Giáo án Tiếng Anh Lớp 10 (Global success) - Period 29 to 36 - Unit 4: For a Better Community - Năm học 2022-2023

 Date of planning: November 2nd, 2022
Date of teaching: November 9th, 2022 
Period 29
 UNIT 4: FOR A BETTER COMMUNITY
 Lesson 1: Getting started – Volunteering in the community
I. OBJECTIVES: By the end of the lesson, students will be able to :
 - Understand the meaning of the new language through a conversation about volunteer work 
 II. Language knowledge: 
+ Vocabulary: volunteer (n), advertisement (n), community (n), boost (v), orphanage (n)
+ Grammar: Past Simple and Past Continuous
+ Pronunciation: Stress in two-syllable words with the same spelling
III. Instructional resources:
- Grade 10 textbook, Unit 4 - Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards/ cassette
- sachmem.vn
IV. PROCEDURE:
 Teacher’s and Students’ activities Content
 1/ Activity 1: Warm-up CLIP WATCHING: (5ms)
 -T gives instructions Suggested answers: 
 -Ss watch the clip and take notes individually. + Read books for children in 
 Link: orphanages
 -Ss working in 4 groups, share their words/ phrases about the voluntary activities, + Visit and play games with 
 then take turns to write the words/ phrases on the board. them or listen to their 
 -T checks and corrects if Ss spell or pronounce the words/ phrases incorrectly. problems
 - Introduce the lesson: “Doing voluntary work to help the community is a way + Work at home of sick and 
 for you to contribute to make our community a better one. There are many old people
 activities you can do to help other people and in today’s lesson we will find out + Volunteer to work in 
 more about these activities.” remote or mountainous areas
 2. Activity 2: VOCABULARY(4ms)
 -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 Suggested answers: join a 
 -Other Ss correct if the previous answers are incorrect. local environmental group to 
 - T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat clean up the park, volunteer 
 them. at an orphanage.
 3. Activity 3. Listen and read (p.42) (7ms)
 * 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.) - 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. Expected answers: 
 - chooses some typical errors and correct as a whole class without nominating the - Some lexical items about 
 Ss’ names. volunteering in the 
 community
 7. WRAP-UP (3’) - Reading for specific 
 - T asks Ss: information
 What have you learnt today? - Scanning 
 6. HOMEWORK: (2ms)
 - Write a short paragraph(100 words) about volunteer work 
 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.
Date of planning: November 5th, 2022
Date of teaching: November 11th, 2022 
Period 30
 UNIT 4: FOR A BETTER COMMUNITY
 Lesson 2: Language
I. OBJECTIVES: By the end of the lesson, students will be able to :
- Pronounce correctly stress in two-syllable words with the same spelling. 
- Use new vocabulary to talk about volunteer work.
- Use the past simple vs. the past continuous.
II. Language knowledge: 
- Pronunciation : Stress in two- syllable words with the same spelling
- Vocabulary : Lexical items related to the topic For a better community
- Grammar : Past simple & Past continuous tenses with when and while 
III. Instructional resources:
- Grade 10 textbook, Unit 4-Language
- Computer connected to the Internet, tape.
- Projector/ TV/ pictures and cards - Ss compare the answers in pairs. 4. hopeless
- T confirms the correct answers. T asks Ss to give reasons why 
they 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.
4. GRAMMAR: PRESENT SIMPLE & PRESENT 
CONTINUOUS: (11ms)
TASK 1: CHOOSE THE CORRECT VERB FORM IN EACH 
OF THE FOLLOWING SENTENCES. (p.44)(6ms) Key:
- T has Ss read the sentences individually once, asks them to pay 1. was working 
attention to the conjunctions when and while. 2. told 
-Ss work in pairs to compare their answers. 3. were helping 
-Some Ss share their answers with the whole class. 4. realised
-Teacher gives feedback and corrections (if necessary).
-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
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. Grammar: Past tense, Present Simple tense, Present continuous tense, Present perfect tense
Pronunciation: pronunciation of new words, especially stressed sounds
III. Instructional resources:
- Grade 10 textbook, Unit 4-Reading
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
IV. PROCEDURE:
 Teacher’s and Students’ activities Contents
I. Warm-up: GAME: LUCKY NUMBER(5ms)
-T divides class into 2 teams. T prepares 6 numbers which include 5 Suggested questions:
questions about the present simple, the present continuous and 1. When do we use the past simple?
volunteering activities, and 1 lucky number. 2. When do we use the past continuous?
-Each team takes turns to choose a number and answer the question 3. Name 3 words/phrases used as signals of 
behind the number. If the team answers the question correctly, they the past simple.
will get 1 point. If the team chooses the lucky number, they get 1 4. Give the correct form of the verbs in 
point without answering the question. brackets:
- Ss do as instructed. While I (listen) _______to music, my sister 
-T gives further explanation (if needed). (knock) _______the door.
 5. Name 2 volunteering activities.
II. Pre- reading(7ms)
TASK 1: COMPLETE THE MIND MAP WITH POPULAR 
VOLUNTEERING ACTIVITIES FOR TEENAGERS. (p.46) 
* Teacher:
- asks Ss to work in pairs Suggested answers:
- gives each pair a sheet of paper Helping at a charity event where people 
- ask them to draw the mind map and complete it with volunteering can donate items or money
activities suitable for teenagers. Helping old people (e.g. cook meals, shop 
- encourages Ss to use the pictures as suggested ideas. for food)
- tells Ss that there are no right or wrong answers and they can make Helping old people with technology (e.g. 
the guesses freely. how to send emails, use the Internet, or 
** Ss listen to the instructions and do the task individually. install apps)
- Some Ss show their mind map on the paper and share the answers Helping out at an animal shelter
with the whole class.
- T gives feedback.
VOCABULARY
- T provides Ss with the meaning and pronunciation of some new 
words.
- Ss listen and repeat the words. 1. donation (n) /dəʊˈneɪʃn/: sự quyên góp, 
- Ss practice the words in pairs and two students read the words out ủng hộ
loud in front of the class. 2. deliver (v) /dɪˈlɪvə(r)/: phân phát
- T corrects (if necessary) 3. hardship (n) /ˈhɑːdʃɪp/: sự gian khổ
III. While- reading:
TASK 2: READ THE TEXT AND CHOOSE THE MAIN IDEA. 
(p.46)(9ms)
- T elicits from Ss strategies they can use to read texts for main ideas, 
e.g. 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 
weaker classes, T has Ss read through the three options first and Key: C
checks understanding.
- Ss work in pairs to compare their answers.
- T checks answers as a class. In stronger classes, T asks Ss to explain 
why 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.