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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 5. Unit 4: For a better community

Giáo án Language

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Pronounce two-syllable words with the same spelling and place the stress correctly in noun–verb pairs (A RE-cord / to re-CORD).
    • Use the past continuous and the past simple to describe an action in progress and a completed event.
    • Choose the correct -ed or -ing adjective to describe a feeling and its cause.
    • Use the six topic words: volunteer, donation, community, reliable, benefit, grateful.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the individual pronunciation and grammar exercises on their own and check their answers against the answer key.
  • Communication and collaboration: Ss work in pairs and groups to read aloud, compare answers, and give reasons for their choices.
  • Problem-solving and creativity: Ss decide which tense fits the meaning of a sentence and create their own sentences about a community activity.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the stress examples, read the practice text aloud, and write short sentences about a community event using the past continuous and the past simple.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss mark stress in two-syllable noun–verb pairs, match six topic words to their meanings, and use the past continuous, past simple, -ed/-ing adjectives, and useful/useless accurately in context.

3. Personal qualities

  • Responsibility: Ss finish the individual exercises before the group check and take ownership of their own pronunciation practice.
  • Kindness: Ss give constructive feedback to a partner on pronunciation and avoid mocking mistakes.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with lesson slides
  • NeoEdu lesson page: neoedu.vn/learn/10/english/unit-4-language (lesson presentation, examples and interactive exercises)
  • Recorded or live model of the stress examples
  • Flashcards of the six topic words with meanings
  • Printed Worksheet 1 and Worksheet 2 for each pair

2. Students

  • Global Success 10 textbook
  • Notebook and pen
  • Pencil for marking stress and filling in blanks
  • Mobile device for NeoEdu interactive exercises (optional)

III. Procedures

Activity 1: Warm-up · 10 minutes

Guess the Topic

a) Aims

Activate Ss' prior knowledge about community activities and introduce the topic of the unit.

b) Content

T shows four pictures: a group cleaning a park, a person handing over money in a box, a person helping at a charity event, and a crowd in a neighbourhood. T asks: 'What are the people doing? Which word from this unit can you use?'

c) Expected outcomes

Ss predict the topic words: volunteer (tình nguyện viên), donation (khoản quyên góp), community (cộng đồng). Ss write one sentence per picture, for example: 'The volunteers are cleaning the park for the community.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the four pictures and asks the guiding question: 'What are the people doing? Which word from this unit can you use?'

    Students

    Ss listen to the question and look carefully at the pictures.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for two minutes and write one guessed word for each picture.

    Students

    Pairs discuss and write their guesses, such as 'volunteer' for the park picture and 'donation' for the box picture.

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to share their guesses and asks: 'Why do you think so?'

    Students

    Pairs report, for example: 'We think the park picture shows a volunteer because they are helping the community.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct words, writes them on the board, and announces the lesson focus: stress, grammar, and topic vocabulary.

    Students

    Ss copy the words and the lesson title into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Stress in Noun–Verb Pairs

a) Aims

Ss recognise that two-syllable words with the same spelling can change stress when they are used as a noun or a verb.

b) Content

T models the pairs: A RE-cord /ˈrekərd/; to re-CORD /rɪˈkɔrd/. A PRE-sent /ˈprezənt/; to pre-SENT /prɪˈzent/. T reads the sentence 'We record each present in a notebook.' Questions: 'Which syllable is stressed in the noun record? In the verb record? Which syllable is stressed in the noun present? In the verb present?' T also explains that these noun–verb pairs change stress and that not every two-syllable word follows this pattern.

c) Expected outcomes

Ss mark the stress on the board and in their notebooks:

  • record (noun): RE-cord, stress on the first syllable
  • record (verb): re-CORD, stress on the second syllable
  • present (noun): PRE-sent, stress on the first syllable
  • present (verb): pre-SENT, stress on the second syllable
    Ss state the observation: in these noun–verb pairs, the noun is stressed on the first syllable and the verb on the second.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four words on the board without stress marks and asks Ss to predict the stressed syllable in each.

    Students

    Ss listen and predict the stress in silence before the model.

  2. Teacher

    Step 2: Task performance

    T plays the model or reads aloud twice, pausing after each word. T asks Ss to repeat chorally and then individually. Pairs take turns saying the noun and then the verb.

    Students

    Ss repeat the words and tap the stressed syllable on the desk while saying each word.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which syllable is stressed in the noun record? And in the verb record?' Then asks about present.

    Students

    Ss answer: 'The noun record is stressed on RE, the verb on CORD.' 'The noun present is stressed on PRE, the verb on SENT.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the stress marks on the board and states the pattern: in these noun–verb pairs, the noun is stressed on the first syllable and the verb on the second. T emphasises that not every two-syllable word follows this pattern.

    Students

    Ss copy the stress marks and the rule into their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Topic Vocabulary

a) Aims

Ss pronounce and understand the six topic words and match each one with its Vietnamese meaning.

b) Content

T shows the six flashcards: volunteer, donation, community, reliable, benefit, grateful. T models pronunciation and asks Ss to repeat. T asks: 'Which word describes a person who helps without being paid?' 'Which word means a sum of money given to help others?' 'Which word means a group of people living in the same area?' Then Ss match each word with its meaning.

c) Expected outcomes

Ss match the words with their meanings:

  • volunteer: tình nguyện viên
  • donation: khoản quyên góp
  • community: cộng đồng
  • reliable: đáng tin cậy
  • benefit: lợi ích
  • grateful: biết ơn
    Ss write the words and meanings in their notebooks, with the stress marked for each word.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six flashcards and asks Ss to predict the meaning of each word from the picture or context.

    Students

    Ss look at the flashcards and guess the meanings silently.

  2. Teacher

    Step 2: Task performance

    T models each word and asks Ss to repeat chorally. Then T asks Ss to work in pairs and match the words with the meanings on the slide.

    Students

    Pairs check their predictions and match the words. Example answer: 'Grateful means biết ơn, and benefit means lợi ích.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their matches aloud and asks the class to confirm. T asks: 'Which word has the stress on the first syllable?' (VOL-un-teer, DO-na-tion, COM-mu-ni-ty)

    Students

    Pairs report their matches. Some Ss may say: 'Reliable means đáng tin cậy.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms all matches and corrects any stress errors. T reminds Ss to record the words with meanings in their notebooks.

    Students

    Ss correct their answers and write the complete list in their notebooks.

Activity 2.3: Knowledge formation · 15 minutes

Past Continuous and Past Simple

a) Aims

Ss explain the difference between the past continuous (an action in progress) and the past simple (a completed event), and distinguish -ed and -ing adjectives.

b) Content

T writes the model sentence on the board: 'While we were packing, the organiser called.' T asks:

  • 'Which action was in progress? Which action was completed?'
  • 'Does the word when always need the same tense? What decides the tense?'
  • 'Look at interested and interesting. Who feels the emotion? What causes it?'
  • 'Is useful the same as useless? Why?'
    Ss complete Worksheet 1, Part A (the summary table written as a list).

c) Expected outcomes

Ss complete the grammar summary:

  • Past continuous (was/were + -ing): an action in progress in the past, for example 'While we were packing ...'
  • Past simple: a completed event that interrupts the action, for example '... the organiser called.'
  • When does not automatically require one tense; the meaning decides.
  • -ed adjective (interested): describes a feeling the person experiences.
  • -ing adjective (interesting): describes the cause of the feeling.
  • Useful means helpful; useless means not effective.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the model sentence on the board and asks the four questions. T explains that Ss will work in pairs to complete the summary on Worksheet 1, Part A.

    Students

    Ss read the sentence and think about the questions silently.

  2. Teacher

    Step 2: Task performance

    T asks pairs to discuss the questions and fill in the summary. T circulates and helps pairs that are stuck.

    Students

    Pairs discuss. Example: 'We were packing is the action in progress, the organiser called is the completed event.'

  3. Teacher

    Step 3: Report and discussion

    T asks each pair to report one answer, such as: 'The feeling is in the person, so we use -ed: interested.' T asks: 'Does when always need the same tense?'

    Students

    Ss answer: 'No. The meaning decides the tense.' 'Useless is not effective, not helpful.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the summary, writes the rules on the board, and emphasises that useless here means not effective, not morally worthless.

    Students

    Ss copy the summary into their notebooks.

Activity 3.1: Practice · 15 minutes

Grammar and Vocabulary Exercises

a) Aims

Ss apply the past continuous, past simple, -ed/-ing adjectives, and topic vocabulary in context.

b) Content

Ss complete Worksheet 1 (Exercises 1–8) individually for six minutes. Then Ss exchange answers with a partner and check against the key. Ss complete Worksheet 2 (Exercise 9: matching) with a partner. T checks the answers as a class.

c) Expected outcomes

Answers for Worksheet 1:

  1. A (were sorting)
  2. D (arrived)
  3. C (tired)
  4. B (useful)
  5. A (packed)
  6. D (was showing)
  7. C (interesting)
  8. B (were)
    Answers for Worksheet 2 (Exercise 9): volunteer – tình nguyện viên; donation – khoản quyên góp; community – cộng đồng; reliable – đáng tin cậy; benefit – lợi ích; grateful – biết ơn.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and Worksheet 2 and explains the time limit of six minutes for individual work.

    Students

    Ss receive the worksheets and read the instructions.

  2. Teacher

    Step 2: Task performance

    T monitors Ss, checks individual work, and gives hints without giving answers directly (for example: 'Is the action in progress or completed?').

    Students

    Ss complete Exercises 1–8 individually, then compare with a partner and complete Exercise 9.

  3. Teacher

    Step 3: Report and discussion

    T reads each question and asks Ss to give their answers. T asks: 'Why is it A and not B?' for questions 1 and 5.

    Students

    Ss give answers and explain. Example for Question 1: 'Were sorting is the background action in progress, so we use past continuous.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and reminds Ss that the verb after when or while depends on the meaning.

    Students

    Ss correct their mistakes in a different colour pen.

Activity 3.2: Practice · 10 minutes

Read Aloud for Stress

a) Aims

Ss read the practice text aloud with correct stress and rhythm, and self-correct after the first attempt.

b) Content

Ss read the practice text aloud twice: first slowly, then at a natural pace. The text is: 'A RE-cord /ˈrekərd/; to re-CORD /rɪˈkɔrd/. A PRE-sent /ˈprezənt/; to pre-SENT /prɪˈzent/. Read: We record each present in a notebook. These noun–verb pairs change stress; not every two-syllable word follows this pattern.' After the first reading, Ss identify one point to improve and correct it in the second reading.

c) Expected outcomes

Ss read the text twice. Self-assessment rubric (10 points):

  • Correct focus on stress in two-syllable words with the same spelling: 4 points (2 points if the stress is still inconsistent)
  • Clear pronunciation of all syllables, with meaning understood: 3 points (1–2 points if some words are hard to understand)
  • Natural rhythm and intonation: 2 points (1 point if the reading is mechanical)
  • Self-correction of one point after the first reading: 1 point
    Standard British and American variants are accepted if the meaning is preserved.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the text on the slide and explains the rubric. T reads the first line as a model.

    Students

    Ss listen to the model and note the stressed syllables.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read the text aloud in pairs: Student A reads slowly, Student B listens and marks the stress, then they swap roles.

    Students

    Pairs read the text twice, give each other feedback, and identify one point to improve.

  3. Teacher

    Step 3: Report and discussion

    T invites three to four Ss to read one line each in front of the class and asks the class to judge the stress.

    Students

    Volunteers read. Classmates say: 'You stressed the second syllable in the noun present, so it sounded like the verb.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good points and corrects the common errors. T models again the noun–verb pairs with stress.

    Students

    Ss self-assess using the rubric and write their score in their notebooks.

Activity 4: Application · 10 minutes

Talking About a Community Activity

a) Aims

Ss use the past continuous, past simple, topic vocabulary, and correct stress to describe a community activity in real life.

b) Content

In pairs, Ss talk about a community activity they joined or saw, for example a clean-up day or a donation drive. Ss must use:

  • at least one sentence with while + past continuous and a past simple event
  • at least one topic word from the unit (volunteer, donation, community, reliable, benefit, grateful)
  • at least one -ed or -ing adjective
    Afterwards, Ss write three sentences about their activity.

c) Expected outcomes

Ss write three sentences, for example:

  • While we were cleaning the park, a volunteer brought us some water.
  • The donation helped the community, and everyone was grateful.
  • The event was interesting, but I felt tired after the long day.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models a short talk about a community event using the model sentence and the target structures. T sets a time limit of four minutes.

    Students

    Ss listen to the model and note the target structures.

  2. Teacher

    Step 2: Task performance

    T asks pairs to talk about a real or imagined community activity and to write three sentences. T monitors and helps with stress and tense.

    Students

    Pairs talk and write. Ss may describe a clean-up day, a charity event, or a donation drive.

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to read one sentence each and asks the class to identify the tense and the topic word used.

    Students

    Pairs report their sentences. The class answers: 'This sentence uses the past continuous for the background action.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the key structures and gives feedback on the best sentences. T assigns the homework.

    Students

    Ss record the final sentences in their notebooks and note the feedback.

Worksheets

Worksheet 1: Grammar and Vocabulary Exercises

Part A: Grammar summary (complete the blanks)

  • Past continuous (was/were + -ing) describes an action ___ in the past.
  • Past simple describes a ___ event.
  • When does not automatically require one tense; the ___ decides.
  • An -ed adjective (interested) describes the ___ a person feels.
  • An -ing adjective (interesting) describes the ___ of the feeling.

Part B: Choose the correct answer (A, B, C or D)

  1. While we ___ books, the phone rang.
    A. were sorting B. sorted C. are sorting D. have sorted
  2. We were waiting when the organiser ___.
    A. was arrive B. arrives C. has arrive D. arrived
  3. I felt ___ after the long but rewarding day.
    A. tire B. tires C. tired D. tiring
  4. The instructions helped everyone; they were ___.
    A. using B. useful C. useless D. use
  5. Yesterday our class ___ twenty boxes.
    A. packed B. was pack C. packs D. has packing
  6. At four yesterday, Mai ___ a visitor around.
    A. shows B. has shown C. is show D. was showing
  7. The story held our attention; it was ___.
    A. interest B. interests C. interesting D. interested
  8. They ___ playing when the rain began.
    A. have B. were C. was D. are

Worksheet 2: Matching Topic Words

Exercise 9: Match each word in the left column with its meaning in the right column.

  • volunteer
  • donation
  • community
  • reliable
  • benefit
  • grateful

Meanings (in random order):

  • biết ơn
  • khoản quyên góp
  • đáng tin cậy
  • lợi ích
  • tình nguyện viên
  • cộng đồng

After matching, mark the stressed syllable in each word and read the words aloud with a partner.

Homework

  • Finish any unfinished items on Worksheet 1 and Worksheet 2 and check your answers with the answer key.
  • Write a short paragraph (five to six sentences) about a community activity. Use at least two past continuous sentences, two past simple sentences, and at least three of the topic words: volunteer, donation, community, reliable, benefit, grateful.
  • Read the stress practice text aloud twice and record yourself on your mobile device. Listen to the recording and identify one point to improve.
  • Review the lesson on NeoEdu at neoedu.vn/learn/10/english/unit-4-language and complete the interactive exercises before the next lesson.

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