UNIT 4: FOR A BETTER COMMUNITY
Lesson 1: Getting started
I. Profile
1. Lesson: Unit 4 - Getting started
2. Learners:
- Class size: 29 students in grade 10
3. Teacher:
- Nguyen Thi Linh Nga.
II. Duration: 45 minutes
III. Assumed knowledge: Students have already known:
- Students have learnt some vocabulary related to social activities.
IV. Expected outcome: After the lesson, students will be able to:
- Gain some vocabulary on the topic of voluntary work and social activities.
- Make dialogues using the given expression
V. Teaching aids:
- Textbook, laptop and projector, speaker, board and chalks.
VI. Potential difficulties and solutions:
1. Problems:
- There will probably be technical problems.
- Students may lack confidence.
- The pair work may cause the class to be noisy.
- There may be a lack of time.
2. Solutions:
- Teacher can use the board instead.
- Teacher should let students work in groups and encourage them with good marks or points if
necessary.
- Noise is the nature of a group or pair work; however, teacher can keep the class under control by
providing them different politeness strategies.
- Students can do some parts at home.
VII. Procedures:
No Stage & Time Teacher’s activities Student’s activities
1 Warm-up Activity 1: Crossword
(15’) - Shows the crossword on the screen
- Divides Ss into 2 groups. - Work in groups
- Provides Ss with clues for each word they - Choose and guess the
choose. words basing on the T's
- Declares the winner and lead in the topic. suggestions.
Activity 2: - Work in groups of 4,
- Divides Ss into groups of 4. complete the dialogue.
- Provides each group a dialogue with gaps to
fill in.
- Asks them to stick the answers where
appropriate.
- Checks Ss’s answers.
2. Presentation - Plays the recording. - Listen and read the
(5’) - Provides Ss with new words from the conversation at the same
dialogue. time.
- Asks Ss to listen and repeat the new words. - Listen and repeat after the
- Asks Ss to write down in their notebooks. teacher.
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- Gets Ss in pairs to read the dialogue again/ - Write down new words in
then asks two pairs to act out the conversation. their notebooks.
- Read out loud the dialogue.
3. Practice Task 2: Answer the questions about the text
(10’) - Asks Ss to answer the questions in the
textbook. - Work individually to
- Goes round and helps if needed. answer the questions.
- Checks Ss' answers.
- Provides final feedback and correction. - Give the T the answers if
* Suggested answers: asked.
1. At about 2 p.m yesterday afternoon.
2. Hieu was working at the Happy Mind
Charity Center.
3. Yes, he was.
4. His job is meaningful because he can help
the children to read and write..
5. The answer may vary.
4. Production Task 3: Making the conversation - Make dialogues
(13’) - Asks each pair to make a dialogue using one
of the expression in the box.
- Guides Ss to make dialogues
- Checks some pairs and gives comment.
5. Consolidation - Sums up the content
and homework - Asks Ss to do exercises in student's book
(2’)
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UNIT 4: FOR A BETTER COMMUNITY
Lesson 2: Language
I. Profile
1. Lesson: Unit 4 - Getting started
2. Learners:
- Class size: 29 students in grade 10
3. Teacher:
- Nguyen Thi Linh Nga.
II. Duration: 45 minutes
III. Assumed knowledge: Students have already known:
- Students have learnt some vocabulary related to social activities.
IV. Expected outcome: After the lesson, students will be able to:
- Gain some vocabulary on the topic of voluntary work and social activities.
- Use the adjectives ending with -ed, -ing, -ful and -less in context.
- Use irregular past tense verbs, the past simple and past continuous correctly in combination.
V. Teaching aids:
- Textbook, laptop and projector, speaker, board and chalks.
VI. Potential difficulties and solutions:
1. Problems:
- There will probably be technical problems.
- Students may lack confidence.
- There may be a lack of time.
2. Solutions:
- Teacher can use the board instead.
- Teacher should let students work in groups and encourage them with good marks or points if
necessary.
- Students can do some parts at home.
No Stage & Time Teacher’s activities Student’s activities
1 Warm-up Activity 1: Crossword
(15’) - Shows the crossword on the screen
- Divides Ss into 2 groups. - Work in groups
- Provides Ss with clues for each word they - Choose and guess the
choose. words basing on the T's
- Declares the winner and lead in the topic. suggestions.
Activity 2:
- Asks Ss to tell the whole class about one - Talk about a voluntary
voluntary work they have taken part in. work of their own choice.
- Gives feedback.
2. Presentation Vocabulary: - Write down the rules into
(5’) - Asks Ss to read the conversation again and notebooks
underline the adjectives ending with - ed, -ing, -
ful and less
- Checks some Ss.
- Helps Ss to distinguish the use and meaning of
these adjectives.
+ Adjectives with -ed: refer to feelings
+ Adjectives with -ing: refer to the nature or
characteristic of a person or a thing.
+ Adjectives with -ful: positive meaning, full of
+ Adjectives with -less: negative meaning,
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without.
3. Practice Pronunciation
(13’) Task 1:Identify the word having the sounds
- Plays the recorder and let Ss listen and repeat. - Repeat.
- Invites two or three Ss read again and then
gives comment
Task 2: Listen and repeat
- Plays the recorder and ask Ss to write - Listen and write.
/nd/ , /n/ and/nt/ above the words that have the
corresponding sounds.
- Puts Ss in pairs to practice reading the - Practice the sounds.
sentences.
- Invites some Ss to read the sentences in front
of the class. Correct mistakes.
Grammar
Activity 1:
- Asks Ss to pay attention to the time
expressions and ask them to find the verb tense
to go with these time expressions.
- Asks to Ss work individually first to rewrite - Rewrite the sentences.
the sentences in the past tense, using the time
expression in blankets.
- Asks some Ss to write the answers on the
board.
- Checks and give feedback.
* Key:
1. I wore jeans to school yesterday.
2. My sister and I bought a lot of clothes last
summer.
3. My father read newspaper in bed last night.
4. My mother made my bed last Sunday.
5. I wrote letters to my grandparents yesterday.
4. Production - Asks Ss to write a story, using past and past - Write a story, using past
(10’) continuous tense. and past continuous tense.
- Asks Ss to finish the writing at home if there's
a lack of time.
5. Consolidation - Sum up the content
(2’)
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UNIT 4: FOR A BETTER COMMUNITY
Lesson 3: Reading
I. Background
1. Lesson: Unit 4 - Getting started
2. Learners:
- Class size: 29 students in grade 10
3. Teacher:
- Nguyen Thi Linh Nga.
II. Duration: 45 minutes
III. Assumed knowledge: Students have already known:
- Students have learnt some vocabulary related to social activities.
IV. Expected outcome: After the lesson, students will be able to:
- Know the benefit of volunteer work.
- Understand the discourse and put the sentences into appropriate place.
- Guess the meaning of some words through the context.
V. Teaching aids:
- Textbook, laptop and projector, speaker, board and chalks.
VI. Potential difficulties and solutions:
1. Problems:
- There will probably be technical problems.
- Students may lack confidence.
- There may be a lack of time.
2. Solutions:
- Teacher can use the board instead.
- Teacher should let students work in groups and encourage them with good marks or points if
necessary.
- Students can do some parts at home.
No Stage & Time Teacher’s activities Student’s activities
1 Warm-up Activity 1: Crossword
(15’) - Shows the crossword on the screen
- Divides Ss into 2 groups. - Work in groups
- Provides Ss with clues for each word they - Choose and guess the
choose. words basing on the T's
- Declares the winner and lead in the topic. suggestions.
Activity 2:
- Asks Ss to tell the whole class about one - Talk about a voluntary
voluntary work they have taken part in. work of their own choice.
- Gives feedback.
2 Pre-reading - Introduces the title of the reading passage and - Think of the reasons why
(5’) elicit the reasons why people volunteer. people volunteer.
- Invites some Ss to share their ideas. - Share opinions.
3 While-reading - Divides Ss into groups of 4. - Work in groups of 4,
(15’) - Provides each group a passage with gaps to fill complete the passage.
in.
- Asks them to stick the answers where
appropriate.
- Checks Ss’s answers.
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- Provide the answers and evidences from the
reading text.
* Key: Reasons They are: a, c, e and f
4 Post-reading Exercise 4: - Guess the meaning through
(13’) - Asks Ss to look back at the reading text to the context.
locate the highlighted words. - Choose the correct option
- Haves Ss guess the meaning of each of the then compare the answer
highlighted word based on the context. with a partner.
- Requires Ss to choose the meaning then
compare with a partner.
- Checks Ss' answer and give feedback.
Key: 1.A 2 .B 3.C
4.B 5. A
Exercise 5:
- Asks Ss work in pairs to discuss the
statements.
- Elicits different ways to give opinions that Ss - Give opinions on the
know and add some more if necessary. statements.
- Invites some Ss to talk in front of the whole
class.
5 Consolidation - Summarizes the main points of the lesson
(2’)
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UNIT 4: FOR A BETTER COMMUNITY
Lesson 4: Speaking
I. Profile
1. Lesson: Unit 4 - Speaking
2. Learners:
- Class size: 29 students in grade 10
3. Teacher:
- Nguyen Thi Linh Nga.
II. Duration: 45 minutes
III. Assumed knowledge: Students have already known:
- Some vocabulary related to social activities.
IV. Expected outcome: After the lesson, students will be able to:
- Gain some vocabulary on the topic of voluntary work and social activities.
- Present and express opinions in front of the class using vocabulary learnt in the lesson.
V. Teaching aids:
- Textbook, laptop and projector, speaker, board and chalks.
VI. Potential difficulties and solutions:
1. Problems:
- There will probably be technical problems.
- Students may lack confidence.
- The pair work may cause the class to be noisy.
- There may be a lack of time.
2. Solutions:
- Teacher can use the board instead.
- Teacher should let students work in groups and encourage them with good marks or points if necessary.
- Noise is the nature of a group or pair work; however, teacher can keep the class under control by
providing them different politeness strategies.
- Students can do some parts at home.
VII. Procedures:
No Stage & Time Teacher’s activities Student’s activities
1 Warm-up - Plays the video
(10’) - Ask ss to answer the questions
- Checks the answers
2 Presentation Activity 1: Matching
(10’) - Asks Ss to work individually to look at some - Match the activities with
activities for community development and to the reasons.
match them with the reasons why they are
important.
- Goes round and help if necessary.
- Checks Ss' answers.
- Calls on individual Ss to read aloud these - Read aloud the answers.
activities and the reasons why they are
important.
3 Practice Activity 3: Discussion
(10’) - Has Ss work in groups of 4 and look at - Work in groups, rank the
activities for community development in task 1. activities and discuss
- Asks members in each group to rank the
activities in the order of importance.
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- Guides Ss some useful expressions in the
textbook to express their ideas.
4 Presentation - Asks the representatives from 3 groups to - Present
(13’) present the groups' decisions to the whole class.
- Asks the whole class to vote for the group
with the best decisions.
5 Consolidation - Summarises the main content of the lesson. - Do homework.
(2’) - Asks Ss to do exercises in student’s book.
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UNIT 4: FOR A BETTER COMMUNITY
Lesson 5: Listening
I. Profile:
1. Lesson: Unit 4 - Listening
2. Learners:
- Class size: 29 students in grade 10
3. Teacher:
- Nguyen Thi Linh Nga.
II. Duration: 45 minutes
III. Assumed knowledge: Students have already known:
- Some vocabulary related to social activities.
IV. Expected outcome: After the lesson, students will be able to:
- Know the benefit of volunteer work.
- Understand the discourse and put the sentences into appropriate place.
- Guess the meaning of some words through the context.
V. Teaching aids:
- Textbook, laptop and projector, speaker, board and chalks.
VI. Potential difficulties and solutions:
1. Problems:
- There will probably be technical problems.
- Students may lack confidence.
- There may be a lack of time.
2. Solutions:
- Teacher can use the board instead.
- Teacher should let students work in groups and encourage them with good marks or points if necessary.
- Students can do some parts at home.
VI. Procedures:
No Stage & Time Teacher’s activities Student’s activities
1 Warm-up - Asks Ss to work in groups - Mime
(15’) - Provides each group with a set of words - Guess the words and write
- Asks Ss to take turns to mime the action them on the board
- Asks the last Ss of each group to write the
answers on the board
- Declares the winners.
- Leads in the topic of the lesson.
2 Pre-listening Activity 1: - Thinks of the activities
(10’) - Asks the Ss what kind of help people need to they can do for a better
solve each problems. community.
- Suggests some different ways people can use
to help out in their community.
Activity 2:
- Asks Ss to match the words with their - Match the words with their
definition. definition.
- Goes around and helps.
- Checks the answers.
3 While-listening Activity 3:
(15’) - Tells students that they are going to listen to - Listen to the recording.
the announcement by the director of Heart to
Heart Charity and decide whether the
statements are true (T) or false (F).
- Has students guess their answers before - Answer the questions.
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listening.
- Plays the recording and let students do the
activity. Possibly play the recording again.
- Checks students' answers and comments.
Activity 4:
- Gives Ss the questions before they listen. - Watch the video and
- Plays the video. answer the questions.
- Asks Ss to answer the questions while
listening.
- Checks the answers.
4 Post listening - Asks Ss whether they have volunteered or - Think of the activities they
(8’) done community service. have taken part in.
- Asks them to describe the work they’ve done. - Present in front of the
class.
5 Consolidation - Summarises the content.
(2’) - Asks Ss to do the exercises in their student’s - Do the exercises at home.
book at home.
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UNIT 4: FOR A BETTER COMMUNITY
Lesson 6: Writing
I. Profile:
1. Lesson: Unit 4 - Writing
2. Learners:
- Class size: 29 students in grade 10
3. Teacher:
- Nguyen Thi Linh Nga.
II. Duration: 45 minutes
III. Assumed knowledge: Students have already known:
- Some vocabulary related to social activities.
- Format of a formal letter.
IV. Expected outcome: After the lesson, students will be able to:
- Know the benefit of volunteer work.
- Write an application for a job.
- Buil up some vocabulary for their writing.
V. Teaching aids:
- Textbook, laptop and projector, speaker, board and chalks.
VI. Potential difficulties and solutions:
1. Problems:
- There will probably be technical problems.
- Students may lack confidence.
- There may be a lack of time.
2. Solutions:
- Teacher can use the board instead.
- Teacher should let students work in groups and encourage them with good marks or points if necessary.
- Students can do some parts at home.
VI. Procedures:
No Stage & Time Teacher’s activities Student’s activities
1 Warm-up - Asks students to look at the job advertisement - Look at the job
(10’) and highlight the key information advertisement and focus on
- Asks Ss to work in groups. some key information: job
- Provides each group a set of paragraphs and title, qualities needed for the
asks them to rearrage the paragraphs to make a job, working experience
meaningful letter. needed for the job, and the
address of the employer.
2 Pre-writing - Asks two representatives from two groups to - Present the answer.
(10’) present their answer. - Draw out the structure of
- Checks the answers. an application letter.
- Elicits the format of an application letter - Write down the structure.
basing on the model writing.
Task 3:
- Tell students to read the letter again and match - Match each paragraph with
each paragraph in the letter with its purpose. its purpose.
Key: Paragraph 1: b Paragraph 2: c
Paragraph 3: d Paragraph 4: a
3 While-writing Task 5:
(13’) - Instructs students to write a formal letter of - Write an application letter
140-160 words applying for the job in task 4.
Follow the writing plan in task 3.
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- Goes around to offer helps.
- Gets some outputs to highlight and comment
and correct the possible mistakes of students.
4 Post-writing - Asks Ss to do some peer-checking. - Work in pairs, check and
(10’) - Gets some outputs to highlight and comment give comments on their
and correct the possible mistakes of students. friend’s writing
- Listen to the teacher’s
comments.
- Add some more comments
to their friend’s writing if
asked.
5 Consolidation - Summarizes the main points of the lesson. - Rewrite the letter at home.
(2’) - Asks Ss to rewrite their letter at home.
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