Giáo án tiếng Anh 10 Unit 4: For a Better Community

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:

* 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.

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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.

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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

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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

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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