Kế hoạch bài dạy Tiếng Anh Lớp 10 Global Success theo CV5512 - Unit 4: For a better community

 advertisement a notice, picture or film telling people about a 
 /ədˈvɜːtɪsmənt/ quảng cáo
 (n) product, job or service
 all the people who live in a particular area, 
 community (n) /kəˈmjuːnəti/ cộng đồng
 country, etc. when talked about as a group
 to make something increase, or become better or 
 boost (v) /buːst/ tăng thêm, thúc đẩy
 more 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 - Provide students with some lexical items before 
 conversation. listening and reading the conversation.
 - Students may not know how to work in teams. - 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) 
 new unit. + 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 VOCABULARY 4 mins
 use key language * T asks Ss to look at the explanation and the photos to guess the meanings of new T-S
 more appropriately words. 
 before they read ** Ss say the Vietnamese meaning of the word. S
 and listen. 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 T-S
 them. 
 PRACTICE - To get students TASK 1: LISTEN AND READ (p.42) 7 mins
 interested in the * T asks Ss to look at the picture (p.42) and answer the questions: T-S
 topic.
 - To get students to 
 learn some 
 * 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. 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 S-S 
 a number in the 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 4 mins
revise adjectives AND WRITE THEM BELOW. (p.43)
ending in the * T has Ss scan the conversation and write down the adjectives ending in these T-S
suffixes -ed and suffixes.
-ing; -ful and -less. ** Ss work individually. S
- To practise *** Ss share their answers with a partner. S-S
scanning **** T checks and gives the correct answers with the whole class, has them to say T-S
 the meaning of the words.
 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 4 mins
identify the past SENTENCE. (p.43)
simple and past * T has Ss read each sentence, try to complete it with an appropriate T-S
continuous with verb phrase without referring to the conversation.
when and while. ** Ss do the task individually. S
 *** Ss share the answers with a peer. S-S 
 - Exercises in the workbook
 - Prepare for the next lesson
To inform Ss what PROJECT PREPARATION T-S
the final product of * T asks Ss open their books at page 51, look at the pictures and say what the topic of 
the Project should the Project is (A Volunteer Project).
be like and how Teacher:
students can - Tells Ss about the Project requirements: 
prepare for it. + 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. S-S
 **** T helps Ss set deadlines for each task and supports them throughout the process. T-S 
 S + was/were + V-ing +  The past continuous shows us that the action was 
 S + wasn’t/weren’t + V-ing +  already in progress at a certain time in the past.
 Past continuous Was/Were + S + V-ing + ? The past continuous can also show that an activity 
 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 
 knowledge and * T divides Ss into 2 teams. Each team will take turns to name an activity 
 vocabulary related to they can do to help the community. The team with more correct answers 
 the topic. will be the winner. S-S
 - To enhance ** Ss listen to the instructions.
 students’ skills of *** Ss work in 2 teams and take turns to give the answers. T-S
 cooperating with **** T checks and corrects if Ss spell or pronounce the words/ phrases 
 teammates. incorrectly. 
 - To lead into the Suggested answer: 
 new unit + 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 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 containing - ask Ss to listen to each sentence again 
 two-syllable words - tells them to pay attention to the stress on the words in italic.
 with the same ** Ss listen and repeat. 
 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.
 - 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. 
 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 simple * T has Ss read the sentences individually once, asks them to pay attention T-S
 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.
 **** 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