Giáo án NLS Tiếng Anh 10 Global Success Unit 4 Reading: Teenagers and voluntary work
Giáo án NLS Tiếng Anh 10 Global Success Unit 4 Reading: Teenagers and voluntary work. 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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UNIT 4: FOR A BETTER COMMUNITY
LESSON 3: READING
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Understand the main ideas and read for specific information in a text about teenagers and voluntary work.
- Guess the meanings of words from context.
- Discuss and share ideas about volunteering activities they can do to help the community.
2. Competences
General competences:
- Self-control and independent learning: Read the text independently and find the required information.
- Communication and collaboration: Work in pairs or groups to discuss volunteering activities and compare answers.
Specific competences:
- Develop reading skills for main ideas and specific information.
- Identify and use vocabulary related to voluntary work and community service.
Digital competences:
- [1.1.NC1a]: Meet information needs.
- [1.2.NC1b]: Evaluate different types of data, information, and digital content.
- [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.
- [3.3.NC1a]: Apply different copyright and licensing regulations to data, information, and digital content.
- [6.2.NC1a]: Develop customized AI applications to solve specific problems.
3. Attributes
- Kindness and Empathy: Show care and willingness to help people in need, such as orphans, homeless people, and the elderly.
- Responsibility: Develop a sense of responsibility towards the community and actively participate in voluntary activities.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 10, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Digital polling tool (Mentimeter/Kahoot), Collaborative whiteboard (Padlet).
2. Students' aids
- Textbook, notebooks, pens, colored pencils.
- Smartphones/Tablets with internet access.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Teenagers and voluntary work
Activity 1: Work in pairs. Complete the mind map with popular volunteering activities for teenagers. Use the pictures below to help you.
a. Objective: To introduce the topic of the reading and get Ss involved in the lesson.
b. Content: Students work in pairs and complete the mind map with popular volunteering activities for teenagers using the suggested pictures.
c. Product: Completed mind map with various volunteering activities.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher sets the context by asking questions: What volunteering activities were mentioned in the previous lessons? Have you ever done any voluntary work? - Teacher asks students to work in pairs and complete the mind map using the pictures in the book as ideas.
- T shares a link to a digital collaborative board (Padlet). Step 2: Students perform learning tasks - Students look at the pictures and discuss to fill in the mind map. - Students use smartphones/tablets to prompt an AI Chatbot (e.g., Gemini) to suggest creative volunteering activities for teenagers, then add the best ideas to the class's shared Padlet. - The teacher observes, tells students there are no right or wrong answers, and encourages free guessing. Step 3: Reporting and Discussion - Teacher calls on some pairs to share their ideas. - Other students comment or add more activities. Step 4: Evaluation - Teacher praises their ideas and writes some good suggestions on the board. - Teacher moves on to the next content. | Suggested answers: - Helping at a charity event where people can donate items or money. - Helping old people (e.g. cook meals, shop for food). - Helping old people with technology (e.g. how to send emails, use the Internet, or install apps). - Helping out at an animal shelter.
| [6.2.NC1a]: Integrate AI tools into existing workflows to generate content, discover knowledge, and solve problems. |
Activity 2: Read the text and choose the main idea.
a. Objective: To help Ss practise reading for main ideas.
b. Content: Students read the text and choose the correct main idea from the given options.
c. Product: The correct option representing the main idea of the reading.
d. Organization:
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Activity 3: Match the highlighted words in the text with their meanings.
a. Objective: To help Ss practise guessing the meanings of words from context.
b. Content: Students read the text again and match the highlighted words with their meanings.
c. Product: Correct matching of vocabulary words to their definitions.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the text again, paying attention to the context of each highlighted word to find clues. Step 2: Students perform learning tasks - Students work independently to match the words. - Students use smart devices to access online dictionaries (e.g., Oxford, Cambridge,...), adjusting search keywords and utilizing pronunciation features to find the exact contextual meanings of the highlighted words. - Teacher tells Ss to work in groups to discuss clues and compare answers. Step 3: Reporting and Discussion - Teacher calls students to give their answers. Step 4: Evaluation - Teacher checks answers as a class and gives correct pronunciation of the new words. - Teacher moves on to the next content. | Key: 1. c 2. d 3. a 4. e 5. b
| [1.1.NC1a]: Adjust search strategies to find the most appropriate data, information, and content in a digital environment. |
Activity 4: Read the text again. Decide whether the following statements are true (T) or false (F).
a. Objective: To help Ss practise reading for specific information.
b. Content: Students read the statements, underline key words, and decide whether they are true (T) or false (F) based on the text.
c. Product: Correct True/False identification and ability to locate specific information in the text.
d. Organization:
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Activity 5: Work in pairs. Discuss the following question: If you were a member of the Volunteer Club, what could you do to help?
a. Objective: To help Ss use the ideas and language in the reading to discuss a related question.
b. Content: Students work in pairs to answer the question: "If you were a member of the Volunteer Club, what could you do to help?"
c. Product: Spoken ideas and creative solutions from students.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the text again and list the activities of the Volunteer Club. - Teacher introduces the discussion question. Step 2: Students perform learning tasks - Ss work in pairs to discuss. - Students prompt an AI tool (e.g., ChatGPT, Gemini,...) to generate a list of local volunteering actions, then critically evaluate and filter the AI's suggestions to select only the most practical and ethical ideas suitable for their community. - Teacher walks around the class to offer help with words or expressions. Step 3: Reporting and Discussion - Teacher invites some pairs to share their ideas with the whole class. Step 4: Evaluation - Teacher praises Ss for interesting activities and fluent delivery. - Teacher moves on to the next content. | Students' suggested answers: - I could cook free meals for poor families. - I could collect old books and clothes to donate. - I could organize games for children at the orphanage.
| [1.2.NC1b]: Evaluate and filter information from AI-generated sources to better understand its reliability and usage. |
3. PRACTICE
a. Objective: To consolidate the vocabulary and reading comprehension skills learned in the lesson without using multiple-choice questions.
b. Content: Students complete a mission consisting of two exercise-based tasks: vocabulary gap-filling and sentence writing.
c. Products: Students' correct gap-fill answers and grammatically correct sentences.
d. Organization:
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4. APPLICATION
a. Objective: To encourage students to creatively apply the lesson's language and concepts to a real-life scenario at home.
b. Content: Students design a "Volunteer Action Plan" for a problem in their own neighborhood.
c. Product: A short written proposal/poster outlining a volunteer activity.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher introduces the home assignment: "My Community Action Plan".
- Task details: At home, identify one specific problem in your neighborhood (e.g., litter in the park, lonely elderly people, stray animals). Write a short proposal (about 60-80 words) for a volunteer activity to solve it.
- Your proposal must include:
+ The name of the activity.
+ Who you will help.
+ What specific actions you and your friends will do.
- Students are encouraged to draw or decorate their plan creatively on an A4 paper.
Step 2: Students perform learning tasks
- Students brainstorm issues in their area, draft their sentences, and create their posters at home.
- At home, students use graphic design software (e.g., Canva) to create a multimedia digital poster illustrating their action plan.
- Students must apply copyright rules by explicitly citing the sources of any online images, statistics, or AI-generated text used in their digital posters.
Step 3: Reporting and Discussion
- In the next lesson, students will put their action plans on the wall for a "Gallery Walk".
- Students will walk around, read their classmates' plans, and vote for the most practical and meaningful project.
Step 4: Evaluation
- Teacher reminds students of the deadline and the grading criteria (creativity, accurate use of vocabulary from Unit 4, neat presentation).
- Teacher summarizes the main points of Lesson 3 and ends the class.
[3.1.NC1a]: Apply ways to create and edit content in different formats to express oneself through digital media.
[3.3.NC1a]: Choose the most appropriate rules to apply copyright and licenses to data, information, and digital content.
* HOMEWORK
- Learn the new vocabulary from the Reading text by heart.
- Complete the "My Community Action Plan" mission assigned in the Application section.
- Prepare for the next lesson: Lesson 4 - Speaking.
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