Giáo án Tiếng Anh 10 (Global Success) - Period 31-38, Unit 4: For a better community

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 31-38, Unit 4: For a better community

1. Week: ___ Preparing date: ___ Teaching date: ___ Period: 31 UNIT 4: FOR A BETTER COMMUNITY Lesson 1: Getting started A. AIMS 1. Knowledge - An overview about the topic For a better community - Vocabulary to talk about volunteering in the community 2. Competence - Develop communication skills and awareness of voluntary work - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Quality - Develop a sense of helping the community and awareness of voluntary work - Be responsible to the community B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Grade 10 textbook, Unit 4, Getting started - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up: WATCH A VIDEO CLIP AND TAKE NOTES (5’) * Objectives: Create an active atmosphere in the class before the lesson Lead into the new unit * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Outcome: Lead to the new lesson * Organisation : Teacher’s instructions * Process: Link: * T gives instructions Ss watch the clip and take notes individually. 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
2. + 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. II. New lesson: 1. Vocabulary * Objective: Help students use key language more appropriately before they read and listen. * Content: Leaning vocabulary given. * Outcome: Students use key language more appropriately before they read and listen * Process: * 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. 2. Activities: a. Activity 1: LISTEN AND READ (7 minutes) * Objective: To get students interested in the topic and get students to learn some vocabulary to be learnt in the unit. * Content: Listen and read the conversation * Output: sts can read and understand the conversation * Process: * 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 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 T collects common pronunciation mistakes and gives comments.
3. b. Activity 2: READ AND ANWER THE QUESTIONS (10 minutes) * Objective: - To practise reading for specific information and develop students’ knowledge of vocabulary for voluntary activities * Content: Read the conversation again and answer the questions * Output: : sts can understand and answer the questions * Process * 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 work individually to read the questions and underline the key words - 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. Whatare 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. 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. Ss do the task in pairs. 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. c. Activity 3: ADJECTIVE FINDING (4 minutes) * Objective: To help students revise adjectives ending in the suffixes -ed and -ing; -ful and -less. * Content: Find adjectives with the following suffixes in the conversation and write them below (p.43) * Output: : sts can find adjectives with the following suffixes in the conversation and write them below * Process * The 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 d. Activity 4: COMPLETE THE SENTENCES BY VERB PHRASE FINDING (4 minutes) * Objective: To help students identify the past simple and past continuous with when and while. * Content: Find a verb phrase in the conversation to complete each sentence * Output: sts can find a verb phrase in the conversation to complete each sentence * Process * T has Ss read each sentence, try to complete it with an appropriate verb phrase without referring to the conversation. * T asks the whole class the call out the verb forms first, then call on individual students to read the complete sentences. * Ss do the task individually.
4. * Ss share the answers with a peer. * Ss write the answers in the notebook Key: 1. was working 2. saw PRODUCTION: (10 minutes) * Objective: To help students practising talking about activities which help protect the environment. * Content: Talk about activities you are going to do to make your community a better one (for a minute). * Output: sts can talk about activities you are going to do to make your community a better one (for a minute). * Process * 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. 3. Consolidation: (3 minutes) - To help students memorise the target language and skills that they have learned - To inform students what the final product of the project should be and how students can prepare for it. * T asks Ss: What have you learnt today? - Some lexical items about volunteering in the community - Reading for specific information - Scanning 4. Homework: (2 minutes) - Exercises in the workbook - Prepare for the next lesson 5. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
5. Week: ___ Preparing date: ___ Teaching date: ___ Period: 32 UNIT 4: FOR A BETTER COMMUNITY Lesson 2: Language A. AIMS 1. Knowledge - Lexical items related to the topic For a better community; - Stress on two-syllable words with the same spelling - Grammar: past simple vs. the past continuous 2. Competence - Be collaborative and supportive in pair work and teamwork - Consolidate information from a variety of sources - Actively join in class activities 3. Quality - Develop a sense of helping the community and awareness of voluntary work - Be responsible to the community B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Grade 10 textbook, Unit 4, Language - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up: NAME SOME ACTIVITIES YOU CAN DO TO HELP THE COMMUNITY (5’) *Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new unit To activate students’ prior knowledge and vocabulary related to the topic. - To enhance students’ skills of cooperating with teammates. - To lead into the new unit * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Outcome: lead into the new unit * Organisation: Teacher’s instructions + Greeting + Asking question: * T divides Ss into 2 teams. Each team will take turns to name an activity they can do to help the community. The team with more correct answers will be the winner. Ss listen to the instructions. Ss work in 2 teams and take turns to give the answers. T checks and corrects if Ss spell or pronounce the words/ phrases incorrectly. * T leads in the new lesson of Language. II. New lesson:
6. Activities: PRONUNCIATION a. Activity 1: LISTEN AND CIRCLE. (5 mins) * Objective: To help students recognize and understand the difference of stress in two-syllable words with the same spelling. * Content: Listen to the sentences and circle the word with the stress you hear (p 48) * Output: : sts can listen and circle the words * Process * Teacher: - introduces the difference of stress in two-syllable words with the same spelling. - asks Ss to give some two-syllable words with the same spelling but different stress they know. - plays the recording and asks Ss to listen. Ss do as instructed. -listen to the teacher carefully -write the answers in their notebook T checks as a class. Key: 1. a 2. b 3. a 4. b 5. a 6. b b. Activity 2: PRACTICE SAYING SENTENCES. (5 mins) * Objective: To help students use key language more appropriately before they read and listen. * Content : Listen again and practice saying the sentences. (p.43) * Output: : sts can understand and say the sentences * Process * Teacher: - ask Ss to listen to each sentence again - tells them to pay attention to the stress on the words in italic. * Ss listen and repeat. Ss work in pairs and have them practise the sentences. T walks round the class, praising good pronunciation and correcting wrong stress placement. VOCABULARY a. Activity 1: MATCHING (4 minutes) * Objective: To enrich students’ vocabulary. * Content: : MATCH THE WORDS WITH THEIR MEANINGS. (p.44) * Output: : sts can broaden their vocabulary by matching exercise * Process* Teacher asks students to match in pairs. Ss do the task in pairs. Some pairs share their answers with the whole class. T gives feedback and corrections (if necessary). Key: 1. c 2. e 3. a 4. b 5. D b. Activity 2: COMPLETE THE TABLE. (5 minutes) * Objective: To give students practice in using the words in meaningful contexts. * Content: Complete the following sentences using the correct forms of the words in 1. (p.44)
7. * Output: : sts can remember and use the words in meaningful contexts. * Process * T asks Ss to work independently and put a suitable word or phrase in each blank. Ss work independently and put a suitable word or phrase in each blank. Ss share their answers before discussing as a class. T asks some Ss to share the answers and gives feedback. Key: 1. generous 2. remote 3. donate 4. benefit 5. volunteers c. Activity 3: SENTENCE COMPLETION. (5 minutes) * Objective: To give sts practice in using adjectives ending in -ed, -ing, -ful, and -less. * Content: Choose the correct word and complete the sentences * Output: : sts can choose the correct word and complete the sentences * Process* T tells Ss to look at each sentence and choose the adjective that best fits the context. Ss work individually Ss share their answers with a partner 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. Key: 1. careful 2. interested 3. exciting 4. hopeless GRAMMAR a. Activity 1: CHOOSE THE CORRECT VERB FORM. (4 mins) * Objective: - To have students revise and understand the use of the past simple and the past continuous. * Content: Choose the correct verb form in each of the following sentences (p.44) * Output: : sts can understand the use of the past simple and the past continuous. * Process* T has Ss read the sentences individually once, asks them to pay attention to the conjunctions when and while. - Ss read the sentences individually once - Some Ss share their answers with the whole class. * Teacher gives feedback and corrections (if necessary). Key: 1. was working 2. told 3. were helping 4. realised
8. * T lets Ss recall the form of the present simple and the present continuous and elicitsthe 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. While I was reading an article, she called. b. Activity 2: COMBINE THE SENTENCES. (5 minutes) * Objective: To give students more practice in using the past simple and the past continuous with when and while. * Content: Combine the two sentences using when or while where appropriate (p. 44) * Output: : sts can remember some collocations * Process * T has Ss read the sentences individually once, asks them to pay attention to the conjunctions when and while. Ss work individually
9. Ss share their answers with a partner * 2 students to write their answers on the board. T gives feedback and corrections (if necessary). Key: 1. While they were cleaning the streets, it started to rain. / They were cleaning the streetswhen 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 anon-governmental organisation. / Tim was searching for employment opportunities when hefound a job advert from a non- governmental organisation. 4. They decided to help build a community centre for young people while they were visitingsome poor villages. / They were visiting some poor villages when they decided to help builda community centre for young people. EXTRA ACTIVITY: (4 minutes) * Objective: To give students a chance to apply what they have learnt. * Output: : sts can remember and apply what they have learnt. * Process GAME: WHO IS FASTER? * T divides Ss into groups of four, gives each group a piece of paper, and asks them to write sentences including 3 features: + 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 more correct sentences is the winner. Ss work in groups of four - write sentences - each group to hand in their paper T invites the winner to read aloud their sentences. T gives feedback. 3. Consolidation (2 minutes) - To help students memorise what they have learned - Use the lexical items related to the topic: For a better community; - Pronounce correctly stress in two-syllable words with the same spelling; - Understand the past simple vs. the past continuous. 4. Homework (1 minute) - Prepare for the next lesson: Unit 4, Reading - Exercises in the workbook 5. Teaching experience: ___ ___ ___ ___
10. ___ ___ ___ ___ ___ ___ Week: ___ Preparing date: ___ Teaching date: ___ Period: 33 UNIT 4: FOR A BETTER COMMUNITY Lesson 3: Reading A. AIMS 1. Knowledge By the end of this lesson, Ss will be able to gain: - An overview about the topic: For a better community - Vocabulary to talk about volunteering in the community - Review past simple and past continuous with when and while 2. Competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Develop presentation skills - Actively join in class activities 3. Qualities - Develop a sense of helping the community and awareness of voluntary work - Develop self-study skills B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Grade 10 textbook, Unit 4, Reading - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up: LUCKY NUMBER GAME (5’) Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new unit To introduce the topic of reading. - To enhance students’ skills of cooperating with teammates.
11. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Output: Students’ interest in the new lesson * Organisation : Teacher’s instructions + Greeting + Asking question: * T divides class into 2 teams. T prepares 6 numbers which include 5 questions about the present simple, the present continuous and volunteering activites, and 1 lucky number. Each team takes turns to choose a number and answer the question behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question. Ss do as instructed. T gives further explanation (if needed). Suggested questions: 1. When do we use the past simple? 2. When do we use the past continuous? 3. Name 3 words/phrases used as signals of the past simple. 4. Give the correct form of the verbs in brackets: While I (listen) ___to music, my sister (knock) ___the door. 5. Name 2 volunteering activities. II. New lesson: 1. Activities: a. Activity 1: COMPLETE THE MIND MAP. (7 minutes) * Objective: - To lead in the reading skills. - To provide students with some lexical items before reading the text. * Content: Complete the mind map with popular volunteering activities for teenagers (p.46) * Output: sts can understand and complete the map * Process: * Teacher: - asks Ss to work in pairs - gives each pair a sheet of paper - ask them to draw the mind map and complete it with volunteering activities suitable for teenagers. - encourages Ss to use the pictures as suggested ideas. - tells Ss that there are no right or wrong answers and they can make the guesses freely. Ss listen to the instructions and do the task individually. Some Ss show their mind map on the paper and share the answers with the whole class * Tgives feedback. Suggested answers: Helping at a charity event where people can donate items or money Helping old people (e.g. cook meals, shop for food) Helping old people with technology (e.g. how to send emails, use the Internet, or install apps) Helping out at an animal shelter b. Activity 2: READ AND CHOOSE THE MAIN IDEA. (9 minutes) * Objective: To help students practise reading for main ideas. * Content: READ THE TEXT AND CHOOSE THE MAIN IDEA. (p.46) *Output: : sts can understand and answer the questions * Process *Telicits from Ss strategies they can use to read texts for main ideas, e.g. paying attention to the topicsentence in each paragraph, highlighting key information, or searching for conclusions.
12. T asks Ss to read the whole text once and choose the main idea. In weaker classes, T has Ss read through thethree options first and checks understanding. * Ss read the whole text once and choose the main idea * 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. Key: C c. Activity 3: MATCHING (5 minutes) * Objective: To help students practise guessing the meaning of words from context. * Content: MATCH THE HIGHLIGHTED WORDS IN THE TEXT WITH THEIR MEANINGS. (p.46) * Output: : sts can practice reading for specific information * Process * T has Ss read the text again paying attention to the context of each highlighted word, and looking for clues that they can use to guess the meaning, e.g. The first word ‘various’ in this context must be an adjective to modify ‘volunteering activity’. Among the given options, ‘several different’ is the best match for this word. * Ss work in groups to discuss the clues and compare answers. Some Ss share the answers. T checks answers as a class. Key: 1. c 2. d 3. a 4. e 5. b d. Activity 4: TRUE OR FALSE STATEMENTS. (6 minutes) * Objective: To help students practise reading for specific information. * Content: DECIDE WHETHER THE FOLLOWING STATEMENTS ARE TRUE (T) OR FALSE (F). (p.46) * Output: sts can practise reading for specific information. * Process *T asks Ss to read the questions and underline the key words in each of them. e.g. 1. Volunteer Club, set up, long after, school, opened; 2. All students, join, different, activities; 3. Money, selling handmade items, build, local centre, orphans, homeless old people; 4. Club members, help, cook, free meals, poor families; 5. Students, volunteer, orphanage, community centre. - T reminds Ss that the statements may include paraphrased or opposite information so they should look for synonyms or antonyms in the text. T tells Ss to read through the text looking for the key words they underlined in the statements or words with the same or similar meaning, e.g. was set up (was formed), first opened (was set up), or words with the opposite meaning, e.g. long after (shortly after). * SS read through the text looking for the key words they underlined * Ss work in pairs to compare answers.
13. T checks answers. In stronger classes, T asks them to give reasons for their answers. Key: 1. F (shortly after) 2. T 3. F (to raise money for the local orphanage and homeless old people) 4. T 5. F (deliver free meals) PRODUCTION. (10 minutes) * Objective: - To help students improve next time. - Check students’ understanding about the reading passage. -To help some students enhance presentation skills * Content: DISCUSS THE QUESTION (p.46) * Output: sts can discuss the question * Process *T lets Ss work in pairs and discuss the question: If you were a member of the Volunteer Club, what could you do to help? *Ss work in pairs and discuss the question: *T calls some Ss to present their answers in front of the whole class. *Ss give comments for their friends and vote for the most interesting and informative presentation. T gives feedback and comments. 2. Consolidation (2 minutes) To help students memorise the target language and skills that they have learned - Some lexical items about volunteering in the community - Reading for general and specific information about teenagers and voluntary work. 3. Homework (1 minute) - Prepare for the next lesson: Unit 4: Speaking - Exercises in the workbook 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Week: ___ Preparing date: ___
14. Teaching date: ___ Period: 34 UNIT 4: FOR A BETTER COMMUNITY Lesson 4: Speaking A. AIMS 1. Knowledge - Talking about the benefits of volunteering activities 2. Competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Develop presentation skills - Actively join in class activities 3. Quality - Develop a sense of helping the community and awareness of voluntary work B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Grade 10 textbook, Unit 4, Speaking - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up: JUMBLED WORD GAME (5’) Aims: Create an active atmosphere in the class before the lesson; Lead into the new unit Introduce the topic of reading. Enhance students’ skills of cooperating with teammates. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Output: Ss recall words & phrases; get prepared for the coming activities; * Organisation : Teacher’s instructions + Greeting + Asking question: * T divides class into 2 teams. T prepares about 5 jumbled words related to the topic. The teams raise hands to answer. The team that has the higher number of correct answers and is the faster will be the winner. Ss do as instructed. T gives further explanation (if needed). Suggested questions: 1. anitondo (donation) 2. revloetun (volunteer) 3. dnuf (fund) 4. temero (remote) 5. tbosot (boost)
15. II. New lesson: Activities: a. Activity 1: CHOOSE THE THREE MOST IMPORTANT BENERFITS OF VOLUNTEER ACTIVITIES (10 minutes) * Objective: To introduce more ideas for the main speaking task and get students involved in the lesson. * Content: Look at the following benefits of volunteering activities. Choose the three most important benefits (p. 46) * Output: sts can understand and do the activity * Process * T asks Ss to read the list of benefits individually. T checks comprehension and explains any phrases Ss may find hard. e.g. coming into contact, essential life skills, management skills, appreciate, be positive, a sense of purpose in life. - Ss do the task individually - Ss share their answers with a partner. Tgives feedback and checks if Ss have come up with any new benefits and write best ideas on the board. b. Activity 2. COMPLETE THE DIAGRAM. (10 minutes) * Objective: To help students structure their presentation. * Content: Complete the diagram with the examples and details that explain the benefits of volunteering activities (p.46) * Output: : sts can complete the diagram * Process* T asks Ss to study examples in the diagram and see how each benefit of volunteering activities is explained with examples and details. *Ss work in pairs to complete their diagrams. Some Ss share the answer with the whole class. T walks round the class and offer help. T makes sure Ss have completed at least the first two benefits before moving on to the next activity. Answers: c. Activity 3. PRESENTATION GIVING. (17 minutes) * Objective: To help students enhance presentation skills
16. * Content: Give a presentation about the benefits of volunteering activities (p.46) * Output: : sts can give presentation about the benefits of volunteering activities * Process* Teacher: - Explains the task and focuses Ss’ attention on the expressions. - Elicits how we use them in presentations and reports, e.g. We use the expressions on top to order points and the expressions on the bottom to give examples. Functions Useful expressions First of all, Order points and Second, expressions Third, Finally, For example, Giving examples For instance, such as T invites some groups of Ss to give their presentations in front of the whole class. When Ss finish their presentations, T lets them reflect on their performance. e.g. Say what they think they did well and how they can improve on the content or delivery. -teacher walks round the class to monitor Ss’ preparation and makes sure that shy Ss also have the opportunity to contribute. Ss work in groups Ss practise their presentations in a time limit of 8 - 10 minutes Teacher: - asks other Ss to give further comments. - praises for good effort, highlights the presenters’ strong points and makes suggestions for better organisation and presentation of their ideas. 3. Consolidation. (2 minutes) To help students memorise the target language and skills that they have learned - Some lexical items about volunteering in the community - Reading for general and specific information about teenagers and voluntary work. 4. Homework. (1 minute) - Prepare for the next lesson, Listening - Exercises in the workbook 5. Teaching experience: ___ ___ ___ ___ ___ ___ ___
17. ___ ___ ___ Week: ___ Preparing date: ___ Teaching date: ___ Period: 35 UNIT 4: FOR A BETTER COMMUNITY Lesson 5: Listening A. AIMS 1. Knowledge - Lexical items related to the topic For a better community - Listening for specific information about volunteering activities 2. Competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Quality - Develop a sense of helping the community and awareness of voluntary work - Develop the self-study skills B. TEACHING AIDS 1. Students: - Grade 10 textbook, Unit 4, Listening 2. Teachers: - Grade 10 textbook, Unit 4, Listening - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up: ANSWER THE QUESTIONS. (5’) Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new unit * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Organisation : Teacher’s instructions * T asks Ss some questions about job adverts. What is a job advert? What information is included? Where can you see job adverts? Ss spend some time thinking about the answers for the questions. Some Ss share the answers with the whole class. T confirms the answers and leads in the new lesson.