Giáo án NLS Tiếng Anh 10 Global Success Unit 1 Speaking: Why should / shouldn't children do housework?

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 1: FAMILY LIFE

LESSON 4: SPEAKING

I. OBJECTIVES 

1. Knowledge and skills 

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

• Discuss and express their opinions about why children should or shouldn't do housework.
• Recall and use vocabulary and phrases related to the benefits and drawbacks of children doing chores. 

2. Competences 

General competences:

• Self-control and independent learning: brainstorm ideas and share personal opinions.
• Communication and collaboration: work in pairs or groups to role-play and discuss learning tasks. 

Specific competences:

• Categorize reasons for and against doing housework.
• Practise a conversation expressing opinions on a family-related theme. 

Digital competences:

• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [2.5.NC1a]: Apply different standards of conduct and best practices when using digital technologies and interacting in digital environments.
• [6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

• Hard work: Actively participate in class activities and discussions.
• Responsibility: Be aware of their responsibilities in sharing housework with family members.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 10, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Digital tools: Mentimeter/Quizizz (for live interaction), Padlet/Google Classroom (for forum and sharing).

2. Students' aids

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

III. PROCEDURES 

1. WARM-UP

a. Objective: To activate students' vocabulary, stimulate creative thinking from different perspectives, and introduce the two opposite sides of the topic (should vs. shouldn't do housework).

b. Content: Students play a quick role-play game called Mission: "The 30-Second Pitch" (Parents vs. Teenagers). 

c. Product: Short, spoken reasons for and against doing housework from different points of view.

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 large groups: Group A (The Parents) and Group B (The 10th Graders).

- Teacher sets the context and gives them 1 minute to prepare:

+ Group A (Parents): You want your children to do more chores. Think of ONE short reason why it is good for them.

+ Group B (Teenagers): You are very busy. Think of ONE short reason or excuse why you shouldn't do chores.

- Teacher projects a live digital interaction board (e.g., Mentimeter) on the Smart TV for students to quickly submit their keywords.

Step 2: Students perform learning tasks

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

- Students quickly brainstorm basic ideas with their desk-mates.

- Students use their smartphones to scan the QR code and submit their keywords to the live board while brainstorming.

- The teacher observes, walks around, and provides simple vocabulary if students need help (e.g., tired, study, life skills).

Step 3: Reporting and Discussion

- Teacher creates a fast-paced "mini-debate" by pointing to one student in Group A, then quickly pointing to one student in Group B to hear their ideas.

- Expected answers:

+ Student A (Parent): "You must wash the dishes to learn how to live independently!"

+ Student B (Teenager): "I can't do the laundry because I have a big Math test tomorrow!"

+ Teacher repeats this with 3 or 4 pairs across the room.

Step 4: Evaluation

- Teacher praises the students' creative and realistic ideas.

- Teacher leads into the main lesson: As you can see, parents and teenagers always have different views on this topic. Today, we will learn more vocabulary to formally discuss why children SHOULD or SHOULDN'T do housework in Lesson 4: Speaking.

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

[2.1.NC1a]: Use multiple digital technologies to interact by joining a live interactive presentation tool to submit brainstorming keywords.

2. PRESENTATION

Activity 1: Read the reasons why children should or shouldn't do housework. Put them in the correct column. 

a. Objective: To help Ss recall reasons from the reading text why people think children should or shouldn't do housework and provide them with some more ideas.

b. Content: Students work in pairs, read 6 sentences, and categorize them into "Should" and "Shouldn't" columns.

c. Product: Students correctly categorize the reasons.

d. Organization:

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Activity 2: Work in pairs. Complete the conversation between Anna, Nam, and Minh using some ideas from 1. Then listen to the conversation and check your answers.

a. Objective: To provide Ss with an example conversation in which people express their opinions about whether children should or shouldn't do housework.

b. Content: Students read the conversation, fill in the blanks using reasons from Activity 1, and listen to Track 5 to check.

c. Product: Correct filled sentences and good reading comprehension.

d. Organization:

Activity 3: Work in groups. Have similar conversations exchanging opinions about whether children should or shouldn’t do housework. You can use the ideas from 1 and the reading text.

a. Objective: To help Ss practise having conversations in which they can express their opinions about why children should or shouldn't do housework.

b. Content: Students role-play in groups of 3 using the structures from the lesson.

c. Product: Students' successful conversations expressing their opinions.

d. Organization:

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3. PRACTICE

a. Objective: To reinforce the basic sentence structures and core ideas used to express opinions about doing housework.

b. Content: Students complete one practical mission consisting of 2 basic tasks: categorizing opinions and reordering words to make sentences.

c. Products: Students' correct answers for the two tasks 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 6-7 minutes for students to complete both tasks.

Step 2: Students perform learning tasks

- Students work individually to solve the exercises.

- The teacher observes, walks around, and supports weaker students (if necessary) to ensure they only focus on the basic structures.

Step 3: Reporting and Discussion

- Teacher invites some students to share their answers with the class or write them on the board.

Key: Task 1: 1 - SN | 2 - S | 3 - SN | 4 - S 

Task 2: 1. I think kids should be given plenty of playtime.

2. I don't agree with you.

3. Doing housework helps them develop life skills.

- Other students check and correct their own worksheets.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work. Teacher emphasizes that these are the exact sentences they can use when speaking and debating.

Mission 2: Complete the quiz (optional).

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4. APPLICATION

a. Objective: To help students apply the lesson's basic vocabulary and structures to express personal opinions in a realistic, everyday written context.

b. Content: Students complete a writing task called "Teen Forum Reply" at home.

c. Product: A short written comment (3-4 basic sentences) expressing agreement or disagreement with an online post.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher presents a short situation: Imagine you read this post on a student forum: 'My parents want me to do chores every day, but I have too much homework! I think 10th graders shouldn't do any housework. What do you guys think?

- Task: Write a short reply (3-4 sentences) to this post.

- Rules:

+ State clearly if you agree or disagree with the post.

+ Use 1 or 2 basic reasons from today's lesson (e.g., develop life skills, take responsibility, need more time to study, etc.).

+ Keep the sentences short and simple.

- Teacher explicitly instructs students to post their reply on the class's online forum (Google Classroom/Zalo Group). Teacher sets rules for Digital Etiquette (Netiquette): Be polite, respect different opinions, do not use offensive language, and reply constructively to at least one classmate.

Step 2: Students perform learning tasks

- Students write down the forum post and the homework requirements in their notebooks. (The actual writing will be done at home).

- Students will log into the digital forum, type their English response, format it clearly, and interact respectfully with peers.

Step 3: Reporting and Discussion

- Teacher provides two simple examples on the board so students know exactly what to do:

+ Example 1 (Agree): "I agree with you. We need more time to study and do our homework. We should be given playtime, too."

+ Example 2 (Disagree): "I don't agree with you. Doing housework helps us develop life skills. It also teaches us to take responsibility."

Step 4: Evaluation

- Teacher ensures all students understand that the goal is to use the basic structures correctly, not to use difficult words.

- Teacher summarizes the lesson and says goodbye.

[2.5.NC1a]: Apply different behavioral norms and know-how when using digital technologies and interacting in digital environments by understanding the rules of polite online discourse (Netiquette).

* HOMEWORK

- Complete the "Teen Forum Reply" mission.

- Review the basic vocabulary and structures learned today.

- Prepare for the next lesson: Lesson 5 - Listening.