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

Giáo án Reading

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: identify the main ideas and specific details of the reading text about a neighbourhood reading club.
  • Ss will be able to: locate the exact sentence that supports each answer and distinguish a stated fact, a reasonable inference and an unsupported claim.
  • Ss will be able to: use the six key words (volunteer, donation, community, reliable, benefit, grateful) and apply the stress pattern of noun-verb pairs such as RE-cord / re-CORD and PRE-sent / pre-SENT.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text individually first, underline evidence and check their own answers against the text before discussing.
  • Communication and collaboration: Ss work in pairs and groups to compare answers, justify them with evidence and report findings clearly to the class.
  • Problem-solving and creativity: Ss decide whether a statement is a fact, an inference or a claim, and write a short summary of the text in their own words.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the text for gist and detail, ask and answer questions about it, and write a three-sentence summary using only information from the text.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce two-syllable noun-verb pairs with the correct stress, use the target vocabulary in context, and recognise how the past continuous and past simple appear in the text.

3. Personal qualities

  • Diligence: Ss complete the reading and evidence-finding tasks fully and check each answer carefully against the text.
  • Responsibility: Ss take an active role in pair and group work and complete their share of the summary task on time.
  • Honesty: Ss admit when the text does not support a claim and avoid adding information that is not in the reading.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, textbook English 10 (Global Success), Unit 4 For a better community, Reading section
  • Projector or interactive whiteboard, slides with the reading text, key vocabulary and answer key
  • Worksheets 1 and 2 printed for each pair
  • NeoEdu online lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/10/english/unit-4-reading

2. Students

  • English 10 textbook, notebook, pen, pencil, highlighter
  • A dictionary (optional) for checking new words

III. Procedures

Activity 1: Warm-up · 5 minutes

Thinking about helping our community

a) Aims

Ss activate prior knowledge about volunteering and prepare to read for a specific purpose.

b) Content

T shows a few pictures of people helping in a community (a library, a clean-up day, a food drive) and asks Ss to predict what problems a volunteer team may face. Ss note their ideas in one or two sentences.

c) Expected outcomes

A list of 3 to 5 ideas written on the board, for example: volunteers need to know what people really need; books may be too difficult for children; the team must keep records of visitors. Ss state the reading purpose: to find the main ideas and specific details.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pictures and asks: What are these people doing? What problems might a volunteer team meet when it helps a community? T introduces the lesson aim: Read for main ideas, detail and justified inference.

    Students

    Ss look at the pictures and listen to the question. Ss read the lesson aim in their notebooks.

  2. Teacher

    Step 2: Task performance

    T gives Ss one minute to think individually and then asks them to share ideas with a partner.

    Students

    Ss write their predictions and discuss with a partner. Expected answers: The books may not suit all readers; the volunteers may not know what is needed; the team needs to keep the place safe for children.

  3. Teacher

    Step 3: Report and discussion

    T asks a few pairs to report. T writes the key ideas on the board.

    Students

    Representative pairs report, for example: We think the team should ask people what they need before buying books.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says the text will show whether these predictions are correct. T links the discussion to the reading.

    Students

    Ss listen and keep their predictions to check after reading.

Activity 2.1: Knowledge formation · 8 minutes

Key vocabulary and stress in noun-verb pairs

a) Aims

Ss understand and pronounce the six key words and the stress pattern of noun-verb pairs.

b) Content

Key words: volunteer (tình nguyện viên), donation (khoản quyên góp), community (cộng đồng), reliable (đáng tin cậy), benefit (lợi ích), grateful (biết ơn). Pronunciation: A RE-cord /ˈrekərd/ (noun) and to re-CORD /rɪˈkɔrd/ (verb); A PRE-sent /ˈprezənt/ (noun) and to pre-SENT /prɪˈzent/ (verb). Sample sentences: We record each present in a notebook. Ss match each word with its meaning, then say the word pairs aloud after T. Note: not every two-syllable word follows this pattern.

c) Expected outcomes

Ss complete the matching task on Worksheet 1 (Vocabulary). Correct matches: volunteer - tình nguyện viên; donation - khoản quyên góp; community - cộng đồng; reliable - đáng tin cậy; benefit - lợi ích; grateful - biết ơn. Ss mark the stressed syllable in RE-cord, re-CORD, PRE-sent, pre-SENT.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the six words on the board and asks Ss to match them with the meanings on Worksheet 1. T explains the task: match, then listen and repeat the stress pattern.

    Students

    Ss read the instructions and look at the words and meanings.

  2. Teacher

    Step 2: Task performance

    T plays the model pronunciation or reads aloud. T asks Ss to work with a partner to match the words and mark the stress in the noun-verb pairs.

    Students

    Ss match the words in pairs and mark the stress. Expected answer: noun stress on the first syllable (RE-cord), verb stress on the second (re-CORD).

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to read the answers aloud and checks pronunciation by asking Ss to repeat the pairs chorally and individually.

    Students

    Ss say: A RE-cord, to re-CORD; A PRE-sent, to pre-SENT. They read the sample sentence We record each present in a notebook.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and says: Not every two-syllable word follows this pattern, so Ss should check the stress in a dictionary when unsure.

    Students

    Ss write the stress marks and the correct meanings in their notebooks.

Activity 2.2: Knowledge formation · 14 minutes

Reading for main ideas, details and evidence

a) Aims

Ss read the text for main ideas and details, locate the evidence for each answer and distinguish fact, inference and unsupported claim.

b) Content

Ss read the original text once for the central question: How did the reading club become better organised? Then Ss use Worksheet 1 (Evidence) to find the sentence that supports each statement and label it as Fact (F), Inference (I) or Unsupported claim (U). Statements: 1. The shelves filled quickly. 2. Huy suggested asking the librarian before collecting more books. 3. The team has solved every problem of the club. 4. Listening patiently mattered more than giving a long speech. 5. The report named every child who attended. 6. The closing sentence states the central principle: begin with the users' needs. Ss also explain how the sentence 'The closing sentence states the central principle' helps them find the main idea.

c) Expected outcomes

Answers on Worksheet 1: 1 - F (The shelves filled quickly); 2 - F (Huy suggested asking the librarian what was needed before collecting more); 3 - U (the text says their report described a better organised service, not a miracle, and they still needed more large-print books); 4 - I (Huy discovered that listening patiently mattered more than giving a long speech, so the text suggests patience was more useful); 5 - U (After each session, the team recorded attendance without publishing children's names); 6 - F (Volunteering had taught them to begin with the users' needs rather than the volunteers' favourite activity). Main idea: The club improved by starting with the needs of its users rather than the volunteers' favourite activities.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to read the text once for the central question and then give Worksheet 1 to each pair. T models with statement 1: T reads the sentence and asks: Is it a fact, an inference or a claim? Where is the evidence?

    Students

    Ss read the text silently. They listen to T's modelling and ask questions if they are unsure about the labels.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, prompts them to underline the evidence sentence and reminds them that a claim is not supported by the text. T gives hints to pairs that struggle: Look for words like 'not', 'still' or 'never'.

    Students

    Ss work in pairs, underline supporting sentences and label each statement. Expected difficulty: statement 3 and statement 5 may be confused with facts; the evidence is that the text says the club still needs more large-print books and that names were not published.

  3. Teacher

    Step 3: Report and discussion

    T asks each pair to present one statement and its evidence. T asks: Why is statement 3 not a fact? What is the main idea of the text?

    Students

    Pairs report, for example: Statement 3 is a claim because the text says they still needed more large-print books. Main idea: The club improved by starting with users' needs.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the reading skill: read once for the central question, then locate the exact sentence for each answer. T distinguishes fact, inference and unsupported claim and reminds Ss that an illustrative example is not a claimed observation.

    Students

    Ss record the answers and the reading strategy in their notebooks.

Activity 3: Practice · 8 minutes

Checking comprehension with multiple-choice questions

a) Aims

Ss answer detail and inference questions by finding the exact evidence in the text.

b) Content

Ss complete Worksheet 2 (Comprehension). Questions: 1. Why were some donated books unsuitable? A. They were too difficult for younger readers. B. They contained no pictures at all. C. The shelves were empty. D. All books were wet. 2. Whose advice changed the collection? A. A television presenter's. B. A tourist's. C. A shopkeeper's. D. The librarian's. 3. What was kept private? A. Book titles. B. The need for access. C. Children's names. D. The opening time. 4. What principle guided improvement? A. Speak instead of listening. B. Start with users' needs. C. Collect everything available. D. Avoid all reports.

c) Expected outcomes

Answer key: 1 - A (The novels did not match some readers' levels); 2 - D (Huy suggested asking the librarian); 3 - C (Attendance was recorded without publishing names); 4 - B (The closing sentence states the central principle). Ss write the evidence sentence beside each answer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to complete the four questions on Worksheet 2 individually, writing the evidence sentence for each answer. T reminds Ss to check the text, not their memory.

    Students

    Ss read the questions and options and work individually.

  2. Teacher

    Step 2: Task performance

    T walks around, checks that Ss locate the evidence and helps those who choose options without evidence. Then T asks pairs to compare answers.

    Students

    Ss compare answers with a partner and justify each choice with a sentence from the text.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to give answers and evidence. T checks the key with the class.

    Students

    Ss answer, for example: Question 2, D, because Huy suggested asking the librarian before collecting more.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and notes that options A and C in question 4 do not match the text's principle. T reminds Ss that a correct answer must be supported by evidence.

    Students

    Ss correct any mistakes in their worksheets.

Activity 4: Application · 10 minutes

Writing a three-sentence summary and a reading response

a) Aims

Ss use the reading skills to evaluate the purpose and audience of a reading response and write a short summary using only the text's information.

b) Content

In pairs, Ss discuss the purpose and audience of the reading response: What is it for? Who is it for? Ss give one supporting detail from the text, for example: Huy suggested asking the librarian what was needed before collecting more. Then each student writes a three-sentence summary of the text, keeping the essential condition: the club began with users' needs. Homework: Ss write a short paragraph about a volunteer activity they know, using at least one specific detail and one reason why it is useful.

c) Expected outcomes

Model answer for purpose and audience: The response informs readers, such as local volunteers or librarians, about how the club improved its service. One supporting detail: The shelves filled quickly, but several younger readers could not use the difficult novels. Model three-sentence summary: At a neighbourhood reading club, volunteers initially brought whatever books they could find. The shelves filled quickly, but several younger readers could not use the difficult novels. Volunteering had taught them to begin with the users' needs rather than the volunteers' favourite activity.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task: discuss the purpose and audience with a partner, give one detail from the text, then write a three-sentence summary. T shows the model structure on the board.

    Students

    Ss read the task and look at the model structure.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and individual writing. T prompts Ss to keep the key condition, for example: They still needed more large-print books, so the club was not perfect.

    Students

    Ss discuss in pairs, then write their own summaries individually. Ss check that every sentence is supported by the text.

  3. Teacher

    Step 3: Report and discussion

    T invites three to four Ss to read their summaries aloud. The class checks whether each summary contains only information from the text.

    Students

    Ss read their summaries. Other Ss point out any sentence that is an unsupported claim.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the lesson: read for main ideas, details and justified inference; avoid turning an example into an observation; keep legitimate accent and wording variants. T assigns the homework and reminds Ss of the NeoEdu exercises.

    Students

    Ss note the homework and the self-check exercises on the NeoEdu page.

Worksheets

Worksheet 1: Vocabulary and evidence

Part A. Match each word with its meaning.

  • volunteer: ___ a. khoản quyên góp
  • donation: ___ b. cộng đồng
  • community: ___ c. tình nguyện viên
  • reliable: ___ d. đáng tin cậy
  • benefit: ___ e. lợi ích
  • grateful: ___ f. biết ơn

Part B. Mark the stressed syllable in each word pair (for example: A RE-cord / to re-CORD).

  • A PRE-sent / to pre-SENT

Part C. Read the text and label each statement as F (fact), I (inference) or U (unsupported claim). Write the evidence sentence.

  1. The shelves filled quickly.
  2. Huy suggested asking the librarian before collecting more books.
  3. The team has solved every problem of the club.
  4. Listening patiently mattered more than giving a long speech.
  5. The report named every child who attended.
  6. The closing sentence states the central principle: begin with the users' needs.

Worksheet 2: Comprehension

Choose the best answer (A, B, C or D). Write the evidence sentence from the text.

  1. Why were some donated books unsuitable?
    A. They were too difficult for younger readers.
    B. They contained no pictures at all.
    C. The shelves were empty.
    D. All books were wet.
    Evidence: ___

  2. Whose advice changed the collection?
    A. A television presenter's.
    B. A tourist's.
    C. A shopkeeper's.
    D. The librarian's.
    Evidence: ___

  3. What was kept private?
    A. Book titles.
    B. The need for access.
    C. Children's names.
    D. The opening time.
    Evidence: ___

  4. What principle guided improvement?
    A. Speak instead of listening.
    B. Start with users' needs.
    C. Collect everything available.
    D. Avoid all reports.
    Evidence: ___

Homework

  • Write a short paragraph (60 to 80 words) about a volunteer activity you know. Include one specific detail and one reason why it is useful, for example: The volunteers repaired books, so children could read them safely.
  • Check the stress of the noun-verb pairs: RE-cord / re-CORD, PRE-sent / pre-SENT. Write one sentence for each pair.
  • Complete the interactive exercises on the NeoEdu page: neoedu.vn/learn/10/english/unit-4-reading. Prepare to answer Questions 6 to 9 of the Reading exercises in the next lesson.

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