Giáo án NLS Tiếng Anh 10 Global Success Unit 1 Communication: Expressing opinions, Culture: British family values

Planning: ..../..../..... 

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

UNIT 1: FAMILY LIFE

LESSON 7: COMMUNICATION AND CULTURE / CLIL

I. OBJECTIVES 

1. Knowledge and skills 

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

• Understand and use expressions to give and respond to opinions about family issues (teenagers doing housework, family spending time together).
• Read for specific information about traditional British family values.
• Compare and relate British family values to traditional Vietnamese family values.

2. Competences 

General competences:

• Self-control and independent learning: actively participate in reading and vocabulary tasks.
• Communication and collaboration: work in pairs or groups to express opinions and discuss cultural differences. 

Specific competences:

• Expressing opinions naturally in everyday conversations.
• Identifying specific details in a cultural reading text.

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.

3. Attributes

• Responsibility: Recognize the importance of sharing household chores and spending time with family.
• Respect: Show respect for traditional family values in both British and Vietnamese cultures.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 10, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Audio track (Track 9).
• Links to collaborative platforms (Padlet/Jamboard).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones, tablets, or laptops connected to the Internet.

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

EVERYDAY ENGLISH – Expressing opinions

Activity 1: Listen and complete the conversation with the expressions in the box. Then practice it in groups of three.

a. Objective: To provide Ss with an example conversation in which people exchange opinions about teenagers doing housework.

b. Content: Students read, guess the missing phrases, listen to the recording (Track 9), and role-play.

c. Product: Completed conversation and correct pronunciation during role-play.

d. Organization:

Activity 2: Work in groups. Have similar conversations exchanging opinions about whether family members should spend time together.

a. Objective: To help Ss practise expressing their opinions in a conversation about whether family members should spend time together.

b. Content: Brainstorm ideas, review useful expressions, and role-play a new conversation.

c. Product: Meaningful conversations in groups expressing clear opinions.

d. Organization:

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CULTURE - British Family Values

Activity 1: Read the text and list the five family values of British people in the 21st century in the table below.

a. Objective: To help Ss learn about British family values and practise reading for specific information.

b. Content: Students read the text, underline new words, and identify British family values to complete the table.

c. Product: Correctly identified family values in the reading text.

d. Organization:

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Activity 2: Work in pairs. Discuss whether Vietnamese people have similar family values.

a. Objective: To help Ss relate what they have learnt in the reading text to their own culture.

b. Content: Students compare British values with Vietnamese values (YES/NO/NOT SURE) and add more Vietnamese values.

c. Product: A completed comparison table and a list of additional Vietnamese family values.

d. Organization:

3. PRACTICE

a. Objective: To reinforce the vocabulary regarding family values and the structures used for expressing opinions learned in the lesson.

b. Content: Students complete a straightforward worksheet containing two tasks: Gap-filling for phrases and Matching for vocabulary.

c. Products: Students' correct written answers.

d. Organization:

Mission 1: Complete the Practice Tasks.

Step 1: Teacher assigns learning tasks

- Teacher distributes the worksheet.

- Teacher sets a time limit of 7 minutes.

Step 2: Students perform learning tasks

- Students work individually to complete Task 1 and Task 2.

- The teacher observes, guides, and ensures the tasks are completed properly.

Step 3: Reporting and Discussion

- Teacher invites some students to share their answers with the class:

Task 1: 1. I strongly believe; 2. That's right; 3. I'm not sure

Task 2: 1 - C; 2 – E; 3 - D; 4 - A; 5 - B 

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes on the board, and emphasizes that these basic structures and collocations are essential for communication.

Mission 2: Complete the quiz (optional).

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4. APPLICATION

a. Objective: To develop students' critical thinking skills by requiring them to evaluate, rank traditional family values, and justify their opinions using the target language.

b. Content: Students complete a take-home critical thinking task called "The Value Pyramid". 

c. Product: A drawn pyramid ranking 3 family values and a short paragraph (3-4 sentences) justifying their top choice using expressing opinion structures.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher introduces the homework mission: "The Value Pyramid".

- The Mission:

1. Look back at the family values we learned today (both British and Vietnamese).

2. Choose the THREE values that YOU think are the most important.

3. Draw a pyramid in your notebook OR use a digital design tool (like Canva or PowerPoint) to rank them: The top (Number 1) is the absolute most important, followed by Number 2 and Number 3 at the bottom.

4. Write a short paragraph (3-4 sentences) to explain WHY you put that specific value at the top (Number 1). You MUST use the expressions of opinion we learned (e.g., I strongly believe that..., I have no doubt that...).

Step 2: Students perform learning tasks

- Students listen to the instructions and copy the requirement into their notebooks.

- The teacher draws a quick sample pyramid on the board to illustrate the format.

- Students will complete the critical thinking, ranking, and writing process at home.

Step 3: Reporting and Discussion

- Teacher invites 2-3 students to show their pyramids and read their justification paragraphs.

- Teacher asks the class: "Does anyone have a different Number 1 value? Why?" to spark a short critical debate.

- Expected answers:

+ Top value: Respecting older people.

+ Paragraph: I strongly believe that respecting older people is the most important family value. I have no doubt that our grandparents and parents have a lot of life experience. If we respect and listen to them, we can learn how to behave well and avoid mistakes.

Step 4: Evaluation

- Teacher praises the students for their logical reasoning and correct use of target language.

- Teacher summarizes the main points of Lesson 7.

[3.1.NC1a]: Apply digital tools (e.g., Canva, PowerPoint) to create, edit, and format the Value Pyramid into an engaging multimedia digital product.

* HOMEWORK

- Complete the "Value Pyramid" mission in your notebook.

- Review the useful expressions for giving opinions and the vocabulary for British/Vietnamese family values.

- Prepare for Lesson 8 - Looking Back & Project.