Cao Lanh City High school The group of English subject UNIT 4: FOR A BETTER COMMUNITY Lesson 1: GETTING STARTED – Who needs our help? Subject: English; Class: 10A10 Period: 17 I Objectives Knowledge: By the end of the lesson, students will be able to: - Identify the specific information about the topic “For a better community” - Make simple dialogues using the given expressions * Language: - Vocabulary: words and phrases related about volunteers and volunteer work Competence: Develop collaborative, problem-solving and communicative competence Attitude: - To help Ss get started for Unit with the topic "volunteer work" - To provide Ss some motivation II Teaching aids and materials: - Teacher: Online classroom, Powerpoint lecture, textbook, lesson plan - Students: Textbook, notebook III Procedures Activities I WARM-UP (5’) Contents Warm-up: Answer the questions * Aim: To outline background in the topic and lead students to the new lesson * Tool: Powerpoint * Steps: - T requires Ss to look at the picture page What is the picture about? What are the people in the picture doing? 38 then answer some questions - Ss work individually for minutes What you think about their activities? - When finish, T asks some Ss to share Expected answers: It's about a special class their ideas The boy in blue is teaching some * Learning outcome: Ss can visualize children the topic lesson they are studying Pre- teach vocabulary: (12’) (the answer may vary) Pre- teach vocabulary: volunteer /ˌvɑː.lənˈtɪr/ (n, v): tình nguyện viên, làm tình nguyện -> volunteer work: làm cơng việc tình nguyện * Aim: To teach students new vocabulary about the topic * Tool: Powerpoint * Steps: - T elicits new words on screen one by one - T asks Ss to listen and pronounces new by chance (noun phrase) = by accident: tình cờ, ngẫu nhiên (synonym) (be) hopeless /ˈhəʊpləs/ (adj): tuyệt vọng, vô vọng words times - T calls Ss to repeat - T asks Ss about part of speech and stress balance /ˈbæləns/ (v): làm cho cân * Learning outcomes: Ss can more absorb: (translation) advertisement /ədˈvɜːtɪsmənt/ (n) : quảng cáo, rao vặt (picture) - Vocabulary related to the main topic - Correct pronunciation disadvantaged /ˌdɪs.ədˈvæn.tt̬ɪdʒd/ thiệt thòi (translation) Activity 1: Listen and repeat: (7’) * Aim: To enhance Ss’ listening skill * Tool: Powerpoint (adj): Activity 1a: Listen and repeat: (Student book/ page 38) Quan: Hi, Hieu I called you yesterday afternoon, but you didn’t answer Hieu: Oh, really? What time? Quan: At about p.m What were you doing then? Hieu: Oh, when you called, I was working I * Steps: - T plays the recording twice - Ss listen and read the conversation at the same time - T asks students to role play the conversation * Learning outcomes: Ss can improve: - Listening skill - Correct pronunciation volunteer every Tuesday afternoon at the Happy Mind Charity Centre I teach children Quan: Really? Why? Hieu: Because these children are disadvantaged They have many problems and they need our help Quan: What subjects you teach them? Hieu: Vietnamese and Maths Quan: It sounds interesting How did you get the job? Hieu: Just by chance I was interested in doing volunteer work, so when I saw the advertisement for volunteer positions in the newspaper last summer, I applied and was chosen Quan: Oh, I see Was the job easy at first? Hieu: Not really When I worked with them for the first time, many of them couldn’t read or write Some of them were hopeless at Maths! Quan: What did you then? Hieu: I got some useful advice from my teacher It was really helpful All of the children can read and write now Quan: Your job is very meaningful I also want to something useful for our society Hieu: Well, if you are interested in this kind of work, I will introduce you to my team leader Quan: That sounds great! Thanks for your suggestion! I’m very excited! Activity 1b: Read the conversation in Activity 1b: (5’) GETTING STARTED again Find the adjectives ending with the following * Aim: To assist students how to find the suffixes: adjective in a sentence by looking at the suffixes • -ed:…………… * Tool: Powerpoint • -ing:………… * Steps: • -ful:…………… - T asks Ss to read the instruction carefully • -less:………… - T explains the instruction Expected answers: - Ss the task individually • -ed: disadvantage, interested, excited - T calls some Ss to check their answers - T then give feedbacks * Learning outcome: • -ing: interesting • -ful: useful, helpful, meaningful • -less: hopeless - Ss can recognize which is/ (an) adjective(s) in a sentence by looking at the words’ suffixes Activity 2: (8’) * Aim: To help student: Activity 2: Read the conversation again and answer the questions: - Understand more about the previous conversation When did Quan call Hieu? - Practice reading skill (particularly scanning sub-skill) called? * Tool: Powerpoint teacher there? * Steps: - T runs through questions and elicits key words - T requires Ss scan the text for the answer individually - T then asks Ss work in group and divides class into break-out rooms (room of 5) - When Ss finish discussing, T calls some of them to read the questions and answers - T finally checks answers and gives feedback What was Hieu doing when Quan Was Hieu successful as a volunteer What you think about Hieu’s volunteer work? Have you ever done anything to help other people? If yes, what did you to help them? Expected answers: He called Hieu at p.m yesterday afternoon Hieu was teaching chirdren at the Happy Mind Charity Centre Yes, he was At first, many of his students couldn’t read or write Now all of them can read and write It is very meaningful I have participated in a volunteer * Learning outcomes: Ss can: organization that helps provide the meals to the poor in a slum - Understand more about the context - Practice and improve reading skill (particularly scanning skill) Activity 3: Use the words in brackets with appropriate endings from activity to complete the following sentences If people spend most of their time doing Activity 3: (7’) * Aim: To help Ss: nothing, they will find their lives (mean) I am in doing charity work - Review vocabulary in the previous lesson (interest) - How to use the suitable adjective in different context English She couldn’t even say a word in * Tool: Powerpoint (hope) * Steps: - T runs through sentences Last year, she was really _ at English Now her English is much better The new teacher’s advice was very His students could learn English vocabulary faster (use) They were to know that their - T requires Ss to scan for the contributions were to the poor appropriate words in the text people in that area (excite, mean) - T calls some Ss to give their answers Our school volunteer activities are very - T checks answers and gives feedback (excite) Expected answers: as a class meaningless * Learning outcomes: Ss can: interested - Comprehend more the previous learned vocabulary - Get to know how to put the suitable hopeless useful excited / meaningful exciting word in each sentence IV HOMEWORK (1’) T gives the homework and ask Ss to at home - Learn by heart the new words - Prepare for the next lesson Cao Lanh, November 25th, 2021 Instructor Student Tran Thu Thao Phan Khanh Ngoc ... in different context English She couldn’t even say a word in * Tool: Powerpoint (hope) * Steps: - T runs through sentences Last year, she was really _ at English Now her English is much better... your suggestion! I’m very excited! Activity 1b: Read the conversation in Activity 1b: (5’) GETTING STARTED again Find the adjectives ending with the following * Aim: To assist students how to... English Now her English is much better The new teacher’s advice was very His students could learn English vocabulary faster (use) They were to know that their - T requires Ss to scan for the