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Giáo án NLS Tiếng Anh 10 Global Success Unit 4 Communication: Expressing feelings; Culture: Save the Children

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Giáo án NLS Tiếng Anh 10 Global Success Unit 4 Communication: Expressing feelings; Culture: Save the Children. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 10.

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Giáo án NLS Tiếng Anh 10 Global Success Unit 4 Communication: Expressing feelings; Culture: Save the Children

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Planning: ..../..../.....

Teaching: ..../..../.....

UNIT 4: FOR A BETTER COMMUNITY

LESSON 7: COMMUNICATION AND CULTURE / CLIL

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

Review and use expressions for describing and asking about feelings.
Read for specific information about Save the Children, an international non-governmental organisation, and understand its contributions to Viet Nam.
Talk about the organisation using a completed diagram.

2. Competences

General competences:

Self-control and independent learning: actively participate in reading and listening tasks, prepare talks individually.
Communication and collaboration: work in pairs or groups to practice role-plays and discuss community programmes.

Specific competences:

Listen to a conversation and identify specific vocabulary related to emotions.
Role-play a conversation expressing personal feelings about a volunteer trip.
Synthesise reading information into a diagram format and present it verbally.

Digital competences:

[1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
[2.1.NC1a]: Choose simple digital technologies for interaction.
[3.1.NC1a]: Apply methods for creating and editing content in different formats.
[6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Compassion: Show empathy, kindness, and a willingness to help disadvantaged people.
Responsibility: Develop a sense of social responsibility and awareness of community development.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 10, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Digital tools: Interactive board links (Mentimeter/Padlet), online quiz platforms (Google Forms/Quizizz).

2. Students' aids

Textbook, notebooks, pens, highlighters.
Smartphones, laptops/tablets with internet access.

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

EVERYDAY ENGLISH - Expressing feelings

Activity 1: Listen and complete the conversation with the words from the box. Then practise it in pairs.

a. Objective: To review expressions for describing feelings and provide a model conversation.

b. Content: Students listen to Track 33, fill in the blanks with excited, worried, cheerful, confused, and practice the dialogue.

c. Product: Completed conversation and accurate pronunciation during role-play.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Ask Ss to read through the incomplete conversation. Check comprehension: Who are the speakers? What are they talking about? How is Lan feeling now?

- Teacher plays the recording (Track 33) from hoclieu.vn.

Step 2: Students perform learning tasks

- Students listen and complete the conversation with the words from the box.

- The teacher observes and supports the students.

Step 3: Reporting and Discussion

- Teacher checks answers by asking two Ss to read out the conversation.

- Have Ss underline expressions used to ask for feelings (How was it? Was everything OK?) and express feelings (You look very cheerful, I'm so happy and relaxed, I was confused, I felt a little bit worried, I'm so excited about it.).

Step 4: Evaluation

- Teacher puts Ss in pairs and has them practise the conversation. Teacher corrects pronunciation if needed.

- Teacher moves on to the next content.

Key:

1. C (cheerful)

2. D (confused)

3. B (worried)

4. A (excited)

Underlined expressions:

Asking: How was it? Was everything OK?

Expressing: You look very cheerful / I'm so happy and relaxed / I was confused / I felt a little bit worried / I'm so excited about it.

Activity 2: Imagine you are back from a volunteer trip. Work in pairs. Take on a role and act out a conversation like the one in 1. Use the expressions below to help you.

a. Objective: To help Ss practise expressing feelings in their own conversations about a volunteer trip.

b. Content: Students use the "Useful expressions" box to create their own dialogues.

c. Product: Students' self-created conversations performed fluently.

d. Organization:

…………………………………………..

CULTURE

Activity 1: Read the text below and complete the diagram (Page 50) about Save the Children.

a. Objective: To help Ss learn about Save the Children and what it has contributed to the development of Viet Nam.

b. Content: Students read the informational text and fill in missing information in the provided diagram.

c. Product: The accurately completed diagram.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Ask Ss some questions to find out what they already know about the organisation (e.g., What do you know about this organisation?).

- Ask Ss what they want to know and write their questions on the board.

- Put Ss into pairs and ask them to read the text and complete the diagram.

Step 2: Students perform learning tasks

- Students read the text carefully, locate the specific data, and fill the gaps.

- Students use their smartphones and search engines (e.g., Safari, Google,...) to quickly find extra real-world facts about Save the Children in Viet Nam.

- Teacher walks round the class, offering help and explaining unfamiliar words.

Step 3: Reporting and Discussion

- Check answers as a class by calling on pairs to write their missing words / phrases on the board.

Step 4: Evaluation

- Teacher provides the final correct keys.

- Go back to the questions on the board. Ask which questions they can answer now and assign the rest for homework.

- Teacher moves on to the next content.

Key:

1. 120

2. improve (their) teaching skills and use digital technology

3. to go to school

4. life-saving skills

[1.1.NC1b]: Students use smartphones and search engines to retrieve additional background information about Save the Children.

Activity 2: Work in groups. Use the diagram to talk about Save the Children.

a. Objective: To help Ss practise talking about Save the Children using the completed diagram.

b. Content: Students form groups to prepare and deliver a short presentation based on the diagram.

c. Product: A coherent brief talk about the organisation.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate the vocabulary regarding expressing feelings and comprehending actions related to community service.

b. Content: Students complete one mission consisting of two exercise-based tasks (gap-filling and sentence matching).

c. Products: Students' correct written answers for the two tasks.

d. Organization:

Mission 1: Complete the Vocabulary and Meaning exercises.

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

- Teacher sets a time limit of 7 minutes for both tasks.

Task 1: Fill in each blank with the correct adjective form of the words in brackets to express feelings.
1. When I first arrived at the remote village, I felt a little bit _________ because I didn't speak the local dialect. (CONFUSE) 2. We are so _________ about our next charity campaign in the summer. (EXCITE) 3. To be honest, I was slightly _________ that not many people showed up to the community clean-up. (DISAPPOINT) 4. Seeing the happy faces of the children made me feel incredibly _________ and grateful. (PLEASE) 5. Before the fundraising speech, she felt quite _________ and stressed. (WORRY)
Task 2: Match the sentence halves in Column A with the suitable halves in Column B to make meaningful sentences about volunteering.
Column A	Column B
1. Donating books to the local library	A. to families in case of natural disasters.
2. Helping people in need made me	B. feel appreciated and useful to society.
3. The organisation provides practical support	C. creates more opportunities for poor children to learn.
4. They organise training courses	D. to build strong family bonds in the community.
5. We want to propose a new programme	E. to help local teachers use digital technology in classrooms.

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.

- The teacher observes, guides, and ensures students stay on task.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites students to read their answers aloud and explain their choices.

Step 4: Evaluation

- Teacher provides the correct answers and explains any common mistakes.

Task 1: 1. confused; 2. excited; 3. disappointed; 4. pleased; 5. worried.

Task 2: 1 - C; 2 - B; 3 - A; 4 - E; 5 - D.

[3.1.NC1a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.

Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-10-textbook-unit-4-better-community-25086 for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next content.

[2.1.NC1a]: Choose simple digital technologies to interact.

4. APPLICATION

a. Objective: To encourage self-directed learning and allow students to apply the lesson's themes (NGOs, community service, and expressing feelings) to their real-world environment.

b. Content: Students conduct a mini-research project at home about a local charity or volunteer group.

c. Product: A short written profile and a personal reflection paragraph.

d. Organization:

…………………………………………..

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