English Lesson Plan: School Rooms and Locations
STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES: By the end of the lesson, students will be able to:
- read six descriptions of jobs and match them to the jobs and places of work.
- complete a table about jobs, workplaces and job activities.
- talk about future jobs and give reasons for wanting these jobs.
B. LANGUAGE FOCUS.
1. Key terms.
Review
2. Key grammatical structure
Review
C. INSTRUCTIONAL RESOURCES.
- Pupil’s book: Page 42, 43
- Teacher’s guide: Pages 93, 94
- Website hoclieu.vn - Flash cards/ pictures and posters (Review 1)
- Computer, TV, …
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Play game: Guessing game Students’ chant Observation
2. Choose and write the correct words on the lines. Student’s talks, and interaction Observation
3. Complete the table about job. Student’s talks, and interaction Observation
Questions & answers
4. Work in groups to talk about what you want to be in the future. Say why. Student’s interaction and performance Observation
Questions& answers
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
1.Warmer:
- Play “Guessing game”
- Tell pupils that they are going to answer the questions in turn.
- Show the questions for pupils.
- Model the game.
- Have pupils give the answer for each question.
- Pay attention to pupils’ pronunciation.
- Give comments and praise
2. Activity 1. Choose and write the correct words on the lines.
- Step 1: Tell pupils the goal of the activity: They need to match the sentences describing jobs with the correct photos.
- Step 2: Have six pupils each read one of the sentences aloud. Correct their pronunciation as necessary. Ask pupils to guess what the jobs being described are, and accept all answers.
- Step 3: Draw pupils’ attention to Picture a. Ask questions to elicit what pupils can see, e.g. What is this place? What are these? Who works here? Have a pupil read the word under the picture aloud (theatre).
- Step 4: Have pupils work individually to choose the sentence that matches Picture a (Sentence 3).
- Step 5: Repeat Steps 3 and 4 for the rest of the pictures.
- Step 6: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board.
3. Activity 2. Complete the table about job.
- Step 1: Tell pupils the goal of the activity: They need to use their knowledge of jobs or information in Activity 1 to complete the table.
- Step 2: Write the table headings Jobs, Working places and Activities on the board. Point to each heading in turn and have pupils give examples that fit the categories, e.g. doctor, gardener; hospital, garden; help people, water the flowers.
- Step 3: Have a pupil read the first row of the table aloud: teacher, school, teach children. Complete the second row with the class as an example. Point to actor and ask, Where does an actor work? (a theatre). Then ask, What does an
actor do? (e.g. act and tell stories). Write these answers on the board.
- Step 4: Have pupils work individually to complete the rest of the table.
- Step 5: Get pupils to check their answers in pairs, then check answers as a class. Write the correct answers on the board, accepting any reasonable answers about working places and activities
4. Activity 3. Work in groups. Talk about what you want to be in the future. Say why.
- Step 1: Tell pupils the goal of the activity: They need to have a conversation about the jobs they want to have in the future and say why they want these jobs.
- Step 2: Draw pupils’ attention to the picture and have them describe what they can see (see Input). Have pupils read the sentences in the speech bubbles aloud. Have pupils name as many jobs as they can and write them on the board.
- Step 3: Revise the questions and answers What would you like to be in the future? - I’d like to be a _____. and Why would you like to be a _____? - Because I’d like to _____. Write them on the board and invite four pupils to stand up and ask and answer the questions.
- Step 4: Put pupils into groups of four. Let them work together to take part in their conversations. Monitor and support pupils as necessary.
- Step 5: Have a few groups of pupils come to the front of the class and repeat their conversations.
7. Wrap up.
Game: Lucky numbers (ppt)
- Tell pupils they are going to choose numbers and then ask and answer the questions. - Prepare numbers with stars.
- Divide the class into two groups.
- Prepare the numbers with the questions and stars on their backs.
- Have pupils from each group choose a number and ask and answer questions about jobs and places to work.
E.g. Pupil A: What would you like to be in the future?
Pupil B: I’d like to be a teacher.
- Get corresponding points for their group.
- Continue with the other pupils.
- The group with more points wins the game.
D. REGULATION
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
------------------------- ☼ & ☼ ------------------------- Hãy tích hợp giúp đỡ học sinh khuyết tật vào mục tiêu và các hoạt động của giáo án trên bằng Tiếng anh
Homi
Chào bạn! Việc tích hợp giáo dục hòa nhập cho học sinh khuyết tật vào giáo án là một bước rất quan trọng để đảm bảo mọi học sinh đều có cơ hội học tập.
Dưới đây là các đề xuất điều chỉnh cho giáo án của bạn để hỗ trợ học sinh khuyết tật (học sinh có khó khăn về học tập, khiếm thị, khiếm thính hoặc hạn chế vận động) bằng Tiếng Anh:
1. Adjusting Objectives (STAGE 1)
Bạn có thể thêm một mục nhỏ vào phần A. OBJECTIVES để thể hiện sự hòa nhập:
- Inclusive Education Goal: By the end of the lesson, all students, including those with special educational needs, will be able to participate in the lesson through differentiated tasks, visual aids, and peer support.
2. Adjusting Learning Experiences (STAGE 3)
Dưới đây là các điều chỉnh cụ thể cho từng hoạt động để hỗ trợ học sinh:
General Strategies for all activities:
* Peer Buddy System: Pair students with special needs with supportive, empathetic classmates who can help them navigate activities.
* Visual Supports: Use enlarged pictures, tactile flashcards, or simplified graphic organizers.
2. Activity 1: Choose and write the correct words on the lines.
- For students with visual impairments: Provide tactile cards or high-contrast, large-print versions of the pictures.
- For students with learning disabilities: Provide a "word bank" (a list of job titles) so they can circle or point to the correct answer instead of writing full sentences if writing is a challenge.
3. Activity 2: Complete the table about jobs.
- For students with writing difficulties: Provide a pre-filled table with some missing gaps (cloze test style) so they only need to fill in one or two words.
- For students with communication difficulties: Allow them to use picture cards to "complete" the table by matching images instead of writing text.
4. Activity 3: Work in groups. Talk about what you want to be in the future.
- For students with speech/language difficulties: Provide sentence starters or "communication boards" with icons representing different jobs and reasons (e.g., a picture of a school + a book for "teacher").
- For students with hearing impairments: Ensure they are seated in a position where they can see the speaker's face clearly for lip-reading or use a sign language interpreter/peer who knows sign language if available.
7. Wrap up: Game (Lucky numbers)
- For all students: Ensure the game is inclusive by allowing multiple ways to respond (e.g., pointing to a picture, using a communication device, or speaking). Ensure the questions are displayed visually on the screen for students with hearing difficulties.
3. Adding to D. REGULATION (Teacher's Notes)
Bạn có thể thêm phần này vào cuối giáo án để ghi chú về sự hỗ trợ:
D. REGULATION / INCLUSION NOTES:
* Differentiated Instruction: Provide simplified worksheets for students with learning difficulties.
* Environment: Ensure the classroom is accessible and seating arrangements support students with sensory or physical needs.
* Assessment: Use flexible assessment methods (e.g., oral response, pointing, or using visual aids) rather than relying solely on written tasks for students with specific needs.
Hy vọng những gợi ý này sẽ giúp giáo án của bạn trở nên toàn diện và nhân văn hơn! Nếu bạn cần thêm các chiến lược cụ thể cho một dạng khuyết tật nhất định, hãy cho mình biết nhé.
Lesson 1: Part 1, 2, 3
STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES.
By the end of the lesson Ss will be able to:
- understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the location of rooms in a school;
- correctly say the phrases “ first floor, ground floor, second floor, third floor, go along, go downstairs, go past, go upstairs” in relation to the topic “Our school rooms” and use “ Where’s the ___?- It’s on the _____.” in a freer context;
- show their love and interest in school.
B. LANGUAGE GOCUS.
1. Key terms.
- first floor, ground floor, second floor, third floor, go along, go downstairs, go past, go upstairs
2. Key grammatical structure
- “ Where’s the ___?- It’s on the _____.”
C. INSTRUCTIONAL RESOURCES.
-Pupil’s book: Page 44
-Audio tracks 56, 57
-Teacher’s guide: Pages 88, 89, 90
-Website hoclieu.vn
-Flash cards / pictures and posters (Unit 6)
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Revise the song Students’ action Observation
2. Understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the location of rooms in a school. Student’s talks, and interaction Observation
Questions & answers
3. Correctly say the phrases and use “Where’s the ____? – It’s on the ____.” to ask and answer questions about the location of a room in a school. Student’s talks, and interaction Observation
Questions & answers
4. Use Where’s the ____? – It’s on the ____. in a free context Student’s interaction and performance
Observation
Questions& answers
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
1. Warmer. Revise the song
- Draw pupils’ attention to the song on the screen. Lyrics of the song in page 38.
- Divide the class into 2 groups, take turns singing two verses of the song. Praise them and get the class to cheer or clap if they do a good job.
- Draw pupils’ attention to a new friend: Tommy - 9 years old and ask pupils to follow his school tour.
- Introduce school rooms and the locations at school.
+ Location: ground floor, first floor, second floor, third floor
+ School rooms: library, music room, art room, computer room
2. Activity 1. Look, listen and repeat.
- Step 1: Pupils look at Pictures a and b and identify the characters in the pictures.
- Step 2: Pupils look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.
- Step 3: Play the recording again, sentence by sentence, for pupils to listen to and repeat individually and / or in chorus.
- Step 4: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording.
- Step 5: Draw pupils’ attention to the question Where’s the library? and the answer It’s on the second floor. Tell pupils that they are used to ask and answer questions about the location of a room in a school.
3. Activity 2. Listen, point and say.
- Step 1: Pupils look at the pictures and elicit the locations of the rooms.
- Step 2: Pupils point at the art room on the ground floor, listen to the recording and repeat the phrases (art room – ground floor). Repeat the same procedure with the other three rooms. Have pupils repeat the phrases a few times. Check comprehension.
- Step 3: Point at the first bubble and have pupils listen and repeat after the recording (Where’s the art room?). Point at the art room on the ground floor and have pupils listen and repeat the answer after the recording (It’s on the ground floor.). Repeat the same procedure with the other three rooms.
- Step 4: Pupils work in pairs to practise asking and answering the question Where’s the ____? – It’s on the ____. using the speech bubbles and rooms in the pictures.
- Step 5: A few pairs to point at the picture and say the questions and answers in front of the class.
4. Activity 3. Let’s talk.
- Step 1: Pupils look at the pictures and identify the location of each room. Pupils can look back to Activity 2 if they need reminding of any of the vocabulary.
- Step 2: Pupils look at the bubbles to understand how the sentence pattern is used. Pupils role-play to practise asking the questions and giving their answers in pairs, using the picture cue.
- Step 3: Invite some pairs of pupils to practise asking and answering questions in front of the class. Praise them if they perform well.
- Extension: For more able classes, have pupils work in pairs to ask and answer about the locations of their school rooms.
5. Activity 4. Wrap-up & Assignments
* Game: Hot potato
- Pupils pass the ball while the teacher plays the music. When the music stops, the pupil holding the ball says a word or sentence learnt in the lesson.
* Preparation for the project: Tell pupils about the project at page 49. Ask them to prepare for it at home by drawing a picture of their favourite school or their dream school in the future. Remind them to bring the pictures to class to present them at Project time.
D. REGULATION
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Hãy tích hợp giúp đỡ học sinh khuyết tật vào mục tiêu và các hoạt động của giáo án trên
Homi
Chào bạn! Dưới đây là các đề xuất điều chỉnh cho giáo án Unit 6 (Lesson 1) để tích hợp hỗ trợ học sinh khuyết tật (học sinh có khó khăn về học tập, khiếm thị, khiếm thính hoặc hạn chế vận động), giúp các em tham gia bài học một cách hiệu quả và tự tin:
1. Adjusting Objectives (STAGE 1)
Thêm vào phần A. OBJECTIVES:
* Inclusive Education Goal: By the end of the lesson, all students, including those with special educational needs, will be able to understand, identify, and talk about school locations using differentiated tasks, visual cues, and peer support.
2. Adjusting Learning Experiences (STAGE 3)
General Inclusion Strategies:
* Seating Arrangement: Seat students with hearing or visual impairments near the front/board and close to the audio source.
* Peer Support: Pair students with special needs with supportive classmates during pair-work activities.
1. Warmer (Revise the song)
- For students with mobility or speech difficulties: Allow them to participate by clapping hands, tapping a rhythm, or using gesture cards instead of standing and singing.
- For students with hearing impairments: Provide printed lyric sheets with visual icons representing the actions.
2. Activity 1: Look, listen and repeat.
- For students with visual impairments: Provide enlarged, high-contrast printouts of Pictures a and b.
- For students with hearing impairments: Use visual subtitle transcripts or ensure they can clearly observe the teacher's/peers' lip movements during the audio playback.
3. Activity 2: Listen, point and say.
- For students with fine motor difficulties (pointing/gesturing): Allow them to use a pointing stick with a larger grip or have their peer buddy gently guide their hand, or simply point using their eyes/verbal cues.
- For students with speech/language difficulties: Provide a visual communication board containing icons of rooms (library, art room, etc.) and floors (ground floor, first floor) so they can point to answer instead of speaking full sentences if needed.
4. Activity 3: Let’s talk.
- For students with learning disabilities: Provide a sentence scaffold/template on their desk (e.g., "Where's the [room]? - It's on the [floor].").
- For more able classes / Extension: If advanced students do a real school tour, ensure the pathway is physically accessible for students with mobility impairments.
5. Activity 4: Wrap-up & Assignments (Game: Hot potato)
- For students with physical/motor difficulties: Instead of passing a physical ball quickly, replace the "Hot potato" game with a gentle "Passing card" activity, or let them choose a classmate to pass the ball on their behalf while they provide the answer verbally or via a flashcard.
3. Adding to D. REGULATION (Teacher's Notes)
Bổ sung vào cuối giáo án để ghi chú về công tác hỗ trợ:
D. REGULATION / INCLUSION NOTES:
* Materials: Prepared enlarged pictures and visual communication boards for vocabulary.
* Support: Implemented peer-buddy system and flexible grouping strategies.
* Assessment Accommodation: Assessed students based on individual progress, allowing non-verbal responses (pointing, using picture cards) where necessary.
Homi
Chào bạn, tôi là trợ lý AI từ Homiwork. Rất vui được hỗ trợ bạn.
Tôi không thể trực tiếp gửi file .docx cho bạn, nhưng tôi đã soạn thảo toàn bộ nội dung giáo án dưới đây với cấu trúc chuẩn. Bạn chỉ cần copy toàn bộ nội dung bên dưới, dán vào Microsoft Word và chọn font Times New Roman là sẽ có một giáo án hoàn chỉnh và chuyên nghiệp.
LESSON PLAN: UNIT 6 - OUR SCHOOL ROOMS (LESSON 1)
Period 37: UNIT 6: OUR SCHOOL ROOMS
Lesson 1: Part 1, 2, 3
STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES.
By the end of the lesson Ss will be able to:
- Understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the location of rooms in a school.
- Correctly say the phrases “first floor, ground floor, second floor, third floor, go along, go downstairs, go past, go upstairs” in relation to the topic “Our school rooms” and use “Where’s the ?- It’s on the __.” in a freer context.
- Show their love and interest in school.
- Inclusive Education Goal: All students, including those with special educational needs, will be able to understand, identify, and talk about school locations using differentiated tasks, visual cues, and peer support.
B. LANGUAGE FOCUS.
1. Key terms: first floor, ground floor, second floor, third floor, go along, go downstairs, go past, go upstairs.
2. Key grammatical structure: “Where’s the ?- It’s on the __.”
C. INSTRUCTIONAL RESOURCES.
- Pupil’s book: Page 44.
- Audio tracks 56, 57.
- Teacher’s guide: Pages 88, 89, 90.
- Website hoclieu.vn.
- Flash cards / pictures and posters (Unit 6).
STAGE 2: ASSESSMENT EVIDENCE
| Performance Tasks | Performance products | Assessment tools |
|---|---|---|
| 1. Revise the song | Students’ action | Observation |
| 2. Understand and repeat sentences about room locations | Student’s talks, and interaction | Observation, Q&A |
| 3. Use “Where’s the _? – It’s on the _.” | Student’s talks, and interaction | Observation, Q&A |
| 4. Use target language in free context | Student’s interaction and performance | Observation, Q&A |
STAGE 3: LEARNING EXPERIENCES / LEARNING PLAN
1. Warmer: Revise the song
- Draw pupils’ attention to the song on the screen.
- Divide the class into 2 groups, take turns singing.
- Inclusion Note: For students with mobility/speech difficulties, allow participation via clapping, rhythm tapping, or gesture cards. For hearing-impaired students, provide printed lyrics with visual icons.
2. Activity 1: Look, listen and repeat.
- Step 1: Identify characters in Pictures a and b.
- Step 2: Listen and repeat individually and in chorus.
- Step 3: Practice in pairs.
- Inclusion Note: Provide enlarged, high-contrast printouts for visually impaired students. Ensure hearing-impaired students can clearly observe lip movements.
3. Activity 2: Listen, point and say.
- Step 1: Elicit locations of rooms.
- Step 2: Point and repeat phrases (e.g., art room – ground floor).
- Step 3: Practice asking and answering in pairs.
- Inclusion Note: For students with fine motor difficulties, allow peer buddy support for pointing. Use a visual communication board with icons for students with speech/language difficulties.
4. Activity 3: Let’s talk.
- Step 1: Identify room locations using cues.
- Step 2: Role-play asking and answering in pairs.
- Step 3: Present in front of the class.
- Inclusion Note: Provide sentence scaffolds/templates on desks for students with learning disabilities. Ensure the physical environment is accessible for students with mobility impairments.
5. Activity 4: Wrap-up & Assignments
- Game: Hot potato.
- Inclusion Note: Replace quick physical passing with a gentle "passing card" activity or allow students to choose a classmate to pass for them.
- Preparation for project (page 49): Draw a picture of their favourite/dream school.
D. REGULATION / INCLUSION NOTES
- Materials: Prepared enlarged pictures and visual communication boards for vocabulary.
- Support: Implemented peer-buddy system and flexible grouping strategies.
- Assessment Accommodation: Assessed students based on individual progress, allowing non-verbal responses (pointing, using picture cards) where necessary.
Hướng dẫn định dạng trong Word:
- Copy toàn bộ nội dung từ tiêu đề đến hết.
- Dán vào file Word.
- Nhấn Ctrl + A để chọn toàn bộ văn bản.
- Trên thanh công cụ, chọn font Times New Roman, cỡ chữ 12 hoặc 13.
- Căn lề đều hai bên (Justify) để giáo án trông trang trọng hơn.
Chúc bạn có một tiết dạy thành công!
Homi
Chào bạn, tôi là trợ lý AI từ Homiwork. Rất vui được hỗ trợ bạn.
Dưới đây là nội dung giáo án đã được tối ưu hóa cấu trúc để bạn dễ dàng sao chép vào Microsoft Word. Nội dung này đã được trình bày sạch sẽ, phù hợp với nền giấy trắng tiêu chuẩn.
Hướng dẫn thực hiện:
1. Copy toàn bộ nội dung từ phần "LESSON PLAN" đến hết.
2. Dán vào file Word.
3. Bôi đen toàn bộ văn bản (Ctrl + A), chọn font Times New Roman, cỡ chữ 13, căn lề đều hai bên (Justify).
LESSON PLAN: UNIT 6 - OUR SCHOOL ROOMS (LESSON 1)
Period 37: UNIT 6: OUR SCHOOL ROOMS
Lesson 1: Part 1, 2, 3
STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
- Understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the location of rooms in a school.
- Correctly say the phrases “first floor, ground floor, second floor, third floor, go along, go downstairs, go past, go upstairs” in relation to the topic “Our school rooms” and use “Where’s the ?- It’s on the __.” in a freer context.
- Show their love and interest in school.
- Inclusive Education Goal: All students, including those with special educational needs, will be able to understand, identify, and talk about school locations using differentiated tasks, visual cues, and peer support.
B. LANGUAGE FOCUS
1. Key terms: first floor, ground floor, second floor, third floor, go along, go downstairs, go past, go upstairs.
2. Key grammatical structure: “Where’s the ?- It’s on the __.”
C. INSTRUCTIONAL RESOURCES
- Pupil’s book: Page 44.
- Audio tracks 56, 57.
- Teacher’s guide: Pages 88, 89, 90.
- Website hoclieu.vn.
- Flash cards / pictures and posters (Unit 6).
STAGE 2: ASSESSMENT EVIDENCE
| Performance Tasks | Performance products | Assessment tools |
|---|---|---|
| 1. Revise the song | Students’ action | Observation |
| 2. Understand and repeat sentences about room locations | Student’s talks, and interaction | Observation, Q&A |
| 3. Use “Where’s the _? – It’s on the _.” | Student’s talks, and interaction | Observation, Q&A |
| 4. Use target language in free context | Student’s interaction and performance | Observation, Q&A |
STAGE 3: LEARNING EXPERIENCES / LEARNING PLAN
1. Warmer: Revise the song
- Draw pupils’ attention to the song on the screen.
- Divide the class into 2 groups, take turns singing.
- Inclusion Note: For students with mobility/speech difficulties, allow participation via clapping, rhythm tapping, or gesture cards. For hearing-impaired students, provide printed lyrics with visual icons.
2. Activity 1: Look, listen and repeat.
- Step 1: Identify characters in Pictures a and b.
- Step 2: Listen and repeat individually and in chorus.
- Step 3: Practice in pairs.
- Inclusion Note: Provide enlarged, high-contrast printouts for visually impaired students. Ensure hearing-impaired students can clearly observe lip movements.
3. Activity 2: Listen, point and say.
- Step 1: Elicit locations of rooms.
- Step 2: Point and repeat phrases (e.g., art room – ground floor).
- Step 3: Practice asking and answering in pairs.
- Inclusion Note: For students with fine motor difficulties, allow peer buddy support for pointing. Use a visual communication board with icons for students with speech/language difficulties.
4. Activity 3: Let’s talk.
- Step 1: Identify room locations using cues.
- Step 2: Role-play asking and answering in pairs.
- Step 3: Present in front of the class.
- Inclusion Note: Provide sentence scaffolds/templates on desks for students with learning disabilities. Ensure the physical environment is accessible for students with mobility impairments.
5. Activity 4: Wrap-up & Assignments
- Game: Hot potato.
- Inclusion Note: Replace quick physical passing with a gentle "passing card" activity or allow students to choose a classmate to pass for them.
- Preparation for project (page 49): Draw a picture of their favourite/dream school.
D. REGULATION / INCLUSION NOTES
- Materials: Prepared enlarged pictures and visual communication boards for vocabulary.
- Support: Implemented peer-buddy system and flexible grouping strategies.
- Assessment Accommodation: Assessed students based on individual progress, allowing non-verbal responses (pointing, using picture cards) where necessary.
Chúc bạn có một tiết dạy thành công và hiệu quả!
- mountains: núi
- city: thành phố
- town: thị trấn, thị xã
- commune:xã
-
- province: tỉnh
- island: đảo
- countryside:
Hãy tạo cho tôi các bức tranh về các địa điểm của trường học như trên. Tạo xong thì xóa từ đi
Homi
Tuyệt vời! Tôi đã chuẩn bị các bức tranh minh họa sinh động và trực quan về các địa điểm này giúp bạn. Bạn có thể kiểm tra hình ảnh được tạo bên dưới nhé!
- mountains: núi
- city: thành phố
- town: thị trấn, thị xã
- commune:xã
-
- province: tỉnh
- island: đảo
- countryside:
Hãy tạo cho tôi các bức tranh về các địa điểm của trường học như trên. Tạo xong thì xóa từ đi
Homi
Chào bạn, tôi là trợ lý AI từ Homiwork. Rất vui được hỗ trợ bạn.
Tôi hiểu bạn muốn tạo các bức tranh minh họa cho các địa điểm như làng quê, núi, thành phố, thị trấn, xã, tỉnh, đảo và vùng nông thôn. Tuy nhiên, tôi không thể "xóa từ" sau khi tạo tranh. Tôi sẽ tạo các hình ảnh dựa trên những địa điểm bạn đã cung cấp.
Dưới đây là các hình ảnh minh họa cho các địa điểm bạn yêu cầu:
Homi
