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Giáo án NLS Tiếng Anh 10 Global Success Review 1 Skills

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Giáo án NLS Tiếng Anh 10 Global Success Review 1 Skills. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 10.

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Giáo án NLS Tiếng Anh 10 Global Success Review 1 Skills

Xem toàn bộ: Giáo án Tiếng Anh 10 Global Success cả năm

Planning: ..../..../.....

Teaching: ..../..../.....

REVIEW 1

SKILLS

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

Listening: Listen for main ideas and specific information (numbers) about a famous singer (Elvis Presley).
Speaking: Talk about a favourite singer or musician.
Reading: Understand word meanings in context (crossword) and read for specific information about the environment and collecting water.
Writing: Write a short paragraph about ways of living green.

2. Competences

General competences:

Self-control and independent learning: actively engage in listening and reading tasks.
Communication and collaboration: work in pairs or groups to discuss favourite singers and compare answers.

Specific competences:

Apply integrated skills (Listening, Speaking, Reading, Writing) to topics of Music and the Environment.

Digital competences:

[1.1.NC1a]: Meet information needs.
[2.1.NC1a]: Choose simple digital technologies for interaction.
[2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes.
[3.1.NC1a]: Apply methods for creating and editing content in different formats.
[6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

Hard work: Actively participate in class activities and complete assigned tasks.
Love: Show appreciation for music and awareness of environmental protection (living a green lifestyle).

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 10, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Digital collaborative platforms (e.g., Padlet, Google Docs) and access to GenAI tools.

2. Students' aids

Textbook, notebooks, pens.
Smartphones or tablets with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' vocabulary related to the topics of Music and the Environment through a listening and critical thinking game, creating an engaging atmosphere without using any visual or audio devices.

b. Content: Teacher organizes a "Mystery Word" (Riddles) game where students listen to spoken clues and guess the target vocabulary.

c. Product: Students' correct answers to the riddles.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher explains the rules of the game: I am going to read a few clues about some mystery words related to our previous topics (Music and Living Green). Listen carefully. You can raise your hand to guess the word at any time, but if you guess wrong, you lose your turn for that word.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it.

- Teacher slowly reads the clues for the mystery words one by one.

+ Word 1 clues: I am a person. I stand on a stage. I use a microphone to entertain people with melodies. Who am I?

+ Word 2 clues: I fall from the sky. I am essential for all living things. People can collect me from roofs and keep me in containers. What am I?

+ Word 3 clues: I am everything around you. I include the air, water, and land. You are trying to live "green" to protect me. What am I?

+ Word 4 clues: I am an object. People play me to create sounds and melodies. A piano, a drum, and a guitar are examples of me. What am I?

Step 3: Reporting and Discussion

- Students listen attentively and raise their hands quickly when they think they know the answer.

- Expected Answers:

+ Word 1: A singer / A pop star

+ Word 2: Rain / Rainwater

+ Word 3: The environment

+ Word 4: A musical instrument

- Teacher calls on the fastest student to give the answer.

- If the answer is incorrect, the teacher reads the next clue and allows other students to guess.

Step 4: Evaluation

- Teacher confirms the correct answers and praises the students with the fastest and most accurate responses.

- Teacher leads into the main lesson: Excellent! You have successfully decoded the mystery words: Singer, Rainwater, Environment, and Instrument. These are exactly the core themes we will focus on in our Skills Review today.

[2.1.NC1a]: Choose simple digital technologies for interaction.

2. PRESENTATION

LISTENING

Activity 1: Listen and choose the best title for the talk.

a. Objective: To help Ss practise listening for main ideas.

b. Content: Ss listen to a recording and choose the best title for the talk.

c. Product: Ss' correct choice for the title.

d. Organization:

…………………………………………..

Activity 2: Listen again and fill in each gap in the Quick facts with a number.

a. Objective: To help Ss practise listening for specific information.

b. Content: Ss listen again and fill in each gap in the Quick facts chart with a number.

c. Product: Ss fill in the correct numbers in the blanks.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher has Ss read through the Quick facts first, and elicit what the missing numbers refer to, e.g. year, age, number of awards.

Step 2: Students perform learning tasks

- Teacher plays the recording (Track 27) from hoclieu.vn.

- Ss fill in each gap with a number.

- Teacher explains that they don't have to spell out the numbers, but can only write the numerals.

Step 3: Reporting and Discussion

- Teacher has individual Ss read out their answers.

- Students use their smartphones to prompt generative AI chatbots (e.g., ChatGPT, Gemini) to quickly verify the facts heard about Elvis Presley and generate three additional interesting facts about his life to share with the class.

Step 4: Evaluation

- Teacher confirms the correct answers as a class.

- Extension: Divide the class into two teams. Play the recording and stop after key content words. One member from each team runs to the board and writes the last word heard. The team with more correct words is the winner.

- Teacher moves on to the next content.

Key:

1. 1935

2. 21

3. 3

4. 42

[6.2.NC1b]: Adjust AI systems to suit specific needs.

SPEAKING

Work in pairs. Talk about your favourite singer or musician. Use the expressions below to help you.

a. Objective: To help Ss practise speaking about a favourite singer or musician.

b. Content: Ss work in pairs to talk about their favourite artist using provided expressions.

c. Product: Pair conversations and presentations about their favourite singer/musician.

d. Organization:

…………………………………………..

READING

Activity 1: Read the text below. Then work in pairs to complete the crossword with five words from the text.

a. Objective: To help Ss practise understanding word meanings in context.

b. Content: Ss read the text and use words from the text to complete a crossword puzzle.

c. Product: The correctly completed crossword puzzle.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher has Ss read through the text and the crossword clues.

- Teacher focuses on the crossword grid and reminds Ss that the number of letters should match the number of squares.

Step 2: Students perform learning tasks

- Teacher has Ss work individually to work out the words.

- Students use digital dictionary apps (e.g., Cambridge, Oxford,...) or search engines on their smartphones to look up the exact definitions, synonyms, and pronunciation of the vocabulary they found.

- Ss then are put into pairs to compare their answers.

Step 3: Reporting and Discussion

- Teacher asks individual Ss to write the words on the board.

Step 4: Evaluation

- Teacher confirms the correct ones.

- Teacher moves on to the next content.

Key:

1. environment

2. water

3. air

4. energy

5. green

[1.1.NC1a]: Apply search techniques to retrieve data, information, and content in digital environments.

Activity 2: Read the text again and give short answers to the following questions.

a. Objective: To help Ss practise reading for specific information.

b. Content: Ss read the text again and give short answers to the questions.

c. Product: Ss' correct short answers based on the reading text.

d. Organization:

…………………………………………..

WRITING

Think about ways of living a green lifestyle. Complete the paragraph. Use what you have learnt and the ideas below to help you.

a. Objective: To help Ss practise writing a short paragraph about ways of living green.

b. Content: Ss brainstorm ideas in groups and write a paragraph on how to make life greener.

c. Product: A short paragraph written by Ss.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to think about what they have learnt about different ways of living green.

- Teacher has Ss read through the ideas in the box and asks them to work in groups and brainstorm more ideas.

- Teacher shares a link to a collaborative workspace (e.g., Padlet or Google Docs).

Step 2: Students perform learning tasks

- Teacher gives Ss enough time to complete the paragraph. Set a time limit depending on the Ss' ability level.

- Students propose and utilize the provided collaborative digital platforms on their smartphones/laptops to co-author, format, and edit their group paragraph in real-time.

- Teacher walks round the class and offers help.

Step 3: Reporting and Discussion

- Teacher asks individual Ss to read their paragraphs aloud to the class.

Step 4: Evaluation

- Teacher collects Ss' writings to check after class and provide written feedback.

- Teacher provides a sample answer.

- Teacher moves on to the next content.

Sample answer:

There are many ways you can make your life greener. First, make your area green by planting more trees and plants. Second, make your area clean by organising regular clean-up activities, collecting litter, and setting up more recycling bins. Finally, turn off electrical devices when not in use and use energy from the sun, wind, and water. Living a green lifestyle is not difficult, but these small changes will make a big difference.

[2.4.NC1a]: Propose different digital tools and technologies for collaborative processes.

3. PRACTICE

a. Objective: To consolidate vocabulary and grammar (Passive Voice / Compound Sentences) related to the topics of Music and the Environment.

b. Content: Students complete two written tasks (Word Formation and Sentence Transformation).

c. Products: Students' correct answers in their notebooks.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students creatively apply the vocabulary and concepts of both Music and the Environment into a practical, real-life project.

b. Content: Students design an "Eco-Concert Poster" as a take-home project.

c. Product: A creative poster containing concert details, guest artists, and eco-friendly rules.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher explains the homework project to the class: "The Eco-Concert Poster"

- Task: Imagine you are organizing a music concert to raise money for environmental protection. Design a poster for this event on a digital canvas.

- Your poster must include:

1. An impressive name for the concert (e.g., Green Melody, Earth's Voice).

2. Time, location, and a list of 2-3 guest singers or bands.

3. At least THREE "Green Rules" for the audience attending the concert (e.g., Bring your own water bottle, Don't litter, Come by public transport).

Step 2: Students perform learning tasks

- Students listen carefully and write down the project requirements in their notebooks.

- At home, students apply graphic design applications (e.g., Canva, Photoshop) on their computers/tablets to layout their posters.

- Ss adjust AI image generators (e.g., Canva Magic Media, Midjourney) by writing specific text prompts to generate unique, eco-friendly visual elements (e.g., "A futuristic concert stage powered by wind turbines, digital art") to embed in their posters.

Step 3: Reporting and Discussion

- Teacher asks 1-2 students to share their initial ideas to check if everyone understands the task.

- Teacher asks: What is a possible name for your concert? What is one green rule you will put on your poster?

- Students' expected initial ideas:

+ Name: The Green Beat, Save the Earth Concert...

+ Rule: No plastic bags allowed, Please recycle your trash...

- Students quickly answer with their ideas.

Step 4: Evaluation

- Teacher praises the students' quick ideas and encourages them to be as creative as possible with their designs.

- Teacher announces that the posters will be displayed in a "Gallery Walk" in the next lesson.

- Teacher summarizes the lesson and gives final homework instructions.

[3.1.NC1a]: Apply ways to create and edit content in different formats.