Week: 11
Period: 31

Date of preparing: November 6th, 2023
Date of teaching: November 17th, 2023

UNIT 4: FOR A BETTER COMMUNITY

Lesson 1: Getting started – Volunteering in the community
I. OBJECTIVES
By the end of this lesson, students will be able to gain:
1. Knowledge
- An overview about the topic For a better community
- Vocabulary to talk about volunteering in the community
2. Core competence
- Develop communication skills and awareness of voluntary work
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop a sense of helping the community and awareness of voluntary work
- Be responsible to the community

II. MATERIALS

- Grade 10 textbook, Unit 4, Getting started
- Computer connected to the Internet
- TV/ pictures and cards
- hoclieu.vn
Language analysis
Meaning

Vietnamese
equivalent

Form

Pronunciation

volunteer (n)

/ˌvɒlənˈtɪə(r)/

a person who does a job without being paid for it

tình nguyện viên

advertisement
(n)

/ədˈvɜːtɪsmənt/

a notice, picture or film telling people about a
product, job or service

quảng cáo

community (n)

/kəˈmjuːnəti/

boost (v)

/buːst/

orphanage (n)

/ˈɔːfənɪdʒ/

all the people who live in a particular area, country,
cộng đồng
etc. when talked about as a group
to make something increase, or become better or
more successful

tăng thêm, thúc đẩy

a home for children whose parents are dead

trại trẻ mồ côi

III. PROCEDURES

1-Class order:
- Greeting
- Checking students' attendance.
2-Checking: Talk about the music / singers you like
3- New lesson:
Stage

Stage aim

Procedure

Interaction

Time

WARM - To
-UP
activate
students'
knowledge
on the
topic of
the unit.
- To create
a lively
atmospher
e in the
classroom.
- To lead
into the
new unit.

PRESE
NTATI
ON

To help
students
use key
language
more
appropriat
ely before
they read
and listen.

PRACT - To get
ICE
students
interested
in the
topic.
- To get
students to
learn some
vocabulary
to be learnt
in the unit.

CLIP WATCHING
* T gives instructions
** Ss watch the clip and take notes individually.
Link: https://www.youtube.com/watch?v=Ho5bCfKTpo
*** 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.
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.
TASK 1: LISTEN AND READ (p.42)
* 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.)

- Teacher
and students

5 mins

- Students

- Teacher
and students

- Teacher
and students
- Students

- Teacher
and students
- Teacher
and students

4 mins

7 mins

* 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.
- To
TASK 2: READ THE CONVERSATION AGAIN
practise
AND ANSWER THE QUESTIONS. (p.43)
reading for * T asks Ss to work individually to read the questions
specific
and underline the key words, then share their ideas
informatio with a partner who sits next to them.
n
** Ss do Task 2 individually first.
- To
*** Ss share and discuss with their partners about the
practise
key words.
scanning
**** T corrects their answers as a class.
- To
Key:
develop
1. What was Tam doing when Kim went to her
students
house?
knowledge
2. What are some regular activities at the centre
of
for community development?
vocabular
3. How can Kim apply for volunteer work at the
y for
centre?
voluntary * T asks Ss to scan the conversation, locate the key
activities
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.
- To help
TASK 3: FIND ADJECTIVES WITH THE
students
FOLLOWING SUFFIXES IN THE
revise
CONVERSATION AND WRITE THEM BELOW.
adjectives (p.43)
ending in
* T has Ss scan the conversation and write down the
the
adjectives ending in these suffixes.
suffixes ** Ss work individually.
ed and
*** Ss share their answers with a partner.
-ing; -ful
**** T checks and gives the correct answers with the
and -less.
whole class, has them to say the meaning of the words.
- To
Key:

- Teacher
- Students
- Teacher
and students
- Teacher
and students
- Students
- Teacher
and students

10 mins

- Teacher
and students
- Students

- Teacher
and students
- Students
- Teacher
and students

4 mins

- Teacher
and students
- Students
- Teacher
and students

practise
scanning

-ed: excited
-ing: interesting
-ful: useful, successful
-less: endless
To help
TASK 4: FIND A VERB OR VERB PHRASE IN
students
THE CONVERSATION TO COMPLETE EACH
identify
SENTENCE. (p.43)
the past
* T has Ss read each sentence, try to complete it with
simple and an appropriate
past
verb phrase without referring to the conversation.
continuous ** Ss do the task individually.
with when *** Ss share the answers with a peer.
and while. **** 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
PROD To help
SELF-REFLECTION
UCTIO students
Talk about activities you are going to do to make
N
practising your community a better one (for a minute).
talking
* Teacher:
about
- gives Ss clear instructions in order to make sure Ss
activities
can do effectively.
which help - encourages Ss to talk about some activities including
protect the following information:
environme
+ How many activities are you going to talk
nt.
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.
CONS To help
WRAP-UP
OLIDA students
- Some lexical items about volunteering in the
TION memorise
community
the target
- Reading for specific information
language
- Scanning
and skills
HOMEWORK
that they
- Exercises in the workbook
have learnt - Prepare for the next lesson

To inform

4 mins
- Teacher
and students
- Students
- Teacher
and students

6 mins
- Teacher
and students

- Students
- Teacher
and students

- Teacher
and students

PROJECT PREPARATION
* T asks Ss open their books at page 51, look at the - Teacher
pictures and say what the topic of the Project is (A and students

5 mins

Ss what the Volunteer Project).
final
Teacher:
product of - Tells Ss about the Project requirements:
the Project
+ Ss will have to find information about a
should be
volunteer project in the community.
like and
+ Ss give an oral presentation about that volunteer
how
project in the last lesson of the unit. Their
students
presentation should include information related to
can prepare
the guiding questions.
for it.
+ 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.
- Students
** Ss do as instructed.
- Teacher
**** T helps Ss set deadlines for each task and and students
supports them throughout the process.

* Experience from the period:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
* Supplement
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Week: 11
Period: 32

Date of preparing: November 6th, 2023
Date of teaching: November 17th, 2023

UNIT 4: FOR A BETTER COMMUNITY
Lesson 2: Language

I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic For a better community;
- Pronounce correctly stress in two-syllable words with the same spelling;
- Use the past simple vs. the past continuous.
2. Core competence
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
- Actively join in class activities
3. Personal qualities
- Develop a sense of helping the community and awareness of voluntary work
- Be responsible to the community

II. MATERIALS

- Grade 10 textbook, Unit 4, Language
- Computer connected to the Internet
- TV/ pictures and cards
- hoclieu.vn
Language analysis
Verb tense
Form
Past simple

Past
continuous

S + V-ed + … .
S + didn't + V-inf + … .
Did + S + V-inf + … ?
Wh + did + S + V-inf + … ?
S + was/were + V-ing + …
S + wasn't/weren't + V-ing +
…
Was/Were + S + V-ing + …?

Use
The past simple shows us that an
action was in the past, not at the
present.

The past continuous shows us
that the action was already in
progress at a certain time in the
past.
The past continuous can also
Wh + was/were + S + V-ing + show that an activity was in
progress for some time, not just
…?
for a moment.

III. PROCEDURES

1-Class order:
- Greeting
- Checking students' attendance.
2-Checking: None
3- New lesson:
Stage
WARMUP

Stage aim
- To activate
students'
prior
knowledge
and
vocabulary

Procedure
NAME SOME ACTIVITIES YOU CAN DO
TO HELP THE COMMUNITY.
* 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.

Interaction
- Teacher and
students

Time
5 mins

related to the
topic.
- To enhance
students'
skills of
cooperating
with
teammates.
- To lead into
the new unit

** 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.
Suggested answer:
+ 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.
PRONUN To help
TASK 1: LISTEN TO THE SENTENCES
CIATION students
AND CIRCLE THE WORD WITH THE
recognize and STRESS YOU HEAR (p.43)
understand
* Teacher:
the difference - introduces the difference of stress in twoof stress in
syllable words with the same spelling.
two-syllable - asks Ss to give some two-syllable words with
words with
the same spelling but different stress they know.
the same
- plays the recording and asks Ss to listen.
spelling.
** 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
TASK 2: LISTEN AGAIN AND PRACTISE
students
SAYING THE SENTENCES IN 1. (p.43)
practise
* Teacher:
saying
- ask Ss to listen to each sentence again
sentences
- tells them to pay attention to the stress on the
containing
words in italic.
two-syllable ** Ss listen and repeat.
words with
*** Ss work in pairs and have them practise the
the same
sentences.
spelling but
**** T walks round the class, praising good
different
pronunciation and correcting wrong stress
stress
placement.
patterns.
VOCABU To enrich
TASK 1. MATCH THE WORDS WITH
LARY
students'
THEIR MEANINGS. (p.44)
vocabulary.
* 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

- Students
- Teacher and
students
S

5 mins
- Teacher and
students

- Students
- Teacher and
students

5 mins
- Teacher and
students
- Students
- Teacher and
students
4 mins
- Teacher and
students
- Students
- Teacher and
students

5. d
TASK 2: COMPLETE THE FOLLOWING
SENTENCES USING THE CORRECT
FORMS OF THE WORDS IN 1. (p.44)
* 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
To give
TASK 3: CHOOSE THE CORRECT WORD
students
TO COMPLETE EACH OF THE
practice in
FOLLOWING SENTENCES. (p.44)
using
* T tells Ss to look at each sentence and choose
adjectives
the adjective that best fits the context.
ending in
** Ss work independently to do the task.
-ed, -ing, -ful, *** Ss compare the answers in pairs.
and
**** T confirms the correct answers. T asks Ss
-less.
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
- To have
TASK 1: CHOOSE THE CORRECT VERB
students
FORM IN EACH OF THE FOLLOWING
revise the
SENTENCES. (p.44)
past simple
* T has Ss read the sentences individually once,
and the past
asks them to pay attention to the conjunctions
continuous.
when and while.
- To help
** Ss work in pairs to compare their answers.
students
*** Some Ss share their answers with the whole
understand
class.
the use of the **** Teacher gives feedback and corrections (if
past simple
necessary).
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
To give
students
practice in
using the
words in
meaningful
contexts.

GRAMM
AR

10 mins
- Teacher and
students
- Students

- Teacher and
students

- Teacher and
students
- Students
- Teacher and
students

6 mins
- Teacher and
students
- Students

- Teacher and
students

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.
While I was reading an article, she called.
To give
TASK 2: COMBINE THE TWO
students more SENTENCES USING WHEN OR WHILE
practice in
WHERE APPROPRIATE. (p.44)
using the past * T has Ss read the sentences individually once,
- Teacher and
simple and
asks them to pay attention to the conjunctions
students
the past
when and while.
continuous
** Ss work individually to compare their
- Students

5 mins

with when
and while.

EXTRA
ACTIVIT
Y

To give
students a
chance to
apply what
they have
learnt.

CONSOLI To help
DATION students
memorise
what they
have learned

answers.
*** 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 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 nongovernmental 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.
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.
*** T invites the winner to read aloud their
sentences.
**** T gives feedback.
WRAP-UP
- 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.
HOMEWORK
- Prepare for the next lesson: Unit 4, Reading
- Exercises in the workbook

* Experience from the period:

- Teacher and
students

4 mins
- Teacher and
students
- Students

- Teacher and
students

- Teacher and
students

1 min

…………………………………………………………………………………………………
…………………………………………………………………………………………………
* Supplement
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Week: 11
Period: 33

Date of preparing: November 6th, 2023
Date of teaching: November 18th, 2023

UNIT 4: FOR A BETTER COMMUNITY
Lesson 3: Reading

I. OBJECTIVES

By the end of this lesson, students will be able to:
1. Knowledge
- Develop reading skills for specific information about teenagers and voluntary work.
2. Core 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. Personal qualities
- Develop a sense of helping the community and awareness of voluntary work
- Develop self-study skills

II. MATERIALS

- Grade 10 textbook, Unit 4, Reading
- Computer connected to the Internet
- TV/ pictures and cards
- hoclieu.vn
Language analysis
Form

Pronunciation

Meaning

Vietnamese
equivalent

1. donation (n)

/dəʊˈneɪʃn/

something that is given to a person or an
organization such as a charity, in order to
help them; the act of giving something in
this way

2. deliver (v)

/dɪˈlɪvə(r)/

to take goods, letters, etc. to the person or
people they have been sent to

phân phát

/ˈhɑːdʃɪp/

a situation that is difficult and unpleasant
because you do not have enough money,
food, clothes, etc.

sự gian khổ

3. hardship (n)

sự quyên góp, ủng hộ

III. PROCEDURES

1-Class order:
- Greeting
- Checking students' attendance.
2-Checking: Present about past simpl and past continuous tense
3- New lesson:
Stage
Stage aim
WARM- - To
UP
introduce
the topic of
reading.
- To
enhance

Procedure
Interaction
GAME: LUCKY NUMBER
* T divides class into 2 teams. T prepares 6 numbers - Teacher
which include 5 questions about the present simple, and students
the present continuous and volunteering activites,
and 1 lucky number.
** Each team takes turns to choose a number and

Time
5 mins

students'
skills of
cooperating
with
teammates.

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.
PRE- To lead in TASK 1: COMPLETE THE MIND MAP WITH
READIN the reading POPULAR VOLUNTEERING ACTIVITIES
G
skills.
FOR TEENAGERS. (p.46)
- To provide * Teacher:
students
- asks Ss to work in pairs
with some
- gives each pair a sheet of paper
lexical
- ask them to draw the mind map and complete it
items before with volunteering activities suitable for teenagers.
reading the - encourages Ss to use the pictures as suggested
text.
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.
**** T gives 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

WHILE- To help
READIN students
G
practise

- Students
- Teacher
and students

7 mins
- Teacher
and students

- Students

- Teacher
and students

VOCABULARY
* T provides Ss with the meaning and pronunciation
- Teacher
of some new words.
and students
** Ss listen and repeat the words.
*** Ss practice the words in pairs and two students
- Students
read the words out loud in front of the class.
**** T corrects (if necessary)
- Teacher
1. donation (n) /dəʊˈneɪʃn/: sự quyên góp, ủng hộ
and students
2. deliver (v) /dɪˈlɪvə(r)/: phân phát
3. hardship (n) /ˈhɑːdʃɪp/: sự gian khổ
TASK 2: READ THE TEXT AND CHOOSE
THE MAIN IDEA. (p.46)
* T elicits from Ss strategies they can use to read - Teacher

9 mins

reading for
main ideas.

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 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.
Key: C
To help
TASK 3: MATCH THE HIGHLIGHTED
students
WORDS IN THE TEXT WITH THEIR
practise
MEANINGS. (p.46)
guessing the * T has Ss read the text again paying attention to the
meaning of context of each highlighted word, and looking for
words from clues that they can use to guess the meaning, e.g.
context.
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
To help
TASK
4:
DECIDE
WHETHER
THE
students
FOLLOWING STATEMENTS ARE TRUE (T)
practise
OR FALSE (F). (p.46)
reading for * T asks Ss to read the questions and underline the
specific
key words in each of them.
information. 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

and students

- Students
- Teacher
and students

5 mins
- Teacher
and students

- Students
- Teacher
and students
6 mins
- Teacher
and students

- Teacher
and students

words with the opposite meaning, e.g. long after
(shortly after).
*** Ss work in pairs to compare answers.
**** 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)
POST- - To help
TASK 5: DISCUSS THE QUESTION (p.46)
READIN students
* T lets Ss work in pairs and discuss the question:
G
improve
If you were a member of the Volunteer Club, what
next time.
could you do to help?
- Check
** T calls some Ss to present their answers in front
students'
of the whole class.
understandi *** Ss give comments for their friends and vote for
ng about the the most interesting and informative presentation.
reading
**** T gives feedback and comments.
passage.
-To help
some
students
enhance
presentation
skills
CONSO To help
WRAP-UP
LIDATI students
- Some lexical items about volunteering in the
ON
memorise
community
the target
- Reading for general and specific information about
language
teenagers and voluntary work.
and skills
HOMEWORK
that they
- Prepare for the next lesson: Unit 4: Speaking
have learned - Exercises in the workbook

- Students
- Teacher
and students

- Teacher
and students

10 mins

- Students
- Teacher
and students

- Teacher
and students

3 mins

* Experience from the period:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
* Supplement
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Week: 12

Date of preparing: November 18th, 2023

Period: 34

Date of teaching: November 21st, 2023

CORRECTED THE MID-TERM TEST
I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:
1. Knowledge:
- Review grammar from unit to unit 3
2. Competence:
- Develop writing skills and creativity.
3. Qualities:.
- Develop flexibility and creativity in learning.
II. TEACHING AIDS:
The answer key
III. PROCEDURE:

Week: 12
Period: 35

Date of preparing: November 18th, 2023
Date of teaching: November 22nd, 2023

UNIT 4: FOR A BETTER COMMUNITY
Lesson 4: Speaking

I. OBJECTIVES

By the end of this lesson, students will be able to:
1. Knowledge
- Talk about the benefits of volunteering activities
2. Core 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. Personal qualities
- Develop a sense of helping the community and awareness of voluntary work
- Develop self-study skills

II. MATERIALS

- Grade 10 textbook, Unit 4, Listening
- Computer connected to the Internet
- TV/ pictures and cards
- hoclieu.vn
Language analysis
Functions
Order points and
expressions

Useful expressions
First of all, …
Second, …

Third, …
Finally, …
Giving examples

For example, …
For instance, …
…such as…

III. PROCEDURES

1-Class order:
- Greeting
- Checking students' attendance.
2-Checking: If you were a member of the volunteer Club, what could you do to help?
3- New lesson:
Stage
Stage aim
WAR - To
M-UP introduce the
topic of
reading.
- To enhance
students'
skills of
cooperating
with
teammates.

Procedure
* GAME: JUMBLED WORDS
* 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)
PRE- To introduce TASK 1: LOOK AT THE FOLLOWING
SPEA more ideas
BENEFITS OF VOLUNTEERING ACTIVITIES.
KING for the main
CHOOSE THE THREE MOST IMPORTANT
speaking task BENEFITS. (p.46)
and get
* T asks Ss to read the list of benefits individually. T
students
checks comprehension and explains any phrases Ss may
involved in
find hard.
the lesson.
e.g. co...