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

Giáo án Project

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the genre features of a volunteer-project report: title, audience, purpose, method, practical limits and sources.
    • Explain how the opening sentence introduces the topic and how the closing sentence leaves the audience with a responsible conclusion.
    • Pronounce two-syllable noun-verb pairs with correct stress (A RE-cord / to re-CORD; A PRE-sent / to pre-SENT).
    • Use the past continuous and past simple in a sentence about an action in progress and an interrupting event, and distinguish -ed adjectives from -ing adjectives.
    • Produce a short project product and oral presentation that labels planning figures and illustrative examples clearly.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the model product on their own, underline key information and check their answers against the rubric before sharing with the class.
  • Communication and collaboration: Ss discuss in pairs and groups, share ideas with classmates, give constructive feedback on each other's project outline and ask genuine questions during the rehearsal.
  • Problem-solving and creativity: Ss plan a realistic volunteer project for their neighbourhood, identify possible risks and propose ways to manage them, and create a title and presentation that suit the intended audience.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse the model product, discuss its purpose and details, write a short summary and deliver a short oral presentation with source credits and a question period.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce noun-verb stress pairs correctly, use the words volunteer, donation, community, reliable, benefit and grateful in context, and use the past continuous with the past simple accurately.

3. Personal qualities

  • Diligence: Ss complete the reading tasks and the project outline on time and revise their drafts after feedback.
  • Responsibility: Ss take ownership of their group role, check that every detail in the product is accurate, and keep their presentation within the agreed time.
  • Honesty: Ss label planning figures and illustrative examples clearly, report only actual data if they collect any, and never present a proposal as an observed result.
  • Kindness: Ss give respectful, specific feedback to classmates and value the contribution of volunteers to the community.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board to display the model product and the stress pairs
  • Printed copies of the model product (Worksheet No. 1)
  • Rubric for Exercises 2–9 (for teacher marking; not automatically scored)
  • Timer and small cards labelled with the group roles
  • NeoEdu lesson page: neoedu.vn/learn/10/english/unit-4-project (lesson presentation, examples and interactive exercises)

2. Students

  • Student's book (Unit 4, Project section)
  • Notebook, pens and pencils
  • A4 paper for the project outline
  • Sticky notes in two colours (one for planning figures, one for evidence sources)

III. Procedures

Activity 1: Warm-up · 5 minutes

Thinking about a better community

a) Aims

Ss activate prior knowledge about volunteering and pre-teach the key vocabulary (volunteer, community, benefit, reliable, grateful) to prepare for reading the model product.

b) Content

Ss answer the teacher's questions in pairs:

  • What does a volunteer do?
  • What can a volunteer benefit from helping others?
  • What makes a volunteer reliable?
    T then shows the six keywords (volunteer, donation, community, reliable, benefit, grateful) and asks Ss to match each word with a definition in Vietnamese or English.

c) Expected outcomes

Ss give short answers, for example: 'A volunteer helps people without being paid.' / 'A volunteer can build patience and teamwork.' / 'A reliable volunteer comes on time and keeps promises.' Ss match the keywords: 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 writes the title 'For a better community' on the board and asks: 'What can young people do to make their community better?' T explains that today Ss will read and analyse a model volunteer-project report.

    Students

    Ss listen and look at the title. They think about the question silently for 10 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to discuss the three questions in pairs and then shows the keywords on the screen.

    Students

    Pairs discuss. Ss expect answers such as 'A volunteer helps without being paid' and 'Volunteers can learn patience and teamwork'. They try to match the keywords with their meanings.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share their answers and corrects pronunciation of the keywords, especially volunteer /ˌvɒlənˈtɪə/ and community /kəˈmjuːnəti/.

    Students

    Some Ss report: 'Volunteering helps us learn teamwork.' Other Ss repeat the words after T.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and links them to the topic: 'Good volunteering meets a real need and needs a reliable, supervised commitment. Today you will analyse how a good project product presents this idea.'

    Students

    Ss write the six keywords with meanings in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Analysing a completed project product

a) Aims

Ss identify the title, audience, purpose, method, practical limits, opening and closing of the model volunteer-project report, and explain how each part contributes to the message.

b) Content

Ss read the model product (Worksheet No. 1) silently and then answer the questions below in pairs:

  1. Read the opening and closing sentences aloud. What is the function of each?
  2. What is the purpose of the project product? Who is the audience?
  3. Find two specific details (for example, the time of sessions or the budget method) and explain why they are more useful than saying only that the topic is important.
  4. What practical limits and risks does the product mention? How does the librarian reduce them?
  5. Why must real implementation replace the proposal with dated evidence?

c) Expected outcomes

Ss complete the table on Worksheet No. 1. Expected answers:

  • Opening: 'Volunteer-project report — illustrative completed product: Our proposed Saturday Reading Support project serves younger pupils at the neighbourhood library.' It introduces the subject and situation before the supporting details.
  • Closing: 'Real implementation must replace this proposal with dated evidence, not present it as an observed result.' It leaves the audience with a responsible conclusion about evidence.
  • Purpose: to propose a volunteer reading project for younger pupils at a library. Audience: the librarian, community members and others who would assess or join the proposal.
  • Specific details: Sessions are 9–11 a.m.; preparation begins at 8:30. The budget uses borrowed books and existing furniture.
  • Risks: unsuitable books, blocked walkways and disclosure of personal data. The librarian checks books and access, and no child's name appears on the public poster.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 and projects the model product. T says: 'You have 2 minutes to read silently. Then answer the five questions with your partner. Use the genre features we discussed.'

    Students

    Ss read the model silently and underline the title, purpose, specific details and risks.

  2. Teacher

    Step 2: Task performance

    T walks around, checks that pairs are finding the opening and closing sentences, and gently prompts: 'What information does the audience need to know first?'

    Students

    Pairs discuss. Ss point to the opening sentence and say it sets the topic. They may answer: 'The closing reminds us that the proposal is not yet a real result.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their answers to Q1 and Q3 aloud and asks the class: 'Is this detail specific enough for the audience to use?'

    Students

    Ss report, for example: 'The detail 9–11 a.m. is specific, so the librarian can plan the time.' Other Ss agree or add a comment.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key features of the genre on the board: title, audience, purpose, method, limits, sources and opening/closing sentences. T stresses: 'An illustrative example must not be presented as a real observation.'

    Students

    Ss copy the feature list into their notebooks and tick the features they have identified in the model.

Activity 2.2: Knowledge formation · 8 minutes

Stress, tenses and adjectives in context

a) Aims

Ss pronounce noun-verb stress pairs correctly, and explain the use of the past continuous with the past simple and the difference between -ed and -ing adjectives, using sentences from the project context.

b) Content

T presents three language points on the board:

  1. Stress pairs: A RE-cord /ˈrekərd/ (noun) vs to re-CORD /rɪˈkɔrd/ (verb); A PRE-sent /ˈprezənt/ (noun) vs to pre-SENT /prɪˈzent/ (verb). Sentence: 'We record each present in a notebook.'
  2. Past continuous vs past simple: 'While we were packing, the organiser called.' Ss explain which action is in progress and which is completed.
  3. Adjectives: interested (feeling) vs interesting (cause); useful (helpful) vs useless (not effective).

c) Expected outcomes

Ss write the stress pattern in their notebooks. Expected answers:

  • Noun: stress on the first syllable (A RE-cord; A PRE-sent). Verb: stress on the second syllable (to re-CORD; to pre-SENT).
  • 'While we were packing' = action in progress (past continuous). 'the organiser called' = completed event (past simple).
  • Volunteers are interested (they feel curious) because the work is interesting (it causes that feeling).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the sentence 'We record each present in a notebook.' on the board and asks Ss to listen carefully to the stress in the two words. T says: 'Record and present change stress depending on the word class.'

    Students

    Ss listen and repeat the sentence chorally, then individually.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to complete the question: 'Which word is a noun and which is a verb?' and 'Which action is in progress in the sentence while we were packing?' T also asks Ss to say why we use interested for people and interesting for things.

    Students

    Ss work individually, then compare with a partner. Ss may say: 'The noun record is stressed on the first syllable, the verb is stressed on the second.'

  3. Teacher

    Step 3: Report and discussion

    T invites Ss to read the sentence aloud with correct stress and asks one student to explain the difference between the two tenses. T also checks the -ed/-ing contrast with a quick example: 'The lesson was interesting, so the volunteers felt interested.'

    Students

    Ss read and explain. Sample answer: 'Packing is the action in progress, and the organiser called is the completed event that interrupts it.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Noun-verb pairs change stress. Use past continuous for an action in progress and past simple for the interrupting event. Use -ed adjectives for feelings and -ing adjectives for causes.' T notes that not all two-syllable words follow this pattern.

    Students

    Ss write the three rules in their notebooks and mark the stress on each word.

Activity 3: Practice · 10 minutes

Checking and improving the model product

a) Aims

Ss apply their analysis of the model to answer the practice questions, write a three-sentence summary that keeps essential limits, and explain one sentence from the middle of the model.

b) Content

Ss work in pairs on Exercises 2, 4, 5 and 7 from the textbook:

  • Exercise 2: State the purpose and audience of the project product, and support your answer with one detail.
  • Exercise 4: Select two useful details from the model and explain why they are better than saying only that the topic is important.
  • Exercise 5: Write a three-sentence summary using only information in the model. Keep the essential condition or limit.
  • Exercise 7: Read the opening and closing aloud and explain one difference between their functions.
    T uses the rubric to check answers. Exercises are teacher-marked; Ss do not claim automatic scores.

c) Expected outcomes

Expected answers (Ss may use equivalent wording):

  • Exercise 2: Purpose is to propose a volunteer reading project for younger pupils at the library; audience is the librarian and community members. Detail: 'Sessions are 9–11 a.m.; preparation begins at 8:30.'
  • Exercise 4: 'Two volunteers sort suitable books while the librarian supervises reading.' and 'Sessions are 9–11 a.m.; preparation begins at 8:30.' These are specific statements the audience can evaluate or use.
  • Exercise 5: 'Our proposed Saturday Reading Support project serves younger pupils at the neighbourhood library. Two volunteers sort suitable books while the librarian supervises reading. Real implementation must replace this proposal with dated evidence, not present it as an observed result.'
  • Exercise 7: The opening establishes the situation; the closing leaves the audience with a responsible conclusion about evidence.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the four exercises on the board and says: 'Work with your partner. Use only information in the model. Do not invent results.'

    Students

    Ss read the exercises and decide who will answer each question.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions: 'Does your summary keep the limit that real implementation must replace the proposal with dated evidence?'

    Students

    Pairs write answers in their notebooks. Ss check that every sentence in the summary is supported by the model.

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to present their summary and one pair to read Exercise 7 aloud. T invites the class to evaluate the answers using the rubric: content accuracy, use of details, and clarity.

    Students

    A pair reads: 'Our proposed Saturday Reading Support project serves younger pupils at the neighbourhood library.' Other Ss comment: 'Your summary is accurate, but you should keep the condition about dated evidence.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key points: keep essential limits, do not turn an illustrative example into a claimed observation, and use specific details. T asks Ss to correct their summaries based on the feedback.

    Students

    Ss revise their summaries and write the corrected version in their notebooks.

Activity 4: Application · 12 minutes

Planning our own volunteer project

a) Aims

Ss plan a realistic volunteer project for their own neighbourhood, label planning figures and illustrative examples, state the risks and sources, and rehearse a short presentation with a genuine question period.

b) Content

Ss work in groups of four. Each group follows the printed project genre:

  • Title and audience
  • Purpose and method
  • Schedule (use planning figures, clearly labelled)
  • Budget (use borrowed or existing resources where possible)
  • Risks and how to manage them
  • Source notes (what evidence is planned or illustrative)
    Each group rehearses a 2-minute presentation. Other groups ask one genuine question each.
    Ethical rules: obtain consent before collecting real responses; avoid private identifiers; label planning figures and illustrative examples.

c) Expected outcomes

Each group produces a one-page project outline on A4 paper with: title, audience, purpose, method, schedule labelled as 'planning figures', budget, risks and management measures, and source notes. Each group gives a 2-minute oral presentation with at least one question from the audience answered. Example title: 'Weekend Recycling Helpers for Our Neighbourhood' (planning figures labelled).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides Ss into groups of four and gives each group a role card: leader, timekeeper, recorder and presenter. T explains the six sections of the outline and the ethical rules, then sets a 12-minute time limit.

    Students

    Ss read the role cards and the outline checklist. Each member confirms their role.

  2. Teacher

    Step 2: Task performance

    T monitors the groups and reminds them: 'Label every planning figure with the word planned or illustrative. If you collect real responses, you need consent.'

    Students

    Groups draft the outline on A4 paper and use sticky notes: one colour for planning figures, one colour for source notes. The presenter rehearses the 2-minute presentation with the group.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three groups to present. T asks the audience to ask one genuine question each, for example: 'How will you make sure the books are suitable?' or 'What is the risk if the walkway is blocked?'

    Students

    Presenters give their talks. Audience Ss ask questions, and presenters answer, for example: 'We will check the books before each session, and no child's name will appear on the poster.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on clarity, labelling and ethical practice, and summarises: 'A good project product is specific, labelled honestly, and built on a genuine need. Supervised, regular commitment is more useful than many promised hours.'

    Students

    Ss note the feedback and decide what to improve in their final outline at home.

Worksheets

Worksheet No. 1: Analysing the model project product

Read the model volunteer-project report silently, then answer the questions with your partner.

  • Opening sentence: Find the sentence that introduces the topic. What does it establish?
  • Closing sentence: Find the sentence that closes the product. What responsibility does it show?
  • Purpose of the project: ________
  • Audience: ________
  • Two specific details (write them in full): 1) ________ 2) ________
  • Why are these details more useful than saying only that the topic is important? ________
  • Practical limits and risks mentioned in the product: ________
  • How does the librarian reduce the risks? ________
  • Why must real implementation replace the proposal with dated evidence? ________
    Mark the stress on these words and read them aloud: record (noun) / record (verb); present (noun) / present (verb).

Worksheet No. 2: Our project outline

Complete the outline for your group project. Mark each planning figure with the label 'planned' and each example with the label 'illustrative'.

  • Title: ________
  • Audience: ________
  • Purpose: ________
  • Method (who does what): ________
  • Schedule (planned): ________
  • Budget (use borrowed or existing resources where possible): ________
  • Risks and how to manage them: ________
  • Source notes (state what evidence is planned or illustrative; if you collect real responses, state that consent was obtained): ________
  • Two-minute presentation: presenter ________ / timekeeper ________ / recorder ________ / leader ________
  • One question from another group that we answered: ________

Homework

  • Finish your group project outline on Worksheet No. 2. Check that every planning figure is labelled 'planned' and every example is labelled 'illustrative'.
  • Write a three-sentence summary of your project using only the information in your outline. Keep at least one essential limit or condition.
  • Rehearse your two-minute presentation at home and record it if you can. Prepare one answer to a possible question from the audience.
  • Visit the NeoEdu lesson page neoedu.vn/learn/10/english/unit-4-project and complete the interactive exercises on stress and past continuous with past simple. Bring your score or questions to the next lesson.

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