Giáo án tích hợp Năng lực số Tiếng Anh 10 Global Success (Cả năm)

1. WARM UP & INTRODUCTION ( 3’- 5’)

Aims:

- To create an active atmosphere in the class before the lesson;

- To lead into the new unit

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

· * Outcome: arouse the classroom atmosphere to lead in the lesson

* Organisation : Teacher’s instructions …

Teacher’s Student’s activities

Content

* T gives instructions:

· There are 8 pictures related to the topic “Family life”.

· Ss have 5 seconds to think, then guess the word corresponding to the picture.

**** T counts the points, decides the winner, asks some more questions and leads in the lesson.

GAME: Guess the words

+ Correct answer 🡪 +1

+ Wrong answer 🡪 -1

2. PRONUNCIATION/ NEW LESSON ( 10’)

Aims: - To help students recognise and practise the consonant blends /br/, /kr/, and /tr/ in words

* Content: Pronunciation

* Outcome: recognise and practise the consonant blends /br/, /kr/, and /tr/ in words

* Organisation:

Teacher’s Student’s activities

Content

TASK 1. LISTEN AND REPEAT.

Pay attention to the consonant blends /br/, /kr/, and /tr/ (p.9)

* Teacher:

- plays the recording and asks Ss to listen to the words and repeat; tell them to pay attention to the consonant blends. (T can play the recording as many times as necessary)

- makes sure Ss know the meaning of each word.

** Ss do as instructed.

**** Teacher checks whether Ss have improved their pronunciation by randomly calling on individual Ss to read the words aloud.

(Teacher can also play the pronunciation video lesson of this Unit for students to watch before they do the task

1. Listen and repeat. Pay attention to the consonant blends /br/, /kr/, and /tr/.

3. PRACTICE ( 10’)

Aim: To help students practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences.

* Content: practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences.

* Outcome: students can identify the consonant blends /br/, /kr/, and /tr/ in sentences.

* Organisation :

Teacher’s Student’s activities

Content

TASK 2: LISTEN TO THE SENTENCES AND CIRCLE THE WORDS YOU HEAR. (p.9)

* Teacher:

- asks Ss to read all the words once, paying attention to the different consonant blends in the words in each group; checks that Ss understand what the words mean.

- plays the recording for Ss to listen and circle the words with the consonant blends they hear.

- 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.

*** Ss practise reading the sentences in pairs

**** T goes round to offer help and collect common mistakes to correct as a class.

Digital task: (3-5 mins):

- T opens an AI tool (ChatGPT/Gemini) on the teacher's laptop connected to the projector.

- T calls one student representative (the "Hot Seat") to come up to the teacher's laptop.

- T instructs the student to type a specific prompt into the AI: "Write a short, funny tongue twister using English words starting with /br/ and /kr/."

- The student hits "Enter" and the AI generates the text on the screen.

- T asks the whole class to read the newly generated AI text aloud together to practice the target sounds. T praises the student's prompt execution

TASK 2: LISTEN TO THE SENTENCES AND CIRCLE THE WORDS YOU HEAR. (p.9)

Key:

1. b

2. c

3. a

Digital "Hot Seat" Activity:

Student's Prompt: "Write a short, funny tongue twister using English words starting with /br/ and /kr/."

Expected AI Output (Example for class reading):

"The brave brown bear broke the crispy crackers..."

: Vocabulary: Family life

Aim: To make sure that students understand the meaning of some lexical items about household chores.

* Content: Vocabulary related to Family life

* Outcome: Ss understand more the use some vocabulary related to and students understand the meaning of some lexical items about household chores.

* Organisation :

* T gives clear instructions

** Ss work in pairs to discuss and do the matching

*** Ss share the answers with the whole class.

**** T confirms the correct answer

TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. (p.10)

1. Match the words with their meanings.

(Nối các từ với nghĩa của chúng.)

Key giải thích

1 – b: breadwinner = someone who earns the money to support their family

(trụ cột gia đình = người kiếm tiền nuôi gia đình)

2 – d: housework = work around the house such as cooking, cleaning or washing clothes

(công việc nhà = công việc xung quanh nhà như nấu ăn, dọn dẹp hoặc giặt quần áo)

3 – e: groceries = food and other goods sold at a shop or a supermarket

(tạp hóa = thực phẩm và các hàng hóa khác được bán tại cửa hàng hoặc siêu thị)

4 – a: homemaker = a person who manages a home and often raises children instead of earning money

(nội trợ = người quản lý nhà cửa và thường nuôi dạy con cái thay vì kiếm tiền)

5 – c: heavy lifting = picking up and carrying heavy objects

(công việc mang vác nặng nhọc = nhặt và mang vật nặng)

Aim: To give students practice in using the words/phrases in meaningful contexts

* Content: Complete the the sentences using the

words in task 1

* Outcome: read the sentences carefully and decides which word in task 1 can be used to complete each of the sentences.

* Organisation:

* Teacher:

- has Ss work in pairs; tells them to read the sentences carefully and decides which word in task 1 can be used to complete each of the sentences. T explains that they should use the context clues to decide on the word / phrase, e.g. ‘my mother’ in sentence 1 refers to a person.

- checks answers as a class, then has Ss call out the word they have used in each sentence first.

- confirms the correct answers. T asks Ss to give reasons why they have chosen the word for each sentence, e.g. what context clues they have used.

- asks some Ss to read the complete sentences.

** Ss work in pairs to discuss and find the answers

*** Ss share the answers with the whole class

**** T confirms the correct answers and asks Ss to give the reasons why they have chosen the word/phrase for each sentence.

TASK 2: COMPLETE THE SENTENCES USING THE

WORDS IN TASK 1. (p.10)

1. My mother is a _________. She doesn't go to work but stays at home to look after the family.

2. When I lived in this city, I used to shop for _________ at this supermarket.

3. My eldest son is strong enough to do the _________ for the family.

4. Hanna hates doing _________ except cooking.

5. Mr Lewis is the _________ of the family, but he still helps his wife with the housework whenever he has time.

Key:

1. homemaker

2. groceries

3. heavy lifting

4. housework

5. breadwinner

Key giải thích

1. My mother is a homemaker. She doesn't go to work but stays at home to look after the family.

(Mẹ tôi là nội trợ. Mẹ không đi làm mà ở nhà chăm sóc gia đình.)

2. When I lived in this city, I used to shop for groceries at this supermarket.

(Khi tôi sống ở thành phố này, tôi đã từng mua hàng tạp hóa ở siêu thị này.)

3. My eldest son is strong enough to do the heavy lifting for the family.

(Con trai lớn của tôi đủ khỏe để làm những công việc nặng nhọc cho gia đình.)

4. Hanna hates doing housework except cooking.

(Hanna ghét làm việc nhà ngoại trừ nấu ăn.)

5. Mr Lewis is the breadwinner of the family, but he still helps his wife with the housework whenever he has time.

(Ông Lewis là trụ cột của gia đình, nhưng ông vẫn giúp vợ việc nhà mỗi khi có thời gian.)

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

WARM-UP (5’)

Aim:

- To activate Ss’ knowledge on the topic of the unit.

- To create a lively atmosphere in the classroom

- To lead into the new unit

- [NLS Integration 5.2NC1a]: Ss observe digital visual data (logos) projected on the screen and analyze them to identify the organisations.

Trivia – Guess the logo

* T shows Ss some logos of international organisations.

** Ss play in two teams and guess which organisations have those logos.

*** Ss discuss what they know about those organisations. e.g. What do you know about …? What is its goal or role? Is Viet Nam a member of it?

**** T leads in the lesson and tells Ss that the answer will be announced later when they read a text.

GAME: Trivia – Guess the logo

KNOWLEDGE FORMATION (4’-T-S)

Aim: To help Ss use key language more appropriately before they listen and read

Vocabulary - pre-teach

- [NLS Integration 1.1NC1b]: T can ask Ss to use online dictionaries (like Oxford/Cambridge) on their phones to check the exact pronunciation and example sentences.

* T asks Ss to look at the explanation and the photos to guess the meaning of new words.

** Ss say the Vietnamese meaning of the word.

*** Other Ss correct if the previous answers are incorrect.

**** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them.

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

LESSON 1: Getting started – Viet Nam and international organisations

Vocabulary

1. peacekeeping (adj) /ˈpiːskiːpɪŋ/: gìn giữ hòa bình

2. harm (n) /hɑː(r)m/: tổn hại

3. expert (adj) /ˈekspɜːrt/: tinh thông

4. investor (n) /ɪnˈvestə(r)/: nhà đầu tư

PRACTICE

Activity 1. Listen and read(5 mins)

Aim: - To introduce the unit topic (Viet Nam and international organisations);

- To introduce some vocabulary and the grammar points to be learnt in the unit.

* T plays the recording twice for Ss to listen and read along.

** Ss underline the information related to international organisations while they are listening and reading.

*** Ss work in pairs and compare the words and phrases they have underlined and discuss their meanings.

**** T checks comprehension as a class and calls on some Ss to read the paragraphs aloud.

Activity 2. Reading comprehension-7 mins

Aim: To check Ss’ comprehension of the texts.

* T asks Ss to work in pairs.

** Ss read each question carefully to choose the best answer, then find evidence to support the answers.

*** T asks Ss share their answers with the class.

*** T confirms the correct answers.

Activity 3. Getting started: Vocabulary- 4 mins

Aims: To introduce or revise words related to activities of international organisations

* T asks Ss to scan the four texts (A, B, C and D) to find the words matching the meanings given.

** If necessary, T goes through the definitions and elicit the parts of speech Ss need to look for in the texts.

*** Ss compare their answers in pairs.

**** T confirms the correct words and shows all the definitions on the slides.

Activity 4. Getting started: Grammar- 10 mins

Aims: To help Ss recognise comparative and superlative adjectives

* T has Ss read each sentence and try to recall the comparative or superlative adjective used in the texts.

** S work individually to read through the texts and find the correct words / phrases.

*** T asks the class to call out the comparative or superlative adjectives only, then call on individual Ss to read the complete sentences.

**** T checks the answer and tells Ss that they will learn more about this grammar point in the following lesson.

Activity 1. Listen and read

Activity 2: Read the text again and choose the correct answers.

1. A

2. B

3.C

Activity 3. Find words in the texts (A, B, C, or D) that mean the following.

1. peacekeeping (adj) /ˈpiːskiːpɪŋ/: gìn giữ hòa bình

2. harm (n/v) /hɑː(r)m/: tổn hại

3. expert (adj/n) /ˈekspɜːrt/: tinh thông

4. investor (n) /ɪnˈvestə(r)/: nhà đầu tư

Activity 4: Complete the sentences with the words and phrases from Task 1.

APPLICATION - 7 mins

Activity 5. Project preparation

Aims: - To inform Ss of the details for the Project and how Ss can prepare for it

- To give Ss opportunities for authentic practice in using target language.

- [NLS Integration 1.1NC1a]: T instructs Ss to use search engines (Google, etc.) to determine information needs and find data about the chosen organisation.

- [NLS Integration 3.1NC1a]: T encourages Ss to create and edit digital content (PPT, Video, Infographic) to present their findings.

- [NLS Integration 2.4NC1a]: Ss use digital tools (Zalo, Messenger, Google Docs) to collaborate and assign tasks within the group.

- [NLS Integration 3.3NC1a]: T reminds Ss to understand and apply copyright rules (citing sources) when using images and text from the internet.

* T asks Ss to open their books at the last page of Unit 7, the project section, and read the task given.

- T tells Ss about the Project requirements: Ss will have to find information about an international organisation. Their presentation should include information as specified by the guiding questions. Ss can choose 136 different ways to present their findings (e.g. PPT presentation, Poster presentation, record a video about the project).

- T explains to Ss how they can get the information, e.g. search the Internet, read newspapers, go to the library).

** Ss pick their own group members to make a group of 4-5 and choose their group leader. Then the group leader assigns tasks for each group member, making sure that all group members contribute to the group work.

*** T calls the group representatives to report their plans.

**** Teacher gives feedback on the groups’ plans and help Ss set deadlines for each task (e.g. deciding on the name of the organisation, choosing information to answer the guiding questions, choosing the photos or pictures to illustrate ideas, preparing slides for PPT presentation / Poster presentation, rehearsing).

Activity 5: Project preparation – An international organisation

WRAPPING-UP (2 mins)

Aims: To help Ss memorise the target language and skills that they have learned

- Some lexical items about International organisations

- Reading for specific information

- Comparative and superlative adjectives

HOME ASSIGNMENT(2 mins)

Aims: To inform students what the final product of the project should be and how students can prepare for it.

Homework

Exercises in the workbook