NeoEdu
Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 1. Unit 1: Family life

Giáo án Language

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to pronounce the consonant blends /br/, /kr/, /tr/ clearly, without inserting a vowel between the two consonants.
  • By the end of the lesson, Ss will be able to explain the use of the present simple (routines and states) and the present continuous (temporary activities happening now) with the forms: third-person singular -s, and am/is/are + V-ing.
  • By the end of the lesson, Ss will be able to use the vocabulary of the unit: chore, responsibility, gratitude, routine, support, bond.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the grammar exercises individually, check their own answers against the key, and self-correct their pronunciation after the first reading.
  • Communication and collaboration: Ss work in pairs and groups to share chores ideas, check answers, give peer feedback on pronunciation and grammar, and present their family chore plan.
  • Problem-solving and creativity: Ss decide which tense fits each context (routine or temporary action) and design a creative family chore plan using the target language.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and imitate the model sentences, read them aloud, write short sentences about family chores, and present a group poster.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the /br/, /kr/, /tr/ blends, use the present simple and present continuous correctly in context, and use the unit vocabulary accurately.

3. Personal qualities

  • Diligence: Ss practise pronouncing the consonant blends repeatedly and complete all exercises on time.
  • Responsibility: Ss take on a fair share of the chores in their group plan and explain how they will carry out their own family tasks.
  • Kindness: Ss show gratitude and support for family members when they discuss who does which chores and why.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with slides showing the model sentences, grammar timeline and vocabulary cards
  • Board and markers
  • Worksheet 1 (pronunciation sorting) and Worksheet 2 (grammar and vocabulary practice), printed for each pair or student
  • Answer key for the exercises and the reading-aloud rubric
  • NeoEdu lesson page for Unit 1 Language (neoedu.vn/learn/10/english/unit-1-language): grammar explanations, examples and interactive exercises, used for checking answers and for home practice

2. Students

  • Textbook Tiếng Anh 10 (Global Success), Unit 1
  • Notebook, pen, pencil and eraser
  • A sheet of poster paper and coloured markers for the group task (Activity 7)
  • Access to the NeoEdu lesson page on a phone or tablet, if available

III. Procedures

Activity 1: Warm-up · 10 minutes

Chore Chain

a) Aims

Ss activate prior knowledge about household chores and get ready for the pronunciation and grammar focus of the lesson.

b) Content

Ss work in pairs. T asks: What chores do you do at home? Pairs list as many chores as they can in 2 minutes, using expressions such as wash the dishes, sweep the floor, make breakfast and cook dinner. Then T asks: Who does the most chores in your family? Ss answer in one or two sentences.

c) Expected outcomes

A list of at least five chores on the board, for example: wash the dishes, sweep the floor, make breakfast, cook dinner, clean the kitchen. Ss state the meaning of the word chore (việc nhà), which leads into the lesson topic.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows a picture-free slide with the question: What chores do you do at home? T explains the task and sets the 2-minute time limit.

    Students

    Ss listen to the instructions and ask any questions about the task.

  2. Teacher

    Step 2: Task performance

    T monitors the pairs and encourages them to use full sentences.

    Students

    Pairs brainstorm and write their chores on paper. Example: We wash the dishes after dinner. My brother sweeps the floor on Saturday.

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to share their chores and writes them on the board. T asks: Who does the most chores in your family?

    Students

    Pairs report their lists. Expected answers: My mother cooks dinner. My sister and I wash the dishes. My father does the shopping.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the word chore on the board and gives its meaning (việc nhà). T says: Today we will learn how to pronounce some consonant blends and how to use the present simple and the present continuous to talk about family chores.

    Students

    Ss copy the new word and the lesson focus into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Consonant Blends: /br/, /kr/, /tr/

a) Aims

Ss recognise and pronounce the consonant blends /br/, /kr/, /tr/ correctly by keeping both consonants together.

b) Content

T models three sentences from the unit: My brother brings bread. The crowded kitchen needs cleaning. We try to share the chores. T explains that the two consonants in each blend are pronounced together, with no vowel in between. Ss then repeat in chorus and individually. Worksheet 1 is used to sort the words by blend.

c) Expected outcomes

Ss can sort the words on Worksheet 1 correctly: /br/: brother, bread, brings; /kr/: crowded; /tr/: try. Ss state the rule: Keep both consonants together; do not insert a vowel between /b/ and /r/, /k/ and /r/, or /t/ and /r/.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three blends /br/, /kr/, /tr/ on the board and says: Listen and repeat. Then T introduces Worksheet 1 and explains the sorting task.

    Students

    Ss listen carefully and prepare to repeat the sounds.

  2. Teacher

    Step 2: Task performance

    T models each sentence two times, first slowly and then at a natural pace. T asks Ss to sort the highlighted words into the three columns on Worksheet 1 in pairs. T monitors and corrects any inserted vowel (for example, /bə'rʌð/ instead of /brʌð/).

    Students

    Ss repeat the model in chorus and in pairs, then sort the words on Worksheet 1. Expected answer: brother, bread and brings go under /br/; crowded goes under /kr/; try goes under /tr/.

  3. Teacher

    Step 3: Report and discussion

    T asks several pairs to read one word from each column aloud and asks the class: Did you hear a vowel between the two consonants?

    Students

    Pairs read the words aloud. Expected answer: No, the two consonants are pronounced together.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule on the board: Keep both consonants together. A natural American affricated /tr/ is acceptable, and a clear /t/ + /r/ is also acceptable. T encourages Ss to self-check their pronunciation.

    Students

    Ss copy the rule into their notebooks and say the three sentences once more, correcting any vowel they added.

Activity 2.2: Knowledge formation · 18 minutes

Present Simple or Present Continuous?

a) Aims

Ss explain the use and form of the present simple (routines and states) and the present continuous (temporary activities happening now).

b) Content

T presents two example sets on the board: Linh washes the dishes every evening. (routine) and She is revising now, so her brother is washing them tonight. (temporary activity). T asks: Does Linh wash the dishes every day or only today? Is she revising now? Ss then complete a grammar timeline and note the verb forms. T also shows that know, understand and want are usually state verbs.

c) Expected outcomes

Ss complete the summary on the board: Present simple: routines and states; form: I/we/you/they + V; he/she/it + V-s. Present continuous: temporary activity now; form: am/is/are + V-ing. State verbs (know, understand, want) normally are not used in the continuous. Example sentences: Linh washes the dishes every evening. / She is revising now.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the two sets of example sentences and asks Ss to focus on the time expressions every evening, now and tonight. T asks two guiding questions: Is this a routine or a temporary action? Which form is used?

    Students

    Ss read the sentences and listen to the teacher's questions.

  2. Teacher

    Step 2: Task performance

    T guides Ss to complete the summary table on the board (drawn as a list). T asks Ss to find the -s ending for third-person singular and the am/is/are + V-ing pattern.

    Students

    Ss work in groups of four. They copy the summary into their notebooks and fill in the missing forms. Expected answers: Linh washes; she is revising; her brother is washing.

  3. Teacher

    Step 3: Report and discussion

    T invites one group to read the completed summary aloud and asks the class: Why can we not say I am knowing the answer?

    Students

    A representative group reports. Expected answer: Know is a state verb, so we use the present simple: I know the answer.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key points: Present simple describes routines and states. Present continuous describes temporary activity now. Add -s for he/she/it in the simple. Know, understand and want normally describe states, not current actions.

    Students

    Ss write the key points in their notebooks and copy the example sentences: Linh washes the dishes every evening. She is revising now.

Activity 2.3: Knowledge formation · 10 minutes

Key Vocabulary Matching

a) Aims

Ss recognise and use the six key words of the unit with their Vietnamese meanings.

b) Content

T introduces six words: chore (việc nhà), responsibility (trách nhiệm), gratitude (lòng biết ơn), routine (thói quen thường lệ), support (hỗ trợ), bond (mối gắn kết). T reads each word aloud and Ss repeat. Then Ss match each word with its meaning in pairs using vocabulary cards.

c) Expected outcomes

Correct matches: chore – việc nhà; responsibility – trách nhiệm; gratitude – lòng biết ơn; routine – thói quen thường lệ; support – hỗ trợ; bond – mối gắn kết. Ss make one short example sentence for each word, for example: Washing the dishes is my chore.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words on the board and reads them aloud. T hands out vocabulary cards (English word on one card, Vietnamese meaning on another) and explains the matching task.

    Students

    Ss listen, repeat the words and get the cards.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, helps with pronunciation of the words and checks the matches.

    Students

    Pairs match the cards and then write one example sentence for each word. Expected example: Taking out the rubbish is my daily chore. Our family's support helps me a lot.

  3. Teacher

    Step 3: Report and discussion

    T asks several pairs to read their example sentences aloud and invites the class to comment on the meaning.

    Students

    Pairs read their sentences. Other pairs say whether the word is used correctly.

  4. Teacher

    Step 4: Conclusion and assessment

    T checks the matches on the board and highlights the words that are most useful for the application task: chore, responsibility, support.

    Students

    Ss correct any mistakes and write the six words with their meanings in their vocabulary notebook.

Activity 3.1: Practice · 15 minutes

Grammar Practice: Choose the Correct Form

a) Aims

Ss choose the correct present simple or present continuous form in context, and explain why.

b) Content

Ss complete Worksheet 2, exercises 1 to 8. Ss work individually for 6 minutes, then compare answers with a partner. T then checks the answers with the class and asks Ss to explain their choice for at least three items. Exercise list: 1. Every Saturday, my brother ___ the floor. (A. sweeps; B. is sweeping; C. sweep; D. swept). 2. Please wait; I ___ the vegetables now. 3. Our parents ___ us with difficult decisions. 4. My sister cannot answer; she ___ dinner. 5. We ___ why sharing work matters. 6. ___ your father usually make breakfast? 7. The twins ___ their room this week while Mum is away. 8. My cousin does not ___ chores as a punishment.

c) Expected outcomes

Answer key: 1 A (sweeps: routine, every Saturday); 2 D (am washing: action now); 3 C (help: routine with plural parents); 4 B (is cooking: temporary reason now); 5 A (understand: state verb); 6 D (Does: question with singular father); 7 C (are cleaning: temporary arrangement this week); 8 B (see: bare infinitive after does not). Ss can explain each choice using the key word: every Saturday, now, this week, state verb.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays exercises 1 to 8 and reminds Ss to look for time expressions and state verbs. T sets the 6-minute time limit.

    Students

    Ss read the instructions and the sentences.

  2. Teacher

    Step 2: Task performance

    T walks around the class and gently corrects common errors, for example asking: What is the time signal in this sentence?

    Students

    Ss work individually on Worksheet 2, then compare answers in pairs and correct each other's mistakes.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers and asks them to explain items 2, 4 and 5. T writes the answers on the board.

    Students

    Ss answer. Expected explanations: Item 2 has now and please wait, so it is in progress. Item 5 uses understand, a state verb, so we use the simple form.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and summarises: Routine or habit signals (every Saturday, usually) take the simple; temporary action now or this week takes the continuous; state verbs are not used in the continuous.

    Students

    Ss check their answers, correct their mistakes in red ink and copy the summary into their notebooks.

Activity 3.2: Practice · 10 minutes

Read Aloud with Sound Focus

a) Aims

Ss read the target sentences aloud with clear consonant blends, natural rhythm and self-correction.

b) Content

Ss read the practice sentences from the unit aloud twice: first slowly, then at a natural pace. The sentences are: My brother brings bread. The crowded kitchen needs cleaning. We try to share the chores. T then asks one or two pairs to demonstrate the sound focus and explain it. Rubric (10 points): correct use of the /br/, /kr/, /tr/ blends (4 points; 2 if inconsistent); clear pronunciation and meaning (3 points; 1 to 2 if some words are hard to understand); natural rhythm and intonation (2 points; 1 if mechanical); self-correction after the first reading (1 point).

c) Expected outcomes

Ss read the three sentences twice with clear blends and no inserted vowels. Ss explain the sound focus: Keep both consonants together in brings, bread, crowded and try. Ss self-correct at least one point after the first reading.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the reading task and shows the rubric on the board. T models one sentence with a natural rhythm.

    Students

    Ss listen to the model and note the rubric criteria.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read in pairs, one reading and one listening and giving feedback using the rubric.

    Students

    Pairs take turns to read the three sentences twice. The listener gives one point of feedback and the reader self-corrects.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to read aloud and asks the class to judge against the rubric. T gives brief feedback.

    Students

    Volunteers read aloud. Classmates say: The word bread is clear; the /tr/ in try is clear.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate pronunciation and points out any remaining vowel insertion. T reminds Ss that a clear /t/ + /r/ and an affricated /tr/ are both acceptable.

    Students

    Ss write one word they want to practise more and repeat it three times.

Activity 4: Application · 15 minutes

Our Family Chore Plan

a) Aims

Ss use the present simple, the present continuous and the unit vocabulary to design and present a family chore plan.

b) Content

Ss work in groups of four. Each group creates a poster showing a family chore plan: at least three routine chores (present simple, for example Dad cooks dinner on Sundays) and at least three temporary chores this week (present continuous, for example My sister is cleaning the bathroom this week). Ss include at least two words from the unit: chore, responsibility, support. Each member presents one part of the plan for about one minute.

c) Expected outcomes

A group poster with at least six correct sentences: at least three in the present simple for routines and at least three in the present continuous for temporary actions, plus at least two unit words. Presentations use the blends /br/, /kr/, /tr/ correctly in words such as brother, crowded and try. Peers give one comment on grammar or pronunciation.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task, shows a sample poster (written sentences only) and sets the rules: six sentences, two unit words, one-minute presentations. T distributes poster paper and markers.

    Students

    Ss listen, ask questions and decide on group roles: writer, speaker, checker, timekeeper.

  2. Teacher

    Step 2: Task performance

    T monitors the groups and checks that the tense choices are correct. T asks guiding questions: Is this a routine or a temporary action? Which time expression shows that?

    Students

    Groups discuss the chores of each member and write the sentences on the poster. Expected sentences: Linh washes the dishes every evening. The twins are cleaning their room this week. We try to share the chores.

  3. Teacher

    Step 3: Report and discussion

    T invites each group to present in turn and asks the class to give one comment on grammar or pronunciation after each presentation.

    Students

    Groups present their posters. Peers answer with comments such as: Your present continuous sentence is correct because this week shows a temporary action. Remember to say /kr/ in crowded clearly.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives overall feedback, praises the best poster and summarises the key language: routines take the present simple, temporary actions take the present continuous, and state verbs are not used in the continuous. T asks Ss to keep their posters for the next lesson.

    Students

    Ss listen, note the feedback and correct one sentence on their own worksheet.

Worksheets

Worksheet 1: Sorting Consonant Blends (used in the explore activity on consonant blends)

Sort the words into the correct column. Say each word aloud before you write.

  • Words: brother, bread, brings, crowded, try
  • Column /br/: ______
  • Column /kr/: ______
  • Column /tr/: ______
    Rule: Keep both consonants together. Do not insert a vowel between /b/ and /r/, /k/ and /r/, or /t/ and /r/.
    Sentences to read aloud:
  • My brother brings bread.
  • The crowded kitchen needs cleaning.
  • We try to share the chores.

Worksheet 2: Grammar and Vocabulary Practice (used in the practice activity on grammar)

Part A. Choose the correct answer (A, B, C or D).

    1. Every Saturday, my brother ___ the floor. (A. sweeps; B. is sweeping; C. sweep; D. swept)
    1. Please wait; I ___ the vegetables now. (A. wash; B. washes; C. washed; D. am washing)
    1. Our parents ___ us with difficult decisions. (A. is helping; B. helped; C. help; D. helps)
    1. My sister cannot answer; she ___ dinner. (A. cooked; B. is cooking; C. cooks; D. cook)
    1. We ___ why sharing work matters. (A. understand; B. are understanding; C. understands; D. understood)
    1. ___ your father usually make breakfast? (A. Is; B. Do; C. Has; D. Does)
    1. The twins ___ their room this week while Mum is away. (A. is cleaning; B. cleaned; C. are cleaning; D. cleans)
    1. My cousin does not ___ chores as a punishment. (A. saw; B. see; C. sees; D. seeing)

Part B. Match each word with its meaning.

  • chore / responsibility / gratitude / routine / support / bond
  • Meanings (shuffled): lòng biết ơn; hỗ trợ; việc nhà; thói quen thường lệ; mối gắn kết; trách nhiệm

Part C. Write one sentence for each word in Part B.

Homework

  • Write a short paragraph (five to six sentences) about the chores in your family. Use at least two present simple sentences for routines (for example, My mother cooks dinner every evening) and at least two present continuous sentences for temporary actions this week (for example, My brother is washing the car this week).
  • Use at least two unit words: chore, responsibility, support, routine, gratitude, bond.
  • Read the three sentences from the lesson aloud five times, focusing on the consonant blends /br/, /kr/, /tr/. Record yourself if you can, then listen and check for any inserted vowel.
  • Practise the grammar exercises on the NeoEdu lesson page (neoedu.vn/learn/10/english/unit-1-language) and check your answers. Bring your paragraph to the next lesson.

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