Giáo án Tiếng Anh 10 Global Success
Giáo án Tiếng Anh 10 Global Success. Giáo án có tích hợp NLS (Năng lực số) - Đây là mẫu giáo án mới năm 2026, bộ GD&ĐT khuyến khích dùng. Giáo án là bản word tải về nhanh chóng. Giáo viên có thể: Thêm, bớt, chỉnh sửa dễ dàng theo ý mình.
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Phần trình bày nội dung giáo án
Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 1: FAMILY LIFE
LESSON 1: GETTING STARTED
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Set the context for the introductory text about household chores.
- Introduce the topic of the unit, the vocabulary about household chores, and the grammar point (Present simple vs. Present continuous).
2. Competences
General competences:
- Self-control and independent learning: listen and share personal opinions with partners and teacher.
- Communication and collaboration: work in pairs or groups to complete the learning tasks.
Specific competences:
- Read and listen for specific information about family life and household chores.
- Identify and use vocabulary related to household chores.
- Distinguish and correctly use the present simple and the present continuous.
Digital competences:
- 1.1.NC1a, 1.1.NC1b: Browsing, searching, and filtering data, information, and digital content.
- 2.1.NC1a, 2.4.NC1a: Interacting and collaborating through digital
- technologies.
- 5.2.NC1b: Identifying needs and technological responses.
- 6.1.NC1a, 6.2.NC1a: Understanding and using Artificial Intelligence (AI) ethically and responsibly.
3. Attributes
- Hard work: Be ready to share household chores with family members.
- Love: Love their family and take responsibility in family life.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 10, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Digital platforms and AI tools: hoclieu.vn, Padlet, Quizizz/Kahoot, Google Forms, ChatGPT, Canva AI.
2. Students' aids
- Textbook, notebooks, pens, colored pencils.
- Smartphones or tablets with Internet access.
III. PROCEDURES
1. WARM-UP
a. Objective: To activate students' prior knowledge, create a friendly atmosphere, and introduce the unit topic (Family life).
b. Content: Teacher organizes a "Mind Mapping" game about household chores.
c. Product: Students' correct vocabulary associated with household chores.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher divides the class into 2 teams and the board into two halves.
- Teacher shares a Padlet/Mentimeter link or QR code on the Smart TV.
- Teacher asks students to use their smartphones to access the link and type as many housework activities as possible in 3 minutes.
- Simultaneously, Teacher uses an AI tool (ChatGPT) to generate a comprehensive list of household chores to compare with students' answers.
Step 2: Students perform learning tasks
- Students access the link and type the phrases.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher calls time out and and reviews the digital board.
Expected vocabulary on the board: cooking, cleaning the floor, washing dishes, doing the laundry, taking out the rubbish, etc.
- Teacher compares students' answers with the AI-generated list. Other students can comment.
Step 4: Evaluation
- Teacher checks spelling, declares the winning team, and leads into the new lesson: "Today we will learn Unit 1: Family Life, focusing on household chores."
(2.4.NC1a: Propose and use digital tools (Padlet/Mentimeter) for collaborative brainstorming in real-time.
6.2.NC1a: Use Generative AI (e.g., ChatGPT) to quickly generate a list of household chores to compare with the students' brainstormed list.)
2. PRESENTATION
Activity 1: Listen and read
a. Objective: To set the context for listening and reading the conversation.
b. Content: Students look at the picture, listen to the recording, and read the conversation along.
c. Product: Students understand the context and can read the conversation aloud with correct pronunciation.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students to look at the picture on pages 8-9 and asks: "Who are they? Where are they? What are they doing?"
- Teacher asks students to scan the QR code in the textbook or access hoclieu.vn on their devices to listen to the audio - Teacher plays the recording twice. Step 2: Students perform learning tasks - Students look at the picture and answer the teacher's questions. - Students listen to the audio on their devices and read the conversation silently. - Students underline words and phrases describing housework while listening. Step 3: Reporting and Discussion - Teacher puts Ss in pairs to compare the underlined phrases. - Teacher calls on 2-3 pairs of students to read the conversation aloud. - Teacher asks Ss if their guesses about the picture were right. Step 4: Evaluation - Teacher confirms the correct answers, corrects students' pronunciation if needed. - Teacher moves on to the next content. | - Answers to Teacher's questions: + Nam and Minh are two friends. + They are at Nam's home. + Nam is cooking. - Main topic: Nam and Minh talk about how household chores are divided in Nam's family. | [1.1.NC1a]: Meet information needs by accessing the digital textbook and audio files via smart devices and QR codes. |
Activity 2: Read the conversation again and decide whether the following statements are true (T) or false (F).
a. Objective: To check Ss' comprehension of the conversation.
b. Content: Students read 3 statements and decide whether they are True (T) or False (F).
c. Product: Students' correct True/False answers.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to work in pairs and read each statement carefully. - Teacher converts the T/F statements into a quick Quizizz/Kahoot game and shares the PIN. - Teacher instructs them to identify and underline key words, then locate information in the text. Step 2: Students perform learning tasks - Students read the statements, locate information in the text, and submit T or F on their devices. - The teacher observes, guides, and supports the students. Step 3: Reporting and Discussion - Teacher displays the final quiz results on the TV. - Teacher calls some students to give answers and explain their choices. Step 4: Evaluation - Teacher confirms the correct answers. - Teacher has Ss correct the false statement and writes the correct sentence on the board | Students' answers: 1. F (Nam's mother is working late today, so she isn't cooking) 2. T 3. T | [5.2.NC1b]: Apply digital tools to solve the need for quick assessment and interactive learning. |
Activity 3: Write the verbs or phrasal verbs that are used with the nouns or noun phrases in the conversation in 1.
a. Objective: To revise some collocations for household chores, consisting of a (phrasal) verb and a noun (phrase).
b. Content: Students read the conversation again and complete the table with correct (phrasal) verbs.
c. Product: Completed table with the correct collocations.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the nouns in the right-hand column and asks: "What are they all about?" (housework).
- Teacher displays the table on the Smart TV. - Teacher tells them that each noun usually goes with a certain verb. Step 2: Students perform learning tasks - Students read the conversation quickly again, find these phrases and underline them. - Students come to the board and use the mouse to drag-and-drop. Step 3: Reporting and Discussion - Teacher writes the nouns on the board and calls on Ss to write the verbs. - Alternatively, one student reads a noun and another says the verb. Step 4: Evaluation - Teacher checks the answers, explains meanings if necessary. | Students' answers: 1. put out 2. do 3. shop for 4. do 5. do | [2.1.NC1a]: Use interactive digital technologies to interact with the lesson content. |
Activity 4: Complete the sentences from the conversation with the correct forms of the verbs in brackets
a. Objective: To help Ss identify the present simple and the present continuous, and how they are used in sentences.
b. Content: Students complete two sentences with the correct forms of the verbs.
c. Product: Sentences with the correct verb forms.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read each sentence and complete it with the correct form of the verb in brackets. - Teacher introduces an AI grammar tool (e.g., Grammarly or ChatGPT) on the screen to analyze the sentences. Step 2: Students perform learning tasks - Students work individually to complete the sentences. - Students can find them in the conversation if they don't remember. Step 3: Reporting and Discussion - Teacher asks the whole class to call out the verb forms only. - Teacher uses the AI tool to verify and generate an explanation of why Present Simple vs. Continuous is used in these specific contexts. - Teacher calls on individual Ss to read the complete sentences. Step 4: Evaluation - Teacher checks the answers and briefly reminds Ss about the usage of Present Simple vs. Present Continuous. | Students' answers: 1. 'm preparing 2. does; 's working | [6.1.NC1a]: Analyze how AI grammar checking tools work to identify and explain present simple vs. present continuous tenses. |
3. PRACTICE
a. Objective: To consolidate the vocabulary (collocations) and grammar (Present simple vs. present continuous) learned in the lesson.
b. Content: Students complete two practice exercises designed for average to good students.
c. Products: Students' correct answers for the two exercises.
d. Organization:
Mission 1: Complete WORKSHEET 1.
Step 1: Teacher assigns learning tasks
- Teacher distributes Worksheet 1 by uploading worksheet via kenhhoctap.vn.
WORKSHEET 1 Choose the best answer A, B, or C to complete the sentences. 1. My mother usually ________ the laundry, but today my sister is doing it. A. does B. makes C. takes 2. Right now, Nam ________ dinner because his mother is working late. A. prepares B. is preparing C. prepared 3. In my family, my dad ________ the heavy lifting. A. does B. puts C. shops 4. I can't go out with you right now. I ________ the washing-up. A. am doing B. do C. doing A. take off B. put out C. do for |
- Teacher sets a time limit of 4 minutes.
Step 2: Students perform learning tasks
- Students access the link and work individually to submit the answers online.
Step 3: Reporting and Discussion
- Teacher invites some students to share their answers with the class:
1. A (does)
2. B (is preparing)
3. A (does)
4. A (am doing)
5. B (put out)
Step 4: Evaluation
- Teacher gives feedback, corrects mistakes, and praises good work.
(1.1.NC1b: Apply search techniques to retrieve the digital worksheet link and submit data online.)
Mission 2: Complete the sentences using Present Simple or Present Continuous.
Step 1: Teacher assigns learning tasks
- Teacher asks the students to work in pairs.
- Teacher assigns the task: Give the correct form of the verbs in brackets.
1. Look! My dad (water) ________ the plants in the garden. 2. We usually (divide) ________ the household chores equally in my family. 3. My mom (shop) ________ for groceries every weekend. 4. Shh! My sister (study) ________ for her exams. 5. He never (do) ________ the cooking. It's his mother's job. |
Step 2: Students perform learning tasks
- Students work in pairs.
- The teacher observes, guides, and supports the students.
Step 3: Reporting and Discussion
- Teacher invites some students to write their answers on the board:
1. is watering
2. divide
3. shops
4. is studying
5. does
Step 4: Evaluation
- Teacher gives feedback, corrects mistakes, and praises good work.
4. APPLICATION
a. Objective: To help students apply the vocabulary and structures learned into a real-life context.
b. Content: Students carry out a speaking task: "My Family Chores".
c. Product: Students' short presentations about their family's chore division.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher asks students to prepare a short talk (3-4 sentences) about how their family divides household chores.
- Teacher instructs students to use a Generative AI image tool (e.g., Canva AI, Microsoft Designer) to create a visual representation of their family doing chores instead of using real photos.
- Require students to use the present simple and the new vocabulary (do the laundry, do the heavy lifting, shop for groceries, etc.).
Step 2: Students perform learning tasks
- Students write their sentences and prompt the AI to generate the images.
- The teacher observes, guides, and supports the students.
Step 3: Reporting and Discussion
- Teacher asks students to work in pairs and share their talk with their partner.
Example sentences:
+ In my family, we divide the chores equally.
+ My mom cooks and shops for groceries.
+ My dad does the heavy lifting.
+ I do the washing-up and take out the rubbish.
- Teacher invites 2-3 volunteer students to present in front of the class.
Step 4: Evaluation
- Teacher praises students' correct use of vocabulary and accurate grammar.
- Teacher summarizes the lesson and assigns homework.
(6.2.NC1a: Use Generative AI tools (Canva AI, Microsoft Designer) to ethically create digital images illustrating their family chores.)
* HOMEWORK
- Learn by heart the new words and collocations.
- Write a short paragraph about your family chores in your notebook.
- Project Preparation: Read the project requirements on the last page of Unit 1 (Family Day) and form groups.
- Prepare for Language section.
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