Giáo án môn Tiếng Anh Lớp 10 Global - Unit 4: For a better community

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
(n)
/ədˈvɜːtɪsmənt/
a notice, picture or film telling people about a product, job or service
quảng cáo
community (n)
/kəˈmjuːnəti/
all the people who live in a particular area, country, etc. when talked about as a group
cộng đồng
boost (v)
/buːst/
to make something increase, or become better or more successful
tăng thêm, thúc đẩy
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.
- Students may not know how to work in teams. 
- Provide students with some lexical items before listening and 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

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’ knowledge on the topic of the unit. 
- To create a lively atmosphere in the classroom.
- To lead into the new unit.
CLIP WATCHING
* T gives instructions 
** Ss watch the clip and take notes individually.
 Link: https://www.youtube.com/watch?v=Ho5b-CfKTpo
*** Ss working in 4 groups, share their words/ phrases about the voluntary activities, then take turns to write the words/ phrases on the board.
**** T checks and corrects if Ss spell or pronounce the words/ phrases incorrectly. 
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.

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5 mins
PRESENTATION
To help students use key language more appropriately before they read and listen.
VOCABULARY
* T asks Ss to look at the explanation and the photos to guess the meanings of new words. 
** Ss say the Vietnamese meaning of the word.
1. volunteer (n) /ˌvɒlənˈtɪə(r)/: a person who does a job without being paid for it
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. 

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4 mins
PRACTICE
- To get students interested in the topic.
- To get students to learn some vocabulary to be learnt in the unit.
TASK 1: LISTEN AND READ (p.42) 
* T asks Ss to look at the picture (p.42) and answer the questions: 
+ Where are they?
(They are in a park.)
+ Who are they?
(They may be volunteers of
the centre.)
+ What are they doing?
(They are cleaning up the park / the playground.)

* T plays the recording twice, has Ss listen to the conversation, read along and underline the voluntary activities in the conversation.
** Ss do the task individually
*** Ss share their answers with a partner.
**** 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.
** Ss read the conversation
*** One pair read aloud.
**** T collects common pronunciation mistakes and gives comments.

T-S
T-S
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S-S
T-S
T-S
S-S
T-S
7 mins
- To practise reading for specific information 
- To practise scanning 
- To develop students knowledge of vocabulary for voluntary activities
TASK 2: READ THE CONVERSATION AGAIN AND ANSWER THE QUESTIONS. (p.43)
* T asks Ss to work individually to read the questions and underline the key words, then share their ideas with a partner who sits next to them. 
** Ss do Task 2 individually first.
*** Ss share and discuss with their partners about the key words.
**** T corrects their answers as a class. 
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 with the partner who sits behind them.
** 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 game Lucky number to check the answers.
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.

T-S
S-S 
T-S
T-S
S-S 
 T-S
10 mins
- To help students revise adjectives ending in the suffixes -ed and 
-ing; -ful and -less.
- To practise scanning
TASK 3: FIND ADJECTIVES WITH THE FOLLOWING SUFFIXES IN THE CONVERSATION AND WRITE THEM BELOW. (p.43)
* T has Ss scan the conversation and write down the adjectives ending in these suffixes.
** Ss work individually.
*** Ss share their answers with a partner.
**** T checks and gives the correct answers with the whole class, has them to say the meaning of the words.
Key: 
-ed: excited
-ing: interesting
-ful: useful, successful 
-less: endless

T-S
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S-S
T-S
4 mins
To help students identify the past simple and past continuous with when and while.
TASK 4: FIND A VERB OR VERB PHRASE IN THE CONVERSATION TO COMPLETE EACH SENTENCE. (p.43)
* T has Ss read each sentence, try to complete it with an appropriate
verb phrase without referring to the conversation.
** Ss do the task individually.
*** Ss share the answers with a peer.
**** T asks the whole class the call out the verb forms first, then call on individual students to read the complete sentences.
Key:
1. was working 
2. saw

T-S
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S-S
T-S
4 mins
PRODUCTION
To help students practising talking about activities which help protect the environment.

SELF-REFLECTION
Talk about activities you are going to do to make your community a better one (for a minute).
* Teacher:
- gives Ss clear instructions in order to make sure Ss can do effectively.
- 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?
+ 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.

6 mins
CONSOLIDATION
To help students memorise the target language and skills that they have learnt
To inform Ss what the final product of the Project should be like and how students can prepare for it.
WRAP-UP
- Some lexical items about volunteering in the community
- Reading for specific information
- Scanning 
HOMEWORK
- Exercises in the workbook
- Prepare for the next lesson
PROJECT PREPARATION
* T asks Ss open their books at page 51, look at the pictures and say what the topic of the Project is (A Volunteer Project).
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.

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5 mins

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 Int ... pectations 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
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
- To introduce the topic.
- To enhance students’ skills of cooperating with teammates.
GAME: WHO REMEMBERS MORE?
* T divides Ss into 2 teams, lets Ss watch a video clip about volunteering and asks them to remember information about: Three principles of volunteering and places of volunteering.
(Link: https://www.youtube.com/watch?v=tYmvsrkN8po)
** Ss work in 2 teams and write the answers on the given paper sheets.
**** T plays the video clip again on the screen and checks the answers with 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

T-S
S-S
T-S
5 mins

EVERYDAY ENGLISH

To review expressions for describing feelings.
TASK 1: LISTEN AND COMPLETE THE CONVERSATION WITH THE WORDS FROM THE BOX. THEN PRACTISE IT IN PAIRS. (p.49)
* T asks Ss to read through the incomplete conversation and checks 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.
*** 2 Ss to read out the conversation and underline expressions used to ask for feelings (How was it? Was everything OK?) and express feelings (You 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 puts Ss in pairs and have them practise the conversation.
Key:
1. C 2. D 3. B 4. A

T-S
Ss
S-S
T-S
7 mins
To help students practise expressing feelings in their own conversations about a volunteer trip.

TASK 2: ROLE-PLAY (p.49)
Imagine you are back from a volunteer trip. Work in pairs. Take on a role and act out a conversation like the one in 1. Use the expressions below to help you.
* Teacher: 
- 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.
**** T praises for good effort, clear pronunciation, fluent delivery and interesting ideas.

T-S
Pair work
T-S

10 mins
CULTURE
To help students learn about Save the Children and what it has contributed to the development of Viet Nam.
TASK 1: READ THE TEXT BELOW AND COMPLETE THE DIAGRAM ABOUT SAVE THE CHILDREN. (p.49-50)
* T asks Ss some questions to find out what they already know about Save the Children.
+ What do you know about this organisation?
+ When was it formed? 
+ 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 the diagram.
*** Some Ss write their missing words on the board.
**** T checks answers as a class.
Key: 
1. 120 
2. improve (their) teaching skills and use digital technology
3. to go to school 
4. life-saving skills

T-S
Pair work
S-S
 T-S
10 mins
To help students practise talking about Save the Children using the completed diagram.
TASK 2: WORK IN GROUPS. USE THE DIAGRAM TO TALK ABOUT SAVE THE CHILDREN. (p.50)
* T asks Ss to form small groups and has each student in the group prepare a brief talk about Save the Children based on their 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.
**** T gives feedback.

Group work
S-S
T-S
10 mins
CONSOLIDATION
To help students memorise what they have learned
WRAP-UP
- 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
Homework: 
- Prepare for the next lesson: Looking back and project
- Exercises in the workbook 

3 mins

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-operating skills.
- Encourage students to work in pairs and 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 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 
two-syllable words with the same spelling and lead in the next part of the lesson.
- To enhance students’ skills of cooperating with teammates.
BRAINSTORMING
* T divides the board and divides the class into 2 teams.
** Ss listen to the instructions.
*** Members of each team take turns and write as many two-syllable words with the same spelling as possible in 2 minutes.
**** The group having more correct answers is the winner.
Suggested answer: 
increase
record
present
import
perfect
rebel

T-S
Team work
T-S
5 mins

LOOKING BACK

To help students revise the stress pattern in two-syllable words with the same spelling.
PRONUNCIATION
Listen and mark the stressed syllables in the words in bold. Then practise saying the sentences. (p.50)
* T asks Ss to listen and mark the stressed syllables in the words in bold in each sentence.
** Ss practise saying these sentences out loud in pairs / groups, paying close attention to the stress pattern of the words in bold.
*** Some Ss say these sentences out loud in front of the class.
**** T corrects Ss if necessary and praises for good pronunciation and 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.

T-S
Group work
S-S
T-S

5 mins
To help students revise adjectives ending in -ed, -ing, 
-ful, and -less and words related to the topic of community development.
VOCABULARY
Fill in the gaps with the correct forms of the words in brackets.
* T asks Ss to read each sentence and checks comprehension. Then T focuses Ss’ attention on the words in brackets.
** Ss brainstorm words that can be formed from the words in brackets, e.g. ending, endless, excited, exciting, helpful, helpless, volunteer (v-n), voluntary, volunteering, donation, donors.
*** Ss study the context carefully and decide on the adjectives to fill in these gaps.
**** 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

T-S
Ss
Ss
T-S

5 mins
To help students revise the use of the past simple and past continuous with when and while.
GRAMMAR
Complete the sentences using the correct forms of the verbs in brackets. Use the past simple or past continuous.
* T asks Ss to read each sentence and put the verb in brackets in the correct form.
** Ss study the context carefully and decide which action is the longer one. Pay attention to the use of the connectives when and while.
*** Ss check their answers in pairs / groups.
**** T checks answers as a class by asking individual Ss to read the sentences.
Key: 
1. met, were working 
2. were walking, saw
3. noticed, was delivering 
4. arrived, was giving

T-S
Ss
Group work
T-S

7 mins
PROJECT 
To allow students to apply what they have learnt (vocabulary and grammar) into practice through
a project.
A VOLUNTEER PROJECT
As Ss have prepared for the project throughout the unit, the focus of this lesson should be on the final product, which is an oral presentation.
* T has Ss work in their groups. Give them a few minutes to get ready for the presentation.
** T gives Ss a checklist for peer and self-assessment. T explains that they will have to tick appropriate items while listening to their classmates’ presentations and write comments if they have any. The presenters should complete their self-assessment checklist after completing their presentation.
***Two or three groups give their presentations. T encourages the rest of the class to ask questions at the end.
****T gives praise and feedback after each presentation.

T-S
Group work
T-S
S-S
T-S
20 mins
CONSOLIDATION
To help students memorise what they have learned
WRAP-UP
- Review the vocabulary and grammar of Unit 4
- 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 
T-S
3 mins