Kênh giáo viên » Giáo án Tiếng Anh 10 Global Success cả năm

Giáo án NLS Tiếng Anh 10 Global Success Unit 1 Language: /br/, /kr/, and /tr/; Family life; Present simple vs. present continuous

Xem mẫu

Giáo án NLS Tiếng Anh 10 Global Success Unit 1 Language: /br/, /kr/, and /tr/; Family life; Present simple vs. present continuous. 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.

Xem: => Giáo án Tiếng Anh 10 Global Success

............

Các tài liệu bổ trợ khác

Giáo án NLS Tiếng Anh 10 Global Success Unit 1 Language: /br/, /kr/, and /tr/; Family life; Present simple vs. present continuous

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

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

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

UNIT 1: FAMILY LIFE

LESSON 2: LANGUAGE

I. OBJECTIVES

1. Knowledge and skills

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

Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in individual words and in sentences.
Understand and use words related to family life (homemaker, breadwinner, groceries, heavy lifting, housework).
Distinguish and use the present simple and present continuous tenses correctly in meaningful contexts.

2. Competences

General competences:

Self-control and independent learning: listen, identify sounds, and complete tasks independently.
Communication and collaboration: work in pairs to compare answers and discuss choices.

Specific competences:

Recognize contextual clues to guess word meanings and choose the correct verb tenses.

Digital competences:

[1.1.NC1a]: Meet information needs.
[1.2.NC1b]: Evaluate different types of data, information, and digital content.
[2.1.NC1a]: Choose simple digital technologies for interaction.
[2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes.
[6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Hard work: Actively participate in class activities and complete assigned tasks.
Responsibility: Understand different roles of family members and be willing to share family chores.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 10, Teacher's Book.
Computer, projector/smart TV, audio speakers.
Digital collaborative boards (e.g., Padlet), AI pronunciation apps (e.g., Elsa Speak), AI chatbots (e.g., ChatGPT/Gemini), Online quizzes (e.g., Azota/Quizizz).

2. Students' aids

Textbook, notebooks, pens.
Smartphones/Tablets with internet connection.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge about family chores, creating an engaging atmosphere and leading into the vocabulary of the lesson.

b. Content: Teacher organizes a quick "Word Web" activity about household chores.

c. Product: Students' correct vocabulary related to daily chores.

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 creates a digital collaborative board (e.g., Padlet) with the central topic "FAMILY CHORES".

- Teacher divides the class into 4 groups. Each group has 2 minutes to write down as many chores as they can think of on a piece of paper.

Step 2: Students perform learning tasks

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

- Students use their smartphones/tablets to access the board via a QR code and type in as many basic household chores as they know within 2 minutes (e.g., cook dinner, wash dishes, sweep the floor, etc.).

- The teacher observes and encourages the groups.

Step 3: Reporting and Discussion

- Teacher projects the digital board, reviews the vocabulary, and groups similar words.

Step 4: Evaluation

- Teacher counts the words, declares the winning team, and leads into the new lesson: In our family, different people do different chores. Today, we will learn more words about family life, practice new sounds, and review verb tenses to talk about these daily activities.

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

[2.4.NC1a]: Select and use a collaborative digital tool like Padlet to brainstorm and co-create a digital word web about family chores.

2. PRESENTATION

PRONUNCIATION - /br/, /kr/, and /tr/

Activity 1: Listen and repeat. Pay attention to the consonant blends /br/, /kr/, and /tr/.

a. Objective: To give Ss practice in pronouncing the consonant blends /br/, /kr/, and /tr/ in individual words.

b. Content: Ss listen to the recording and repeat the words containing the target consonant blends.

c. Product: Ss' correct pronunciation of the words: breadwinner, breakfast, brown, crash, crane, cream, track, tree, train.

d. Organization:

…………………………………………..

Activity 2: Listen to the sentences and circle the words you hear.

a. Objective: To help Ss recognise the consonant blends /br/, /kr/, and /tr/ in sentences.

b. Content: Ss listen to the sentences (Track 4) and circle the words with the consonant blends they hear.

c. Product: Ss' correct answers.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to read all the words once. Check that Ss understand what the words mean.

- Teacher plays the recording from hoclieu.vn for Ss to listen and circle.

Step 2: Students perform learning tasks

- Ss listen to Track 4 and circle the correct options.

- For any confusing words (e.g., track vs. crash), Ss use online audio dictionaries (e.g., Cambridge Dictionary) on their phones to listen and verify the exact pronunciation.

- Ss work in pairs to compare their answers.

Step 3: Reporting and Discussion

- Teacher checks answers by asking individual Ss to read out the words they have circled.

Step 4: Evaluation

- Teacher plays the recording again, pausing after each sentence for Ss to repeat. Confirms correct answers.

- Teacher moves on to the next content.

Key:

1. b

2. c

3. a

[1.1.NC1a]: Adjust search strategies to find the most relevant data, information, and content in digital environments.

VOCABULARY – Family life

Activity 1: Match the words with their meanings.

a. Objective: To make sure that Ss understand the meanings of some topic-related words introduced in Getting Started.

b. Content: Ss match words (homemaker, groceries, heavy lifting, housework, breadwinner) with their correct definitions.

c. Product: Correct matching pairs.

d. Organization:

…………………………………………..

Activity 2: Complete the sentences using the words in 1.

a. Objective: To give Ss practice in using the words in meaningful contexts.

b. Content: Ss use the 5 words from Activity 1 to fill in the blanks in 5 sentences.

c. Product: Completed sentences with the correct words.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher has Ss work in pairs. Tell them to read the sentences carefully and use context clues to decide on the word.

Step 2: Students perform learning tasks

- Ss read and fill in the blanks.

- Early finishers use a Generative AI tool (e.g., ChatGPT) to generate 2 additional basic gap-fill sentences using the target vocabulary to quiz their partners.

- The teacher observes, guides, and supports the students.

Step 3: Reporting and Discussion

- Have Ss call out the word they have used in each sentence first.

- Ask Ss to read the AI-generated extra sentences for the class to solve.

- Ask Ss to give reasons why they chose the word (e.g., what context clues they used).

Step 4: Evaluation

- Teacher confirms the correct answers and asks some Ss to read the complete sentences.

- Teacher moves on to the next content.

- Key:

1. homemaker

2. groceries

3. heavy lifting

4. housework

5. breadwinner

[6.2.NC1a]: Integrate AI tools into existing workflows.

GRAMMAR – Present simple vs. Present continuous

Activity 1: Choose the correct form of the verb in each sentence.

a. Objective: To give Ss the opportunity to revise the present simple and present continuous, and the difference between the two tenses.

b. Content: Ss choose the correct verb tense based on time clues.

c. Product: Correct verb choices in 5 sentences.

d. Organization:

…………………………………………..

Activity 2: Read the text and put the verbs in brackets in the present simple or present continuous.

a. Objective: To give Ss more practice in using the present simple and present continuous in meaningful contexts.

b. Content: Ss conjugate the verbs in brackets in a short paragraph.

c. Product: Correctly conjugated verbs.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Have Ss read the instruction carefully.

- Ask Ss to read through the text once and underline any time clues (e.g., every day, today, at the moment).

Step 2: Students perform learning tasks

- Ss access a shared digital document from hoclieu.vnto type in the conjugated verbs for the paragraph.

- Ss decide on the tense of each verb and write it down.

- Put Ss in pairs to compare answers.

Step 3: Reporting and Discussion

- Check answers as a class by asking individual Ss to read out a sentence or write the verb forms on the board.

Step 4: Evaluation

- Teacher corrects mistakes and provides explanations for difficult items.

- Teacher moves on to the next content.

- Key:

1. does

2. is not doing

3. is watching

4. are doing

5. is tidying up

6. is trying

[2.4.NC1a]: Choose the most appropriate digital tools and technologies to co-construct and create data, resources, and knowledge.

3. PRACTICE

a. Objective: To consolidate the vocabulary and grammar learned in the lesson through basic, highly focused written tasks, helping students reinforce knowledge solidly.

b. Content: Students complete one mission consisting of 2 basic exercise tasks (Vocabulary gap-fill and Grammar verb conjugation).

c. Products: Students' correct answers for the two tasks.

d. Organization:

Mission 1: Complete Task 1 and Task 2 in your notebooks.

…………………………………………..

Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website kenhhoctap for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.