher allows students to share their answers with a partner. - Teacher calls some students to give answers and explain their choices. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher gives the correct answers and explains. - Teacher moves on to the next content. | Students' answers: 1. T (They go to the same school) 2. F (Duy is Vy's friend) 3. T (Phong says Duy looks smart) 4. T (They have new subjects) 5. F (Phong is letting himself put on the uniform, not wearing it yet) | [5.2.TC1b]: Students choose digital tools (such as Quizizz or Google Forms) to submit their answers. |
Activity 3: Write ONE word from the box in each gap.
a. Objective: To introduce some vocabulary related to the topic and introduce the grammar point (the present simple).
b. Content: Students fill in the blanks using the given words: go, subjects, has, wear, uniforms.
c. Product: Completed sentences with the correct words.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher instructs students how to do the exercise (identify the kind of word needed). - Teacher provides a link/PIN to a Quizizz or Google Forms interactive quiz. - Teacher models sentence 1. Step 2: Students perform learning tasks - Students work independently to fill each blank. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Students share answers in pairs. - Teacher calls students to write the correct answers on the board. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher checks the answers, explains meanings if necessary, and asks students to identify the tense used (Present Simple). - Teacher moves on to the next content. | Students' answers: 1. wear 2. has 3. go 4. uniforms 5. subjects | [5.2.TC1b]: Students choose digital tools (such as Quizizz or Google Forms) to submit their answers. |
Activity 4: Match the words and phrases with the school things. Then listen and repeat
a. Objective: To help students revise some words and learn new words indicating school things.
b. Content: Students match words 1-6 with the correct pictures, then listen and repeat.
c. Product: Correct matching of school items and good pronunciation of the words.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - Teacher asks students to match the words with the school things in the pictures.
Step 2: Students perform learning tasks - Students work individually to match. - Teacher plays the recording for students to check. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher asks students to listen again and repeat the words aloud. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher corrects pronunciation and explains meanings using visual aids if necessary. - Teacher moves on to the next content. | - Students' answers: 1. school bag 2. compass 3. pencil sharpener 4. rubber 5. pencil case 6. calculator - Students pronounce the words correctly. |
Activity 5: Look around the class. Write the names of the things you see in your notebook
a. Objective: To revise and teach the names of the things in the classroom in a realistic context.
b. Content: Students observe the classroom and list the items they see.
c. Product: A list of classroom items written in students' notebooks.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher tells students to look around the class and find items they know in English. - Teacher then instructs students to use an AI camera tool (e.g., Google Lens) to scan 3 unknown items in the classroom to find their English translations. Step 2: Students perform learning tasks - Students walk around, scan physical items with their tablets/smartphones, and write down the translated words. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher points to each student and asks what he/she sees. - Students stand up and say the words aloud. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher writes new/difficult words on the board for students to copy. - Teacher moves on to the next content. | Students' vocabulary lists: table, desk, chair, board, notice board, picture, clock, fan, window, door, chalk, etc. | [6.1.TC1a]: Students apply AI by using Google Lens or an AI object recognition tool on their smartphones to scan physical classroom items and translate them into English. |
3. PRACTICE
a. Objective: To consolidate the vocabulary and grammar learned in the lesson.
b. Content: Students complete two practice exercises designed for average to good students.
c. Products: Students' correct answers for the two exercises.
d. Organization:
Mission 1: Complet WORKSHEET 1.
Step 1: Teacher assigns learning tasks
- Teacher distributes WORKSHEET 1.
WORKSHEET 1 Choose the best answer A, B, or C to complete the sentences. |
1. Duy has new ________ to study this year. A. subjects B. uniforms C. compasses 2. We always ________ smart in our school uniforms. A. look B. wear C. see 3. Do you have a ________? I need to draw a circle for my Math class. A. pencil case B. calculator C. compass 4. I like to ________ English and history. A. play B. study C. go 5. Phong let me put ________ my uniform. Then we can go. A. on B. in C. off |
- Teacher sets a time limit of 5 minutes.
Step 2: Students perform learning tasks
- Students work individually to solve the exercise.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher invites some students to share their answers with the class:
1. A (subjects)
2. A (look)
3. C (compass)
4. B (study)
5. A (on)
- 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 next mission.
Mission 2: Match the verbs in column A with the suitable words/phrases in column B.
Step 1: Teacher assigns learning tasks
- Teacher asked the students to work in groups of four.
- Teacher assigns the task: Match the verbs in column A with the suitable words/phrases in column B.
| Column A | Column B |
| 1. wear | A. to the same school |
| 2. study | B. a new pencil sharpener |
| 3. go | C. English and Math |
| 4. have | D. smart uniforms |
| 5. use | E. a calculator for Math |
Step 2: Students perform learning tasks
- Students work in group.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher invites some students to share their answers with the class:
1 - D (wear smart uniforms)
2 - C (study English and Math)
3 - A (go to the same school)
4 - B (have a new pencil sharpener)
5 - E (use a calculator for Math)
- 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 next mission.
4. APPLICATION
a. Objective: To help students apply the vocabulary and structures learned into a creative, real-life context.
b. Content: Students carry out a creative task: "My Dream School Bag".
c. Product: Students' mini-posters (drawings) and short writing/presentation.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher asks students to take out a piece of paper and colored pencils.
- Task: Draw your dream school bag for the new school year. Inside the bag, draw at least 3 school items you love. Then, write 3 sentences to describe what you have in your bag using the present simple tense.
- Teacher suggests: Using an AI Image Generator (e.g., Canva Text-to-Image) to create your dream school bag for the new school year.
Step 2: Students perform learning tasks
- Students type their English prompts into the AI tool, generate the image, and write their descriptive sentences.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Students upload their AI images and sentences to the class Padlet.
- Teacher asks students to work in pairs and present their "Dream School Bag" to their partner.
Example sentences:
+ I have a big blue school bag.
+ I have a new compass and a calculator.
+ I love my new pencil case.
- Teacher invites 2-3 volunteer students to present in front of the class.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher praises students' creativity, correct use of vocabulary, and accurate grammar.
- Teacher summarizes the lesson and assigns homework.
([6.2.TC1a]: Students use Generative AI tools (e.g., Canva Text-to-Image) in daily study.
[2.2.TC1a]: Students select appropriate digital technologies to share their AI-generated digital posters by uploading them to a collaborative platform like Padlet for peer review.)
* HOMEWORK
- Review previously learned material at home.
- Complete the mission in Application.
- Prepare for A closer look 1.
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Từ khóa: Giáo án Tiếng Anh 6 tích hợp nls, ga word tiếng anh 6 năng lực số, giáo án ngoại ngữ english global success