Kế hoạch bài dạy Tiếng Anh Lớp 10 Global Success - Chương trình học kì 1

 Do you like English?
 Do you find English easy or difficult?
 Which is the easiest, the most difficult? reading, speaking, 
 listening, or writing?
 Why do you learn English?
 How long have you learned English?
 Are you good or bad at English?
 1. The text- Global Success 10
2. Presentation * Aim: help ss have general information about the book
 * Content: introduce the Content, design, and 
 * Products: understand what they will learn in this book T Ss
30 minutes * Steps:
 - The 1st term
 * Unit 1- Unit 5: 8 parts for each unit: getting started, language, 
 reading, speaking, listening, writing, communication and 
 culture and looking back & project
 * Review 1, 2
 * Written tests: 6: 15’(3) 45’(2) end- term (1) 
 - The 2nd term: 
 * Unit 6- Unit 10: 8 parts for each unit: getting started, 
 language, reading, speaking, listening, writing, communication 
 and culture and looking back & project
 * Review 3, 4
 * Written tests: 6: 15’(3) 45’(2) end- term (1) 
 2. Teacher’s demand:
 - Read the lesson before studying in class.
 - Do all exercises at home.
 - It is good to find the meaning and the pronunciation of the 
 new words in the dictionary at home.
 -Listen to the teacher attentively and take part in the lesson 
 actively and creatively.
 - Take part in the activities that the teacher required such as 
 pairs work, group work or individual
 - Each S has a notebook and book (student book and work II/ Teaching and learning resources: 
 Tape (CD), Tivi, speakers, textbook, teacher's book, copies of pictures, handouts, laptop, posters 
III/ PROCEDURE:
Aims Contents Outcomes Steps 
 ACTIVITY 1: INTRODUCTION & ENGAGE/ WARM UP (5’)
 1. Guessing picture(2’) Students’ oral Elicit
- Introduce the unit What is the picture about? prediction about Show the picture 
topic (Family life); the topic to elicit the topic
- Introduce some Suggested answer: 
vocabulary to be Family life/ doing 
learnt in the unit. household chores
 2.Vocabulary: (3’) Lists of some List
 List the household chores that household chores Work in groups 
 you see in the picture (3’) Expected answers: of two to list the 
 Clean the house household chores 
 Wash the dishes on the board
 Iron clothes
 Do the cooking
 ACTIVITY 2: STUDY/ PRESENTATION (15’)
- Understand the 1. Vocabulary: (10’) A list of words in Elicit
related words in the Look at the photos to guess the notebook Give synonym/ 
conversation meaning of new words Vietnamese 
- Introduce the - household (n) /ˈhaʊs.həʊld/ equivalent/ 
grammar points to be - chore (n) /tʃɔːr/ example to elicit 
learnt in the unit. - breadwinner /ˈbredwɪnə(r)/ (n) vocabulary from 
 - heavy lifting /ˌhevi ˈlɪftɪŋ/ (np): Ss
 - homemaker /ˈhəʊmmeɪkə(r)/ (n): 
 - laundry /ˈlɔːndri/ (n): 
 * Check vocabulary: The missing words on Rub out and 
 the board remember 
 2. Listen & read (5’) Ss’prediction about Set the context 
 look at the picture (p.8 - 9) and the picture for listening and 
 answer the questions: Suggested answers: reading the 
 ● Who are they? They are Nam and conversation
 ● Where are they? Minh. They are at 
 ● What are they doing? Nam’s home. Nam is 
 cooking.
 ACTIVITY 3: ACTIVATE/ PRACTICE (20’)
 Practise reading for 1/ True/False (7’) - Ss’ oral prediciton Predict then 
specific information Read the conversation again and - Statements listen and read 
 decide whether the following identified as true or the conversation 2. Competences: 
 - Be collaborative and supportive in pair work and team work.
 - Access and consolidate information from a variety of sources.
 - Actively join in class activities.
 3. Attributes:
 - Be aware of responsibilities towards family
 II/ Teaching and learning resources: 
 Tape (CD), T.V, speakers, textbook, teacher's book, copies of pictures, handouts, laptop, posters..
 III/ PROCEDURE:
 Aims Content Outcomes Steps
 ACTIVITY 1: PRONUNCIATION/ WARM UP (10’)
- To help students 1. GAME: Guess the words Students’ oral Elicit
recognise and * T gives instructions: prediction about the Show the pictures to 
practise the • There are 3 pictures related to the pictures. elicit the three 
consonant blends consonant blends /br/, /kr/, and /tr/ Suggested answers: consonants.
/br/, /kr/, and /tr/ in • Ss have 5 seconds to think, then guess 1. tree
words. the word corresponding to the 2. bread
 pictures. 3. cream
 2. TASK 1: LISTEN AND REPEAT. Repeated words with Listen to the 
 Pay attention to the consonant blends the consonant blends recording/
 /br/, /kr/, and /tr/ (p.9) teacher & repeat in 
 * Teacher: chorus then 
 - plays the recording and asks Ss to listen individually
 to the words and repeat; tell them to pay 
 attention to the consonant blends. 
 - makes sure Ss know the meaning of each 
 word.
 TASK 2: LISTEN TO THE Circled words. Listen to the 
 SENTENCES AND CIRCLE THE Suggested answers: recording/
 WORDS YOU HEAR. (p.9) 1. b, 2. c , 3. a teacher and circle the 
 * Teacher gives the instruction clearly correct words 
 individually.
 ACTIVITY 2: VOCABULARY (10’)
To make sure that TASK 1: MATCH THE WORDS WITH Marched words with - Work in pairs.
students THEIR MEANINGS. (p.10) their meaning - Peer correction.
understand the * T gives clear instructions. Key: -Teacher’s feedback.
meaning of some 1. b, 2. d, 3. e, 4. a, 5. 
lexical items about c
household chores.
 TASK 2: COMPLETE THE Completed sentences - Work in pairs.
 SENTENCES USING THE WORDS with the words - Peer correction.
 IN TASK 1. (p.10) provided -Teacher’s feedback.
 * T gives clear instructions. Key: 
 1. homemaker 
 2. groceries 
 3. heavy lifting
 4. housework 
 5. breadwinner Hand – out:
 Language analysis 
 Present simple Present continuous
1. Form (+) S + V(s/es). (+) S + am/is/are + Ving.
 (-) S + do not/ does not (don't / doesn't) + V. (-) S + am/is/ are + not (‘m not/ isn’t/ aren’t) 
 (?) Do/Does + S + V? + Ving.
 (?) Am/ Is/ Are + S + Ving?
2. Uses We use present simple to talk about habits or We use present continuous to talk about 
 things we do regularly. things which are happening at the moment of 
 Example: My mother cooks every day. speaking.
 Example: My mother isn’t cooking now. 
 She’s working in her office.
3. Time usually, always, every day, often, never, seldom now, at the moment, at present, presently, 
expressions ￿ adverbs of frequency
 Put the verbs into the correct forms: present simple or present continuous. 
 1. Listen! My sister (sing)______a song.
 2. Every night, we (go)___to bed at 11p.m.
 3. Now, they (stay)______ in Ha Noi .
 4. My grandfather often (read) ________ a newspaper in the morning.
 5. Look! Hoa (run)____________.
 6. Thuy usually (listen)_____ to the teacher in the class, but she (not listen) ____now.
 7.Everyday, Mr. Hoang (not go) ______to work by car.
 8. In the autumn, he rarely (go)_______ sailing and (go)________ to school.
 9. I (write)____________ a letter to my best friend now.
 10. At 11 a.m every day, I (have)_______ lunch and (go)________ to bed.
 Date: September 8th , 2022 
 Period 4- UNIT 1: FAMILY LIFE
 Lesson 3: Reading – Benefits of doing housework
 I/ Learning outcomes: 
 By the end of this lesson, Ss will be able to:
 1. Knowledge: 
 - have an overview about “Benefits of doing housework”
 - gain vocabulary to talk about household chores
 2. Competences: 
 - develop reading skills for specific information
 - provide Ss with more language and ideas about “Benefits of doing housework”
 3. Attributes: 
 - be aware of responsibilities towards household chore sharing in the family
 II/ Teaching and learning resources: 
 Tape (CD), TV, speakers, textbook, teacher's book, copies of pictures, handouts, laptop, posters, 
 Wifi connection
 III/ PROCEDURE:
 Aims Content Outcomes Steps information 1. Most people think that housework is questions then 
 boring and the responsibility of wives underline the key 
 and mothers only. words.
 2. They want to give their children - Find the answers.
 more time to play and study. - Peer correction
 3. These are doing the laundry, - Teacher’s 
 cleaning the house, and taking care of feedback 
 others.
 4. They learn that they have to try to 
 finish their task 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.
 To help Ss use the TASK 4: Work in groups. Discuss Ss’ ideas and oral - Ss find out the 
 ideas and language the question “What benefits do you presentation about benefits of sharing 
 in the reading or in think you can get from sharing benefits of sharing housework both in 
 their own ideas to housework?” (‘10’) household chores. the passage and in 
 talk about the → Some hints: their own ideas. 
 benefits they can - Learning to take responsibility Suggested answers - Ss make a 
 get from sharing - Developing gratitude to their parents → There are some mindmap and 
 housework - Strengthen family bonds huge benefits of present what they 
 - Reduce family stress sharing housework. have discussed.
 Firstly,... -Teacher’s 
 feedback
 CONSOLIDATION/ PRODUCTION (5’)
 - To help students 1.WRAP-UP (3’) Ss’ reflection about - Class work
 memorise the The teacher asks: the content of the - Teacher’s 
 target language - What have you learnt today? lesson. feedback 
 and skills that - What are the benefits of doing 
 they have learned housework?
 - To guide students 2. HOMEWORK (2’)
 to prepare for the a/ Do exercises in the workbook. Ss’ oral presentation Ss do individually
 next lesson. b/ Learn the new words by heart. of the research 
 c/ Ask sts to summarize the passage. results.
 d/ Prepare for Speaking lesson.
 Date: September 10th , 2022 
 Period 5-UNIT 1: FAMILY LIFE
 Lesson 4: SPEAKING
 I/ Learning outcomes: 
 By the end of this lesson, Ss will be able to:
4. Knowledge: 
 - Explain why children should or shouldn’t do housework;
 - Discuss and express their opinions about why children should or shouldn’t do the housework. 3. Kids should be 
 given plenty of 
 playtime when they 
 are young.
 4. They may break or 
 damage things when 
 doing housework.
 6. They need more 
 time to study and do 
 homework.
 List some more 
 -Encourage Ss to raise their ideas reasons
 Expected answers:
 - Chores teach time 
 management.
 - Completing chores List
 can make children Work in pairs to 
 more confident. list some more 
 - Most chores are reasons
 not really for the 
 children and can be 
 dangerous
 - Children won’t 
 have time to take 
 part in after-school 
 activities -Teacher’s 
 feedback
To provide students TASK 2: Complete & Listen the - Completed Listen the 
with an example conversation conversation with conversation & 
conversation in which - Complete the conversation the ideas provided check
people express their between Anna, Nam and Minh Key: - Work in pairs
opinions about using some ideas from Task 1 1.Doing housework - Peer correction
whether children (p.12) helps them develop - Teacher’s 
should or shouldn't do life skills. feedback 
housework. 2. They should be 
 given plenty of 
 playtime when they 
 are young.
 Practise the conversation - Ss’ oral practice - Work in groups 
 of three
 - Teacher’s 
 feedback
 ACTIVITY 3: ACTIVATE/ PRACTICE (20’)
To help students MAKE CONVERSATIONS 
practise having SIMILAR TO THE ONE IN - Work in groups 
conversations in TASK 2. (p.12) - Ss’ role-play/ of three
which they can conversation -Peer correction
express their opinions - Remind Ss to swap roles and - Teacher’s 
about why children role-play their conversations feedback
should or shouldn’t 
do housework.