Giáo án học kì 1 môn Tiếng Anh Lớp 10 sách Global Success

 Homework -To give Ss T gives Ss what to do at home Ss’ product at 
(1 minute) homework 1. Prepare a presentation about their home
 family support which help them to 
 have good results in their studies
 2. Prepare the next lesson –Writing
 Ngày tháng ..năm 
 Ký duyệt Date preparing: 
Date teaching: .
Period: 7
 UNIT 1: FAMILY LIFE
 Lesson 6: Writing
 “Write about family routines”
I. Objectives: 
1. Knowledge: By the end of the lesson, students will/should be able to:
- Use lexical items related to the topic “Family routines”;
- Write an email to a friend about family routines.
2. Competences: By the end of the lesson, students will/should be able to:
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities;
- Develop writing skills.
3. Qualities: By the end of the lesson, students will/should be able to:
- Be responsible for their families and ready to participate in family routines that strengthen family 
bonds..
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES 
 1. Materials:
 - Grade 10 textbook, handouts
 2. Equipment: 
 - Computer connected to the Internet
 - Projector/ TV/ pictures and cards
III. PROCEDURE:
 Steps + time Aims Learning activities/ Content/ Product
 Procedure
 1. Warm - up - To Brainstorming: Vocabulary about family 
 (5 minutes) motivate - T introduces the new lesson by routines
 students writing the word “Family routine” - watching TV
 and lead-in on the board and asks Ss to say as - shopping together
 the lesson. many things connected to it as they - cleaning the house 
 - To elicit can 
 students’ - T gets Ss to discuss with their 
 vocabulary friends in pairs 
 source - T gets Ss to speak out their 
 about answers
 family life - T gives comments and leads-in the 
 new lesson 
 2.pre- - To Task 1: Which of the following Vocabulary about family life
 Writing introduce activities in the pictures do you - having dinner
 Task 1: the concept think can be family routines? - having a picnic
 (4 minutes) of family (p.14) - watching a gameshow
 routines - T asks Ss to close their book and - visiting grandparents
 and work in 4 groups - celebrating birthday
 activities - T shows the 6 pictures in Task 1 - cleaning the house
 that can on the screen, asks Ss to give the become name of each picture. 
 part of - Ss do as instructed.
 them. - T asks randomly some Ss: Which 
 of the following activities in the 
 pictures do you think can be family 
 routines?
 Note: Each of the activities can 
 become a family routine if a family 
 decides to do together and regularly.
 - Ss share with the class how often 
 they do the activity.
 - T gives some comments.
 To provide TASK 2: Read Joey’s email about A completed table 
Task 2: an example his family routines and complete 
(6 minutes) email the table with the information 
 about from it. (p.14)
 family - T asks Ss to work individually, 
 routines, read the table headings to find out 
 which what information they need to focus 
 students’ on when they read the email. 
 can use as (routines, when / how often things to 
 a model for do to strengthen family bonds).
 their - T ask Ss to read the email and 
 writing. underline the relevant information.
 - Ss do as instructed.
 - T asks Ss to work in pairs and 
 compare their answers with a 
 partner before they complete the 
 table.
 - Ss discuss and share their ideas 
 with the partner.
 - T calls out some Ss to give the 
 answers and gives feedback.
3.while- - To help Task 3: Complete the email about A completed email about 
writing students dong’s family routines using the dong’s family routines using 
Task 3: practice information in the box. (p.15) the information
(15 minutes) writing - T tells Ss that they are going to ** Sample answer: 
 part of an write a paragraph about family First, my family always have 
 email routines. They don’t have to write a breakfast together. Breakfast is 
 about whole email, and the opening and a quick meal with just bread or 
 family ending have been provided. noodles because both my 
 routines - T gives Ss some basic information parents work and we, kids, 
 using given about the structure of a paragraph: have morning classes. But the 
 ideas. A paragraph usually consists of most important thing is that we 
 - To help three parts: a topic sentence, can sit down together, eat 
 students supporting sentences and a healthy food, and share our 
 practice concluding sentence. plans for the day. Second, we developing - T asks Ss read the information in spend Saturday evenings as a 
 ideas and the table and check comprehension. family. We often watch a film, 
 writing a - T asks Ss to write the middle share snacks, and then 
 paragraph. paragraph of the email individually, exchange our opinions after 
 sets a limited time for this task and the film. I can even argue and 
 walks round the class to give further defend my ideas about the film 
 support if needed. with my parents or brother. 
 - Before they write, reminds them to Third, on the second Sunday of 
 use some connectors to link the the month, we visit our 
 ideas: grandparents. We come to my 
 + To list ideas: First, Second, grandparents’ home quite 
 In addition, Additionally, early in the morning to help 
 Moreover, Furthermore, them do some housework such 
 Another idea worth noting is as cleaning the house or 
 that, Finally, washing clothes. Then, we 
 + To give an example: For have a big lunch with them. 
 example/ For instance, To My parents are very happy 
 illustrate. when we come to see them. 
 + To conclude: In conclusion, The visits make me feel closer 
 In brief, In short. to my grandparents.
 - Ss do as instructed.
 - T walks round the class to monitor, 
 makes a note of some common 
 mistakes. 
3.Post- To give PEER CORRECTION The common mistakes 
Writing students an -T explains the marking symbols in (spelling, tense, word order, 
(10 minutes) opportunity the following table. missing word, capital) in Ss’ 
 to writing. 
 recognize 
 the 
 common 
 mistakes so 
 that they 
 can avoid 
 in writing
 - T asks two Ss sitting next to each 
 other to exchange their writing, read 
 their partner’s writing and write the 
 symbols next to their partner’s 
 mistakes like the ones in the table 
 above.
 - T asks Ss to return their partner’s 
 writing and lets them correct 
 themselves. 
 - T reminds them that they can ask 
 for their partner’s help. - Ss do as instructed.
 CLASS CORRECTION
 - T writes Ss’ common mistakes on 
 the board, asks Ss to check whether 
 they make the same mistakes in 
 their writing.
 - T calls on some Ss to correct those 
 mistakes as a class.
 - Ss do as instructed. 
 - T provides some comments if 
 necessary.
 5. To help WRAP-UP The main content of the lesson
 Consolidation students - T asks: What have you learnt 
 (3 minutes) memorize today?
 the content - Ss give the answers.
 of the 
 lesson
 6. To revise - T asks Ss to rewrite the email The corrected email
 Homework the based on the feedback of the teacher 
 (2 minutes) knowledge and their partner. 
 of the - Prepare for Communication and 
 lesson Culture lesson
 UNIT 1: FAMILY LIFE
Date preparing: .. 
Date teaching: 
Period: 8
 Lesson 7: Communication and Culture / CLIL
 I. Objectives: 
1. Knowledge (language focus): By the end of the lesson, students will/should be able to:
- Use some expressions to exchange their opinions.
- Read for specific information about the family values of the Bristish people in the 21st century.
- Discuss different ideas about the family values of theVietnamese .
- Apply the lesson concepts to their real life by thinking of keeping strong family values.
2. Competences: By the end of the lesson, students will/should be able to improve their following 
competences: individual work, cooperation, presentation, language use, communication, problem 
solving, critical thinking, etc.
3. Qualities: By the end of the lesson, Ss should be able to improve the following qualities: 
 - Be more respectful of Vietnamese and British family values;
 - Be able and willing to embrace those family values.
 II. TEACHING AIDS/INSTRUCTIONAL RESOURCES 
 1. Materials: Textbook, handout.
 2. Equipment: Computer, projector. 
 III. PROCEDURE:
 Steps + time Aims Learning activities/ Content/ Product
 Procedure Activity 1: To motivate Game: Who is faster? Vocabulary about family 
Warm-up students and * T divides the class into two teams, life.
(5 minutes) lead-in the has Ss in each team take turns to run to - Connect family members/
 lesson. the board and write a word/ phrase - Feel less tired and 
 To help about the advantages of sharing equal./keep their 
 students housework. belongings tidied and 
 revise words/ - Students work in teams and share clean /feel responsible for 
 phrases their words. Students run to the board our family./improve family 
 related to the and write the words of the topic. The life.
 topic. winner is the group with the most - 
 correct words. 
 **** T confirms the correct word/ 
 phrase and decides the winner (the 
 team with most correct words/ 
 phrases).
EVERYDAY To provide TASK 1: LISTEN AND Expressions about 
ENGLISH students with COMPLETE THE opinion.
Expressing an example CONVERSATION. (p.15) ** Strong opinion
opinion conversation - T asks Ss to read through the I strongly believe that 
Activity 2: in which expressions in the box and the I’m sure that 
(6 minutes) people incomplete conversation, checks I have no doubt that 
 exchange comprehension and encourages them to ** Neutral opinion
 opinions complete the gaps based on the clues in In my opinion, 
 about the conversation individually To my mind .
 teenagers - T plays the recording once or twice. I suppose that 
 doing ** Ss do as instructed. Key: 
 housework. - T checks the answers by asking 1.A
 individual Ss to read out the complete 2. C
 conversation. 3. B
 -SS say the answers aloud to complete 
 the conversation.
 - T asks Ss to practice the conversation 
 in groups of three.
 -Ss practice the conversation in groups 
 of three.
 -T listens and give feedback on 
 pronunciation/ intonation.
Activity 3: ( To help Ss TASK 2: HAVE SIMILAR Similar conversations 
8 minutes) practice CONVERSATIONS exchanging opinions 
 expressing EXCHANGING OPINIONS about whether family 
 their opinions ABOUT WHETHER FAMILY member should spend 
 in a MEMBERS SHOULD SPEND time together.
 conversation TIME TOGETHER. (p.15)
 about * Teacher: 
 whether family - Asks Ss to brainstorm some A: Do you guys think that 
 members advantages and disadvantages of family members should 
 should spend spending time together as a family. spend time together?
 time together. Give some suggestions, if necessary. B: Yes, I strongly believe 
 (e.g. Advantages: It strengthens family that spending time together 
 bonds; It makes children happy, may bring some certain 
 develops their self-confidence; advantages.
 Children can learn life skills and how A: Do you mean 
 to behave from their parents. everybody in the family 
 Disadvantages: Children may become had better do the things 
 too dependent on their parents, do not together?
 have enough time for friends or other B: That’s right. I have no 
 relationships, etc.) doubt about that It not 
 - Revises common expressions used to only strengthens family 
 express opinions. bonds but also makes 
 children happy, develops 
 their self-confidence. 
 Besides, children can learn 
 life skills and how to 
 behave from their parents.
 A: Well, I’m not sure 
 about that. Children may 
 become too dependent on 
 their parents, do not have 
 - Has Ss work in groups of three enough time for friends or 
 exchanging their opinions using the other relationships, etc.
 conversation in Task 1 as a model. Go 
 round to monitor and offer help when 
 necessary.
 ** Ss work in groups of 3 to practise 
 their conversations.
 *** Some groups act out their 
 conversations to the class.
 **** T praises Ss for good effort, clear 
 pronunciation, fluent delivery and 
 interesting ideas.
Activity 4: To pre-teach * Teacher: Vocabulary 
(5 minutes) the meaning - Shows the words one by one and has 1.pass on sth (phr.v): give 
 and Ss repeat the sound of the words something to someone who 
 pronunciation - Has Ss guess the meaning of the lives after you die, usually 
 of some words based on pictures, explanations a person in your family.
 words/ and examples. 2. truthful (a): honest and 
 phrases, so not containing or telling 
 that students any lies.
 can use them 
 in their 3. respectively (adv): with presentation each relating to something 
 later and can previously mentioned, in 
 understand the same order as first 
 the reading mentioned.
 passage. 
 **** T confirms the meaning, calls on 
 some individual Ss to make sentences 
 with each word.
Activity 5: To help TASK 1: READ THE TEXT AND Knowledge about five 
(9minutes) students learn COMPLETE THE TABLE. (p.16) family values of British 
 about British * Teacher: people in the 21st century 
 family values - Asks Ss read the text about British Keys: 
 and practise family values and complete the table.
 reading for - Walks round the class to offer help, 
 specific explaining unfamiliar words and 
 information. answering questions.
 ** Ss do as instructed.
 *** Ss share their answers with a 
 partner.
 **** T checks the answers as a class 
 by calling on pairs to write their 
 missing words on the board.
Activity 6: ( To help TASK 2: DISCUSSION (p.16) Knowledge about some 
8 minutes) students family values observed in 
 relate what * Teacher: Viet Nam.
 they have - Has Ss draw the completed table in 1 
 learnt in the in the notebooks and add one more 
 reading text column to the right which is 
 to their own Traditional Vietnamese family values.
 culture.
 Ask Ss to work in pairs to discuss each 
 of the British family values in the table 
 and decide whether Vietnamese people 
 follow those values too. - Tells Ss to write YES in the 
 Vietnamese column if the value is also 
 followed in Viet Nam, NO if it is not, 
 NOT SURE if Ss are not sure whether 
 it is YES or NO. 
 - Asks Ss to think of more family 
 values observed in Viet Nam (e.g. 
 family unity and harmony, respect for 
 the elders, etc.)
 ** Ss work in pairs to discuss and take 
 notes.
 **** T calls on some Ss to report back 
 their answers to the class.
 Activity 7: To sum up - Review the knowledge Ss have just - Vocabulary and phrases 
 (2 minutes) what students learnt: about family life.
 have learnt + Useful expressions to exchange - Presentation
 ideas.
 + Family values.
 Activity 8: Remind - Students study vocabulary and 
 Homework students phrases.
 (2minutes) about their - Students redo exercises in their 
 task. workbook.
 - Students prepare for the next lesson: 
 Looking back and project.
Feedback:
 . 
Date preparing: . 
Date teaching: 
Period: 9
 UNIT 1: FAMILY LIFE
 LOOKING BACK AND PROJECT
I. Objectives: 
1. Knowledge (language focus): By the end of the lesson, students will/should be able to: 
- pronounce consonant blends /br/, /kr/, /tr/correctly in isolation and in sentences
- use some words and phrases related to the topic “household chores”
- identify the present simple tense and the present continuous tense.
2. Competences: By the end of the lesson, students will/should be able to: 
- talk about Family Day in Vietnam or other countries in the world.
- develop presentation skills when presenting the findings on Family Day.
3. Qualities: By the end of the lesson, students will/should be able to:
- identify family values and love their family. II. TEACHING AIDS/INSTRUCTIONAL RESOURCES 
1. Materials: 
- Grade 10 textbook, Unit 1, Looking back & Project.
- CD including listening files
2. Equipment: Computer, projector. 
III. PROCEDURE 
 Steps + time Aims Learning activities/ Outcome/ product
 content/procedure
 1. Activity 1: - To motivate Game: Act it out Vocabulary about 
 Warm-up students and lead- - A student acts doing household chores:
 (5 minutes) in the lesson. household chores without - take out the garbage
 - To help students saying any words. Other - do the laundry
 revise words/ students guess what the - clean the floor
 phrases related to household chores are. - do the washing-up
 the topic “ - If students give the correct - do the cooking
 household chores answer, they will be given a 
 small gift.
 - Teacher leads in the new 
 lesson
 2. Activity 2 -To help students - Students listen to the Pronounciation: 
 Pronunciation revise consonant recording and underline the consonant blends /br/, 
 (10 minutes) blends /br/, /kr/, words that have the consonant /kr/, /tr/
 /tr/correctly in blends /br/, /kr/, and /tr/.
 isolation and in - Students write the words 
 sentences with the consonant blends on 
 the board and read those 
 words several times.
 - Students work in pairs and 
 practise reading the sentences 
 together.
 - Some students read out loud 
 the sentences in class and the 
 teacher gives feedback.
 3. Activity 3 -To help students Complete the text Vocabulary about 
 Vocabulary revise words and - Students complete the text household chores:
 (7 minutes) phrases related to by using the correct form of Keys:
 the topic of the word and phrases in the 1. does the cooking 
 household chores box individually 2. does the heavy lifting 
 - Students compare their 3. laundry
 answers with a partner. 4. cleaning the house 
 - Teacher checks the answers 5. does the washing-up
 by asking individual students 
 to write the missing words/ 
 phrases on the board