Kế hoạch bài dạy Tiếng Anh Lớp 10 Global Success theo CV5512 - Unit 1: Family life

 Assumptions 
 Anticipated difficulties Solutions
 - Students may not know the household chores. - Use pictures/ photos or videos of some household chores 
 to show them in the class. 
 - Students may not know how to work in teams. - Give short, clear instructions and help if necessary.
Board Plan
 Date of teaching
 Unit 1: FAMILY LIFE
 Lesson 1: Getting started – Household chores
 * WARM-UP
 Game: Let’s race!
 I. Vocabulary
 1. household (adj) /ˈhaʊs.həʊld/: trong gia đỡnh, dựng trong gia đỡnh
 2. chore (n) /tʃɔːr/: việc vặt (thường được dựng ở số nhiều: chores)
 II. Practice
 Task 1: Listen and read.
 Task 2: True or false.
 Task 3: Fill in the table.
 Task 4: Complete the sentences.
 III. Production: 
 Make a poster **** T confirms the correct answers. T-S
 Suggested answer: 
 1. Mop the floor
 2. Clean the toilet
 3. Wash the clothes / Do the laundry
 4. Clean the house
 5. Vacuum the carpet
PRESENTATION To help students use VOCABULARY T-S 4 mins
 key language more * T asks Ss to look at the photos to guess the meaning of new words. 
 appropriately before 
 they read and listen.
 ** Ss say the Vietnamese meaning of the word.
 1. household (n) /ˈhaʊs.həʊld/
 2. chore (n) /tʃɔːr/ 
 *** Other Ss correct if the previous answers are incorrect.
 **** T shows the Vietnamese meaning, says the words aloud and asks Ss to 
 repeat them. 
 PRACTICE - To get students TASK 1. LISTEN AND READ (p.8) 6 mins
 interested in the topic. * T asks Ss to look at the picture (p.8 - 9) and answer the questions: T-S
 - To get students to 
 learn some vocabulary 
 in the unit. * T asks Ss to work individually to read the statements and underline the key T-S
 words, then share their ideas with a partner who sits next to them. 
 ** Ss do Task 2 individually first.
 *** Ss share and discuss with their partners about the key words
 **** T corrects their answers as a class. T-S
 1. Nam’s mother is cooking now.
 2. Everybody in Nam’s family does some of the housework. S-S
 3. The children in Minh’s family don’t have to do any housework. T-S
 * T asks Ss to scan the conversation, locate the key words to find the answer 
 for each the question with the partner who sits behind them
 ** Ss do the task in pairs.
 **** T has Ss share their answers with the class. T confirms the correct 
 answers and have Ss correct the false statement. T writes the correct 
 sentence on the board. 4 mins
 Key:
- To help students 1. F → Nam is cooking now.
revive some 2. T
collocations for the 3. T
household chores so T-S
that they can use them TASK 3: FILL IN THE TABLE
in the following Write the verbs/verb phrases that are used with the words or phrases in S
lessons. the conversation in 1. (p.9) S-S
- To help students * T has Ss locate the verbs or phrasal verbs in the conversation, find the T-S
practise scanning. nouns or noun phrases after each verb/ phrasal verb to do the matching.
 ** Ss work individually
 *** Ss share their answers with a partner
 **** T checks and gives the correct answers with the whole class, and has 
 them say the meaning of each collocation.
 Answers: 
 1. put out the rubbish 4 mins language. choices Ss have used to give suggestions to other students.
 - Choose some typical errors and correct as a whole class without 
 nominating the Ss’ names.
CONSOLIDATION - To help students WRAP-UP T-S 4mins
 memorise the target * T asks Ss: What have you learnt today?
 language and skills - Some lexical items about household chores 
 that they have - Reading for specific information
 learned - Scanning 
 - To inform students HOMEWORK
 what the final 1. Exercises in the workbook 
 product of the 2. Project preparation
 project should be - Have Ss look at the last page of Unit 1, the Project lesson and ask them 
 and how students what topic of the project is.
 can prepare for it. - Tell them the project requirements: Do research on Family Day in Viet Nam 
 or other countries in the world
 + suggest activities, provide the reasons and expected results of the 
 activities;
 + present their plans in the last lesson of the unit.
 - Remind Ss that besides brainstorming activities, they:
 + can search for ideas on the Internet, in the newspaper, etc. for 
 reference.
 + should use photos/pictures to illustrate their ideas.
 - Put Ss into groups and have them choose their group leader. Ask them to 
 assign tasks for each member, making sure that all group members 
 contribute to the project work.
 - Help Ss set deadlines for each task. 3. Time usually, always, every day, often, never, now, at the moment, at present, presently, 
 expressions seldom 
 ￿ adverbs of frequency
Assumptions 
 Anticipated difficulties Solutions
 Students may be confused when to use present simple or - Give short and clear explanations with legible examples for 
 present continuous. each case.
 - Remind them and give some legible examples
Board Plan
 Date of teaching
 Unit 1: FAMILY LIFE
 Lesson 2: Language
 * WARM-UP: Guessing game
 I. Pronunciation
 Task 1: Listen and repeat.
 Task 2: Listen to the sentences and circle the words you hear.
 II. Vocabulary
 Task 1: Match the words with their meanings.
 Task 2: Complete the sentences using the words in Task 1.
 III. Grammar: Present simple and Present continuous
 Task 1: Choose the correct form of the verb in each sentence.
 Task 2: Read the text and put the verbs in brackets in the present simple or present continuous.
 Game: 20 questions
 * CONSOLIDATION
III. PROCEDURES TASK 2: LISTEN TO THE SENTENCES AND CIRCLE THE WORDS YOU HEAR. 5 mins
 (p.9) T-S
 * Teacher: 
 To help students 
 - asks Ss to read all the words once, paying attention to the different 
 practise identifying 
 consonant blends in the words in each group; checks that Ss understand 
 the consonant 
 what the words mean.
 blends /br/, /kr/, 
 - plays the recording for Ss to listen and circle the words with the 
 and /tr/ in 
 consonant blends they hear.
 sentences.
 - has Ss work in pairs to compare their answers; checks answers by asking 
 individual Ss to read out the words they have circled.
 - plays the recording again, pausing after each sentence, for Ss to repeat.
 ** Ss do as instructed. S-S
 *** Ss practise reading the sentences in pairs S-S
 **** T goes round to offer help and collect common mistakes to correct as T-S
 a class.
 Key:
 1. b 
 2. c 
 3. a
VOCABULARY To make sure that TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. (p.10) 4 mins
 students understand * T gives clear instructions 
 the meaning of ** Ss work in pairs to discuss and do the matching T-S
 some lexical items *** Ss share the answers with the whole class. S-S
 about household **** T confirms the correct answer S-S
 chores. Key: T-S
 1. b 
 2. d
 3. e
 4. a
 5. c understanding of the grammar points. T asks some questions to elicit 
 more examples from Ss, e.g. What are you doing now? (I’m sitting at my 
 desk. I’m learning about  I’m taking notes.) What do you do every day? 
 (I watch TV. I play computer games. I have breakfast, lunch, and dinner.) 
 - in stronger classes, ask Ss when we use each tense and elicit answers 
 without having Ss read the Remember! box. Then T puts them into
 groups to go through the explanations and checks if their answers are 
 correct.
 - asks Ss to work in pairs or individually to choose the correct form of the 
 verb in each sentence. T explains that they can use some clues in the 
 sentence to decide on the correct tense form such as adverbs of 
 frequency or phrases of time, e.g. 1: usually; 2: now; 3: every day; 4: 
 today; 5: twice a week.
 - checks answers and asks Ss to explain their choices (using the clues 
 above).
 ** Ss do as instructed
 *** Ss share their answers with a partner S-S
 **** Teacher check Ss’ answers and asks them to explain their S-S
 choices (using the clues above). T-S
 Key: 
 1. does 
 2. is putting out
 3. cleans
 4. is studying
 5. does
 TASK 2: COMPLETE THE PARAGRAPH.
To give students a Read the text and put the verbs in brackets in the present simple or 
further opportunity present continuous.
to revise the use of * Teacher: 
present simple and - T asks Ss to look at Remember! box again to master the differences T-S - Exercises in the workbook 
- Prepare for lesson 3 Unit 1. responsibility a duty to deal with or take care of somebody/something, so 
 /rɪˌspɒnsəˈbɪləti/ trỏch nhiệm
 (n) that you may be blamed if something goes wrong
 a strong feeling of appreciation to someone or something for 
 gratitude (n) /ˈɡrổtɪtʃuːd/ lũng biết ơn
 what the person has done to help you
 to make something stronger or more effective, or to become củng cố, làm 
 strengthen (v) /ˈstreŋθn/
 stronger or more effective mạnh
 bond (n) /bɒnd/ a close connection joining two or more people mối liờn kết
 the particular combination of qualities in a person or place 
 character (n) /ˈkổrəktər/ tớnh cỏch
 that makes them different from others
Assumptions 
 Anticipated difficulties Solutions
 - Ss may lack knowledge about some lexical items. - Provide them with the meaning and pronunciation of words.
 - Ss may lack skills to find specific information - Provide them with techniques to read for specific information.
Board Plan
 Date of teaching
 Unit 1: FAMILY LIFE
 Lesson 3: Reading
 * WARM-UP: Who’s in charge?
 Task 1: Work in pairs. Look at the picture and answer the questions. 
 Task 2: Read the text and tick ( ) the appropriate meanings of the highlighted words.