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Giáo án NLS Tiếng Anh 10 Global Success Unit 4 Listening: An announcement for volunteer positions

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Giáo án NLS Tiếng Anh 10 Global Success Unit 4 Listening: An announcement for volunteer positions. 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 Listening: An announcement for volunteer positions

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

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

UNIT 4: FOR A BETTER COMMUNITY

LESSON 5: LISTENING

I. OBJECTIVES

1. Knowledge and skills

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

Listen for specific information in an announcement for volunteer positions.
Understand and use vocabulary related to community development and volunteer work.
Identify details about job requirements and responsibilities in a volunteering context.

2. Competences

General competences:

Self-control and independent learning: listen actively and extract necessary information.
Communication and collaboration: work in pairs or groups to discuss community activities and complete learning tasks.

Specific competences:

Develop listening comprehension skills (listening for main ideas and specific details).
Express personal ideas regarding community service.

Digital competences:

[2.1.NC1a]: Choose simple digital technologies for interaction.
[2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes.
[2.5.NC1a]: Apply appropriate standards of behaviour and different etiquette when using digital technologies and interacting in digital environments.
[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

Kindness and Responsibility: Show willingness to help others and participate in community development projects.
Hard work: Actively participate in class activities and tasks.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 10, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Links/QR codes to digital collaborative boards (Padlet/Miro) and online quiz platforms (Quizizz/Google Forms).

2. Students' aids

Textbook, notebooks, pens, mini-whiteboards (optional).
Smartphones, tablets, or laptops with internet access.

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

An announcement for volunteer positions

Activity 1: Read the job advert and answer the questions.

a. Objective: To set the context of the listening text and activate Ss' prior knowledge.

b. Content: Students look at the job advert in the textbook and find information to answer two questions.

c. Product: Students understand the content of a job advert and provide correct answers.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Ask Ss to look at the job advert.

- Ask questions to see how much Ss know about job adverts, e.g. What is a job advert? What information is included? Where can you see job adverts?.

- Focus Ss' attention on the two questions.

- Put Ss into pairs.

Step 2: Students perform learning tasks

- Have them read the job advert and find the information to answer them.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Check answers as a class.

- Then ask other questions, e.g. Does the job advert mention what qualities are required for this job? Will people get paid? Where will they work?.

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher confirms the correct answers and explains if necessary.

- Teacher moves on to the next content.

Students' answers:

1. The City Centre for Community Development.

2. People who are interested in community development projects and have a couple of hours to spare at the weekend.

Activity 2: Listen to an announcement and choose the best answer to complete each sentence.

a. Objective: To help Ss practise listening for specific information.

b. Content: Students listen to the recording and choose A, B, or C to complete 5 sentences.

c. Product: Students' correct multiple-choice answers based on the audio.

d. Organization:

…………………………………………..

Activity 3: Listen again and decide whether the following statements are true (T) or false (F).

a. Objective: To help Ss practise listening for specific information.

b. Content: Students listen again and classify 5 statements as True (T) or False (F).

c. Product: Students' correct T/F classification and ability to correct the false statements.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher sets up a shared collaborative document (e.g., Google Docs) with the 5 statements and shares the edit link with the class.

- Ask Ss to read through the statements carefully and check if they understand all the vocabulary.

- Have Ss underline the key words / phrases in each statement.

- Remind Ss that the statements may include paraphrased or opposite information so they should look for synonyms or antonyms in the text.

Step 2: Students perform learning tasks

- Play the recording from hoclieu.vn and ask Ss to decide whether these statements are true or false.

- Ask Ss to compare their answers in pairs or groups.

Step 3: Reporting and Discussion

- Teacher asks students to give their answers.

- In stronger classes, have Ss explain why each statement is true or false, e.g. 1. It's true because the speaker says the organisation 'supports local people and communities'.

- Also, have them correct the false statements.

Step 4: Evaluation

- Check answers as a class by playing the recording again and pausing after the parts of the announcement containing the information.

- Teacher moves on to the next content.

Students' answers:

1. T

2. F (Teenagers, lonely old people, and others also get support from this centre.)

3. T

4. F (local and national)

5. T

[2.4.NC1a]: Propose and use different digital tools (e.g., Google Docs) for the collaborative process of co-editing and correcting false statements.

Activity 4: Work in groups. Discuss the following question: What do you think you can do to help people in your community?

a. Objective: To give Ss an opportunity to personalise the language and ideas from the listening in a speaking task.

b. Content: Students discuss the question: What do you think you can do to help people in your community?.

c. Product: Students' brainstorming ideas and group discussion notes about community service.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate students' vocabulary and grammatical structures related to the topic of community development and volunteer work through text-based exercises.

b. Content: Students complete a two-task mission focusing on Word Formation and Sentence Rearrangement, independently from the listening audio.

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

d. Organization:

Mission 1: Language Focus - "For a Better Community"

Step 1: Teacher assigns learning tasks

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

- Teacher explains that these tasks will test their ability to use vocabulary and build sentences related to community service.

- Teacher sets a time limit of 8 minutes.

Task 1: Give the correct form of the word in brackets to complete the sentences.

1. Our school is organizing various _______________ activities this summer to help the local area. (VOLUNTEER)

2. The charity relies heavily on generous _______________ from local businesses. (DONATE)

3. They are working on a new community _______________ project in the rural village. (DEVELOP)

4. You will be trained by highly _______________ members if you join our club. (EXPERIENCE)

Task 2: Rearrange the given words/phrases to make complete and meaningful sentences.

1. to / The / non-profit / helps / local / communities / people / organisation / and /.

à ______________________________________________________________.

2. interested / Teenagers / in / are / work / community / development /.

à ______________________________________________________________.

3. a / We / of / to / couple / spare / have / weekend / the / hours / at /.

à ______________________________________________________________.

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 support if students struggle with sentence structures.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites individual students to write their answers on the board.

- Expected Answers:

Task 1: (1) volunteer / volunteering (2) donations (3) development (4) experienced.

Task 2:

1. The non-profit organisation helps local people and communities.

2. Teenagers are interested in community development work.

3. We have a couple of hours to spare at the weekend.

Step 4: Evaluation

- Teacher gives feedback, corrects any spelling or grammar mistakes on the board, and explains the structures (e.g., interested in + V-ing/Noun, have time to spare).

- Teacher transitions to the Application stage.

[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.