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

Giáo án Writing

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:
  • identify the purpose, audience and structure (opening, body, closing) of an application letter for volunteer work;
  • use the past continuous and past simple to describe actions in progress and completed events;
  • distinguish -ed and -ing adjectives, and use useful and useless correctly;
  • pronounce two-syllable noun-verb pairs with the correct stress;
  • write a coherent application letter for volunteer work with specific supporting details and an appropriate register.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan and draft their own letter, check their sentences against the model and revise their work without being prompted.
  • Communication and collaboration: Ss discuss in pairs and groups, give peer feedback on each other's drafts and report their findings clearly to the class.
  • Problem-solving and creativity: Ss choose their own realistic volunteer role and details, and decide which information the coordinator needs in order to make a decision.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse a model letter, discuss its purpose and audience, and write their own letter for a volunteer position at the Saturday reading club.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the words volunteer, donation, community, reliable, benefit and grateful; apply past continuous and past simple; use -ed/-ing adjectives correctly; and stress noun-verb pairs such as record and present correctly.

3. Personal qualities

  • Responsibility: Ss take ownership of their drafts, check every detail they include and only state commitments they can actually keep, such as attending all four Saturdays in November.
  • Kindness: Ss give constructive, respectful feedback to classmates during peer review and encourage weaker peers during the drafting task.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with the model letter, the stress pairs and the language notes
  • Worksheet 1 (model analysis) and Worksheet 2 (language focus), printed for each pair
  • Flashcards with the six key words: volunteer, donation, community, reliable, benefit, grateful
  • NeoEdu online lesson page (neoedu.vn/learn/10/english/unit-4-writing) with the interactive exercises, to be used for checking answers in Practice
  • Timer and a checklist for peer review

2. Students

  • Textbook (Unit 4, Writing), notebook, pen and pencil
  • Blank paper or A4 sheet for drafting the letter
  • Dictionary or phone for checking new words (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: Volunteering in our community

a) Aims

Ss activate prior knowledge about volunteer work and identify the task of the lesson: writing an application letter for a volunteer position.

b) Content

T asks Ss to think about volunteer activities they know in their community (for example, tutoring children, cleaning a park, helping at a library). T then asks: 'If you want to join a volunteer team, what information should the coordinator know about you?' T writes the title 'For a better community' on the board.

c) Expected outcomes

  • A list of 3 to 5 volunteer activities Ss know, such as tutoring children, cleaning a park or helping at a library.
  • Ss' predictions of what an application letter should contain: a reason for writing, personal information, relevant experience, availability and a polite closing.
  • The lesson aim written on the board: Create an application letter for volunteer work with a coherent message, specific support and appropriate register.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the title 'For a better community' and asks: 'What volunteer work can help our community? What would a volunteer coordinator want to know about you?'

    Students

    Ss listen and read the question carefully, then think for about 30 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to share ideas with a partner, then monitors and supports weaker Ss with prompts such as 'Can you give an example?'

    Students

    Ss discuss in pairs and note down 3 to 5 volunteer activities and the information a coordinator needs. Possible answers: 'Tutoring children in reading.' 'My name, age and school.' 'When I am free.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to share ideas and writes the key points on the board under two headings: Volunteer activities and Information needed.

    Students

    Representatives report their ideas. Possible answers: 'Cleaning the park on Sunday.' 'I want to know if the applicant is reliable.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and states the lesson goal. T explains that today Ss will study a model application letter, learn the language needed for it, and then write their own.

    Students

    Ss copy the lesson goal into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Understanding the genre: purpose, audience and structure

a) Aims

Ss identify the purpose, audience and structure of an application letter for volunteer work and explain how the opening and closing frame the message.

b) Content

Ss read the model letter (Dear Volunteer Coordinator, I am writing to apply for a position at the Saturday reading club...). Working in pairs with Worksheet 1, Ss answer four questions: (1) What is the purpose and who is the audience? (2) What is the actual opening sentence and what does it do? (3) What is one specific detail that supports the application? (4) What is the closing, and what job does it do?

c) Expected outcomes

Answers on Worksheet 1:

  • Purpose: to apply for a volunteer position at the Saturday reading club. Audience: the Volunteer Coordinator.
  • Opening sentence: 'I am writing to apply for a position at the Saturday reading club.' It introduces the subject before the supporting information, so the reader knows what the following details refer to.
  • Specific detail: 'I can attend all four Saturdays in November.' It is a concrete, checkable statement, unlike the general claim that 'community work is important'.
  • Closing: 'Thank you for considering my application. I look forward to hearing from you. Yours faithfully, Huy Nguyen.' It closes politely and leaves the reader with the next step, without making unsupported promises.
  • Key idea written in notebooks: The opening establishes the situation, the body gives specific support, and the closing frames the message.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and shows the model letter on the projector. T reads the letter aloud once, then asks: 'Who is the reader of this letter? What does the writer want?'

    Students

    Ss listen and follow the text in their books. They answer the first question orally.

  2. Teacher

    Step 2: Task performance

    T asks pairs to complete Worksheet 1 within 8 minutes. T walks around, prompts with 'Which sentence tells the reader the purpose?' and checks whether Ss can justify their answers.

    Students

    Pairs read the model, underline the opening and closing, and discuss the four questions. Possible answer for the audience: 'The Volunteer Coordinator, because the letter starts with Dear Volunteer Coordinator.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to present answers to questions 2 and 3. T asks the class: 'Does the opening give the reader enough information? Is the detail about attending all four Saturdays specific?'

    Students

    Representative pairs report. Possible answers: 'The opening tells the coordinator that the writer wants to apply for the reading club.' 'The detail is specific because it gives the exact number of Saturdays and the month.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises on the board: purpose and audience first, then opening, specific details and a polite closing. T emphasises that a good letter is planned for a specific reader.

    Students

    Ss copy the summary into their notebooks and tick the structure items on their worksheet.

Activity 2.2: Knowledge formation · 15 minutes

Language focus: tenses, adjectives and stress

a) Aims

Ss explain the difference between the past continuous and the past simple, distinguish -ed and -ing adjectives, use useful and useless correctly, and stress noun-verb pairs correctly.

b) Content

T presents the language resource from the lesson.

  1. Past continuous (was/were + -ing) for an action in progress and past simple for a completed event: 'While we were packing, the organiser called.'
  2. 'When' does not automatically require one tense; the meaning decides.
  3. -ed adjective describes a feeling (interested); -ing adjective describes its cause (interesting).
  4. Useful means helpful; useless means not effective.
  5. Stress in two-syllable noun-verb pairs: A RE-cord /ˈrekərd/ and to re-CORD /rɪˈkɔrd/; A PRE-sent /ˈprezənt/ and to pre-SENT /prɪˈzent/. Ss read: 'We record each present in a notebook.'

c) Expected outcomes

Ss' notebook notes:

  • Past continuous: action in progress in the past; past simple: completed action that interrupts it. Example: 'While we were packing, the organiser called.'
  • Adjectives: 'I was interested in the book.' (feeling) / 'The book was interesting.' (cause).
  • Useful = helpful; useless = not effective. Example: 'The new bookshelf is useful for the library.'
  • Stress: noun = first syllable (A RE-cord, A PRE-sent); verb = second syllable (to re-CORD, to pre-SENT).
  • Ss read the sentence 'We record each present in a notebook.' with correct stress.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the sentence 'While we were packing, the organiser called.' on the board and asks: 'Which action was in progress? Which action was completed?'

    Students

    Ss look at the sentence and answer. Possible answers: 'Packing was in progress; the call was completed.'

  2. Teacher

    Step 2: Task performance

    T models the stress pairs, then asks Ss to repeat in chorus and individually. T asks pairs to find the -ed and -ing adjectives in the model and explain their meaning.

    Students

    Ss repeat the words and say the stressed syllables. Pairs find 'interested' or 'interesting' examples and say why each form is used.

  3. Teacher

    Step 3: Report and discussion

    T calls individual Ss to read the record and present sentences aloud and checks the stress. T asks: 'Why is useless not the same as worthless?'

    Students

    Ss read: 'A RE-cord' and 'to re-CORD'. Possible answer: 'Useless means not effective for the task, not morally worthless.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules and corrects the stress mistakes. T reminds Ss that not all two-syllable words follow this pattern.

    Students

    Ss write the rules in their notebooks and mark the stressed syllables in the stress pairs.

Activity 2.3: Knowledge formation · 10 minutes

Key vocabulary for volunteer applications

a) Aims

Ss understand and use the six key words to describe volunteer work and the support an application needs.

b) Content

Ss learn the words: volunteer (tình nguyện viên), donation (khoản quyên góp), community (cộng đồng), reliable (đáng tin cậy), benefit (lợi ích), grateful (biết ơn). Ss then make one sentence for each word about the volunteer context.

c) Expected outcomes

Ss' vocabulary notes:

  • volunteer: 'I am a volunteer at the Saturday reading club.'
  • donation: 'The club received a donation of new books.'
  • community: 'Reading clubs benefit the whole community.'
  • reliable: 'I am reliable because I attend every session on time.'
  • benefit: 'Children benefit from regular reading practice.'
  • grateful: 'I am grateful for the chance to help.'
    (All examples are for practice and do not describe real results.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six flashcards with pictures or definitions and pronounces each word. T asks Ss to repeat in chorus.

    Students

    Ss listen, repeat and copy the words and Vietnamese meanings into their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in groups of four. Each S writes one sentence with a given word, then reads it to the group and checks the others' sentences.

    Students

    Groups complete the task. Possible sentences: 'I am reliable because I arrive early.' 'Reading helps children, so they benefit a lot.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to read their best sentences and asks the class to decide whether each sentence is specific or general.

    Students

    Ss read their sentences. The class comments, for example: 'This sentence is specific because it gives a reason.'

  4. Teacher

    Step 4: Conclusion and assessment

    T corrects any mistakes in word form and reminds Ss that words like reliable and grateful are useful in the closing and body of the letter.

    Students

    Ss revise the sentences and write the corrected versions in their notebooks.

Activity 3: Practice · 15 minutes

Checking meaning, language and sentence links

a) Aims

Ss apply the grammar and vocabulary of the lesson to complete tasks and summarise the model accurately without losing essential conditions.

b) Content

Ss complete Worksheet 2 (gap-fill with past continuous, past simple, -ed/-ing adjectives and useful/useless). Then Ss write a three-sentence summary of the model letter, keeping the condition 'all four Saturdays in November', and a closing sentence that keeps only the details in the model.
Worksheet 2 items:

  1. While we ___ (sort) books, the librarian arrived.
  2. I ___ (check) the borrowed books when the phone rang.
  3. I was ___ (interest) in children's books.
  4. Helping at the club is very ___ (interest).
  5. This donation of new books is very ___ (use) for our class library.
  6. A broken pencil is ___ (use) for writing.

c) Expected outcomes

Answer key for Worksheet 2:

  1. were sorting
  2. was checking
  3. interested
  4. interesting
  5. useful
  6. useless

Sample three-sentence summary (answer for the model task):
'I am writing to apply for a position at the Saturday reading club. I am a Grade 10 student and can attend all four Saturdays in November. I enjoy reading with my younger cousin and I am patient when she needs more time.'

Sample closing (answer for the model task):
'Thank you for considering my application. I look forward to hearing from you.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and explains the task. T reminds Ss to check the tense first, then the form of the adjective.

    Students

    Ss read the instructions and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete Worksheet 2 individually within 7 minutes, then compare answers with a partner. T monitors and reminds Ss to write their summary in three sentences.

    Students

    Ss complete the gaps and write the summary. Possible difficulty: Ss may write the wrong past form for 'were sorting'.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 Ss to read their summary and checks whether the condition 'all four Saturdays in November' is kept. T displays the answer key and asks the class to check their answers.

    Students

    Ss read their summaries aloud and compare answers with the key. They correct their mistakes.

  4. Teacher

    Step 4: Conclusion and assessment

    T explains that a summary keeps the main idea and essential conditions. T highlights that the closing should not add invented results.

    Students

    Ss revise their summaries and check the tenses and adjective forms.

Activity 4: Application · 25 minutes

Writing my own application letter for volunteer work

a) Aims

Ss create a complete application letter for volunteer work on the theme 'For a better community' with a coherent message, specific support and an appropriate register.

b) Content

Ss write a full application letter for a volunteer position in their own community (for example, the Saturday reading club or another volunteer activity). Ss must include: a clear opening stating the purpose; two or three specific details (availability, skills, experience, a personal quality); a limit or condition if needed; a polite closing; and the signature. Ss should use the model as a guide but write in their own words. Any proposed or example data must be labelled as such. Ss then exchange drafts with a partner for peer review using a checklist.

c) Expected outcomes

A complete application letter (about 120 to 150 words) with:

  • Opening: 'Dear Volunteer Coordinator, I am writing to apply for...'
  • Body: at least two specific details, for example 'I can attend ... on ...' or 'Last term, I helped ...'
  • Closing: 'Thank you for considering my application. I look forward to hearing from you.'
  • Signature: Yours faithfully, [Name]
    Peer review checklist: the purpose is clear; the details are specific; the register is polite and formal; the sentences are linked by words such as 'and', 'but', 'so'; there are no invented results.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the task requirements on the board and shows the peer review checklist. T reminds Ss to use the model only as a guide and to write their own information.

    Students

    Ss read the requirements and ask about any unclear points.

  2. Teacher

    Step 2: Task performance

    T asks Ss to draft the letter individually for 15 minutes. Then Ss exchange their drafts with a partner and check each other's letters using the checklist. T walks around and supports Ss who need ideas by asking, 'What can you offer to the community?'

    Students

    Ss write their drafts. Possible details: 'I can arrive at eight o'clock on Saturdays.' 'I am reliable and I enjoy helping children.' Partners tick the checklist and suggest improvements.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 Ss to read the opening and closing of their letters aloud and asks the class to judge whether the register is appropriate.

    Students

    Volunteers read their opening and closing. The class comments, for example: 'The opening is clear and polite.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective letters and points out common errors (wrong tense, unclear detail, informal register). T asks Ss to finish and revise their letters at home.

    Students

    Ss note the corrections and write down the homework task.

Worksheets

Phiếu học tập số 1

Worksheet 1: Model analysis (Read the model letter and answer the questions)

  • Question 1: What is the purpose of the letter and who is the audience?
  • Question 2: What is the actual opening sentence? What does it introduce?
  • Question 3: Choose one specific detail from the body. Why is it better than a general statement such as 'Community work is important'?
  • Question 4: What is the closing? What does it do for the reader?
  • Answer key: Purpose: to apply for a volunteer position at the Saturday reading club; audience: the Volunteer Coordinator. Opening: 'I am writing to apply for a position at the Saturday reading club.' Detail: 'I can attend all four Saturdays in November.' Closing: 'Thank you for considering my application. I look forward to hearing from you. Yours faithfully, Huy Nguyen.'

Phiếu học tập số 2

Worksheet 2: Language focus (Fill in the gaps with the correct form)

    1. While we ___ (sort) books, the librarian arrived.
    1. I ___ (check) the borrowed books when the phone rang.
    1. I was ___ (interest) in children's books.
    1. Helping at the club is very ___ (interest).
    1. This donation of new books is very ___ (use) for our class library.
    1. A broken pencil is ___ (use) for writing.
  • Then write a three-sentence summary of the model letter. Keep the condition 'all four Saturdays in November'.
  • Answer key: 1. were sorting; 2. was checking; 3. interested; 4. interesting; 5. useful; 6. useless.

Homework

  • Finish your application letter for volunteer work (about 120 to 150 words). Use the model only as a guide and write your own details.
  • Check your letter with the peer review checklist: clear purpose, specific details, polite register, linked sentences and no invented results.
  • Read the model letter aloud at home and practise the stress in the pairs record/record and present/present.
  • Prepare to read the opening and closing of your letter aloud in the next lesson.
  • Practise the six key words (volunteer, donation, community, reliable, benefit, grateful) by writing one new sentence for each word.

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