Giáo án NLS Tiếng Anh 10 Global Success Unit 4 Language: Stress in two-syllable words with the same spelling; Community development; Past simple vs. past continuous with 'when' and 'while'

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 4: FOR A BETTER COMMUNITY

LESSON 2: LANGUAGE

I. OBJECTIVES 

1. Knowledge and skills 

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

• Recognise and correctly pronounce two-syllable words with the same spelling but different stress patterns (nouns vs. verbs).
• Understand and use vocabulary related to community development and use adjectives ending in -ed, -ing, -ful, -less appropriately in contexts.
• Distinguish and use the past simple and the past continuous with when and while.

2. Competences 

General competences:

• Self-control and independent learning: actively listen, identify language rules, and apply them.
• Communication and collaboration: work effectively in pairs or groups to complete pronunciation, vocabulary, and grammar tasks. 

Specific competences:

• Enhance listening and pronunciation skills.
• Apply contextual clues to deduce word meanings and correct verb tenses.

Digital competences:

• [1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
• [1.3.NC1a]: Manipulate data, information, and content to organize, store, and retrieve them more easily.
• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [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.
• [4.2.NC1b]: Apply specific methods to share personal data safely.
• [6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

• Hard work: Be actively involved in all classroom activities and complete assignments.
• Kindness and Responsibility: Develop a positive attitude towards volunteering and contributing to 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: AI Image Generators (ChatGPT/Midjourney), gamified quiz platforms (Quizizz/Google Forms), collaborative boards (Padlet/Miro).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones, tablets, or laptops with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge of community activities, build excitement, and implicitly prepare them for the grammar point (Past Continuous tense) and vocabulary of the lesson.

b. Content: Teacher organizes "Mission: The Sharp Observer". Students look at a picture of a busy volunteer event for 20 seconds, then recall and write down what the people were doing.

c. Product: Students' correct sentences describing past actions in progress (using past continuous) and community-related vocabulary.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher divides the class into 4 teams and introduces Mission: The Sharp Observer.

- Teacher explains the rule: I will show you a picture of a volunteer event on the screen for exactly 20 seconds. You must observe carefully. When the picture disappears, your team has 2 minutes to write down as many sentences as possible about what the people were doing in the picture.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it. 

- Teacher optimizes the use of a Generative AI tool (e.g., Midjourney or ChatGPT) to generate a customized, highly detailed picture of a busy volunteer event to project on the smart TV (e.g., some people picking up trash, a boy donating books, a woman planting trees, two girls helping an old man).

- After 20 seconds, teacher turns off the projector.

- Students use their smartphones/tablets to access a real-time collaborative digital board (e.g., Padlet) to quickly type and submit their team's sentences.

- Students work in groups, memorize, and quickly write down their sentences.

Step 3: Reporting and Discussion

- Teacher calls time out. Teams swap their papers for peer-checking.

- Teacher shows the picture again.

- Representatives from each team read their sentences aloud.

- Expected sentences:

+ A boy was donating books.

+ Some people were picking up trash.

+ Two girls were helping an old man.

+ A woman was planting trees.

Step 4: Evaluation

- Teacher counts the correct sentences, checks spelling and grammar, and declares the winning team.

- Teacher leads into the new lesson: In your mission, you used the past continuous tense to describe actions happening at a specific time in the past. Today, we will learn more about this grammar point, how to combine it with the past simple, and learn new words to describe our community development.

[2.1.NC1a]: Choose simple digital technologies for interaction.

[6.2.NC1a]: Optimize the use of AI tools to achieve higher efficiency.

[3.1.NC1a]: Apply ways to create and edit content in different formats.

2. PRESENTATION

PRONUNCIATION - Stress in two-syllable words with the same spelling

Activity 1: Listen to the sentences and circle the word with the stress you hear.

a. Objective: To help Ss recognise the difference of stress in two-syllable words with the same spelling.

b. Content: Ss listen to the audio and circle the correct words based on their stress patterns.

c. Product: Ss' correct answers of the stressed words.

d. Organization:

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Activity 2: Listen again and practise saying the sentences in 1. 

a. Objective: To help Ss practise saying sentences containing two-syllable words with the same spelling but different stress patterns.

b. Content: Ss listen to the sentences again and practise saying them in pairs.

c. Product: Ss' correct pronunciation and stress placement in sentences.

d. Organization:

VOCABULARY - Community development

Activity 1: Match the words with their meanings. 

a. Objective: To help Ss understand the meanings of some topic-related words introduced in Getting Started and pre-teach new vocabulary items.

b. Content: Ss match the given words (donate, volunteer, generous, remote, benefit) with their correct definitions.

c. Product: Correct matching pairs.

d. Organization:

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Activity 2: Complete the following sentences using the correct forms of the words in 1. 

a. Objective: To give Ss practice in using the words in meaningful contexts.

b. Content: Ss use the words from Activity 1 to fill in the blanks in 5 sentences.

c. Product: Completed sentences with the correct words and forms.

d. Organization:

Activity 3: Choose the correct word to complete each of the following sentences. 

a. Objective: To give Ss practice in using adjectives ending in -ed, -ing, -ful, and -less.

b. Content: Ss choose the appropriate adjective form for 4 different sentences.

c. Product: Correct choices of adjectives.

d. Organization:

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GRAMMAR - Past simple vs. past continuous with when and while

Activity 1: Choose the correct verb form in each of the following sentences. 

a. Objective: To give Ss an opportunity to practise the past simple and the past continuous with when and while.

b. Content: Ss review the grammar rules and choose the correct verb tenses.

c. Product: Sentences with correct verb forms.

d. Organization:

Activity 2: Combine the two sentences using when or while where appropriate. 

a. Objective: To give Ss more practice in using the past simple and the past continuous with when and while.

b. Content: Ss combine pairs of sentences into single sentences using the correct conjunctions.

c. Product: Correctly combined sentences.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and grammar rules learned in the lesson through extensive exercises.

b. Content: Ss complete a worksheet consisting of 2 written tasks (Word form and Verb tense).

c. Products: Ss' correct written answers on the worksheet.

d. Organization:

Mission 1: Complete WORKSHEET 1

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms) and sets a time limit of 7 minutes.

- Teacher sets a time limit of 8 minutes for Ss to complete both tasks independently.

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, ensuring Ss are not copying and are applying the rules of suffixes and past tenses correctly.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher calls some Ss to the board to write their answers for Task 1 and Task 2.

Task 1:

1. careful

2. generous

3. interestin

4. volunteers

5. hopeless

Task 2:

1. was walking / saw

2. were planting / started

3. were you doing / was preparing

4. arrived / were singing

- Teacher asks the rest of the class to exchange their worksheets and peer-check.

- Other students comment or correct the answers on the board.

Step 4: Evaluation

- Teacher gives detailed feedback, clarifies any common mistakes (especially between -ed/-ing adjectives and the spelling of continuous verbs), and praises excellent 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 help Ss creatively apply the vocabulary and grammatical structures (Past Simple & Past Continuous) into a personalized writing task.

b. Content: Ss carry out a take-home writing project: "My Meaningful Experience Diary Entry".

c. Product: A short diary entry (80-100 words) written in students' notebooks.

d. Organization:

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