Giáo án NLS Tiếng Anh 10 Global Success Unit 4 Getting started: Volunteering in the community
Giáo án NLS Tiếng Anh 10 Global Success Unit 4 Getting started: Volunteering in the community. 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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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 4: FOR A BETTER COMMUNITY
LESSON 1: GETTING STARTED
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Understand the context of the introductory text about volunteering in the community.
- Identify and use some vocabulary related to volunteering and adjectives ending in suffixes -ed, -ing, -ful, and -less.
- Recognize the grammar points to be learnt in the unit: the past simple and past continuous with when and while.
2. Competences
General competences
- Self-control and independent learning;
- Communication and collaboration (working in pairs or groups to complete the learning tasks).
Specific competences
- Read and listen for specific information about community service and volunteer activities;
- Apply grammatical rules in identifying correct verb forms in context.
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.
- [2.2.NC1a]: Share data, information, and digital content through a variety of appropriate digital tools.
- [2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes.
- [3.1.NC1a]: Apply methods for creating and editing content in different formats.
- [5.3.NC1a]: Apply different digital tools and technologies to create knowledge, as well as innovative processes and products.
- [6.1.NC1a]: Analyze how AI works in specific applications.
- [6.2.NC1b]: Adapt AI systems to meet specific needs.
3. Attributes
- Kindness & Responsibility: Show willingness to participate in community service and help others.
- Hard work: Actively engage in classroom activities and discussions.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 10, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Digital platforms (Padlet, Quizizz, Google Classroom).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones/Tablets with internet access.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Volunteering in the community
Activity 1: Listen and read
a. Objective: To introduce the unit topic (For a better community) and the theme of this section (Volunteering in the community); to introduce some vocabulary and grammar points.
b. Content: Students look at the picture, brainstorm volunteering activities, listen to the recording, and read the conversation along.
c. Product: Students understand the context, underline related vocabulary, and can read the conversation (between Kim and Tam) aloud with correct pronunciation.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher introduces the unit topic and the theme by focusing students' attention on the title and heading. - Teacher elicits the meaning of "volunteering in the community" by asking: "Who takes part in?" (people from the community); "Why?" (to help other people); "Do they get paid?" (No, they do it on a voluntary basis). - Teacher sets the context for the conversation by asking questions about the pictures: "Where are they? Who are they? What are they doing?".
- Teacher plays the recording twice (Track 28) from hoclieu.vn. Step 2: Students perform learning tasks - Students answer the context questions. - Students use digital dictionary apps (e.g., Cambridge, Oxford,...) or search engines on their smartphones to look up the meanings and pronunciation of new words from the text. - Students listen and read along, underlining words and phrases related to volunteering in the community. Step 3: Reporting and Discussion - Teacher puts students in pairs to compare the words/phrases they underlined and discuss their meanings. - Teacher calls on two or three pairs of students to read the conversation aloud. Step 4: Evaluation - Teacher checks comprehension as a class and corrects students' pronunciation if needed. - Teacher moves on to the next content. | - Answers to Teacher's questions: + Where are they?: In a park, in an orphanage. + Who are they?: Volunteers of a community centre. + What are they doing?: They are cleaning up the park / the playground; They are giving donated stuff to orphans.
| [1.1.NC1b]: Students apply search techniques using digital dictionary apps or search engines on their smartphones to retrieve data and information about vocabulary. |
Activity 2: Read the conversation again and answer the questions.
a. Objective: To check students' comprehension of the conversation.
b. Content: Students read 3 questions and locate the information in the text to answer them.
c. Product: Students' correct answers to the comprehension questions.
d. Organization:
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Activity 3: Find adjectives with the following suffixes in the conversation and write them below.
a. Objective: To help students revise adjectives ending in the suffixes -ed and -ing; -ful and -less.
b. Content: Students scan the text to find specific adjectives and write them down.
c. Product: Correctly identified adjectives categorized by their suffixes.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students to scan the conversation and write down the adjectives ending in these suffixes: -ed, -ing, -ful, -less. Step 2: Students perform learning tasks - Students log into an interactive quiz platform (hoclieu.vn) on their smartphones to categorize the adjectives with suffixes -ed, -ing, -ful, -less. - Teacher asks students if they know the meanings of these suffixes and the meanings of the words they have just written down. Step 3: Reporting and Discussion - Students read their findings out loud. - Teacher draws students' attention to the Tips box and reads through the explanations of the suffixes. Step 4: Evaluation - Teacher checks the answers. Teacher gives more example adjectives if necessary and points out that not all words can form adjectives with both -ful and -less (e.g., unsuccessful instead of successless). - Teacher moves on to the next content. | Students' answers (Key): -ed: excited -ing: interesting -ful: successful, useful -less: endless
| [5.3.NC1a]: Students apply different digital tools and technologies on their smartphones to innovate their learning process and complete exercises. |
Activity 4: Find a verb or verb phrase in the conversation in 1 to complete each sentence.
a. Objective: To help students identify the past simple and past continuous with when and while.
b. Content: Students fill in blanks in two sentences extracted from the text.
c. Product: Completed sentences and awareness of the grammar points.
d. Organization:
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3. PRACTICE
a. Objective: To consolidate the vocabulary (suffixes) and grammar (past simple and past continuous) learned in the lesson.
b. Content: Students complete a two-task mission focused on applying suffixes to root words and conjugating verbs in the correct past tenses.
c. Products: Students' correct answers for the two written tasks.
d. Organization:
Mission 1: Complete the "Community Language Builder" Worksheet.
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.
| Task 1. Provide the correct form of the word in brackets by adding the suffix -ed, -ing, -ful, or -less. |
1. Participating in community service is very ________ (reward). 2. We felt extremely ________ (excite) when we cleaned up the local park. 3. The volunteers provided a lot of ________ (use) information to the residents. 4. Some people are ________ (home) and need our support. |
| Task 2. Put the verbs in brackets into the correct tense: Past Simple or Past Continuous. |
1. While we (plant) ________ trees in the park, it (start) ________ to rain heavily. 2. When I (arrive) ________ at the community center, my friends (sort) ________ the donated clothes. |
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, walks around the class, and provides hints if students struggle with identifying the correct suffixes or tenses.
Step 3: Reporting and Discussion
- The platform automatically grades the basic exercises.
- Students explain their choices (e.g., "I used Past Continuous here because it was a long action interrupted by a short action").
Step 4: Evaluation
- Teacher gives feedback, corrects mistakes, and confirms the correct answers:
Task 1: 1. rewarding; 2. excited; 3. useful; 4. homeless.
Task 2: 1. were planting / started; 2. arrived / were sorting.
- Teacher praises good work.
[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 prepare students for the final unit project by helping them identify real-world community issues and apply the lesson's context to their own lives.
b. Content: Students carry out a creative take-home task: "Community Needs Assessment".
c. Product: A short written proposal (3-5 sentences) and a photo/drawing identifying a problem in their local area and suggesting a volunteer activity to fix it.
d. Organization:
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