Giáo án NLS Tiếng Anh 10 Global Success Unit 4 Writing: Writing an application letter for volunteer work

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 4: FOR A BETTER COMMUNITY 

LESSON 6: WRITING

I. OBJECTIVES 

1. Knowledge and skills 

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

• Write an application letter to apply for a volunteer job.
• Understand the formal structure and common phrases used in a job application letter.

2. Competences

General competences:

• Self-control and independent learning: analyze a model letter and write a draft.
• Communication and collaboration: work in pairs to discuss ideas and provide peer review for their writing.

Specific competences:

• Read and match paragraphs with their specific communicative aims.
• Scan a job advertisement for specific requirements and duties.

Digital competences:

• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [2.4.NC1a]: Suggest different digital tools and technologies for collaborative
• [2.5.NC1b]: Apply different communication strategies appropriately 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

• Responsibility: Show commitment to community development and helping others.
• Hard work: Be meticulous in drafting, peer-reviewing, and revising formal writing.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 10, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital collaborative board (e.g., Padlet).

2. Students' aids

• Textbook, notebooks, pens, draft paper.
• Smart devices (smartphones/tablets/laptops) with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' vocabulary related to personalities and skills, creating an engaging transition into the topic of applying for a volunteer position.

b. Content: Teacher organizes a quick brainstorming activity called "The Ideal Volunteer". 

c. Product: Students' generated vocabulary regarding positive character traits and skills.

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 writes the word "VOLUNTEER" in the center of the board.

- Teacher asks students to work in pairs for 2 minutes to brainstorm adjectives describing the qualities of a good volunteer (e.g., "What kind of person is suitable for helping the community?").

- Teacher instructs students to use generative AI tools (e.g., ChatGPT, Gemini) on their smartphones to prompt and generate additional advanced vocabulary related to volunteer qualities.

Step 2: Students perform learning tasks

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

- Students discuss in pairs and write down their ideas on draft paper.

- Students integrate AI tools into their existing brainstorming workflow by prompting the AI and selecting the most suitable words to write down.

- The teacher observes and encourages students to think about different aspects.

Step 3: Reporting and Discussion

- Teacher calls out several pairs to share their words. Teacher writes the correct words around the center word on the board to create a mind map.

- Expected vocabulary:polite, hard-working, reliable, patient, energetic, caring, responsible, friendly.

Step 4: Evaluation

- Teacher praises the students with the best vocabulary.

- Teacher leads into the new lesson: If you have these wonderful qualities and want to help the community, how do you officially ask an organization to let you volunteer? Today, we will learn how to write a formal application letter for a volunteer job.

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

[6.2.NC1a]: Integrate AI tools into existing workflows.

2. PRESENTATION

Writing an application letter for volunteer work

Activity 1: Read the application letter for a volunteer position. Match the paragraphs with their aims. 

a. Objective: To provide an example job application letter, which Ss can use as a model for their writing.

b. Content: Students read a sample letter and match three paragraphs (1, 2, 3) with three aims (A, B, C).

c. Product: Correct matching of paragraphs to their respective aims.

d. Organization:

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Activity 2: Read the job advert and answer the questions below. 

a. Objective: To introduce the context of the writing task and help Ss develop ideas for their writing.

b. Content: Students read a job advertisement for volunteers and answer two comprehension questions.

c. Product: Correct answers identifying the needed qualities and job duties.

d. Organization:

Activity 3: Complete the application letter for the job in 2. You can use the ideas in 1. 

a. Objective: To help Ss practise writing an application letter for a volunteer job.

b. Content: Students outline, draft, and peer-review an application letter.

c. Product: Students' draft letters and final writing.

d. Organization:

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3. PRACTICE

a. Objective: To deeply consolidate the lexical and grammatical structures used in formal letter writing through targeted exercises.

b. Content: Students complete a 2-task mission (sentence rewriting and error correction).

c. Products: Correctly rewritten formal sentences and corrected errors.

d. Organization:

Mission 1: Language Focus for Formal Writing (WORKSHEET) 

Step 1: Teacher assigns learning tasks

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

- Teacher explains that after writing their drafts, it is important to double-check their language accuracy and formality. Students work individually to complete Task 1 and Task 2.

- Time limit: 8 minutes.

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 and supports weaker students.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites 3 students to write their answers for Task 1 on the board.

- Teacher calls on 3 other students to stand up and point out the errors for Task 2.

Step 4: Evaluation

- Teacher gives feedback, corrects any remaining mistakes, and emphasizes the difference between formal and informal language.

Task 1:

1. I am writing to apply for the volunteer job/position.

2. I am available for an interview any day/on any weekday.

3. I look forward to hearing from you. 

Task 2:

1. interesting -> interested

2. hear -> hearing

3. faithful -> faithfully

[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 students apply their writing context into a real-life speaking scenario (job interview).

b. Content: Students prepare answers for a simulated volunteer job interview at home.

c. Product: A written preparation of interview answers (and readiness for a role-play in the next class).

d. Organization:

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