Giáo án NLS Tiếng Anh 10 Global Success Unit 1 Reading: Benefits of doing housework
Giáo án NLS Tiếng Anh 10 Global Success Unit 1 Reading: Benefits of doing housework. 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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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 1: FAMILY LIFE
LESSON 3: READING
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Guess the meanings of words in context.
- Read for specific information about the benefits of doing housework.
- Use the ideas and language in the reading to talk about themselves.
2. Competences
General competences:
- Self-control and independent learning: read independently and share personal opinions with partners.
- Communication and collaboration: work in pairs or groups to discuss the reading text and complete tasks.
Specific competences:
- Develop reading comprehension skills (scanning for details, deducing meaning from context).
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.
- [3.1.NC1a]: Apply methods for creating and editing content in different formats.
3. Attributes
- Hard work: Be willing to share household chores with family members.
- Responsibility & Love: Show gratitude to parents and take responsibility for family life to strengthen family bonds.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 10, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Online polling tool (e.g., Mentimeter), online quiz platform (e.g., Quizizz/Azota), and digital collaborative board (e.g., Padlet).
2. Students' aids
- Textbook, notebooks, pens, highlighters.
- Personal digital devices (smartphones/tablets) with Internet access.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Activity 1. Work in pairs. Look at the picture and answer the questions.
a. Objective: To introduce the topic of the reading and get Ss involved in the lesson.
b. Content: Students look at the picture, set the context, and answer the given questions.
c. Product: Students' descriptions of the picture and their guesses about the characters' feelings.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to look at the picture in the textbook.
- Teacher sets the context by asking: Is this a family? Who do you think they are? Where do you think they are? - Teacher asks Ss to work in pairs and answer the 2 questions in Activity 1. - Note: For Q1, describe what each person is doing. For Q2, guess why they are happy (look at their smiling faces). Make any guesses, no right or wrong answers. Step 2: Students perform learning tasks - Ss work in pairs, observe the picture, and discuss the answers. - Teacher observes and supports weaker classes with Yes/No questions (e.g., Are they helping with the housework?). Step 3: Reporting and Discussion - Teacher invites some pairs to share their answers with the class. - Other Ss listen and add more ideas. Step 4: Evaluation - Teacher acknowledges Ss' answers and gives the suggested answers. - Teacher moves on to the next content. | Suggested answers: 1. The mother is cooking; the father is laying the table; the son is (vacuum) cleaning the floor; the daughter is washing vegetables. 2. They are happy because they are doing housework together, and all the family members are sharing the household chores.
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Activity 2. Read the text and tick (ü) the appropriate meanings of the highlighted words.
a. Objective: To help Ss practise the skill of guessing the meanings of words in context.
b. Content: Students read the text, focus on highlighted words (responsibility, gratitude, etc.), and match them with their meanings.
c. Product: Correct choices for the word meanings based on context clues.
d. Organization:
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Activity 3. Read the text again and answer the questions.
a. Objective: To help Ss practise reading for specific information.
b. Content: Students read the text again to answer 5 comprehension questions.
c. Product: Correct answers to the comprehension questions.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the questions and underline the key words. - Teacher checks which words Ss have underlined. - Teacher tells Ss to find the answers in the text. Step 2: Students perform learning tasks - Ss work in groups. They synthesize their answers and record them collaboratively on a shared digital document (e.g., a shared Google Doc linked via QR code). Step 3: Reporting and Discussion - Teacher projects the collaborative document on the board and reviews the groups' answers. - In stronger classes, ask Ss to give reasons for their answers. Step 4: Evaluation - Teacher checks and provides the final correct answers. - Teacher moves on to the next content. | Key: 1. Most people think that housework is boring and is the responsibility of wives and mothers only. 2. They want to give their children more time to play or study. 3. These are doing the laundry, cleaning the house, and taking care of others. 4. They learn that they have to try to finish their tasks even though they do not enjoy doing them. 5. Because children learn to appreciate all the hard work their parents do around the house for them. They also start treating doing household chores as special moments shared with their parents.
| [2.4.NC1a]: Students use a shared digital document on their devices to record and collaborate on their reading comprehension answers. |
Activity 4. Work in pairs. Discuss the question: What benefits do you think you can get from sharing housework?
a. Objective: To help Ss use the ideas and language in the reading to talk about themselves.
b. Content: Students make a mind map of the benefits of doing housework and present it.
c. Product: Students' mind maps and short oral presentations.
d. Organization:
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3. PRACTICE
a. Objective: To consolidate the core vocabulary and main ideas from the reading text through basic, focused exercises.
b. Content: Students complete one practical mission consisting of 2 basic tasks (Gap-filling and Matching).
c. Products: Students' correct answers on the worksheet.
d. Organization:
Mission 1: Complete WORKSHEET 1.
Step 1: Teacher assigns learning tasks
- Teacher distributes WORKSHEET 1 containing 2 tasks.
- Teacher explains the requirements clearly and sets a time limit of 7 minutes.
WORKSHEET 1: THE BENEFITS OF HOUSEWORK
Task 1: Fill in each blank with ONE suitable word from the box. chores / gratitude / bonds / skills / responsibility | |
1. Doing the laundry and cleaning the house are important life _______________. 2. Sharing housework helps strengthen family _______________ because members spend time together. 3. Children can learn to take _______________ when they try to finish their tasks. 4. We should show _______________ to our parents for all the hard work they do. 5. My sister and I share the household _______________ every weekend. | |
| Task 2: Match the beginnings (1-5) with the correct endings (A-E) to make complete sentences. | |
| A | B |
| 1. Most people think that housework _ | A. ... is boring and is the mother's job. |
| 2. Parents often want to give children __ | B. ... special moments shared with parents. |
| 3. Doing housework helps children learn | C. ... more time to play or study. |
| 4. When children share chores, they appreciate __ | D. ... the hard work their parents do. |
| 5. Doing chores together can be __ | E. ... that they must finish tasks even if they don't like them. |
Step 2: Students perform learning tasks
- Students work individually to focus on the core words and sentence structures.
- Teacher observes and provides help if students struggle with meaning.
Step 3: Reporting and Discussion
- Teacher invites students to read their completed sentences aloud.
- Expected answers:
Task 1: 1. skills | 2. bonds | 3. responsibility | 4. gratitude | 5. chores.
Task 2: 1 - A | 2 - C | 3 - E | 4 - D | 5 - B.
Step 4: Evaluation
- Teacher checks the answers on the board, praises students for their accuracy, and reviews the pronunciation of the core words.
Mission 2: Complete the quiz (optional).
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4. APPLICATION
a. Objective: To help students apply the lesson's ideas into a practical context by expressing their personal opinions and using the target vocabulary.
b. Content: Students write a short reflection paragraph stating which benefit of doing housework they think is the most important.
c. Product: A short paragraph (3-5 sentences) expressing students' personal opinions.
d. Organization:
Step 1: Teacher assigns learning tasks
- Task: "Personal Reflection".
- Teacher assigns homework: Write a short paragraph (about 40 - 50 words) to answer the following question: "Among the benefits mentioned in the reading text, which one do you think is the most important? Why?"
- Teacher guides Ss to use basic structures and the core vocabulary learned (e.g., In my opinion, the most important benefit is... / Because it helps me learn... / For example, when I...).
Step 2: Students perform learning tasks
- Students note down the question and the suggested structures in their notebooks. (They will complete the writing at home).
- Students write their reflections on a shared digital class board (e.g., Padlet).
Step 3: Reporting and Discussion
- During the next lesson, teacher will project the digital board, invite students to read their paragraphs, and allow peers to leave digital comments.
Step 4: Evaluation
- Teacher evaluates based on how well students use the basic vocabulary (responsibility, gratitude, life skills, family bonds) and their ability to express a clear, simple opinion.
[3.1.NC1a]: Students create and publish digital text content on a shared online platform.
* HOMEWORK
- Complete the "Personal Reflection" writing task.
- Review the core vocabulary from the reading text.
- Prepare for the next lesson: Lesson 4: Speaking.
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