Giáo án NLS Tiếng Anh 10 Global Success Unit 1 Looking back; Project: Happy Family Day!

Planning: ..../..../..... 

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

UNIT 1: FAMILY LIFE

LESSON 8: LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills 

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

• Revise the consonant blends /br/, /kr/, and /tr/.
• Revise the vocabulary related to the topic of household chores.
• Revise the grammar points: present simple and present continuous.
• Develop research, collaboration skills, and practice giving an oral presentation about Family Day.

2. Competences

General competences:

• Self-control and independent learning: actively participate in revision and assess their own as well as peers' performance.
• Communication and collaboration: work collaboratively in groups to deliver a presentation and give feedback. 

Specific competences:

• Accurately pronounce consonant blends /br/, /kr/, and /tr/ in sentences.
• Use words and phrases related to household chores correctly in context.
• Distinguish and accurately use the present simple and present continuous tenses.
• Present confidently in front of the class using appropriate delivery skills.

Digital competences:

• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes.
• [3.1.NC1b]: Identify ways to express oneself through the creation of digital content.

3. Attributes

• Hard work: Be diligent in reviewing the unit's knowledge and completing the project.
• Love: Show appreciation for family values, family members, and shared responsibilities.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 10, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Digital polling tools (e.g., Mentimeter, Google Forms) for peer and self-assessment.

2. Students' aids

• Textbook, notebooks, pens.
• Prepared project posters/slides about Family Day.
• Smartphones, tablets, or laptops with internet access.

III. PROCEDURES

1. WARM-UP 

a. Objective: To activate students' prior knowledge, review target sounds, and create a highly engaging atmosphere before starting the revision and project.

b. Content: Teacher organizes a quick whole-class activity called "Tongue Twister Challenge" focusing on the target consonant blends.

c. Product: Students successfully read the tongue twisters aloud, recognizing the /br/, /kr/, and /tr/ sounds.

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 divides the class into 2 big teams.

- Teacher projects a short, fun tongue twister on the board: "The brave brother tried to track the crazy crab."

- Teacher asks each team to send a representative to read it as fast and correctly as possible in 10 seconds. 

Step 2: Students perform learning tasks

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

- Representatives step up and attempt the tongue twister.

- The teacher observes and cheers them on. 

Step 3: Reporting and Discussion

- The whole class listens and decides which team did it faster and clearer.

- Teacher asks the class to identify words starting with /br/, /kr/, and /tr/ from the sentence. 

Step 4: Evaluation

- Teacher confirms the correct words (brave, brother, tried, track, crazy, crab), gives a small point to the winning team, and leads into the lesson: Today, we will look back at these sounds, our vocabulary, our grammar, and finally enjoy your amazing projects!

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

2. PRESENTATION 

PRONUNCIATION – Listen and write /br/, /kr/, or /tr/ above the word that has the corresponding consonant blends. Then practise reading the sentences.

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

b. Content: Students identify the target consonant blends in sentences, listen to the recording, and read the sentences aloud.

c. Product: Correct identification of consonant blends and accurate pronunciation.

d. Organization:

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VOCABULARY – Complete the text. Use the correct forms of the word and phrases in the box.

a. Objective: To help Ss revise the words and phrases related to the topic of household chores, which they have learnt in the unit.

b. Content: Students complete the vocabulary exercise in the textbook.

c. Product: Correct words and phrases to complete the task.

d. Organization:

GRAMMAR – There is a mistake in each sentence below. Find the mistake and correct it.

a. Objective: To help Ss revise the present simple and present continuous.

b. Content: Students correct the tense mistakes in the given sentences.

c. Product: Correct verb forms distinguishing the two tenses.

d. Organization:

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3. PRACTICE 

a. Objective: To reinforce basic vocabulary about household chores and core grammar (Present Simple vs. Present Continuous) effectively without overwhelming students with excessive new words.

b. Content: Students complete one mission consisting of two fundamental, exercise-based tasks.

c. Products: Students' correct answers on their worksheets.

d. Organization: 

Mission 1: Complete WORKSHEET 1. 

Step 1: Teacher assigns learning tasks

- Teacher distributes WORKSHEET 1.

- Teacher sets a time limit of 5 minutes. 

Step 2: Students perform learning tasks

- Students work individually to complete the two tasks.

- The teacher observes, guides, and ensures students focus on the basic structures. 

Step 3: Reporting and Discussion

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

Task 1: 1. cooking; 2. house; 3. laundry 

Task 2: 1. cries -> is crying; 2. is washing -> washes; 3. does -> is doing

- Other students check and comment if they have different answers. 

Step 4: Evaluation

- Teacher gives feedback, emphasizes how simple and easy the core rules are, corrects mistakes, and praises good work.

Mission 2: Complete the quiz (optional).

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4. APPLICATION

PROJECT – Happy Family Day

a. Objective: To provide an opportunity for Ss to develop their research and collaboration skills and to practice giving an oral presentation.

b. Content: Groups of students present their final product about "Family Day" in Viet Nam or other countries, followed by peer and self-assessment.

c. Product: Oral presentations and completed assessment checklists.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher explains that the focus of this lesson is the final product: the oral presentation.

- Teacher shares a QR code linking to a digital survey tool (e.g., Google Forms) for peer and self-assessment. Explains the criteria (Delivery: greeting, speaking clearly, cooperation, interaction, using photos, concluding; Content: where, when, when first celebrated, why, what people do).

Step 2: Students perform learning tasks

- Teacher has Ss work in their groups and gives them a few minutes to get ready.

- Suggested checklist products:

+ Tick marks on criteria such as "The presenters greeted the audience", "The presenters spoke clearly and naturally", etc.

+ Clear information about Family Day (where, when, why, etc.) successfully delivered to the class.

- Students adjust their self-expression by using digital design platforms (e.g., Canva, PowerPoint) to create highly visual and interactive presentation slides.

- Presenters deliver their talk. The rest of the class listens, ticks appropriate items on the checklist, and writes comments.

Step 3: Reporting and Discussion

- Teacher invites two or three groups to give their presentations.

- Teacher encourages the rest of the class to ask questions at the end of each presentation.

- Presenters complete their self-assessment checklist after completing their presentation.

Step 4: Evaluation

- Teacher gives praise and feedback after each presentation.

- Teacher may give Ss marks for their presentation as part of continuous assessment.

- Teacher asks Ss to complete the "NOW I CAN..." table to identify difficulties and suggest further practice.

[3.1.NC1b]: Students adjust self-expression through the creation of the most suitable digital media.

[2.4.NC1a]: Students choose the most appropriate digital tools to co-construct and co-create data and resources.

* HOMEWORK

- Review all vocabulary and grammar from UNIT 1.

- Prepare for the next lesson: UNIT 2: Getting Started.