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

Giáo án Writing

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:
  • identify the purpose and intended audience of a paragraph about family routines
  • recognise the structure of the model: opening, specific supporting details and closing
  • use the target vocabulary: chore (việc nhà), responsibility (trách nhiệm), gratitude (lòng biết ơn), routine (thói quen thường lệ), support (hỗ trợ), bond (mối gắn kết)
  • pronounce the consonant blends /br/, /kr/ and /tr/ correctly
  • choose between the present simple and the present continuous for routines and temporary actions
  • write a coherent paragraph about family routines with specific support and an appropriate register

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the model paragraph on their own, note answers in their notebooks and check their own sentences against the key before the class discusses them.
  • Communication and collaboration: Ss work in pairs and groups to share chores, compare answers, give peer feedback on paragraphs and report group findings clearly.
  • Problem-solving and creativity: Ss decide what makes a detail specific, choose suitable sentences for a summary and build their own paragraph about a real family routine.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the model to find its purpose and structure, talk about household chores, and write a paragraph with a clear message and specific support.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce consonant blends accurately, use six target words in context, and use present simple and present continuous correctly to describe routines and temporary actions.

3. Personal qualities

  • Diligence: Ss finish all three worksheets and revise their own paragraph at least twice before submitting it.
  • Responsibility: Ss take their assigned role in group work, check their partner's sentences honestly and submit the final paragraph on time.
  • Kindness: Ss give constructive, polite comments on classmates' paragraphs and praise specific strengths before suggesting improvements.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with slides showing the model paragraph, the pronunciation drills and the grammar examples
  • Flashcards for the six target words with pictures and Vietnamese meanings
  • Printed Worksheet 1, Worksheet 2 and Worksheet 3
  • Answer key for tasks 2 to 9 (for teacher use only)
  • Timer and a board for group reports
  • NeoEdu online lesson page with interactive exercises: neoedu.vn/learn/10/english/unit-1-writing

2. Students

  • Student's book Global Success Grade 10, Unit 1
  • Notebook, pencil, pen and eraser
  • A4 paper or a sheet of cardboard for group work
  • Coloured markers for the jigsaw poster

III. Procedures

Activity 1: Warm-up · 8 minutes

Family Chores Brainstorm

a) Aims

Ss activate prior knowledge of household chores and family routines and get ready to read a paragraph about them.

b) Content

Ss work in pairs. Each pair lists as many household chores as they can in one minute, such as wash the dishes, dry the dishes, wipe the table, put the food away, do the laundry and take out the rubbish. Then each pair tells the class one routine they share with their family, for example: In my family, my mother cooks dinner and I set the table.

c) Expected outcomes

  • A pair list of at least six chores (e.g., wash the dishes, wipe the table, put the food away, sweep the floor, do the laundry, take out the rubbish)
  • One or two spoken sentences per pair about a family routine, e.g., In my family, my father washes the dishes after dinner.
  • The teacher writes the key chores on the board for later use.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows a picture of a family kitchen after dinner and asks: What are the people doing? What chores do you do at home? T gives the instruction: Work in pairs. List as many chores as you can in one minute.

    Students

    Ss look at the picture and listen to the instructions. They ask questions if needed, e.g., Do we write in English?

  2. Teacher

    Step 2: Task performance

    T monitors the pairs, gives the one-minute signal and helps weaker pairs with vocabulary, e.g., How do you say rửa bát? (wash the dishes)

    Students

    Ss brainstorm chores in pairs, e.g., wash the dishes, dry the dishes, wipe the table, sweep the floor, do the laundry. Ss note the list in their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T asks: Which chore do you do every day? Which chore does your family share? T writes the chores on the board.

    Students

    Pairs report their lists and share one routine. Expected answer: In my family, my brother takes out the rubbish every evening. Other Ss may say: We wash the dishes together on Sundays.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the list and says: Family members often share chores. Today we will read a paragraph about how one family does this and learn how to write a clear paragraph about family routines. T introduces the title: Family routines.

    Students

    Ss copy the topic into their notebooks and get ready for the reading.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary and Pronunciation Focus

a) Aims

Ss understand the meaning and pronunciation of the six target words and pronounce the consonant blends /br/, /kr/ and /tr/ accurately.

b) Content

Part A (vocabulary): T shows flashcards for chore, responsibility, gratitude, routine, support and bond. Ss match each word with its Vietnamese meaning and a short example sentence.
Part B (pronunciation): T models three sentences: My brother brings bread. The crowded kitchen needs cleaning. We try to share the chores. Ss repeat in chorus and then in pairs. Focus: keep both consonants together; do not insert a vowel between /b/ and /r/, /k/ and /r/, or /t/ and /r/.

c) Expected outcomes

  • Vocabulary chart completed in Ss' notebooks:
  • chore (việc nhà): We all share the chores at weekends.
  • responsibility (trách nhiệm): Taking responsibility for homework is important.
  • gratitude (lòng biết ơn): I show my gratitude by thanking my brother.
  • routine (thói quen thường lệ): Our evening routine starts after dinner.
  • support (hỗ trợ): My parents support me during exam weeks.
  • bond (mối gắn kết): Sharing work builds a strong bond in the family.
  • Pronunciation: Ss read the three blend sentences clearly with no inserted vowel.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: Match the six words with their meanings and write one example sentence for each. Then listen and repeat the blend sentences after me. Watch how I keep the two consonants together.

    Students

    Ss listen to the instructions and open their notebooks.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to match the words in pairs. Then T models the three sentences and runs chain drilling: each row repeats one sentence in turn. T corrects any inserted vowel, e.g., bu-rother, by saying: Keep /br/ together, brother.

    Students

    Ss match words with meanings in pairs, e.g., routine – thói quen thường lệ. Ss repeat the sentences in chorus, then in pairs, and check each other's pronunciation.

  3. Teacher

    Step 3: Report and discussion

    T calls on four Ss to read their example sentences aloud and asks a pair to read the blend sentences. T asks: Which word is hardest to pronounce? Why?

    Students

    Ss read their sentences, e.g., My parents support me during exam weeks. A pair reads: The crowded kitchen needs cleaning. Ss answer: The word crowded is hard because /kr/ and /d/ come together.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and sums up: The blends /br/, /kr/ and /tr/ are pronounced with both consonants together. A natural affricated /tr/ is also acceptable. T shows the NeoEdu page for extra listening practice after class.

    Students

    Ss correct their notes and write down the key pronunciation rule.

Activity 2.2: Knowledge formation · 15 minutes

Reading the Model: Purpose, Audience and Structure

a) Aims

Ss identify the purpose, audience and structure of the model paragraph and explain how its details support the message.

b) Content

Ss read the model paragraph about family routines (Every evening, my family spends a little time together after dinner... Sharing work gives us more time to share stories). In jigsaw groups of three, each group member becomes an expert on one part:

  • Expert 1: Opening sentence and its function
  • Expert 2: Middle details (specific chores and routines)
  • Expert 3: Closing sentence and its function
    Then each expert teaches the group. Groups answer: What is the purpose of this paragraph? Who is the audience? Which detail is the most specific?

c) Expected outcomes

  • Purpose: to describe a family's evening routine and show how sharing chores creates time, calm and closeness in the home.
  • Audience: classmates and readers who want to understand family life through specific examples.
  • Opening sentence: Every evening, my family spends a little time together after dinner. It introduces the subject before the supporting details.
  • Closing sentence: Sharing work gives us more time to share stories. It gives the final implication without making unsupported promises.
  • Specific detail: My father washes the dishes while my brother dries them. This is a concrete action the reader can picture.
  • Ss' jigsaw poster: a three-part map of the paragraph (opening, details, closing) with one purpose statement.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the jigsaw instructions and hands out the model paragraph. T says: Read the whole paragraph once quickly. Then become the expert on your part and prepare to teach your group in three minutes.

    Students

    Ss form groups of three and number themselves 1, 2, 3. Ss read the paragraph silently.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions, e.g., What does the opening tell the reader? Which detail shows the sharing of work most clearly?

    Students

    Expert groups discuss their part and note key points. Expected answer for Expert 1: The opening tells the reader the subject: family time after dinner.

  3. Teacher

    Step 3: Report and discussion

    T asks each group to present the purpose and the audience on the board. T asks: Why is My father washes the dishes more useful than family life is important?

    Students

    Ss teach each other their parts. Expected answer: The specific detail shows an actual action; a general statement gives no information the reader can use. Groups complete their jigsaw poster.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: The paragraph has a clear opening, specific supporting details and a closing that reflects the message. T writes the structure on the board: Opening → Specific details → Closing.

    Students

    Ss copy the structure and the purpose statement into their notebooks.

Activity 2.3: Knowledge formation · 10 minutes

Language Focus: Present Simple and Present Continuous

a) Aims

Ss distinguish the present simple (routines and states) from the present continuous (temporary activities now) and use them correctly.

b) Content

T presents the rules from the language resource: Present simple describes routines and states, e.g., Linh washes the dishes every evening. Present continuous describes temporary activity now, e.g., She is revising now, so her brother is washing them tonight. Ss play a quick sort game: each pair receives eight sentence cards and sorts them into two columns, Routine (present simple) and Temporary now (present continuous). Sentences include: My father washes the dishes every evening. / My brother is drying the dishes tonight. / We know the rules. / I am wiping the table now.

c) Expected outcomes

  • Routine (present simple): My father washes the dishes every evening. / My brother dries them. / We sit in the living room after dinner. / I know the family rules.
  • Temporary now (present continuous): My brother is drying the dishes tonight. / I am wiping the table now. / She is revising for her exam this week.
  • Rule note in notebook: Add -s for third-person singular in the simple. Use am/is/are + -ing in the continuous. Know, understand and want are usually used in the simple tense.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T presents the two tenses with examples and writes the form on the board. T says: Sort the eight cards into the correct column with your partner.

    Students

    Ss listen, copy the rule and take the eight sentence cards.

  2. Teacher

    Step 2: Task performance

    T monitors and checks questionable sentences, e.g., Why is know in the simple tense?

    Students

    Pairs sort the cards and discuss difficult items. Expected answer: Know describes a state, so we do not use the continuous.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to show the columns and asks the class to agree or disagree: My brother washes the dishes every evening. Is it routine or temporary?

    Students

    Ss answer: Routine, present simple, because it happens every evening. Other Ss give their own examples.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key points and says: In your paragraph about family routines, use the present simple for habits and the present continuous only for actions happening around now.

    Students

    Ss write the two rules and one example for each in their notebooks.

Activity 3.1: Practice · 10 minutes

Checking Structure and Purpose

a) Aims

Ss apply their understanding of the model to answer questions about purpose, audience, opening, details and closing.

b) Content

Ss complete Worksheet 1 (tasks 2 to 4) individually for five minutes, then compare answers with a partner for three minutes. Task 2: state the purpose and audience and support with one detail. Task 3: identify the opening sentence and explain its function. Task 4: select two useful details and explain why they are better than a general claim.

c) Expected outcomes

  • Task 2 (sample answer): The purpose is to describe family routines and show how sharing work builds closeness. The audience is readers who want to understand family life. Supporting detail: My father washes the dishes while my brother dries them. It shows a concrete routine the reader can picture.
  • Task 3 (sample answer): The opening is: Every evening, my family spends a little time together after dinner. It establishes the subject before the details, so the audience knows what they refer to.
  • Task 4 (sample answer): Detail 1: I put the food away and wipe the table. Detail 2: During exam weeks, my brother does some of my jobs. Both are specific and can be checked or used by the reader. Saying only that family life is important gives no real information.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: Answer tasks 2 to 4 with one or two sentences each. Use the model paragraph only, and quote the detail exactly when needed.

    Students

    Ss read the worksheet and check the vocabulary they need.

  2. Teacher

    Step 2: Task performance

    T walks around, reminds Ss to support every answer with a detail from the model and does not accept invented information.

    Students

    Ss write answers individually, then exchange with a partner and check each other's support for the answer.

  3. Teacher

    Step 3: Report and discussion

    T invites two Ss to read their answers to task 3 and task 4 aloud. T asks: Does this detail show a real action or a general claim?

    Students

    Ss read answers aloud. Expected answer: The detail shows a real action: my father washes the dishes, so the reader can see the routine.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the model answers on the board and asks Ss to correct their own worksheet in a different colour pen.

    Students

    Ss correct their answers and underline the detail that supports each answer.

Activity 3.2: Practice · 10 minutes

Summary and Conclusion Practice

a) Aims

Ss write a concise summary and a closing sentence that keep the essential meaning of the model and use only given details.

b) Content

Ss complete Worksheet 2 (tasks 5 to 8). Task 5: write a three-sentence summary using only information in the model, keeping any essential condition. Task 6: choose one middle sentence and explain its contribution. Task 7: read the opening and closing aloud and explain one difference in their function. Task 8: write a short final conclusion using details already in the model, not invented results.

c) Expected outcomes

  • Task 5 (sample answer): Every evening, my family spends a little time together after dinner. My father washes the dishes while my brother dries them. Sharing work gives us more time to share stories.
  • Task 6 (sample answer): On Fridays, we choose a film together instead. It develops the opening by giving a particular detail about family life, not just repeating the topic.
  • Task 7 (sample answer): The opening establishes the situation; the closing gives the final implication. They frame the middle details rather than replace them.
  • Task 8 (sample answer): During exam weeks, my brother does some of my jobs, and I return the favour later. Sharing work gives us more time to share stories.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: Keep only the information from the model. Do not add new results or promises.

    Students

    Ss read the tasks and identify which sentences they need.

  2. Teacher

    Step 2: Task performance

    T monitors and checks that the summary keeps every essential condition, e.g., after dinner and every evening.

    Students

    Ss work individually for five minutes, then read their summary to a partner and check the meaning.

  3. Teacher

    Step 3: Report and discussion

    T asks: Did you keep the condition after dinner? Did you add any result that is not in the model?

    Students

    Ss answer and correct each other. Expected answer: Yes, we kept after dinner; we did not add new results.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that a good summary keeps the main idea and essential conditions, and a good conclusion uses only supplied details.

    Students

    Ss revise their Worksheet 2 answers and write one tip in their notebooks.

Activity 4: Application · 25 minutes

Writing My Own Family Routine Paragraph

a) Aims

Ss write a complete, coherent paragraph about a real family routine, with specific details, an appropriate register and correct use of target language.

b) Content

Ss complete Worksheet 3: plan the paragraph (topic sentence, three specific details, closing sentence), then draft a paragraph of about 100 words about their own family routine. Ss use the present simple for routines, the present continuous for temporary actions, and at least four target words. Then Ss swap paragraphs with a partner and give feedback using the checklist on the worksheet.

c) Expected outcomes

  • Worksheet 3: a completed plan with topic sentence, three specific details and closing sentence.
  • A complete paragraph (about 100 words) with:
  • an opening sentence that introduces a family routine
  • three specific details (actions, times or people)
  • a closing sentence that gives the final implication without unsupported promises
  • at least four target words: chore, responsibility, gratitude, routine, support, bond
  • correct use of present simple and present continuous
  • Peer feedback form: one strength, one suggestion and one correction for the partner's paragraph.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 3 and says: Plan first, then write. Use real details from your family, or label any example as an example. Check the checklist before you swap with your partner.

    Students

    Ss read the planning questions and the peer feedback checklist.

  2. Teacher

    Step 2: Task performance

    T monitors, helps Ss choose specific details and corrects tense use. T reminds Ss: Use is/are + -ing only for actions happening around now.

    Students

    Ss plan individually for five minutes, write the paragraph for about 12 minutes, then swap with a partner and give written feedback for about five minutes.

  3. Teacher

    Step 3: Report and discussion

    T invites three Ss to read one sentence from their paragraph aloud and asks the class: Is this detail specific? Does it use the correct tense?

    Students

    Volunteers read sentences, e.g., On Fridays, my sister and I choose a film together. Classmates give feedback: The detail is specific; the present simple is correct because it is a routine.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective details and common mistakes, and writes two frequent errors on the board for correction. T says: A good family routine paragraph has a clear message, specific support and a suitable register.

    Students

    Ss revise their paragraph using the feedback and submit it to the teacher or upload it to the class page.

Worksheets

Phiếu học tập số 1

Worksheet 1: Checking Structure and Purpose (Tasks 2 to 4)

Read the model paragraph in your book, then answer the questions below. Support each answer with a detail from the model.

  • Task 2: State the purpose and the audience of the paragraph about family routines. Support your answer with one detail from the model and explain what it does for the reader.
  • Task 3: Identify the actual opening sentence. Explain how it introduces the subject of the paragraph.
  • Task 4: Select two useful details from the model. Explain why including them is better than saying only that family life is important.

Teacher's note: Answers are scored by the teacher. Accept equivalent wording that keeps the same meaning.

Phiếu học tập số 2

Worksheet 2: Summary and Conclusion Practice (Tasks 5 to 8)

  • Task 5: Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
  • Task 6: Choose one sentence from the middle of the model. Explain what it contributes to the message.
  • Task 7: Read the opening and closing sentences aloud. Explain one difference between their jobs in the complete paragraph.
  • Task 8: Write a short final paragraph or spoken conclusion that keeps the model's message. Use only details already in the model, not invented results.

Check before you finish:

  • Did I keep all essential conditions, e.g., after dinner?
  • Did I avoid adding new results?

Phiếu học tập số 3

Worksheet 3: My Own Family Routine Paragraph (Task 9)

Step 1: Plan

  • Topic sentence (the family routine): ...
  • Detail 1 (a specific action, time or person): ...
  • Detail 2: ...
  • Detail 3: ...
  • Closing sentence (final implication, no unsupported promise): ...

Step 2: Write

  • Write about 100 words in your own words.
  • Use at least four target words: chore, responsibility, gratitude, routine, support, bond.
  • Use the present simple for routines and the present continuous for temporary actions now.

Step 3: Peer feedback checklist

  • Is the topic clear in the first sentence?
  • Does each detail show something specific?
  • Is the register suitable for classmates?
  • Are the tenses correct?
  • Did my partner use at least four target words?

Peer comment: One strength: ... One suggestion: ... One correction: ...

Homework

  • Finish your family routine paragraph (about 100 words) and revise it at least once, checking specific details, tenses and target words.
  • Read your paragraph aloud and record yourself. Listen for the consonant blends /br/, /kr/ and /tr/ and correct any inserted vowel.
  • Complete the interactive exercises on the NeoEdu page: neoedu.vn/learn/10/english/unit-1-writing.
  • Write two sentences for each rule: one using the present simple for a routine and one using the present continuous for an action happening this week.

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