Kế hoạch giáo dục môn Tiếng Anh Global Success lớp 6, 7, 8, 9 tích hợp năng lực số

Tuần

Chủ đề/ Bài học

Số tiết

Thứ tự

tiết

Yêu cầu cần đạt

DIGITAL COMPETENCE DEVELOPMENT

(Phát triển năng lực số)

Thiết bị, đồ dùng dạy học

Ghi chú

1

INTRODUCTION

1

1

Students will be able to:

- become familiar with the structure, symbols, sections and learning resources of the English 6 – Global Success coursebook;

- understand basic classroom rules, common classroom instructions and ways of using the coursebook and workbook;

- identify the main themes and language skills to be developed during the school year;

- set simple learning goals and use suitable ways to learn vocabulary, pronunciation, grammar and the four language skills.

For students with disabilities

- Recognize 1–2 common classroom instructions with teacher’s help.

- Point to or copy the names of 1–2 parts of the coursebook with teacher’s help.

TV/ Projector, Internet, speaker, lesson plan

UNIT 1: MY NEW SCHOOL

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2

Getting started

Students will be able to:

- understand the main idea and key details of the conversation “A special day” about the first day at a new school;

- recognize and use words for school things, school places and activities presented in the lesson;

- use simple expressions to greet, introduce and talk about a new school and the first school day;

- act out a short part of the conversation using appropriate pronunciation and intonation.

For students with disabilities

- Recognize 2 words for school things with teacher’s help.

- Choose or copy one simple sentence about school with teacher’s help.

1.1.TC1a:

- Students can use search engines (Google, YouTube) to find images and information about schools.

3.1.TC1a; 3.2.TC1a:

- Students know how to create and edit a digital product (Digital Poster/Slides) using Canva or Google Slides.

TV/ Projector, Internet, speaker, lesson plan

3

A closer look 1

Students will be able to:

- use lexical items for school subjects, school activities and school things in meaningful contexts;

- use the combinations study, have, do and play with suitable nouns;

- distinguish and pronounce the sounds /ɑː/ and /ʌ/ correctly in words and short sentences;

- complete simple sentences and talk briefly about activities at school.

For students with disabilities

- Recognize and repeat 2 school words with teacher’s help.

- Match one verb (study, have, do or play) with a familiar word with teacher’s help.

1.1.TC1a:

- Know how to search for illustrative images for new vocabulary related to smart appliances on the Internet.

3.1.TC1a:

Know how to store and categorize image materials into project folders on a computer or phone.

2

4

A closer look 2

Students will be able to:

- recognize the form and use of the present simple in affirmative, negative and interrogative sentences;

- use the correct verb form, including the third-person singular form, to describe school routines and habits;

- use adverbs of frequency in suitable positions in sentences;

- ask and answer simple questions about daily school activities and timetables.

For students with disabilities

- Recognize one present-simple sentence with teacher’s help.

- Choose or copy one correct verb form in a simple sentence with teacher’s help.

5

Communication

Students will be able to:

- use appropriate expressions to introduce a person and respond to an introduction;

- ask and answer simple questions to get to know a new friend at school;

- use vocabulary for personal information, school interests and positive qualities;

- identify and talk about qualities of a good friend in a short guided exchange.

For students with disabilities

- Say one greeting or introduction sentence after the teacher.

- Answer one very simple question about name or school with teacher’s help.

6

Skills 1

Students will be able to:

- read short texts about different schools for the main idea and specific information;

- identify school type, location, facilities, subjects and activities mentioned in the texts;

- compare features of different schools using information from the reading;

- talk about things they like or do not like at school and give a simple reason.

For students with disabilities

- Find 1–2 familiar school words in the reading with teacher’s help.

- Choose one correct picture or answer about a school with teacher’s help.

1.1.TC1c:

- Use Google Earth/Maps to look up the geographical locations of the schools mentioned in the reading passage.

6.1.TC1a:

Use AI-assisted tools (such as Google Translate) to look up specialized terminology related to school facilities.

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7

Skills 2

Students will be able to:

- listen for specific information about school activities, subjects and facilities;

- complete notes or a table using key information from the recording;

- organize ideas about name, location, facilities, subjects and activities of a school;

- write a guided paragraph of about 40–50 words about their school or a new school.

For students with disabilities

- Listen and recognize 1–2 familiar school words with teacher’s help.

- Copy one model sentence about school with teacher’s help.

3.1.TC1a:

Draft a school introduction paragraph using online office tools (Google Docs/Word Online).

2.4.TC1a:

Know how to share documents and collaboratively edit text with project team members.

8

Looking back & Project

Students will be able to:

- review and use vocabulary for school things, subjects, activities and facilities;

- consolidate the present simple, adverbs of frequency and common verb–noun combinations;

- self-assess the language and skills learned in Unit 1;

- work in a group to design and present a simple project about “My dream school”.

For students with disabilities

- Match 2 familiar school words with pictures with teacher’s help.

- Copy or say one sentence for the dream-school project with teacher’s help.

1.1.TC1a:

Students can use search engines (Google, YouTube) to find images and information about schools

3.1.TC1a; 3.2.TC1a:

Students know how to create and edit a digital product (Digital Poster/Slides) using Canva or Google Slides.

UNIT 2: MY HOUSE

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9

Getting started

Students will be able to:

- understand the main idea and key details of the conversation about a home and rooms;

- recognize and use words for types of houses, rooms and furniture;

- ask and answer simple questions about where someone lives and what a home has;

- describe a house or a room using short model sentences.

For students with disabilities

- Recognize 2 words for rooms or furniture with teacher’s help.

- Choose or copy one sentence about a house with teacher’s help.

2.1.TC1a:

- Students can post, share, and comment on products on Padlet/Jamboard

4.2.TC1a:

Students understand the principles of digital safety—what information (address, private photos) should not be shared online.

2.5.TC1a:

Practicing polite and constructive commenting in a digital environment.

TV/ Projector, Internet, speaker, lesson plan

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A closer look 1

Students will be able to:

- use vocabulary for rooms, furniture and household objects accurately;

- use simple structures to name and describe furniture in different rooms;

- distinguish and pronounce the sounds /s/ and /z/ in words and short sentences;

- describe one room using familiar vocabulary and a model.

For students with disabilities

- Point to and say 2 room or furniture words with teacher’s help.

- Repeat one word containing /s/ or /z/ after the teacher.

1.1.TC1a:

- Students can use search engines to find 2-3 images of "Modern Furniture" or "Smart Home Devices" they want in their dream house.

11

A closer look 2

Students will be able to:

- recognize and use the possessive case to show ownership;

- use prepositions of place such as in, on, under, behind, in front of, next to and between;

- ask and answer questions about the position of furniture and household objects;

- describe the arrangement of objects in a room using correct sentence patterns.

For students with disabilities

- Recognize one preposition of place from a picture with teacher’s help.

- Copy one simple sentence showing the position of an object with teacher’s help.

12

Communication

Students will be able to:

- use expressions for making suggestions, including “Let’s …” and “How about …?”;

- accept or refuse a suggestion politely using suitable responses;

- use vocabulary and grammar from the unit to discuss rooms and furniture;

- take part in a short guided dialogue about arranging or choosing a room.

For students with disabilities

- Repeat one suggestion after the teacher.

- Choose one suitable response to a suggestion with teacher’s help.

5

13

Skills 1

Students will be able to:

- read a description of a room at the Crazy House Hotel in Da Lat for the main idea and details;

- identify the room’s shape, furniture, special features and positions of objects;

- use vocabulary and prepositions of place to describe a room;

- give a short guided description of an imaginary room in the hotel.

For students with disabilities

- Find 1–2 room or furniture words in the text with teacher’s help.

- Choose one correct detail or copy one sentence about the room with teacher’s help.

14

Skills 2

Students will be able to:

- listen for specific information about rooms, furniture and types of houses;

- complete a simple plan or notes from the listening text;

- identify the basic parts of an informal email to a friend;

- write a guided email describing their house and favourite room.

For students with disabilities

- Listen and point to one correct room or furniture picture with teacher’s help.

- Copy one model sentence for an email about a house with teacher’s help.

15

Looking back & Project

Students will be able to:

- review vocabulary for houses, rooms, furniture and household objects;

- consolidate the possessive case, prepositions of place and expressions for suggestions;

- self-assess the language and skills learned in Unit 2;

- design and present a simple project about a strange house or a dream house.

For students with disabilities

- Match 2 house words with pictures with teacher’s help.

- Copy or say one sentence about a dream house with teacher’s help.

2.1.TC1a:

- Students can post, share, and comment on products on Padlet/Jamboard.

4.2.TC1a:

Students understand the principles of digital safety—what information (address, private photos) should not be shared online.

2.5.TC1a:

Practicing polite and constructive commenting in a digital environment.

6

UNIT 3: MY FRIENDS

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Getting started

Students will be able to:

- understand the main idea and key details of the opening conversation about friends and a picnic;

- recognize and use words for body parts and physical appearance;

- identify people from simple descriptions of appearance;

- describe a friend or a person using short model sentences.

For students with disabilities

- Recognize 2 body-part or appearance words with teacher’s help.

- Choose or copy one simple sentence describing a person with teacher’s help.

2.1.TC1a:

- Use tools like Google Meet or Zoom for group discussions.

2.5.TC1a:

- Discuss "What makes a good friend online?" and propose solutions for digital communication issues

TV/ Projector, Internet, speaker, lesson plan

17

A closer look 1

Students will be able to:

- use vocabulary for body parts, appearance and personality in meaningful contexts;

- distinguish between words describing appearance and words describing personality;

- distinguish and pronounce the sounds /p/ and /b/ correctly in words and sentences;

- give a short description of a person using suitable adjectives.

For students with disabilities

- Recognize and repeat 2 appearance or personality words with teacher’s help.

- Repeat one word containing /p/ or /b/ after the teacher.

3.1.TC1a:

- Use digital tools (Emoji search/Avatar creators) to select icons representing personal traits for the digital yearbook.

18

A closer look 2

Students will be able to:

- recognize the form and use of the present continuous in affirmative, negative and interrogative sentences;

- use the correct form of be and the -ing form of verbs to talk about actions happening now;

- ask and answer questions about what people are doing;

- distinguish the present continuous from the present simple in familiar situations.

For students with disabilities

- Recognize one present-continuous sentence with teacher’s help.

- Choose or copy one correct am/is/are + verb-ing form with teacher’s help.

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19

Communication

Students will be able to:

- ask and answer questions about appearance using “What does … look like?”;

- ask and answer questions about personality using “What is … like?”;

- use suitable adjectives to describe appearance and personality;

- take part in a short guided conversation about a friend or classmate.

For students with disabilities

- Answer one simple question about appearance with teacher’s help.

- Say one familiar adjective about a friend after the teacher.

20

Skills 1

Students will be able to:

- read short texts about friends and summer camps for the main idea and specific information;

- identify people’s appearance, personality, interests and camp activities;

- use information from the texts to answer questions and complete tasks;

- talk about a friend or a summer camp using a simple speaking plan.

For students with disabilities

- Find 1–2 familiar words about friends in the text with teacher’s help.

- Choose one correct answer or picture about the reading with teacher’s help.

1.1.TC1a:

- Use search engines to find real-world international summer camps to get ideas for the group's "Dream Activity" section in the yearbook.

21

Skills 2

Students will be able to:

- listen for specific information about a best friend’s appearance, personality and interests;

- complete notes using key words from the recording;

- identify the content and organization of a short diary entry;

- write a guided diary entry about a best friend.

For students with disabilities

- Listen and recognize 1–2 words describing a friend with teacher’s help.

- Copy one model sentence for a diary entry with teacher’s help.

8

22

Looking back & Project

Students will be able to:

- review vocabulary for body parts, appearance, personality and activities;

- consolidate the present continuous and structures for describing people;

- self-assess the language and skills learned in Unit 3;

- prepare and present a class yearbook page about a friend or group member.

For students with disabilities

- Match 2 adjectives with suitable pictures with teacher’s help.

- Copy or say one sentence for the class yearbook with teacher’s help.

2.1.TC1a:

- Use tools like Google Meet or Zoom for group discussions.

2.5.TC1a:

- Discuss "What makes a good friend online?" and propose solutions for digital communication issues.

REVIEW 1

2

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Languages

Students will be able to:

- review pronunciation, vocabulary and grammar from Units 1–3;

- use school, house and friend vocabulary in familiar exercises;

- consolidate the present simple, present continuous, possessive case and prepositions of place;

- complete review tasks in formats similar to the mid-term test.

For students with disabilities

- Recognize 2 familiar words from Units 1–3 with teacher’s help.

- Complete one simple matching or multiple-choice task with teacher’s help.

TV/ Projector, Internet, speaker, lesson plan

24

Skills

Students will be able to:

- review listening, speaking, reading and writing skills developed in Units 1–3;

- listen and read for main ideas and specific information in familiar topics;

- speak briefly about school, home or friends using prompts;

- write or complete a short guided text using learned vocabulary and structures.

For students with disabilities

- Recognize 1–2 key words in a short listening or reading task with teacher’s help.

- Copy one familiar model sentence with teacher’s help.

9

REVISION ON THE 1^ST MID-TERM TEST

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Revision

Students will be able to:

- systematize key pronunciation, vocabulary and grammar from Units 1–3;

- review common task types for listening, language, reading and writing sections;

- apply test-taking strategies such as reading instructions, identifying key words and checking answers;

- complete guided practice tasks in preparation for the first mid-term test.

For students with disabilities

- Recognize 1–2 familiar words or simple instructions with teacher’s help.

- Complete one simple choosing or copying task with teacher’s help.

TV/ Projector, Internet, speaker, lesson plan

THE 1^ST MID-TERM 60-MINUTE TEST

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Mid-term Test

Students will be able to:

- demonstrate understanding of key language and skills from Units 1–3 in a 60-minute test;

- recognize and use learned pronunciation, vocabulary and grammar in controlled tasks;

- read and listen for relevant information on familiar topics;

- complete suitable writing tasks according to the test requirements.

For students with disabilities

- Recognize 1–2 familiar words or simple instructions with teacher’s help.

- Complete simple multiple-choice, matching or copying tasks with teacher’s help.

Handouts, speaker.

UNIT 4: MY NEIGHBOURHOOD

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Getting started

Students will be able to:

- understand the main idea and key details of the opening conversation about a neighbourhood;

- recognize and use words for places and features in a neighbourhood;

- use simple expressions to ask for and give directions;

- talk briefly about places near their home or school.

For students with disabilities

- Recognize 2 words for places in a neighbourhood with teacher’s help.

- Choose or copy one simple direction sentence with teacher’s help.

1.1.TC1a:

- Searching for real locations, reviews, and images of local landmarks.

3.1.TC1a:

- Designing a creative digital travel brochure/poster using Canva or Google Slides.

TV/ Projector, Internet, speaker, lesson plan

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A closer look 1

Students will be able to:

- use vocabulary for places and adjectives describing a neighbourhood;

- combine nouns and adjectives to describe familiar places;

- distinguish and pronounce the sounds /ɪ/ and /iː/ correctly in words and sentences;

- describe one place in a neighbourhood using a short model.

For students with disabilities

- Recognize and repeat 2 place words with teacher’s help.

- Repeat one word containing /ɪ/ or /iː/ after the teacher.

1.1.TC1a:

- Searching for real locations, reviews, and images of local landmarks.

3.1.TC1a:

- Designing a creative digital travel brochure/poster using Canva or Google Slides.

29

A closer look 2

Students will be able to:

- recognize the form and use of comparative adjectives;

- form regular comparatives and use common irregular forms such as better and worse;

- compare people, places and things using than;

- make and respond to simple comparisons about neighbourhoods.

For students with disabilities

- Recognize one comparative adjective with teacher’s help.

- Choose or copy one simple comparative sentence with teacher’s help.

30

Communication

Students will be able to:

- use polite expressions to ask for and give directions in a neighbourhood;

- follow and give a route using turn left, turn right, go straight, opposite, next to and similar expressions;

- listen for sequence and specific details in directions;

- create and perform a short guided audio guide or dialogue about a local place.

For students with disabilities

- Follow one simple direction with teacher’s help.

- Repeat or copy one direction sentence with teacher’s help.

11

1

31

Correction

Students will be able to:

- identify errors made in the first mid-term test and understand why the answers are incorrect;

- review the relevant vocabulary, grammar and skills connected with common errors;

- correct incorrect answers using teacher guidance and textbook evidence;

- record correct forms and apply them in one similar practice task.

For students with disabilities

- Identify one correct answer with teacher’s help.

- Copy one corrected word or sentence with teacher’s help.

TV/ Projector, Internet, speaker, lesson plan

UNIT 4: MY NEIGHBOURHOOD

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Skills 1

Students will be able to:

- read a text about a neighbourhood or city for the main idea and specific information;

- identify location, facilities, interesting features, advantages and disadvantages of a place;

- use information from the reading to complete questions and a summary;

- talk about a city or neighbourhood using a guided speaking plan.

For students with disabilities

- Find 1–2 familiar place words in the reading with teacher’s help.

- Choose one correct detail about the place with teacher’s help.

1.1.TC1a:

- Searching for real locations, reviews, and images of local landmarks.

3.1.TC1a:

- Designing a creative digital travel brochure/poster using Canva or Google Slides.

TV/ Projector, Internet, speaker, lesson plan

33

Skills 2

Students will be able to:

- listen for specific information about a person’s neighbourhood;

- complete notes about location, places, features, likes and dislikes;

- organize ideas into a clear paragraph about a neighbourhood;

- write a guided paragraph using suitable vocabulary, comparatives and linking words.

For students with disabilities

- Listen and recognize 1–2 familiar place words with teacher’s help.

- Copy one model sentence about a neighbourhood with teacher’s help.

1.1.TC1a:

- Searching for real locations, reviews, and images of local landmarks.

3.1.TC1a:

- Designing a creative digital travel brochure/poster using Canva or Google Slides.

12

34

Looking back & Project

Students will be able to:

- review vocabulary for places, directions and descriptive adjectives;

- consolidate comparative adjectives and expressions for asking for and giving directions;

- self-assess the language and skills learned in Unit 4;

- design and present a map, poster or brochure about a neighbourhood.

For students with disabilities

- Match 2 place words with pictures with teacher’s help.

- Copy or say one sentence for the neighbourhood project with teacher’s help.

1.1.TC1a:

- Searching for real locations, reviews, and images of local landmarks.

3.1.TC1a:

- Designing a creative digital travel brochure/poster using Canva or Google Slides.

UNIT 5: NATURAL WONDERS OF VIET NAM

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Getting started

Students will be able to:

- understand the main idea and key details of the opening conversation about a trip to a natural place;

- recognize and use words for natural features, landscapes and travel items;

- identify information about well-known natural wonders of Viet Nam;

- describe a natural place using short model sentences.

For students with disabilities

- Recognize 2 words for natural features or travel items with teacher’s help.

- Choose or copy one simple sentence about a natural wonder with teacher’s help.

1.1.TC1c:

- Students can use Google Earth/Maps to locate natural wonders and explore landscapes virtually.

6.1.TC1a:

- Students use AI tools (Google Translate, Perplexity AI) with teacher guidance to support language translation or find basic facts about nature.

TV/ Projector, Internet, speaker, lesson plan

36

A closer look 1

Students will be able to:

- use lexical items for things in nature and items needed for a trip;

- use common word combinations to describe natural places and travel preparations;

- distinguish and pronounce the sounds /t/ and /d/ correctly in words and sentences;

- talk briefly about a natural place and things to take on a trip.

For students with disabilities

- Recognize and repeat 2 nature or travel words with teacher’s help.

- Repeat one word containing /t/ or /d/ after the teacher.

1.1.TC1c:

- Students can use Google Earth/Maps to locate natural wonders and explore landscapes virtually.

6.1.TC1a:

- Students use AI tools (Google Translate, Perplexity AI) with teacher guidance to support language translation or find basic facts about nature.

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37

A closer look 2

Students will be able to:

- distinguish countable and uncountable nouns in familiar contexts;

- use some, many, much, a few and a little with suitable nouns;

- use must and mustn’t to express rules, obligations and prohibitions;

- complete and make simple sentences about travel preparations and rules at natural places.

For students with disabilities

- Recognize one countable or uncountable noun with teacher’s help.

- Choose or copy one simple sentence with some, must or mustn’t with teacher’s help.

38

Communication

Students will be able to:

- use suitable expressions to make, accept and change an appointment;

- identify basic information and sections in a simple travel guide;

- use must and mustn’t to discuss what to prepare and what rules to follow on a trip;

- perform a short guided dialogue about planning a visit to a natural wonder.

For students with disabilities

- Repeat one appointment expression after the teacher.

- Choose one travel item or rule with teacher’s help.

39

Skills 1

Students will be able to:

- read texts about natural wonders for the main idea and specific information;

- identify location, special features, activities, travel items and rules mentioned in the texts;

- use context and learned vocabulary to answer comprehension questions;

- give a short guided talk about a famous natural place and what visitors must or mustn’t do there.

For students with disabilities

- Find 1–2 familiar nature words in the text with teacher’s help.

- Choose one correct fact or rule about a natural place with teacher’s help.

1.1.TC1c:

- Using Google Earth Street View to explore the specific wonders mentioned in the reading text.

6.1.TC1a:

- Using Perplexity AI to find 2-3 "hidden facts" about the wonders to make the virtual tour more engaging.

14

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Skills 2

Students will be able to:

- listen for specific information about a natural wonder, including location, features and activities;

- complete notes or a table using key words from the recording;

- organize a paragraph with a topic sentence and supporting details;

- write a guided paragraph about a natural wonder using descriptive vocabulary.

For students with disabilities

- Listen and recognize 1–2 familiar nature words with teacher’s help.

- Copy one model sentence about a natural wonder with teacher’s help.

3.1.TC1a:

- Drafting the description for the project's final poster/slide using Google Docs.

6.1.TC1a:

Using Google Translate with teacher guidance to find specific adjectives for nature.

41

Looking back & Project

Students will be able to:

- review vocabulary for natural features, travel items and travel activities;

- consolidate countable and uncountable nouns, quantifiers, must and mustn’t;

- self-assess the language and skills learned in Unit 5;

- prepare and present a poster or travel guide about a natural wonder.

For students with disabilities

- Match 2 nature or travel words with pictures with teacher’s help.

- Copy or say one sentence for the natural-wonder project with teacher’s help.

1.1.TC1c:

- Students can use Google Earth/Maps to locate natural wonders and explore landscapes virtually.

6.1.TC1a:

- Students use AI tools (Google Translate, Perplexity AI) with teacher guidance to support language translation or find basic facts about nature.

UNIT 6: OUR TET HOLIDAY

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Getting started

Students will be able to:

- understand the main idea and key details of the opening conversation about Tet;

- recognize and use words for Tet activities, decorations, food and customs;

- identify what people do before and during Tet;

- talk briefly about familiar Tet activities using model sentences.

For students with disabilities

- Recognize 2 words about Tet with teacher’s help.

- Choose or copy one simple sentence about a Tet activity with teacher’s help.

3.1.TC1a & 3.2.TC1a:

- Students can design, edit, and improve an E-booklet/Infographic using Canva or Google Docs.

2.1.TC1a:

- Students use Google Drive or Microsoft Teams to share files and collaborate in real-time.

TV/ Projector, Internet, speaker, lesson plan

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A closer look 1

Students will be able to:

- use vocabulary for Tet things, activities, food and wishes;

- use suitable verbs with common Tet nouns and phrases;

- distinguish and pronounce the sounds /s/ and /ʃ/ correctly in words and sentences;

- describe one or two Tet preparations using familiar vocabulary.

For students with disabilities

- Recognize and repeat 2 Tet words with teacher’s help.

- Repeat one word containing /s/ or /ʃ/ after the teacher.

1.1.TC1a:

- Browsing and searching for high-quality digital images and icons for the "Visual Tet Dictionary" section of the E-booklet.

3.1.TC1a:

- Organizing digital assets into the group's Google Drive folder.

44

A closer look 2

Students will be able to:

- recognize and use should and shouldn’t to give advice about Tet behaviour and customs;

- use some and any correctly in affirmative, negative and interrogative sentences;

- ask and answer simple questions about Tet preparations and things in the home;

- complete and make short sentences in familiar Tet contexts.

For students with disabilities

- Recognize one sentence with should or shouldn’t with teacher’s help.

- Choose or copy one simple sentence with some or any with teacher’s help.

45

Communication

Students will be able to:

- use common New Year wishes and respond appropriately;

- match wishes with suitable people and situations;

- recognize selected New Year traditions in Viet Nam and other countries;

- take part in a short guided exchange to give a New Year wish.

For students with disabilities

- Repeat one New Year wish after the teacher.

- Choose one suitable wish for a familiar person with teacher’s help.

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Skills 1

Students will be able to:

- read short texts about New Year and Tet traditions for the main idea and specific information;

- identify who performs particular activities and which traditions belong to each place;

- compare selected New Year customs using information from the reading;

- talk briefly about Tet activities and traditions in their family.

For students with disabilities

- Find 1–2 familiar Tet words in the reading with teacher’s help.

- Choose one correct Tet activity or tradition with teacher’s help.

1.2.TC1a:

- Comparing reading facts with online sources to verify Tet traditions.

3.2.TC1a:

- Discussing and modifying the "Tet Traditions" section of the E-booklet based on group discussion

47

Skills 2

Students will be able to:

- listen for specific information about how a family prepares for Tet;

- identify details such as cleaning, decorations, clothes, food and wishes;

- organize ideas about family Tet preparations in a logical order;

- write a guided email or paragraph about what their family does before and during Tet.

For students with disabilities

- Listen and recognize 1–2 Tet activities with teacher’s help.

- Copy one model sentence about family Tet preparations with teacher’s help.

2.4.TC1a:

- Selecting and using collaborative tools (Google Docs) for the writing process.

3.1.TC1a:

- Drafting the final text for the E-booklet.

48

Looking back & Project

Students will be able to:

- review vocabulary for Tet activities, food, decorations and wishes;

- consolidate should/shouldn’t, some/any and common expressions for New Year wishes;

- self-assess the language and skills learned in Unit 6;

- create and present a simple “I wish” tree or Tet greeting product.

For students with disabilities

- Match 2 Tet words with pictures with teacher’s help.

- Copy or say one simple New Year wish for the project with teacher’s help.

3.1.TC1a & 3.2.TC1a:

- Students can design, edit, and improve an E-booklet/Infographic using Canva or Google Docs.

2.1.TC1a:

- Students use Google Drive or Microsoft Teams to share files and collaborate in real-time.

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REVISION FOR THE FIRST TERM TEST

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Skills

Students will be able to:

- review listening, speaking, reading and writing skills from Units 4–6;

- listen and read for main ideas and specific details about neighbourhoods, natural wonders and Tet;

- give short guided talks using learned vocabulary and structures;

- complete a guided paragraph, email or description on one of the reviewed topics.

For students with disabilities

- Recognize 1–2 key words in a short listening or reading task with teacher’s help.

- Copy one familiar model sentence with teacher’s help.

TV/ Projector, Internet, speaker, lesson plan

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Vocab + Grammar

Students will be able to:

- review pronunciation, vocabulary and grammar from Units 4–6;

- use neighbourhood, natural-wonder and Tet vocabulary in familiar tasks;

- consolidate comparatives, countable and uncountable nouns, quantifiers, must/mustn’t, should/shouldn’t and some/any;

- complete language exercises in formats similar to the first-term test.

For students with disabilities

- Recognize 2 familiar words from Units 4–6 with teacher’s help.

- Complete one simple matching or choosing task with teacher’s help.

THE FIRST TERM TEST

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The First end - term Test

Students will be able to:

- demonstrate understanding of key language and skills from Units 1–6 in the first-term test;

- recognize and use learned pronunciation, vocabulary and grammar in controlled tasks;

- listen and read for relevant information on familiar topics;

- complete suitable writing tasks according to the test requirements.

For students with disabilities

- Recognize 1–2 familiar words or simple instructions with teacher’s help.

- Complete simple multiple-choice, matching or copying tasks with teacher’s help.

Handouts, speaker