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GIÁO ÁN TIẾNG ANH 10 – GLOBAL SUCCESS - KỲ I UNIT 1: FAMILY LIFE Lesson 1: Getting started – Household chores I OBJECTIVES By the end of this lesson, Ss will be able to gain: Knowledge - an overview about the topic Family life; - vocabulary to talk about household chores Core competence - develop communication skills; - be collaborative and supportive in pair work and teamwork; - actively join in class activities Personal qualities - be aware of responsibilities towards family II MATERIALS - Grade 10 textbook, Unit 1, Getting started - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn III PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task ** Implement the task *** Discuss **** Give comments or feedback Stage Stage aim Procedure Intera Ti ction me WARMUP - To introduce GAME: LET’S RACE! the unit topic * T divides Ss into groups and (Family life); gives instructions: Watch the video - To introduce clip and try to remember all the household chores Mr Bean did in the some video One person from each group vocabulary then goes to the board and writes the and the names of the chores grammar points to be learnt in the unit T-S mi ns ** Ss as instructed *** Ss work in pairs to discuss the answer after watching the clip, then one representative from each group writes the answer on the board **** T confirms the correct answers Suggested answer: Mop the floor S-S S-S T-S Clean the toilet Wash the clothes / Do the laundry Clean the house Vacuum the carpet PRESEN To help students VOCABULARY TATION use key * T asks Ss to look at the photos to language more guess the meaning of new words appropriately before they read and listen T-S mi ns ** Ss say the Vietnamese meaning of the word household (n) /ˈhaʊs.həʊld/ chore (n) /tʃɔːr/ *** Other Ss correct if the previous answers are incorrect **** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them PRACTI - To get students TASK LISTEN AND READ CE interested in the (p.8) topic * T asks Ss to look at the picture (p.8 - To get students - 9) and answer the questions: to learn some ● Who are vocabulary in they? the unit ● Where are they? T-S ● What are they doing? ** Ss the task individually *** Ss share their answers with a partner **** T checks their answers with the whole class Suggested answers: Nam and Minh are two friends They are at Nam’s home Nam is cooking S S-S mi ns * T has the Ss read the conversation in pairs T-S ** Ss read the conversation *** One pair reads aloud **** T collects common mistakes and gives comments TASK 2: TRUE OR FALSE To practise reading for specific information - To practise scanning - To develop students' knowledge of vocabulary for household chores Read the conversation again and decide whether the following statements are true (T) or false (F) (p.9) T-S S-S S-S T-S 10 mi ns * T asks Ss to work individually to read the statements and underline the key words, then share their ideas with a partner who sits next to them T-S ** Ss Task individually first S *** Ss share and discuss with their partners about the key words S-S T-S **** T corrects their answers as a class Nam’s mother is cooking now Everybody in Nam’s family does some of the housework T-S The children in Minh’s family don’t have to any housework S-S * T asks Ss to scan the conversation, locate the key words to find the answer for each the question with the partner who sits behind them ** Ss the task in pairs **** T has Ss share their answers with the class T confirms the correct T-S answers and have Ss correct the false statement T writes the correct sentence on the board mi ns Key: - To help students revive some collocations for the household chores so that they can use them in the following lessons F → Nam is cooking now T T TASK 3: FILL IN THE TABLE Write the verbs/verb phrases that are used with the words or phrases in the conversation in (p.9) T-S S S-S T-S * T has Ss locate the verbs or phrasal verbs in the conversation, find the - To help students practise nouns or noun phrases after each verb/ phrasal verb to the scanning matching ** Ss work individually *** Ss share their answers with a partner **** T checks and gives the correct answers with the whole class, and has them say the meaning of each collocation Answers: T-S put out the rubbish the laundry To help students identify present simple and present continuous and how they are used in S shop for groceries S-S the heavy lifting T-S the washing-up mi ns sentences TASK 4: COMPLETE THE SENTENCES Complete the sentences from the conversation with the correct forms of the verbs in brackets (p.9) * T has Ss read each sentences, try to think of a verb or an auxiliary verb that will complete the gap ** Ss the task individually *** Ss share the answers with a peer **** T asks the whole class to call out the verb forms first, then calls on individual students to read the complete sentences Answers: ‘m preparing does – ‘s working PRODU - To help students CTION practise talking about activities which raise students’ awareness of their responsibilities - To practise teamworking - To give students authentic practice in using target language TASK 5: MAKE A POSTER! Think about activities which you can to raise other students' awareness of their responsibilities towards their family mi ns T-S * T gives Ss clear instructions in order to make sure Ss can effectively - Divide Ss into main groups - Ask Ss to work in groups to discuss and make a poster of activities to raise Ss' awareness of their responsibilities towards their family - Observer Ss while they are discussing, note their language errors ** Ss as instructed S-S T-S **** T gives Ss feedback - Choose some useful or excellent words/ phrases/ expressions/ word choices Ss have used to give suggestions to other students - Choose some typical errors and correct as a whole class without nominating the Ss’ names CONSO - To help students LIDATI memorise the ON target language and skills that they have learned - To inform students what the final product of the project should be and how students can prepare for it WRAP-UP * T asks Ss: What have you learnt today? - Some lexical items about household chores - Reading for specific information - Scanning HOMEWORK Exercises in the workbook Project preparation - Have Ss look at the last page of Unit 1, the Project lesson and ask them what topic of the project is - Tell them the project requirements: Do research on Family Day in Viet Nam or other countries in the world + suggest activities, provide the reasons and expected results of the activities; + present their plans in the last lesson of the unit - Remind Ss that besides brainstorming activities, they: + can search for ideas on the Internet, in the newspaper, etc for reference T-S 4m ins + should use photos/pictures to illustrate their ideas - Put Ss into groups and have them choose their group leader Ask them to assign tasks for each member, making sure that all group members contribute to the project work - Help Ss set deadlines for each task UNIT 1: FAMILY LIFE Lesson 2: Language I OBJECTIVES By the end of this lesson, Ss will be able to: Knowledge - Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in individual words and in sentences; - Understand and use some lexical items about family life; - Distinguish and use present simple and present continuous Core competence - Be collaborative and supportive in pair work and team work - Access and consolidate information from a variety of sources - Actively join in class activities Personal qualities - Be aware of responsibilities towards family II MATERIALS - Grade 10 textbook, Unit 1, Language - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn III PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task ** Implement the task *** Discuss **** Give comments or feedback Stage WARMUP Stage aim Procedure - To arouse the GAME: Guess the words classroom * T gives instructions: atmosphere • There are pictures related to - To lead in the topic “Family life” the lesson • Ss have seconds to think, then guess the word corresponding to the picture Intera ction Time mins T-S S-S + Correct answer � +1 + Wrong answer � -1 T-S **** T counts the points, decides the winner, asks some more questions and leads in the lesson PRONUN To help students CIATION recognise and practise the consonant blends /br/, /kr/, and /tr/ in words TASK LISTEN AND REPEAT mins Pay attention to the consonant blends /br/, /kr/, and /tr/ (p.9) * Teacher: T-S - plays the recording and asks Ss to listen to the words and repeat; tell them to pay attention to the consonant blends (T can play the recording as many times as necessary) - makes sure Ss know the meaning of each word ** Ss as instructed S-S T-S **** Teacher checks whether Ss have improved their pronunciation by randomly calling on individual Ss to read the words aloud T-S (Teacher can also play the pronunciation video lesson of this Unit for students to watch before they the task.) To help students practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences TASK 2: LISTEN TO THE SENTENCES AND CIRCLE THE WORDS YOU HEAR (p.9) mins T-S * Teacher: - asks Ss to read all the words once, paying attention to the different consonant blends in the words in each group; checks that Ss understand what the words mean - plays the recording for Ss to listen and circle the words with the consonant blends they hear - has Ss work in pairs to compare their answers; checks answers by asking individual Ss to read out the words they have circled - plays the recording again, pausing after each sentence, for Ss to repeat ** Ss as instructed *** Ss practise reading the sentences in pairs **** T goes round to offer help and collect common mistakes to correct as a class Key: b 10 S-S S-S T-S and discusses with the class T praises for interesting ideas and good delivery WRAP-UP To consolidate what students have learnt in the lesson T asks Ss to talk about what they have learnt in the lesson T-S mins HOMEWO RK To prepare for the next lesson Prepare for the next lesson: Review - Skills (2) Reading and Writing T-S REVIEW Lesson 3: Skills (2) - Reading and Writing I OBJECTIVES By the end of this lesson, students will be able to: Knowledge - Review the Reading and Writing skills they have learnt in Unit 4-5 Core competence - Develop critical thinking skills; - Be collaborative and supportive in pair work and team work; - Actively join in class activities Personal qualities - Develop self-study skills II MATERIALS - Grade 10 textbook - Computer connected to the internet - Pictures, A0 paper - Projector/ TV - sachmem.vn III PROCEDURES 326 Notes: In each activity, each step will be represented as following: * Deliver the task ** Implement the task *** Discuss **** Give comments or feedback Stage Stage aim Procedure WARM-UP To give GUESSING GAME excitemen * T asks a student to come to the board t to T shows him/her the key word students community service and asks him/her to and lead explain this word to the whole class in the ** This student can use any ways to lesson describe the word, except for saying it directly *** The class plays the game together The fastest student to guess the correct key word is the winner of the game Interaction Time T-S mins S-S S-S S-S **** T checks if the answers are correct or incorrect and leads in the lesson READING To practice understan ding words from context TASK READ THE TEXT MATCH THE HIGHLIGHTED WORDS WITH THEIR MEANINGS (p.64-65) * T explains the context of the text - T writes down the words ‘community service’ and ‘volunteering’ on the board - T asks if Ss know the difference between them and tells them that they will find the answer in the reading text ** Ss complete the matching exercise by focusing on the highlighted words in the text *** Ss check the answers as a class 327 mins T-S S S-S T-S **** T gives feedback and discusses with the class and elicits the difference between ‘community service’ and ‘volunteering’, e.g Community service can be either voluntary or compulsory, so volunteering is just one type of community service Key: c b a To practice reading for main ideas and specific informatio n TASK READ THE TEXT AGAIN AND CHOOSE THE BEST ANSWERS (p.65) T-S * T asks Ss to read the text again and complete the exercises S-S ** Ss the task as required T-S mins S *** T checks the answers as a class **** T gives feedback B C (Clue: For example, they may volunteer to meet new people, to develop social skills, or to ‘find themselves’ (learn what they truly want in life) A (Clue: In general, people may volunteer not just to have others, but to help themselves) To further practice reading for main ideas and specific informatio n TASK PLAY WITH CARDS * T puts Ss into pairs Ask each pair to prepare two quiz questions based on the reading text and write them on cards or pieces of paper, e.g How many types of community service are there? Why does the writer think volunteering isn’t always 328 T-S S-S mins selfless? ** T collects the cards, shuffles them and spreads them (face down), on a table in front of the class Invite pairs to take turns to come to the table and turn over a card T-S *** Ss read the question and answer it Ss get one point for a correct answer If the answer is wrong, they should put the card face down in the same position **** T checks the answers and gives feedback WRITING To practice writing a job applicatio n letter COMPLETE THIS APPLICATION LETTER FOR A VOLUNTEER JOB BY WRITING A SHORT PARAGRAPH YOU MAY USE THE IDEAS BELOW TO HELP YOU (p.65) 10 mins T-S Task 1: Brainstorm * T asks Ss to work in groups and brainstorm ideas to answer the question: Which skills and qualities are needed to be a volunteer for an organization collecting books for children? ** T asks Ss to share their ideas and write them on the board Ss can use the ideas in students’ book page 65 *** Ss contribute to the discussion and note down the important points in their notebooks **** T checks the answers and gives feedback Suggested ideas: - Fond of reading - Love helping others 329 S T-S - Love meeting new people - Good interpersonal skills - Be enthusiastic and helpful - Develop social skills Task 2: Complete the application letter * T explains the task: Ss must finish an application letter for a volunteer job Specifically, they need to write the reasons why they are interested in the job They should write 50 - 70 words T draws their attention to the suggested ideas and tells Ss they can incorporate them in their letters ** Ss complete the application letter T-S 10 mins S T-S T-S *** T gives Ss enough time to write their letters T walks round the class and offers help **** T collects some or all Ss’ writings to give written feedback Sample answer: I am very interested in the job because I am very fond of reading and I can sort books very well I also love helping others and meeting new people, especially children In fact, reading books to children is my favourite hobby I am also interested in this job because it will help me to develop my social skills, such as communication and teamwork skills WRAP-UP To consolidat e what students T asks Ss to talk about what they have learnt in the lesson 330 T-S mins have learnt in the lesson HOMEWO RK To prepare Prepare for the next lesson: Unit 6, for the Lesson – Getting Started next lesson THE END 331 T-S 332 REVIEW Lesson 3: Skills (2) - Reading and Writing I OBJECTIVES By the end of this lesson, students will be able to: Knowledge - Review the Reading and Writing skills they have learnt in Unit 4-5 Core competence - Develop critical thinking skills; - Be collaborative and supportive in pair work and team work; - Actively join in class activities Personal qualities - Develop self-study skills II MATERIALS - Grade 10 textbook - Computer connected to the internet - Pictures, A0 paper - Projector/ TV - sachmem.vn III PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task 333 ** Implement the task *** Discuss **** Give comments or feedback Stage Stage aim Procedure WARM-UP To give GUESSING GAME excitemen * T asks a student to come to the board t to T shows him/her the key word students community service and asks him/her to and lead explain this word to the whole class in the ** This student can use any ways to lesson describe the word, except for saying it directly *** The class plays the game together The fastest student to guess the correct key word is the winner of the game Interaction Time T-S mins S-S S-S S-S **** T checks if the answers are correct or incorrect and leads in the lesson READING To practice understan ding words from context TASK READ THE TEXT MATCH THE HIGHLIGHTED WORDS WITH THEIR MEANINGS (p.64-65) * T explains the context of the text - T writes down the words ‘community service’ and ‘volunteering’ on the board - T asks if Ss know the difference between them and tells them that they will find the answer in the reading text ** Ss complete the matching exercise by focusing on the highlighted words in the text *** Ss check the answers as a class **** T gives feedback and discusses with the class and elicits the difference between ‘community service’ and 334 mins T-S S S-S T-S ‘volunteering’, e.g Community service can be either voluntary or compulsory, so volunteering is just one type of community service Key: c b a To practice reading for main ideas and specific informatio n TASK READ THE TEXT AGAIN AND CHOOSE THE BEST ANSWERS (p.65) T-S * T asks Ss to read the text again and complete the exercises S-S ** Ss the task as required T-S mins S *** T checks the answers as a class **** T gives feedback B C (Clue: For example, they may volunteer to meet new people, to develop social skills, or to ‘find themselves’ (learn what they truly want in life) A (Clue: In general, people may volunteer not just to have others, but to help themselves) To further practice reading for main ideas and specific informatio n TASK PLAY WITH CARDS * T puts Ss into pairs Ask each pair to prepare two quiz questions based on the reading text and write them on cards or pieces of paper, e.g How many types of community service are there? Why does the writer think volunteering isn’t always selfless? ** T collects the cards, shuffles them and spreads them (face down), on a table in 335 T-S S-S mins front of the class Invite pairs to take turns to come to the table and turn over a card *** Ss read the question and answer it Ss get one point for a correct answer If the answer is wrong, they should put the card face down in the same position T-S **** T checks the answers and gives feedback WRITING To practice writing a job applicatio n letter COMPLETE THIS APPLICATION LETTER FOR A VOLUNTEER JOB BY WRITING A SHORT PARAGRAPH YOU MAY USE THE IDEAS BELOW TO HELP YOU (p.65) 10 mins T-S Task 1: Brainstorm * T asks Ss to work in groups and brainstorm ideas to answer the question: Which skills and qualities are needed to be a volunteer for an organization collecting books for children? ** T asks Ss to share their ideas and write them on the board Ss can use the ideas in students’ book page 65 *** Ss contribute to the discussion and note down the important points in their notebooks **** T checks the answers and gives feedback Suggested ideas: - Fond of reading - Love helping others - Love meeting new people - Good interpersonal skills 336 S T-S - Be enthusiastic and helpful - Develop social skills Task 2: Complete the application letter * T explains the task: Ss must finish an application letter for a volunteer job Specifically, they need to write the reasons why they are interested in the job They should write 50 - 70 words T draws their attention to the suggested ideas and tells Ss they can incorporate them in their letters ** Ss complete the application letter T-S 10 mins S T-S T-S *** T gives Ss enough time to write their letters T walks round the class and offers help **** T collects some or all Ss’ writings to give written feedback Sample answer: I am very interested in the job because I am very fond of reading and I can sort books very well I also love helping others and meeting new people, especially children In fact, reading books to children is my favourite hobby I am also interested in this job because it will help me to develop my social skills, such as communication and teamwork skills WRAP-UP To T asks Ss to talk about what they have consolidat learnt in the lesson e what students have learnt in the lesson 337 T-S mins HOMEWO RK To prepare Prepare for the next lesson: Unit 6, for the Lesson – Getting Started next lesson THE END 338 T-S ... class Key: b 10 S-S S-S T-S c a VOCABU To make sure LARY that students understand the meaning of some lexical items about household chores TASK 1: MATCH THE WORDS WITH THEIR MEANINGS (p .10) mins... students TASK 3: READ THE TEXT AGAIN practise reading AND ANSWER THE QUESTIONS for specific (p. 11) 19 10 T - S s information * T asks Ss to read the questions and underline the key words in each... clean the house 10 f put out the rubbish TASK 1: BELOW ARE REASONS WHY CHILDREN SHOULD OR SHOULDN'T DO HOUSEWORK PUT THEM IN THE CORRECT COLUMN ADD SOME MORE IF YOU CAN (p.12) 10 mins T-S *Teacher: