Giáo án Tiếng Anh Lớp 10 (Global review) - Unit 4: For a better community - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 10 (Global review) - Unit 4: For a better community - Năm học 2022-2023

1. UNIT 4: FOR A BETTER COMMUNITY Lesson 1: Getting started – Volunteering in the community I. OBJECTIVES By the end of this lesson, students will be able to gain: 1. Knowledge - An overview about the topic For a better community - Vocabulary to talk about volunteering in the community 2. Core competence - Develop communication skills and awareness of voluntary work - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Develop a sense of helping the community and awareness of voluntary work - Be responsible to the community II. MATERIALS - Grade 10 textbook, Unit 4, Getting started - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent volunteer (n) /ˌvɒlənˈtɪə(r)/ a person who does a job without being paid for it tình nguyện viên advertisement a notice, picture or film telling people about a product, job /ədˈvɜːtɪsmənt/ quảng cáo (n) or service
2. all the people who live in a particular area, country, etc. community (n) /kəˈmjuːnəti/ cộng đồng when talked about as a group to make something increase, or become better or more boost (v) /buːst/ tăng thêm, thúc đẩy successful orphanage (n) /ˈɔːfənɪdʒ/ a home for children whose parents are dead trại trẻ mồ côi Assumptions Anticipated difficulties Solutions - Students may not know some words in the conversation. - Provide students with some lexical items before listening and - Students may not know how to work in teams. reading the conversation. - Give short, clear instructions and help if necessary. Board Plan Date of teaching UNIT 4: FOR A BETTER COMMUNITY Lesson 1: Getting started – Volunteering in the community * Warm-up: Clip watching I. Vocabulary 1. volunteer (n) 2. advertisement (n) 3. community (n) 4. boost (v) 5. orphanage (n) II. Practice Task 1: Listen and read. Task 2: Read the conversation and answer the questions. Task 3: Find the adjectives. Task 4: Complete the sentences. * Consolidation
3. III. PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To activate students’ CLIP WATCHING 5 mins knowledge on the topic * T gives instructions T-S of the unit. Ss watch the clip and take notes individually. S - To create a lively Link: atmosphere in the Ss working in 4 groups, share their words/ phrases about the voluntary activities, then take turns S-S classroom. to write the words/ phrases on the board. - To lead into the new T checks and corrects if Ss spell or pronounce the words/ phrases incorrectly. T-S unit. Suggested answers: + Read books for children in orphanages + Visit and play games with them or listen to their problems + Work at home of sick and old people + Volunteer to work in remote or mountainous areas T leads in the lesson: Doing voluntary work to help the community is a way for you to contribute to make our community a better one. There are many activities you can do to help other people and in today’s lesson we will find out more about these activities. PRESENTATION To help students use key VOCABULARY 4 mins language more * T asks Ss to look at the explanation and the photos to guess the meanings of new words. T-S appropriately before Ss say the Vietnamese meaning of the word. they read and listen. 1. volunteer (n) /ˌvɒlənˈtɪə(r)/: a person who does a job without being paid for it S 2. advertisement (n) /ədˈvɜːtɪsmənt/: a notice, picture or film telling people about a product, job or service 3. community (n) /kəˈmjuːnəti/: all the people who live in a particular area, country, etc. when talked about as a group 4. boost (v) /buːst/: to make something increase, or become better or more successful 5. orphanage (n) /ˈɔːfənɪdʒ/: a home for children whose parents are dead Other Ss correct if the previous answers are incorrect. T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them.
4. T-S PRACTICE - To get students TASK 1: LISTEN AND READ (p.42) 7 mins interested in the topic. * T asks Ss to look at the picture (p.42) and answer the questions: T-S - To get students to + Where are they? learn some vocabulary (They are in a park.) to be learnt in the unit. + Who are they? (They may be volunteers of the centre.) + What are they doing? (They are cleaning up the park / the playground.) T-S * T plays the recording twice, has Ss listen to the conversation, read along and underline the voluntary activities in the conversation. S Ss do the task individually S-S Ss share their answers with a partner. T-S T checks their answers with the whole class. Suggested answers: join a local environmental group to clean up the park, volunteer at an orphanage. * T has the Ss read the conversation in pairs. T-S Ss read the conversation S-S One pair read aloud. T-S T collects common pronunciation mistakes and gives comments. - To practise reading for TASK 2: READ THE CONVERSATION AGAIN AND ANSWER THE QUESTIONS. (p.43) 10 mins specific information * T asks Ss to work individually to read the questions and underline the key words, then share their T-S - To practise scanning ideas with a partner who sits next to them. - To develop students Ss do Task 2 individually first. knowledge of Ss share and discuss with their partners about the key words. S-S vocabulary for voluntary T corrects their answers as a class. T-S activities Key: 1. What was Tam doing when Kim went to her house? 2. What are some regular activities at the centre for community development? 3. How can Kim apply for volunteer work at the centre? * T asks Ss to scan the conversation, locate the key words to find the answer for each the question
5. with the partner who sits behind them. T-S Ss do the task in pairs. T divides the class into two big teams, has Ss in each team take turns to choose a number in the S-S game Lucky number to check the answers. T-S 1. She was working as a volunteer at the local centre for community development. 2. Cleaning up the park or volunteering at the orphanage. 3. She needs to fill in the form, then send it in. - To help students TASK 3: FIND ADJECTIVES WITH THE FOLLOWING SUFFIXES IN THE CONVERSATION AND WRITE 4 mins revise adjectives ending THEM BELOW. (p.43) in the suffixes -ed and * T has Ss scan the conversation and write down the adjectives ending in these suffixes. T-S -ing; -ful and -less. Ss work individually. - To practise scanning Ss share their answers with a partner. S T checks and gives the correct answers with the whole class, has them to say the meaning of the S-S words. T-S Key: -ed: excited -ing: interesting -ful: useful, successful -less: endless To help students TASK 4: FIND A VERB OR VERB PHRASE IN THE CONVERSATION TO COMPLETE EACH SENTENCE. 4 mins identify the past simple (p.43) and past continuous * T has Ss read each sentence, try to complete it with an appropriate T-S with when and while. verb phrase without referring to the conversation. Ss do the task individually. S Ss share the answers with a peer. S-S T asks the whole class the call out the verb forms first, then call on individual students to read T-S the complete sentences. Key: 1. was working 2. saw PRODUCTION To help students SELF-REFLECTION 6 mins practising talking about Talk about activities you are going to do to make your community a better one (for a minute). activities which help * Teacher: protect the - gives Ss clear instructions in order to make sure Ss can do effectively. environment. - encourages Ss to talk about some activities including following information: + How many activities are you going to talk about? + Where do you do those activities?
6. + Who do you do with? + How often do you do those activities? - observes Ss while they are talking, note their language errors. Ss do as instructed. Teacher: - gives Ss feedback. - chooses some useful or excellent words/ phrases/ expressions/ word choices Ss have used to give suggestions to other students. - chooses some typical errors and correct as a whole class without nominating the Ss’ names. CONSOLIDATION To help students WRAP-UP T-S 5 mins memorise the target - Some lexical items about volunteering in the community language and skills that - Reading for specific information they have learnt - Scanning HOMEWORK - Exercises in the workbook - Prepare for the next lesson To inform Ss what the final product of the PROJECT PREPARATION T-S Project should be like * T asks Ss open their books at page 51, look at the pictures and say what the topic of the Project is (A and how students can Volunteer Project). prepare for it. Teacher: - Tells Ss about the Project requirements: + Ss will have to find information about a volunteer project in the community. + Ss give an oral presentation about that volunteer project in the last lesson of the unit. Their presentation should include information related to the guiding questions. + Ss can choose different ways to present their findings (PPT presentation, Poster presentation, recording a video about the project). - Encourages Ss to use photos and / or pictures to illustrate their ideas. - Explains to Ss how they can get the information, e.g: search the Internet, read newspapers, go to their local community centre and talk to people there. - Puts Ss into groups and have them choose their group leader. Then ask them to assign tasks (e.g. who will collect information, who will prepare the slides / record the video, who will write the report, and who will present) for each group member, making sure that all group members contribute to the group work. Ss do as instructed. T helps Ss set deadlines for each task and supports them throughout the process. S-S T-S
7. UNIT 4: FOR A BETTER COMMUNITY Lesson 2: Language I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Use the lexical items related to the topic For a better community; - Pronounce correctly stress in two-syllable words with the same spelling; - Use the past simple vs. the past continuous. 2. Core competence - Be collaborative and supportive in pair work and teamwork - Access and consolidate information from a variety of sources - Actively join in class activities 3. Personal qualities - Develop a sense of helping the community and awareness of voluntary work - Be responsible to the community II. MATERIALS - Grade 10 textbook, Unit 4, Language - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Verb tense Form Use S + V-ed + . The past simple shows us that an action was in the past, not at the present. S + didn’t + V-inf + . Past simple Did + S + V-inf + ? Wh + did + S + V-inf + ? Past continuous S + was/were + V-ing + The past continuous shows us that the action was
8. S + wasn’t/weren’t + V-ing + already in progress at a certain time in the past. The past continuous can also show that an activity Was/Were + S + V-ing + ? was in progress for some time, not just for a Wh + was/were + S + V-ing + ? moment. Assumptions Anticipated difficulties Solutions - Students may be confused when using the present - Give short and clear explanations with legible examples for simple tense and the present continuous tense. each case. - Students may have underdeveloped speaking and - Give clear instructions, give examples before letting co-operating skills. students work in groups. - Provide feedback and help if necessary. Board Plan Date of teaching UNIT 4: FOR A BETTER COMMUNITY Lesson 2: Language * Warm-up: Name some activities you can do to help the community I. Pronunciation Task 1: Listen and circle. Task 2: Listen and practice saying. II. Vocabulary Task 1: Match the words with their meanings. Task 2: Complete the sentences. Task 3: Choose the correct word. III. Grammar Task 1: Choose the correct verb form. Task 2: Combine the two sentences. Extra activity Game: Who is faster?
9. * Consolidation III. PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To activate NAME SOME ACTIVITIES YOU CAN DO TO HELP THE COMMUNITY. T-S 5 mins students’ prior * T divides Ss into 2 teams. Each team will take turns to name an activity knowledge and they can do to help the community. The team with more correct answers vocabulary related to will be the winner. the topic. Ss listen to the instructions. S-S Ss work in 2 teams and take turns to give the answers.
10. - To enhance T checks and corrects if Ss spell or pronounce the words/ phrases T-S students’ skills of incorrectly. cooperating with Suggested answer: teammates. + Read books for children in orphanages - To lead into the + Visit and play games with them or listen to their problems new unit + Work at home of sick and old people + Volunteer to work in remote or mountainous areas * T leads in the new lesson of Language. PRONUNCIATION To help students TASK 1: LISTEN TO THE SENTENCES AND CIRCLE THE WORD WITH THE T-S 5 mins recognize and STRESS YOU HEAR (p.43) understand the * Teacher: difference of stress - introduces the difference of stress in two-syllable words with the same in two-syllable spelling. words with the same - asks Ss to give some two-syllable words with the same spelling but spelling. different stress they know. - plays the recording and asks Ss to listen. Ss do as instructed. Other Ss correct if the previous answers are incorrect. T checks as a class. Key: 1. a 2. b 3. a 4. b 5. a 6. b To help students TASK 2: LISTEN AGAIN AND PRACTISE SAYING THE SENTENCES IN 1. (p.43) T-Ss 5 mins practise saying * Teacher: sentences - ask Ss to listen to each sentence again containing two- - tells them to pay attention to the stress on the words in italic. syllable words with Ss listen and repeat. the same spelling Ss work in pairs and have them practise the sentences. Pair work but different stress T walks round the class, praising good pronunciation and correcting patterns. wrong stress placement. VOCABULARY To enrich students’ TASK 1. MATCH THE WORDS WITH THEIR MEANINGS. (p.44) 4 mins vocabulary. * Teacher asks students to match in pairs. Pair work Ss do the task in pairs. Some pairs share their answers with the whole class. T-Ss T gives feedback and corrections (if necessary).
11. Key: 1. c 2. e 3. a 4. b 5. d To give students TASK 2: COMPLETE THE FOLLOWING SENTENCES USING THE CORRECT 10 mins practice in using the FORMS OF THE WORDS IN 1. (p.44) words in meaningful * T asks Ss to work independently and put a suitable word or phrase in each T-S contexts. blank. Ss work independently and put a suitable word or phrase in each blank. S-S Ss share their answers before discussing as a class. T asks some Ss to share the answers and gives feedback. T-S Key: 1. generous 2. remote 3. donate 4. benefit 5. volunteers To give students TASK 3: CHOOSE THE CORRECT WORD TO COMPLETE EACH OF THE practice in using FOLLOWING SENTENCES. (p.44) T-S adjectives ending in * T tells Ss to look at each sentence and choose the adjective that best fits -ed, -ing, -ful, and the context. -less. Ss work independently to do the task. Pair work Ss compare the answers in pairs. T confirms the correct answers. T asks Ss to give reasons why they T-S have chosen a particular adjective for each sentence, e.g. In the first sentence, the phrase record the donations requires an adjective with a positive meaning. That is why careful is the right choice here. Key: 1. careful 2. interested 3. exciting 4. hopeless GRAMMAR - To have students TASK 1: CHOOSE THE CORRECT VERB FORM IN EACH OF THE FOLLOWING 6 mins revise the past SENTENCES. (p.44) simple and the past * T has Ss read the sentences individually once, asks them to pay attention T- S continuous. to the conjunctions when and while.
12. - To help students Ss work in pairs to compare their answers. Pair work understand the use Some Ss share their answers with the whole class. T-S of the past simple Teacher gives feedback and corrections (if necessary). T-S and the past Key: continuous. 1. was working 2. told 3. were helping 4. realised * T lets Ss recall the form of the present simple and the present continuous and elicits the rules of using these two verb forms from Ss. The past simple Positive S + V-ed + . Negative S + didn’t + V-inf + . Interrogative Did + S + V-inf + ? Answer Yes, S + did. No, S + didn’t. Wh-questions Wh + did + S + V-inf + ? ￿ The past simple shows us that an action was in the past, not in the present. The past continuous Positive
13. S + was/were + V-ing . Negative S + wasn’t/weren’t+ V-ing + Interrogative Was/were + S + V-ing + ? Answer Yes, S + was/were. No, S + wasn’t/weren’t. Wh-questions Wh + was/were + S + V-ing + ? ￿ The past continuous shows us that the action was already in progress at a certain time in the past. The past continuous can also show that an activity was in progress for some time, not just for a moment. Past simple vs. past continuous with when and while We use: ● The past continuous for a past action in progress (longer action) ● The past simple for an action which interrupted it (shorter action) Example: I was reading an article when she called. While I was reading an article, she called. To give students TASK 2: COMBINE THE TWO SENTENCES USING WHEN OR WHILE WHERE 5 mins more practice in APPROPRIATE. (p.44) using the past * T has Ss read the sentences individually once, asks them to pay attention T-S simple and the past to the conjunctions when and while. continuous with Ss work individually to compare their answers. Ss when and while. 2 students to write their answers on the board.
14. T gives feedback and corrections (if necessary). T-S Key: 1. While they were cleaning the streets, it started to rain. / They were cleaning the streets when it started to rain. 2. While I was watching TV, I saw the floods and landslides in the area. / I was watching TV when I saw the floods and landslides in the area. 3. While Tim was searching for employment opportunities, he found a job advert from a non-governmental organisation. / Tim was searching for employment opportunities when he found a job advert from a non- governmental organisation. 4. They decided to help build a community centre for young people while they were visiting some poor villages. / They were visiting some poor villages when they decided to help build a community centre for young people. To give students a GAME: WHO IS FASTER? 4 mins EXTRA ACTIVITY chance to apply * T divides Ss into groups of four, gives each group a piece of paper, and Group work what they have asks them to write sentences including 3 features: learnt. + two-syllable words with the same spelling but different stress mentioned in Task 1, Pronunciation + when/ while + the past simple/ the past continuous e.g. When I was wrapping the present, my mom knocked the door. T asks each group to hand in their paper and checks. The group with T-S more correct sentences is the winner. T invites the winner to read aloud their sentences. T-S T gives feedback. T-S CONSOLIDATION To help students WRAP-UP T-S 1 min memorise what they - Use the lexical items related to the topic For a better community; have learned - Pronounce correctly stress in two-syllable words with the same spelling; - Understand the past simple vs. the past continuous. HOMEWORK - Prepare for the next lesson: Unit 4, Reading - Exercises in the workbook
15. UNIT 4: FOR A BETTER COMMUNITY Lesson 3: Reading I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Develop reading skills for specific information about teenagers and voluntary work. 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Develop presentation skills - Actively join in class activities 3. Personal qualities - Develop a sense of helping the community and awareness of voluntary work - Develop self-study skills II. MATERIALS - Grade 10 textbook, Unit 4, Reading - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Vietnamese Form Pronunciation Meaning equivalent something that is given to a person or an 1. donation (n) /dəʊˈneɪʃn/ organization such as a charity, in order to help sự quyên góp, ủng hộ them; the act of giving something in this way to take goods, letters, etc. to the person or people 2. deliver (v) /dɪˈlɪvə(r)/ they have been sent to phân phát
16. a situation that is difficult and unpleasant because 3. hardship (n) /ˈhɑːdʃɪp/ you do not have enough money, food, clothes, etc. sự gian khổ Assumptions Anticipated difficulties Solutions - Students may lack knowledge about some lexical items. - Provide students with the meaning and pronunciation of words. - Students may have underdeveloped reading, speaking - Let students read the text again (if necessary). and co-operating skills. - Create a comfortable and encouraging environment for students to speak. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. Board Plan Date of teaching UNIT 4: FOR A BETTER COMMUNITY Lesson 3: Reading * Warm-up Game: Lucky number Task 1: Complete the mind map. Vocabulary 1. donation (n): sự quyên góp, ủng hộ 2. deliver (v): phân phát 3. hardship (n): sự gian khổ Task 2: Read the text and choose the main idea. Task 3: Match the highlighted words in the text with their meanings. Task 4: True or false. Task 5: Discussion * Homework
17. III. PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the GAME: LUCKY NUMBER 5 mins topic of reading. * T divides class into 2 teams. T prepares 6 numbers which include 5 T-S - To enhance questions about the present simple, the present continuous and students’ skills of volunteering activites, and 1 lucky number. cooperating with Each team takes turns to choose a number and answer the question S-S teammates. behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question. Ss do as instructed. S-S T gives further explanation (if needed). T-S Suggested questions: 1. When do we use the past simple? 2. When do we use the past continuous? 3. Name 3 words/phrases used as signals of the past simple. 4. Give the correct form of the verbs in brackets: While I (listen) ___to music, my sister (knock) ___the door. 5. Name 2 volunteering activities. PRE-READING - To lead in the TASK 1: COMPLETE THE MIND MAP WITH POPULAR VOLUNTEERING 7 mins reading skills. ACTIVITIES FOR TEENAGERS. (p.46) - To provide * Teacher: students with some - asks Ss to work in pairs T-S lexical items before - gives each pair a sheet of paper reading the text. - ask them to draw the mind map and complete it with volunteering activities suitable for teenagers. - encourages Ss to use the pictures as suggested ideas.
18. - tells Ss that there are no right or wrong answers and they can make the guesses freely. Ss listen to the instructions and do the task individually. S-S Some Ss show their mind map on the paper and share the answers with S-S the whole class. T gives feedback. T-S Suggested answers: Helping at a charity event where people can donate items or money Helping old people (e.g. cook meals, shop for food) Helping old people with technology (e.g. how to send emails, use the Internet, or install apps) Helping out at an animal shelter VOCABULARY * T provides Ss with the meaning and pronunciation of some new words. T-S Ss listen and repeat the words. SS Ss practice the words in pairs and two students read the words out loud S-S in front of the class. T-S T corrects (if necessary) 1. donation (n) /dəʊˈneɪʃn/: sự quyên góp, ủng hộ 2. deliver (v) /dɪˈlɪvə(r)/: phân phát 3. hardship (n) /ˈhɑːdʃɪp/: sự gian khổ WHILE-READING To help students TASK 2: READ THE TEXT AND CHOOSE THE MAIN IDEA. (p.46) 9 mins practise reading for * T elicits from Ss strategies they can use to read texts for main ideas, e.g. T-S main ideas. paying attention to the topic sentence in each paragraph, highlighting key information, or searching for conclusions. T asks Ss to read the whole text once and choose the main idea. In T-S weaker classes, T has Ss read through the three options first and checks understanding. Ss work in pairs to compare their answers. Pair work T checks answers as a class. In stronger classes, T asks Ss to explain why T-S the other options do not summarise the main idea. e.g. A: This is not mentioned in the text. B: Helping teens gain work experience is not the aim of the club.
19. Key: C To help students TASK 3: MATCH THE HIGHLIGHTED WORDS IN THE TEXT WITH THEIR 5 mins practise guessing the MEANINGS. (p.46) meaning of words * T has Ss read the text again paying attention to the context of each S from context. highlighted word, and looking for clues that they can use to guess the meaning, e.g. The first word ‘various’ in this context must be an adjective to modify ‘volunteering activity’. Among the given options, ‘several different’ is the best match for this word. Ss work in groups to discuss the clues and compare answers. S-S Some Ss share the answers. T-S T checks answers as a class. T-S Key: 1. c 2. d 3. a 4. e 5. b To help students TASK 4: DECIDE WHETHER THE FOLLOWING STATEMENTS ARE TRUE (T) OR 6 mins practise reading for FALSE (F). (p.46) specific information. * T asks Ss to read the questions and underline the key words in each of them. T-S e.g. 1. Volunteer Club, set up, long after, school, opened; 2. All students, join, different, activities; 3. Money, selling handmade items, build, local centre, orphans, homeless old people; 4. Club members, help, cook, free meals, poor families; 5. Students, volunteer, orphanage, community centre. - T reminds Ss that the statements may include paraphrased or opposite information so they should look for synonyms or antonyms in the text. T tells Ss to read through the text looking for the key words they underlined in the statements or words with the same or similar meaning, T-S e.g. was set up (was formed), first opened (was set up), or words with the opposite meaning, e.g. long after (shortly after). Ss work in pairs to compare answers. Pair work T checks answers. In stronger classes, T asks them to give reasons for T-S their answers. Key: 1. F (shortly after)
20. 2. T 3. F (to raise money for the local orphanage and homeless old people) 4. T 5. F (deliver free meals) POST-READING - To help students TASK 5: DISCUSS THE QUESTION (p.46) 10 mins improve next time. * T lets Ss work in pairs and discuss the question: Pair work - Check students’ If you were a member of the Volunteer Club, what could you do to help? understanding about T calls some Ss to present their answers in front of the whole class. T-S the reading passage. Ss give comments for their friends and vote for the most interesting and S-S -To help some informative presentation. students enhance T gives feedback and comments. T-S presentation skills CONSOLIDATION To help students WRAP-UP T-S 3 mins memorise the target - Some lexical items about volunteering in the community language and skills - Reading for general and specific information about teenagers and that they have voluntary work. learned HOMEWORK - Prepare for the next lesson: Unit 4: Speaking - Exercises in the workbook
21. UNIT 4: FOR A BETTER COMMUNITY Lesson 4: Speaking I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Talk about the benefits of volunteering activities 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Develop presentation skills - Actively join in class activities 3. Personal qualities - Develop a sense of helping the community and awareness of voluntary work - Develop self-study skills II. MATERIALS - Grade 10 textbook, Unit 4, Listening - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Functions Useful expressions First of all, Order points and Second, expressions Third, Finally, For example, Giving examples For instance,
22. such as Assumptions Anticipated difficulties Solutions - Students may lack knowledge about some useful structures. - Provide students with the form and use of some useful structures in their talk. - Students may have underdeveloped speaking and - Create a comfortable and encouraging environment for students to speak. co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Some students will excessively talk in the class. - Explain expectations for each task in detail. - Have excessive talking students practise. - Continue to clarify task expectations in small chunks (before every activity). Board Plan Date of teaching UNIT 4: FOR A BETTER COMMUNITY Lesson 4: Speaking * Warm-up Game: Jumbled words Task 1: Choose the THREE most important benefits of volunteering activities. Task 2: Complete the diagram. Task 3: Presentation Useful expressions * Consolidation III. PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task Implement the task
23. Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the * GAME: JUMBLED WORDS 5 mins topic of reading. * T divides class into 2 teams. T prepares about 5 jumbled words related to T-S - To enhance the topic. students’ skills of The teams raise hands to answer. The team that has the higher number S-S cooperating with of correct answers and is the faster will be the winner. teammates. Ss do as instructed. T gives further explanation (if needed). T-S Suggested questions: 1. anitondo (donation) 2. revloetun (volunteer) 3. dnuf (fund) 4. temero (remote) 5. tbosot (boost) PRE-SPEAKING To introduce more TASK 1: LOOK AT THE FOLLOWING BENEFITS OF VOLUNTEERING 10 mins ideas for the main ACTIVITIES. CHOOSE THE THREE MOST IMPORTANT BENEFITS. (p.46) speaking task and * T asks Ss to read the list of benefits individually. T checks comprehension T-S get students and explains any phrases Ss may find hard. involved in the e.g. coming into contact, essential life skills, management skills, appreciate, lesson. be positive, a sense of purpose in life. Ss choose the three most important benefits. Ss Some Ss share the answers with the whole class. S-S T gives feedback and checks if Ss have come up with any new benefits T-S and write best ideas on the board. To help students TASK 2: COMPLETE THE DIAGRAM WITH EXAMPLES AND DETAILS THAT 10 mins structure their EXPLAIN THE BENEFITS OF VOLUNTEERING ACTIVITIES. (p.46) presentation. * T asks Ss to study examples in the diagram and see how each benefit of T-S volunteering activities is explained with examples and details. Ss work in pairs to complete their diagrams. Pair work Some Ss share the answer with the whole class. S-S
24. T walks round the class and offer help. T makes sure Ss have T-S completed at least the first two benefits before moving on to the next activity. Answers: WHILE-SPEAKING To help students TASK 3: GIVE A PRESENTATION ABOUT THE BENEFITS OF VOLUNTEERING 17 mins enhance ACTIVITIES. (p.46) presentation skills * Teacher: T-S - Explains the task and focuses Ss’ attention on the expressions. - Elicits how we use them in presentations and reports, e.g. We use the expressions on top to order points and the expressions on the bottom to give examples. Functions Useful expressions
25. First of all, Order points and Second, expressions Third, Finally, For example, Giving examples For instance, such as Ss work in groups and decide how they will present the information in Group work their diagrams, who is going to introduce and end the presentation, and how to divide the different points among group members. Ss practise their presentations in a time limit of 8 - 10 minutes while teacher walks round the class to monitor Ss’ preparation and makes sure that shy Ss also have the opportunity to contribute. T-S T invites some groups of Ss to give their presentations in front of the whole class. When Ss finish their presentations, T lets them reflect on their performance. e.g. Say what they think they did well and how they can improve on the content or delivery. Teacher: - asks other Ss to give further comments. - praises for good effort, highlights the presenters’ strong points and makes suggestions for better organisation and presentation of their ideas. CONSOLIDATION To help students WRAP-UP T-S 3 mins memorise the target - Some lexical items about volunteering in the community language and skills - Reading for general and specific information about teenagers and that they have voluntary work. learned HOMEWORK - Prepare for the next lesson, Listening - Exercises in the workbook
26. UNIT 4: FOR A BETTER COMMUNITY Lesson 5: Listening I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Use the lexical items related to the topic For a better community - Listen for specific information about volunteering activities 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop a sense of helping the community and awareness of voluntary work - Develop self-study skills II. MATERIALS - Grade 10 textbook, Unit 4, Listening - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Assumptions Anticipated difficulties Solutions - Students may have underdeveloped listening skills. - Play the recording many times if necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.
27. - Some students will excessively talk in the class. - Explain expectations for each task in details. Have students practice excessive talking. - Continue to explain task expectations in small chunks (before every activity). Board Plan Date of teaching UNIT 4: FOR A BETTER COMMUNITY Lesson 5: Listening * Warm-up: Answer the questions Task 1: Read the job advert and answer the questions. Task 2: Listen and choose the best answer. Task 3: True or false. Task 4: Discussion * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the ANSWER THE QUESTIONS. T-S 5 mins topic of reading. * T asks Ss some questions about job adverts. - To enhance What is a job advert? students’ skills of What information is included? cooperating with Where can you see job adverts? teammates. Ss spend some time thinking about the answers for the questions. S-S Some Ss share the answers with the whole class.
28. T confirms the answers and leads in the new lesson. T-S PRE-LISTENING TASK 1: READ THE JOB ADVERT AND ANSWER THE QUESTIONS. (p.47) 7 mins * T asks Ss to look at the job advert and asks questions to see how much Ss T-S To set the context of know about job adverts. the listening text 1. Who needs volunteers? and activate 2. Who can apply for the job? students’ prior Ss read the job advert and find the information to answer them. Ss knowledge. Two Ss share the answers with the whole class. S-S T checks answers as a class. Then ask other questions, e.g. Does the T-S job advert mention what qualities are required for this job? Will people get paid? Where will they work? Key: 1. The City Centre for Community Development 2. People who are interested in community development projects and have a couple of hours to spare at the weekend. WHILE-LISTENING To help students TASK 2: LISTEN TO AN ANNOUNCEMENT AND CHOOSE THE BEST ANSWER 10 mins practise listening for TO COMPLETE EACH SENTENCE. (p.47) specific information. * T asks Ss to look at the format of this activity and makes sure Ss know how T-S they must answer the multiple choice questions. Then T has them read through the questions carefully and checks if they understand all the vocabulary. Ss listen and choose the best answer to complete each sentence. Ss Some Ss compare their answers in pairs / groups. Pair work T checks answers by playing the recording again and pausing after the T-S parts of the announcement containing the information. Key: 1. B 2. B 3. C 4. A 5. C To help students TASK 3: LISTEN AGAIN AND DECIDE WHETHER THE STATEMENTS ARE TRUE 10 mins practise listening for (T) OR FALSE (F). (p.47) specific information. * T asks Ss to read through the statements carefully and checks if they T-S understand all the vocabulary. Ss underline the key words / phrases in each statement, decide whether Ss these statements are true or false. Key words/ phrases:
29. 1. helps people in the area; 2. Only poor people, get support; 3. looking for volunteers now; 4. new volunteers, only become members; local community development network; 5. deadline, application letter, 1st January. Some Ss compare their answers in pairs / groups. Pair work T checks answers as a class by playing the recording again and pausing T-S after the parts of the announcement containing the information. Key: 1. T 2. F (Teenagers, lonely old people and others also get support from this centre) 3. T 4. F (local and national) 5. T POST-LISTENING To give students an TASK 4: WORK IN GROUPS. DISCUSS THE FOLLOWING QUESTION. (p.47) 10 mins opportunity to * T asks Ss to list the activities for community development mentioned in T-S personalise the the recording (building houses for poor people, helping lonely old people, language and ideas creating facilities such as children’s playgrounds). from the listening in Ss work in groups and brainstorm other activities for community Group work a speaking task. development. Some groups discuss the question and take notes of their ideas. T invites some groups of Ss to give their presentations in front of the T-S whole class. CONSOLIDATION To help students WRAP-UP 3 mins memorise the target - Some lexical items related to the topic For a better community language and skills - Listen for specific information about volunteering activities that they have HOMEWORK learned - Prepare for the next lesson, Writing - Exercises in the workbook
30. UNIT 4: FOR A BETTER COMMUNITY Lesson 6: Writing I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Use the lexical items related to the topic For a better community - Write an application letter for volunteer work 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop a sense of helping the community and awareness of voluntary work - Develop self-study skills II. MATERIALS - Grade 10 textbook, Unit 4, Writing - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Assumptions Anticipated difficulties Solutions Students may have underdeveloped writing skills. - Guide students to make an outline of the letter. - Encourage students to work in pairs and in groups so that they can help each other. - Provide feedback and help if necessary. Board Plan
31. Date of teaching UNIT 4: FOR A BETTER COMMUNITY Lesson 6: Writing * Warm-up Game: Hangman * Writing Task 1: Match the paragraphs with their aims. Task 2: Read and answer the questions. Task 3: Complete the application letter. * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the GAME: HANGMAN 5 mins topic of writing. * T divides the class into 2 teams and gives suggestion: This is a kind of letter T-S - To set the context you need to write when you apply for a job. for the writing part. Ss spend some time thinking about the answer. S-S Each team takes turns to guess a letter. T reveals the correct letter as T-S the Ss speak. The team who can speak out the correct word/ phrase will be the winner. T draws Ss’ attention to the phrase APPLICATION LETTER and lets them know they are going to learn about. T-S Key: APPLICATION LETTER PRE-WRITING To provide an TASK 1: READ THE APPLICATION LETTER FOR A VOLUNTEER POSITION. 7 mins example job MATCH THE PARAGRAPHS WITH THEIR AIMS. (p.48) application letter, * T asks Ss to look at the application letter for a volunteer position. T-S
32. which students can Ss pay close attention to how the letter is organised (sender’s address, Pair work use as a model for date, receiver's address, opening, closing). their writing. Ss work in pairs, study the three paragraphs of the letter and match T-S each one with one of the aims and underline words and phrases that support the aims. T checks answers as a class. Key: Paragraph 1: C Paragraph 2: A Paragraph 3: B To introduce the TASK 2: READ THE JOB ADVERT AND ANSWER THE QUESTIONS. (p.48) 8 mins context of the * T asks Ss to read the job advertisement and underline important T-S writing task and help information, e.g. the job, who can apply, job duties. T elicits or explains the students develop meaning of words and phrases Ss may not know, e.g. Heart to Heart, ideas for their charitable, reliable, head office. writing. Ss focus attention on the two questions. Ss Ss work in pairs and answer the questions. Pair work T checks answers as a class. T-S Key: 1. Reliable and hardworking. 2. Welcoming guests and visitors, and receiving and sorting donations. WHILE-WRITING To help students TASK 3: COMPLETE THE APPLICATION LETTER FOR THE JOB. (p.48) 15 mins practise writing an * T asks Ss to look at the outline of the application letter and identify the T-S application letter for information they will need to complete it. a volunteer job. Ss work individually to write a draft. Individual Ss check their draft for the first time. work T goes around and offers help if needed. T-S Sample answer: 877 Kim Ma Street Ba Dinh, Ha Noi 12 March 2022 Heart to Heart Charitable Organisation
33. 100 Ha Thanh Street, Ha Noi Dear Sir or Madam, I am writing to apply for a volunteer position at the head office of Heart to Heart Charitable Organisation. I saw the job advert on our school notice board. I am interested in volunteer work and projects to help people in our community. I am polite, reliable and hardworking. I also have great people skills, which I believe are important for this position. I am available for an interview on any weekday after 4.30 p.m. or at weekends. If my application is successful, I can start next month. I look forward to hearing from you. Yours faithfully, Nguyen Ha Anh POST-WRITING To do a cross-check * T has the groups swap and give feedback on each other’s writing. T-S 7 mins and final check on Ss work in pairs and swap their draft letters for peer review. Pair work students’ writing. T then gives feedback on one writing as a model. T-S T collects Ss’ writings to mark and provides written feedback in the next lesson. CONSOLIDATION To help students WRAP-UP T-S 3 mins memorise the target - Some lexical items related to the topic For a better community language and skills - Write an application letter for volunteer work. that they have HOMEWORK learned - Rewrite the paragraph in the notebooks. - Prepare for the next lesson: Communication and culture/ CLIL - Exercises in the workbook
34. UNIT 4: FOR A BETTER COMMUNITY Lesson 7: Communication and Culture/CLIL I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Use the lexical items related to the topic For a better community - Revise how to describe feelings - Know more information about Save the Children and what it has contributed to the development of Viet Nam 2. Core competence - Be collaborative and supportive in pair work and teamwork - Access and consolidate information from a variety of sources - Actively join in class activities 3. Personal qualities - Develop a sense of helping the community and awareness of voluntary work - Understand more about Save the Children and what it has contributed to the development of Viet Nam II. MATERIALS - Grade 10 textbook, Unit 4, Communication and culture/ CLIL - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Useful expressions I feel / felt / am / was excited / confused /confident/ pleased To be honest, I'm / I was a little bit stressed / disappointed / upset Volunteering / Helping people made me feel happy / grateful / appreciated Assumptions
35. Anticipated difficulties Solutions Students may have underdeveloped speaking and co- - Encourage students to work in pairs and in groups so operating skills. that they can help each other. - Provide feedback and help if necessary. Some students will excessively talk in the class. - Explain expectations for each task in detail. - Have excessive talking students practise. - Continue to explain task expectations in small chunks (before every activity). Board Plan Date of teaching UNIT 4: FOR A BETTER COMMUNITY Lesson 7: Communication and Culture/ CLIL * Warm-up Game: Who remembers more? I. Everyday English Task 1: Listen and complete the conversation. Task 2: Role-play II. Culture Task 1: Read and complete the diagram. Task 2: Talk about Save the Children. * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task Implement the task Discuss Give comments or feedback
36. Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the GAME: WHO REMEMBERS MORE? 5 mins topic. * T divides Ss into 2 teams, lets Ss watch a video clip about volunteering and T-S - To enhance asks them to remember information about: Three principles of volunteering students’ skills of and places of volunteering. cooperating with (Link: teammates. Ss work in 2 teams and write the answers on the given paper sheets. S-S T plays the video clip again on the screen and checks the answers with T-S the whole class. Suggested answer: Three principles of volunteering: + Free will + Not paid + Making a difference Places of volunteering: + Beaches + Fields + Streets + Hospitals + Schools + Prisons EVERYDAY To review TASK 1: LISTEN AND COMPLETE THE CONVERSATION WITH THE WORDS 7 mins ENGLISH expressions for FROM THE BOX. THEN PRACTISE IT IN PAIRS. (p.49) describing feelings. * T asks Ss to read through the incomplete conversation and checks T-S comprehension by asking questions. + Who are the speakers? + What are they talking about? + How is Lan feeling now? Ss listen and complete the conversation with the words from the box. Ss 2 Ss to read out the conversation and underline expressions used to ask S-S for feelings (How was it? Was everything OK?) and express feelings (You
37. look very cheerful, I’m so happy and relaxed, I was confused, I felt a little bit worried, I’m so excited about it.). T-S T puts Ss in pairs and have them practise the conversation. Key: 1. C 2. D 3. B 4. A To help students TASK 2: ROLE-PLAY (p.49) 10 mins practise expressing Imagine you are back from a volunteer trip. Work in pairs. Take on a role feelings in their own and act out a conversation like the one in 1. Use the expressions below to conversations about help you. a volunteer trip. * Teacher: T-S - asks Ss to work in pairs and explains the context. - in weaker classes, underlines the words and phrases in the conversation that Ss can replace with their own ideas. T can also write some prompts on the board. - in stronger classes, encourages them to be more creative and use different sentence structures. Useful expressions I feel / felt / am / was excited / confused /confident/ pleased To be honest, I'm / I was a little bit stressed / disappointed / upset Volunteering / Helping people made me feel happy / grateful / appreciated Ss practise their conversation in pairs. Some pairs act out their conversations in front of the class. Pair work T praises for good effort, clear pronunciation, fluent delivery and interesting ideas. T-S CULTURE To help students TASK 1: READ THE TEXT BELOW AND COMPLETE THE DIAGRAM ABOUT 10 mins learn about Save the SAVE THE CHILDREN. (p.49-50) Children and what it * T asks Ss some questions to find out what they already know about Save T-S has contributed to the Children. the development of + What do you know about this organisation? Viet Nam. + When was it formed?
38. + What is the main aim of this organisation? + When did it start working in Viet Nam? Ss work in pairs and read the text about Save the Children and complete Pair work the diagram. Some Ss write their missing words on the board. S-S T checks answers as a class. T-S Key: 1. 120 2. improve (their) teaching skills and use digital technology 3. to go to school 4. life-saving skills To help students TASK 2: WORK IN GROUPS. USE THE DIAGRAM TO TALK ABOUT SAVE THE 10 mins practise talking CHILDREN. (p.50) about Save the * T asks Ss to form small groups and has each student in the group prepare a Group work Children using the brief talk about Save the Children based on their completed diagram. completed diagram. Ss prepare the talk in 2-3 minutes and practice in 5-6 minutes. Ss talk about the organisation in front of the whole class. S-S T gives feedback. T-S CONSOLIDATION To help students WRAP-UP 3 mins memorise what they - Use the lexical items related to the topic For a better community have learned - Revise how to describe feelings - Know more information about Save the Children and what it has contributed to the development of Viet Nam Homework: - Prepare for the next lesson: Looking back and project - Exercises in the workbook
39. UNIT 4: FOR A BETTER COMMUNITY Lesson 8: Looking back and project I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Review the vocabulary and grammar of Unit 4 - Apply what they have learnt (vocabulary and grammar) into practice through a project 2. Core competence - Develop communication skills and creativity - Develop presentation skills - Develop critical thinking skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be more creative when doing the project - Develop self-study skills II. MATERIALS - Grade 10 textbook, Unit 4, Looking back and project - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Assumptions Anticipated difficulties Solutions Students may have underdeveloped speaking and co- - Encourage students to work in pairs and in groups so that operating skills. they can help each other. - Provide feedback and help if necessary.
40. Some students will excessively talk in the class. - Explain expectations for each task in detail. - Have excessive talking students practise. - Continue to explain task expectations in small chunks (before every activity). Board Plan Date of teaching UNIT 4: FOR A BETTER COMMUNITY Lesson 8: Looking back and project * Warm-up: Brainstorming I. Looking back Pronunciation: Listen and mark the stressed syllables. Vocabulary: Fill in the gaps. Grammar: Complete the sentences. II. Project A volunteer project * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To revise the BRAINSTORMING T-S 5 mins two-syllable words * T divides the board and divides the class into 2 teams. with the same Ss listen to the instructions. Team work spelling and lead in
41. the next part of the Members of each team take turns and write as many two-syllable T-S lesson. words with the same spelling as possible in 2 minutes. - To enhance The group having more correct answers is the winner. students’ skills of Suggested answer: cooperating with increase teammates. record present import perfect rebel LOOKING BACK To help students PRONUNCIATION 5 mins revise the stress Listen and mark the stressed syllables in the words in bold. Then practise pattern in two- saying the sentences. (p.50) syllable words with * T asks Ss to listen and mark the stressed syllables in the words in bold in T-S the same spelling. each sentence. Ss practise saying these sentences out loud in pairs / groups, paying close Group work attention to the stress pattern of the words in bold. Some Ss say these sentences out loud in front of the class. S-S T corrects Ss if necessary and praises for good pronunciation and T-S fluent delivery. Key: 1. We hope that the number of volunteers will in'crease this year. 2. When will you pre'sent your report about the volunteer project? 3. I always keep a 'record of visitors’ donations. 4. We still im'port too many products that can be made in our country. To help students VOCABULARY 5 mins revise adjectives Fill in the gaps with the correct forms of the words in brackets. ending in -ed, -ing, * T asks Ss to read each sentence and checks comprehension. Then T T-S -ful, and -less and focuses Ss’ attention on the words in brackets. words related to the Ss brainstorm words that can be formed from the words in brackets, e.g. Ss topic of community ending, endless, excited, exciting, helpful, helpless, volunteer (v-n), development. voluntary, volunteering, donation, donors. Ss
42. Ss study the context carefully and decide on the adjectives to fill in these gaps. T-S T checks answers as a class by asking individual Ss to read the sentences. Key: 1. endless 2. excited 3. helpful 4. volunteers 5. donations To help students GRAMMAR 7 mins revise the use of the Complete the sentences using the correct forms of the verbs in brackets. past simple and past Use the past simple or past continuous. continuous with * T asks Ss to read each sentence and put the verb in brackets in the correct T-S when and while. form. Ss study the context carefully and decide which action is the longer one. Ss Pay attention to the use of the connectives when and while. Ss check their answers in pairs / groups. Group work T checks answers as a class by asking individual Ss to read the T-S sentences. Key: 1. met, were working 2. were walking, saw 3. noticed, was delivering 4. arrived, was giving PROJECT To allow students to A VOLUNTEER PROJECT 20 mins apply what they As Ss have prepared for the project throughout the unit, the focus of this have learnt lesson should be on the final product, which is an oral presentation. (vocabulary and * T has Ss work in their groups. Give them a few minutes to get ready for T-S grammar) into the presentation. Group work practice through T gives Ss a checklist for peer and self-assessment. T explains that they T-S a project. will have to tick appropriate items while listening to their classmates’ presentations and write comments if they have any. The presenters should
43. complete their self-assessment checklist after completing their presentation. S-S Two or three groups give their presentations. T encourages the rest of the class to ask questions at the end. T-S T gives praise and feedback after each presentation. CONSOLIDATION To help students WRAP-UP T-S 3 mins memorise what they - Review the vocabulary and grammar of Unit 4 have learned - Apply what they have learnt (vocabulary and grammar) into practice through a project HOMEWORK - Prepare for the next lesson: Unit 5 – Lesson: Getting started - Exercises in the workbook