Giáo án NLS Tiếng Anh 10 Global Success Unit 1 Writing: Writing about family routines

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 1: FAMILY LIFE

LESSON 6: WRITING

I. OBJECTIVES

1. Knowledge and skills 

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

• Write an email to a friend about family routines.
• Understand the concept of family routines and identify activities that can become part of them.

2. Competences

General competences: 

• Self-control and independent learning: independently write a paragraph describing family routines.
• Communication and collaboration: work in pairs or groups to review and give comments on their partner's writing.

Specific competences: 

• Read for specific information from an example email to complete a table.
• Write the middle paragraph of an email using provided ideas.

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.
• [6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

• Hard work: Be ready to complete writing tasks and participate in peer review. 
• Love: Appreciate family routines and activities that strengthen family bonds.

II. RESOURCES AND MATERIALS

1. Teacher's aids 

• Textbook Global Success 10, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital learning platforms (e.g., Google Classroom, Google Docs, Quizizz).

2. Students' aids 

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

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' background knowledge, encourage critical thinking, and create a focused, mature atmosphere suitable for 10th graders before starting the writing task.

b. Content: Teacher organizes a "Think - Pair - Share" discussion focusing on the value of family routines.

c. Product: Students' short written notes and spoken ideas about important family routines and their basic benefits.

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 writes a discussion question on the board: In your opinion, what is ONE family routine that is the most important to keep a family happy? Give one simple reason.

- Teacher explains the "Think - Pair - Share" process to the class.

- Teacher allows Ss to use their smartphones/tablets to ask a Gen AI tool (ChatGPT/Gemini) for suggestions if they are stuck, but they must evaluate the AI's answer and choose the best one.

Step 2: Students perform learning tasks

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

- Ss use their devices to prompt AI (e.g., "Give me 3 simple family routines that keep a family happy and reasons why"). Ss evaluate the AI's response, select the most meaningful routine, and write down a short sentence in their notebooks.
- Students' notes: (e.g., I think having dinner together is the most important because we can talk about our day. / Cleaning the house together is the best because it teaches responsibility.)

- Students turn to their desk partner and take turns sharing their ideas.

- The teacher walks around to monitor, ensuring students use basic English vocabulary to express their thoughts.

Step 3: Reporting and Discussion

- Teacher invites 3 to 4 students to stand up and report their partner's idea to the whole class.

- Students confidently present simple but meaningful ideas to the class (e.g., "My partner believes that watching a movie on Saturday is important because it helps everyone relax together.")

- Other students listen and can raise their hands if they have the same idea.

Step 4: Evaluation

- Teacher praises the students for their mature ideas and good use of vocabulary.

- Teacher summarizes the common points and leads into the lesson: You all have great ideas about activities that bring families closer. In today's lesson, we will look at how to organize these ideas to write a complete email to a friend about your own family routines.

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

[6.2.NC1a]: Students integrate Gen AI tools (like ChatGPT or Gemini) on their smartphones into their brainstorming workflow to generate diverse ideas about family routines.

[1.2.NC1b]: Students take responsibility for the AI's output by critically evaluating the generated ideas, selecting only the most culturally appropriate and realistic routine to share with the class.

2. PRESENTATION 

Activity 1: Work in groups. Which of the following activities in the pictures do you think can be family routines? 

a. Objective: To introduce the concept of family routines and activities that can become part of them.

b. Content: Students recall information from the previous Listening section and discuss pictures of families spending time together.

c. Product: Students' understanding of what family routines are and how they strengthen family bonds.

d. Organization:

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Activity 2: Read Joey’s email about his family routines and complete the table with the information from it.

a. Objective: To provide an example email about family routines, which Ss can use as a model for their writing.

b. Content: Students read an email to get information and complete a table.

c. Product: A correctly completed table detailing routines, frequency, and activities to strengthen bonds.

d. Organization:

Activity 3: Complete the email about Dong’s family routines using the information in the box. 

a. Objective: To help Ss practise writing part of an email about family routines using given ideas.

b. Content: Students write the middle paragraph of an email based on the table completed in Activity 2, then review their partner's writing.

c. Product: A well-structured middle paragraph of an email about family routines.

d. Organization:

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3. PRACTICE 

a. Objective: To consolidate the basic vocabulary and sentence structures related to family routines before students fully apply them.

b. Content: Students complete a practice worksheet containing two focused writing tasks. The tasks reinforce sentence construction and essential vocabulary without overwhelming students.

c. Products: Students' correct written sentences and gap-fill answers.

d. Organization: 

Mission 1: Complete WORKSHEET 1. 

Step 1: Teacher assigns learning tasks

- Teacher distributes WORKSHEET 1 consisting of two basic writing tasks.

- Teacher sets a time limit of 8 minutes. 

Step 2: Students perform learning tasks

- Students work individually to complete both tasks on the worksheet.

- The teacher observes, ensuring students focus on the core sentence structures. 

Step 3: Reporting and Discussion

- Teacher invites some students to read their complete sentences aloud or write them on the board.

Task 1 Expected answers:

1. My family always have dinner together.

2. They clean the house on Saturday.

3. We watch game shows on Friday evenings.

4. They visit their grandparents every Sunday. 

Task 2 Expected answers:

1. clean

2. share

3. watch

4. visit

- Other students can comment or offer alternative opinions. 

Step 4: Evaluation

- Teacher gives feedback, confirms the answers, and highlights the basic sentence structures used to describe routines.

Mission 2: Complete the quiz (optional).

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4. APPLICATION

a. Objective: To consolidate students' writing skills by having them independently produce a formal and realistic paragraph about their actual family routines, preparing them for academic writing.

b. Content: Students write a factual paragraph (80 - 100 words) describing their family routines to submit for a writing grade.

c. Product: A well-structured, independently written paragraph in the students' notebooks.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher assigns a formal writing task for homework: Write a paragraph (80 - 100 words) describing 2 or 3 routines your family practices regularly.

- Requirements:

+ Do not write it as a letter or email. Write it as a standard paragraph.

+ Use basic transition words (First, Second, Finally).

+ Use the simple present tense correctly.

+ Describe what the routine is, when it happens, and a simple reason why it is good for your family.

- Teacher provides a basic outline on the board:

+ Topic sentence: My family has some regular routines that help us stay close.

+ Supporting idea 1: First, we always... This helps us...

+ Supporting idea 2: Second, on weekends, we... It is a time for us to...

+ Concluding sentence: In short, these routines are very important to my family.

Step 2: Students perform learning tasks

- Students complete the writing task at home, focusing on correct basic sentence structures and clear ideas rather than complicated vocabulary.

- Students integrate an AI writing assistant into their workflow to check for basic grammar and spelling errors in their final paragraph, taking responsibility to ensure the AI's corrections maintain their original meaning.

Step 3: Reporting and Discussion

- Teacher informs students: In the next lesson, I will collect your notebooks to grade your writing. I will look for correct verb tenses and a clear paragraph structure.

Step 4: Evaluation

- Teacher emphasizes the grading criteria: accurate grammar (Present Simple), logical organization (using First, Second), and clear ideas.

- Teacher summarizes the lesson's main points and dismisses the class.

[6.2.NC1b]: Using AI ethically and responsibly

* HOMEWORK

- Complete the paragraph writing task in the Application section.

- Review the basic vocabulary and structures learned in Lesson 6.

- Prepare for the next lesson: Lesson 7 - Communication and Culture/CLIL.