Giáo án Tiếng Anh Lớp 10 (Thí điểm) - Unit 4: For a better community

Date of preparation	: 
Date of teaching: 	 / / 201 Class: 	
Period 31.	UNIT 4: FOR A BETTER COMMUNITY 
GETTING STARTED
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- apply vocabulary related to the topic of the lesson on reading, speaking or writing.
	- read a passage comprehensively
	- arrange the sequence of an event
	2/ Skills: 	- reading skill as well as speaking and writing skill
	- work in groups effectively
	3/ Attitudes: - Students know about volunteer work.
 	 - be willing to cooperate with other classmates
	4/ Orientation for ability and character development:
	-improve reading comprehension
	-improve analyzing and observing capacity 
	-verbalize thoughts of volunteer work by using vocabulary and expression for describing a better community
	-gain more vocabulary of topic of a better community
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Match the vocabulary comprehension
For a specific context, it is necessary to use specific word. 
Context helps find out meaning of a word or a phrase 
Finding out the correct answer in task 1
Reading thoroughly without hesitating about meaning of a new word
Question: Can you find out the word to fill in the uncompleted sentence?
2. Read for specific information in process of reading
It is possible to decide whether statements are true or false by searching required information in the passage.
To decide whether statements are true or false, students need to know key words in statements and scan for those key words in the passage.
Identifying specific and necessary information effectively by scanning skill
Recognizing specific information in a passage to understand the main idea of that passage 
Question: Can you decide whether these statements are true or false?
3. Apply vocabulary and expressions gained by reading in speaking and writing
Vocabulary and expression gained through reading may be applied in speaking and writing
To speak and write about a topic, students need to read more about that topic
Writing about volunteer work
Talking about local community development
Question: Can you write or talk about local community development?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURES
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP:Chatting
- ask Ss to look at the picture and answer some questions
II. PRESENTATION & PRACTICE
1. Pre-teaching Vocabulary
- volunteer (n): tình nguyện viênà explanation
- disadvantaged (adj): thiệt thòiàexplanation
- by chance (exp): tình cờàtranslation
- advertisement (n): quảng cáoàrelia or picture
Checking vocabulary: Rub out and Remember
2. Task 1: Listen and Read
- tell Ss that they are going to listen to a conversation between two friends, Hieu and Quan.
- let Ss guess what Hieu and Quan are talking about.
- play the recording.
- ask Ss to listen and read the conversation at the same time.
- call on some Ss to read the conversation aloud.
- correct their pronunciation and intonation.
3. Task 2: Answer the questions
- ask Ss to work in pairs.
- let Ss read the conversation and give the answers to the questions.
- call on some Ss to report their answers.
- check Ss' answers and encourage Ss to give their own opinions to answer questions 4 and 5.
* Key: 
He called Hieu at 2 p.m. yesterday afternoon.
Hieu was teaching children at the Happy Mind Charity Centre.
Yes, he was. At first, many of his students couldn’t read or write. Now all of them can read and write.
It’s a meaningful work. He tried his best to help the disadvantaged children. Due to Hieu and others’ contribution, many children get education.
III. PRODUCTION
Task 3: Make dialogues using the expressions in the box.
- let Ss work in pairs.
- get them to practice making conversations using the expressions in the box.
- call on some pairs to speak out in front of the class.
- ask Ss to give comments on their presentations.
- corrects some of their errors.
IV. HOMEWORK
- ask Ss to learn new words and prepare for the next lesson.
- look at the picture 
-answer some questions
-guess the words
- Listen to the recording.
- Read the conversation
-Do the reading task number 2
 + read the requirement of task1
 +discuss in pairs to find out the correct answers
 +present and explain the correct answers and why they are chosen
-Get feedback.
-Work in groups
-Present their ideas
-Discussing with the whole class
- take notes 
-CD player
- text books
Board, pictures, postcard
CD player
Board, textbook
Board, textbook
Board
-analyzing
-oral answering
-Observing
-Analyzing
-Vocabulary
-Accuracy
-Fluency
-Confidence
-analyzing requirement
-working in pairs
-reading comprehension
-presenting
-Discussing
-Teamwork
-Communicating
-Writing
Date of preparation	: 
Date of teaching: 	 / / 201 Class: 10B	
Period 32.	UNIT 4: FOR A BETTER COMMUNITY 
LANGUAGE
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge: - recognize the differences in pronunciation of the /nd/, / ŋ/, /nt/ sound.
	 - revise the use of some tenses 
	2/ Skills:	- improve pronunciation as well as speaking skill
	- work in groups effectively
	3/ Attitudes: 	-understand music 
. 	- cooperate with other students readily
	- be confident to present in front of classmates and teacher 
	4/ Orientation for ability and character development:
	-improve pronunciation
	-improve analyzing and observing capacity 
	-improve speaking skill as well as writing skill
	-verbalize thoughts of music by applying compound sentences, to-infinitives and bare-infinitives
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Recognize the differences in pronunciation of the est/ ənt/eit sound.
Words which consist of the /nd/, / ŋ/, /nt/ sound
It is important to pronounce words correctly 
Recognize the differences in pronunciation of the /nd/, / ŋ/, /nt/ sound.
Speaking English fluently and correctly
Question: Could you pronounce the words consisting of the /nd/, / ŋ/, /nt/ sound?
2. Revise the use of the past simple vs. the past continuous with when and while and how to
use adjectives ending in suffixes -ed vs. -ing; -ful vs. -less
It is possible to use of the past simple vs. the past continuous with when and whil 
Using the past simple vs. the past continuous with when and while may help us write or speak more comprehensively.
Expressing the situations using adjectives ending in suffixes -ed vs. -ing; -ful vs. -less
Speaking cohesively and fluently
Question: Could you express these situations using adjectives ending in suffixes -ed vs. -ing; -ful vs. -less?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. VOCABULARY
Task 1: Find the adjectives ending with the following suffixes in the GETTING STARTED conversation.
- ask Ss to read the conversation again and underline the adjectives ending with the suffixes -ed vs. -ing; -ful vs. -less
- check if Ss know the differences between –ed and –ing adjectives and –ful and –less adjectives.
- give examples if necessary.
* Key:	
-ed
disadvantaged, interested, excited
-ing
interesting
-ful
useful, helpful, meaningful
-less
hopeless
Task 2: Use the words in brackets with appropriate endings to complete the following sentences.
- have Ss work in pairs.
- call on some Ss to read their answers aloud.
- check their answers and give explanations if necessary.
* Key:	1. meaningless	2. interested
	3. hopeless	4. useful
	5. excited, meaningless	6. exciting
II. PRONUNCIATION
1. Listen and Repeat
- have Ss listen and repeat the words.
- help Ss distinguish these three sounds.
- give the meaning of the words if necessary.
- ask Ss to work in pairs and take turns reading the words in columns and in rows.
- invite individual Ss to read the words.
2. Read the sentences aloud
- model the sentences first
- ask Ss to read the sentences aloud.
- call on some Ss to read in front of class.
- check their pronunciation and correct their errors.
III. GRAMMAR
Task 1: Rewrite the sentences in the past tense, using the time expression in brackets.
- ask Ss to pay attention to the time expressions in brackets and ask them to find the verb tense to go with these time expressions.
- get Ss to rewrite the sentences in the past tense.
- let Ss compare their answers with their partners.
- call on some Ss to write their answers on the board.
- check their answers and correct their errors.
* Key:
I wore jeans to school yesterday.
My sister and I bought a lot of clothes last summer.
My father read newspapers in bed last night.
My mother made my bed last Sunday.
I wrote letters to my grandparents yesterday afternoon.
Task 2: Match 1-5 with a-e and complete the sentences in the past simple or the past continuous
- have Ss do this activity individually.
- ask Ss to match 1-5 with a-e and complete the sentences in the past simple or the past continuous.
- call on some Ss to speak their answers aloud and the write them down on the board.
- check the answers with the whole class.
* Key:
	1. d	We were walking in the park when it started to rain.
	2. c	While I was talking to a friend, the teacher asked me a question.
	3. e	We lost the keys while we were playing in the garden.
	4. b	We were sitting on a bench in the park when someone took our school bags.
	5. a	When the phone rang, I was having a bath.
IV. HOMEWORK
- ask Ss to practice pronouncing the sounds they’ve learned.
- get Ss to review the new words.
- have Ss learn the grammatical points.
- underline the adjectives 
- Get feedback and write them down
- complete the following sentences
- Get feedback and write them down
- Listen to the recording.
- Read the words
- Listen to the recording.
- Read the words
- rewrite the sentences in the past tense.
- Understand the task
- work individually
- Get feedback.
-take notes
Textbooks
Textsbooks
Textsbooks, CD player
Board, textbook
textbook
Board
-analyzing
-oral answering
-analyzing
-oral answering
-Accuracy
-Fluency
-Confidence
-Accuracy
-Fluency
-analyzing requirement
-working in pairs
-presenting
-analyzing the requirement
-presenting 
-grammar
-pronunciation
Date of preparation	: 
Date of teaching: 	 / / 201 Class: 10	
Period 33.	UNIT 4: FOR A BETTER COMMUNITY 
READING
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- apply vocabulary related to the topic of the lesson on reading, speaking or writing.
	- read a passage comprehensively
	- arrange the sequence of an event
	2/ Skills: 	- reading skill as well as speaking and writing skill
	- work in groups effectively
	3/ Attitudes: - Students know about community.
 	 - be willing to cooperate with other classmates
	4/ Orientation for ability and character development:
	-improve reading comprehension
	-improve analyzing and observing capacity 
	-verbalize thoughts of music by using vocabulary and expression for community development
	-gain more vocabulary of topic of a better community
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Match the vocabulary comprehension
For a specific context, it is necessary to use specific word. 
Context helps find out meaning of a word or a phrase 
Finding out the correct answer in task 1
Reading thoroughly without hesitating about meaning of a new word
Question: Can you find out the word to fill in the uncompleted sentence?
2. Read for specific information in process of reading
It is possible to decide whether statements are true or false by searching required information in the passage.
To decide whether statements are true or false, students need to know key words in statements and scan for those key words in the passage.
Identifying specific and necessary information effectively by scanning skill
Recognizing specific information in a passage to understand the main idea of that passage 
Question: Can you decide whether these statements are true or false?
3. Apply vocabulary and expressions gained by reading in speaking and writing
Vocabulary and expression gained through reading may be applied in speaking and writing
To speak and write about a topic, students need to read more about that topic
Writing an application letter 
Talking about local community development
Question: Can you talk about local community development?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP: Word Search
- divide the class into 2 groups.
- ask Ss to find out the key word by answering 6 question.
- declare the winner.
Key word: Volunteer
@ Lead-in: Today we will read a text about a volunteer work.
II. PRE-READING
1. Pre-teaching vocabulary:
- field (n): lĩnh vựcà explanation
- attachment (n): sự gắn bóàvideo clip and gap-filling
- narrow-minded (adj): nông cạnàtranslation
- try out (v.phr): thử nghiệmàsynonym (= test)
- dedicated (adj): tận tụy, tận tâmàexample
2. Checking vocabulary: Put the letters in the right order to make a meaningful word.
III. WHILE-READING
Task 1: Complete the text by matching sentences a-e with gaps 1-4. There is one extra sentence you do not need.
- let Ss work in pairs.
- tell Ss to read the text quickly and complete it.
- elicit strategies from Ss and reeat them if necessary.
- call on a few Ss to report their answers in front of class.
- give correct answers and explanation if necessary.
* Key: 1. d 2. a 3. b 4. c
Task 2: Multiple Choice
- have Ss work in pairs.
- deliver the handouts.
- ask Ss to read the text again and choose the best answer for the following questions.
- get some Ss to speak out their answers.
- check their answers.
* Key: 1. A 2. B 3. C 4. B 5. A
IV. POST-READING:
Task: Discussion
- divide the class into 6 groups.
- ask Ss to express their ideas about the statement above.
- give some cues to help them.
V. HOMEWORK
- learn all the new words by heart.
- prepare for the next lesson.
- find out the key word 
-Guess English word which teacher would like to elicit 
-Get feedback and write them down
-Do the reading task number 1 
 + read the requirement of task1
 +discuss in pairs to find out the correct answers
 +present and explain the correct answers and why they are chosen
-Get feedback.
-Work in pairs
-Read the text again
-answer the questions
-Work in groups
-Present their ideas
-Discussing with the whole class
-Take note
- - text books
Board, pictures, postcard
Board, textbook
Board, textbook
Board, textbook
Board, textbook
-observing
-analyzing
-oral answering
-Observing
-Analyzing
-Vocabulary
-Accuracy
-Fluency
-Confidence
-analyzing requirement
-working in pairs
-reading comprehension
-presenting
analyzing requirement
-working in pairs
-reading comprehension
-presenting
-Teamwork
-Communicating
Date of preparation	: 
Date of teaching: 	 / / 201 Class: 10	
Optional Period 11. 	REVIEW OF PRONUNCIATION, VOCABULARY
 AND GRAMMAR
I. Aim: By the end of the lesson, SS will be able to:
	+ learn some more vocabulary about the topic Family Life.
	+ revise pronunciation.
	+ revise simple present, present continuous tenses.
- Skills: Reading, speaking, listening, writing
- Teaching aids: Handouts.
II. PRACTICE.
PRONUNCIATION
- Get ss to work in pairs.
- Deliver handouts to each pair.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers. 
Task 1: Choose the odd one out
A. want	B. applicant	C. vacant	D. tenant	
A. advertisement	B. movement	C. comment	D. announcement
A. belong	B. among	C. strong	D. long
A. land	B. band	C. demand	D. husband
A. legend	B. lend	C. defend	D. pretend
* Key: 
A. want	B. applicant	C. vacant	D. tenant	
A. advertisement	B. movement	C. comment	D. announcement
A. belong	B. among	C. strong	D. long
A. land	B. band	C. demand	D. husband
A. legend	B. lend	C. defend	D. pretend
VOCABULARY
- Get ss to work in pairs.
- Deliver handouts to each pair.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers. 
Task 2: Complete each of the following sentences with a word from the box.
charity handicapped donated needy remote 
volunteers homeless disadvantaged
A group of businessman in the local area ____________ ten million VND to this charity organization last Tet holiday.
In our city, there are thousands of ____________ people without roof over their heads, warm clothes, or food to eat.
Do you agree with the saying: “____________ begins at home?”
Last summer holiday, a group of volunteer students came to help ____________ people in the area because these people didn’t have enough food to eat.
Our charity organization is relying on ____________ to run the office and answer phone calls.
In all buildings, we should improve facilities for people who are physically ____________.
Last year, the Ministry of Education set u a nationwide educational program for economically ____________ children.
The learning conditions of children in a ____________ mountainous village are really bad.
* Key: 
A group of businessman in the local area donated ten million VND to this charity organization last Tet holiday.
In our city, there are thousands of homeless people without roof over their heads, warm clothes, or food to eat.
Do you agree with the saying: “charity begins at home?”
Last summer holiday, a group of volunteer students came to help needy people in the area because these people didn’t have enough food to eat.
Our charity organization is relying on volunteers to run the office and answer phone calls.
In all buildings, we should improve facilities for people who are physically handicapped.
Last year, the Ministry of Education set u a nationwide educational program for economically disadvantaged children.
The learning conditions of children in a remote mountainous village are really bad.
GRAMMAR
- Get ss to work in pairs.
- Deliver handouts to each pair.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers. 
Task 3: Put each of the verbs in the past progressive or past simple.
They __________ (study) in the library when the fire alarm went off.
It __________ (snow) when I got up this morning.
Alber Einstein __________(die) in 1995.
Tom __________(go) to the post office twice yesterday.
He fell while he __________(go) down the stairs.
What she __________ (do) when you __________ (arrive) there? She __________ (write) a letter.
Mary and Tom __________ (live) in London 2 years ago.
At 8 o’clock yesterday evening my father __________(read) newspapers and my mother __________(cook).
They __________(sell) their house several days ago.
When you __________ (see) her? – Last night.
* Key: 
They were studying in the library when the fire alarm went off.
It was snowing when I got up this morning.
Alber Einstein died in 1995.
Tom went to the post office twice yesterday.
He fell while he was going down the stairs.
What was she doing when you arrived there? She was writing a letter.
Mary and Tom lived in London 2 years ago.
At 8 o’clock yesterday evening my father was reading newspapers and my mother was cooking.
They sold their house several days ago.
When did you see her? – Last night.
HOMEWORK.
- Have ss prepare the next part of the lesson: Unit 4 – SPEAKING.
Date of preparation	: 
Date of teaching: 	 / / 201 Class: 10	
Period 34.	UNIT 4: FOR A BETTER COMMUNITY
SPEAKING
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- talk about music
	 - express their ideas about a better community. 
	 - apply vocabulary and expression for describing a better community
	2/ Skills: 	- speaking skill as well as listening and writing skill
	 	 	- work in groups effectively
	3/ Attitudes: 	- understand some facts about a better community
	- cooperate with other students readily
	 - be confident to speak in front of classmates and teacher 
	4/ Orientation for ability and character development:
	-improve speaking skill
	-improve analyzing and observing capacity 
	-improve pronunciation
	 -verbalize thoughts of a better community
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Select suitable information to speak about music
Not all information is necessary for presenting orally an issue. 
Selecting suitable information to present is a strategy to effectively speak. 
Talking about a better community
Talking about an issue effectively by choosing suitably information
Question: Could you choose the things which apply to music?
2. Build up questions for music
When talking about an issue, speaker is required to supply thoughtfully and logical information.
Information from a table helps speaker systemize information to talk logically.
Building up questions for a better community
Talking about problem or an issue by organizing information from a table
Question: Can you build up some questions by using cues in the table?
3.Ask and answer the questions about a better community
Conversation is required to be natural and logical.
To make a successful conversation, people need to take turn to ask and answer
Making a conversation about a better community by using cues in the table.
Talk to anyone about a better community
Question: Can you make a conversation about a better community by using cues in the table?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP: Name the activities
- ask Ss to look at the pictures and name the activities
What are they doing? Do you think these activities are useful?
II. PRE-SPEAKING
1. Pre-teaching vocabulary:
- low-income (adj): có thu nhập thấp à explanation
- facility (n): trang thiết bị à explanation
- remote area (n): vùng xa xôi à example
- train (v): đào tạo, huấn luyện à synonym
- ensure (v): bảo đảm chắc chắn à translation
2.Checkingvocabulary: Rub out and Remember
3. Task 1: Matching
- have Ss work in pairs.
- ask Ss to match some local activities for community development with the reasons why they are important.
- go round and give help if needed.
- check Ss’ answers.
- call on individual Ss to read aloud these activities and give the reasons why they are important.
* Key: 1. c 2. d 3. e 4. a 5. b
III. WHILE-SPEAKING
Task 2: Discuss why the activities above are important for community development.
- have Ss work in pairs.
- ask Ss to prepare ideas to support their reasons.
- encourage Ss to have different viewpoints.
- make a model with a student.
- call on some pairs to present their ideas in front of the class.
- correct their pronunciation, grammar and expressions.
Task 3: Discuss the activities for community development in order of importance.
- have Ss work in groups and look at Activities for community in Task 1.
- ask members of each group to rank the activities in the order of importance. 
- encourage Ss to discuss to decide on the three most important / urgent things to do in their local area and explain why.
- ask Ss to practice using Useful phrases in speaking.
- get each group to choose a student and present the group’s decisions to the whole class.
- let other Ss raise questions and ask the presenter for further explanations.
- ask the class to vote for the group with the best decisions.
IV. POST-SPEAKING
Task: Watch a video clip and answer the questions.
- let Ss work individually
- ask them to answer the questions based on the information in the video clip.
- give good marks if they have correct answers.
V. HOMEWORK
- ask Ss to learn new words and prepare for the next lesson.
- name the activities
-guess the words
- match some local activities for community development
-discuss
-discuss
- answer the questions
-Take note
-postcard
Board, pictures, postcard
Board, textbook
textbook
Board, textbook
-TV
-observing
-analyzing
-answering
-observing
-analyzing
-vocabulary
-analyzing requirement
-working in pairs
-presenting
-analyzing requirement
-working in groups
-presenting
-analyzing requirement
-presenting
-
-speaking
writing
Date of preparation	: 
Date of teaching: 	 / / 201 Class: 10	
Period 35.	UNIT 4: FOR A BETTER COMMUNITY
LISTENING
I. OBJECTIVES:
	-By the end of the lesson, students are expected to be able to:
1/ Knowledge:- listen to the conversation to get detail information about a better community.
 	- decide on True or False statements
	- listen questions comprehensively
	- apply vocabulary and expression for describing music
	2/ Skills: 	- improve listening skill as well as speaking skill
	- work in groups effectively
	3/ Attitudes: 	- cooperate with other students readily
	- be confident to speak in front of classmates and teacher 
	4/ Orientation for ability and character development:
	-improve listening comprehension skill
	- improve analyzing and observing capacity 
	- improve pronunciation
	 - verbalize thoughts of a better community
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Identify key words for listening comprehension
In a conversation, there is a topic and there are key words relating to that topic.
Identifying those key words is very important to listening thoroughly.
Identifying key words in a conversation
Understanding main meaning of a conversation
Question: Could you find out key words in each following sentences?
2. Listen to the conversation to identify specific information 
Specific information in a conversation is found out easily if you listen to the conversation carefully
Identifying key words in each question before listening to specific information is very necessary 
Identifying specific information in a conversation
Understanding main meaning of a conversation
Question: Could you listen to the conversation?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP: Chatting
- ask Ss to look at the pictures and answer questions.
II. PRE-LISTENING
1. Pre-teaching vocabulary:
- needy (adj): nghèo túng, khó khăn àsynonym
- donate (v): tặng, biếu, quyên góp à explanation
- non-profit (adj): phi lợi nhuần à explanation
- approach (v): tiến gần à synonym 
- goal (n): mục tiêu, mục đích à synonym 
2. Checking vocabulary:Matching (number 2, p. 43, textbook)
- ask Ss to match the words with their definitions and tell the part of speech of these words.
- call on some Ss to read their answers aloud.
- check their answers with the whole class.
* Key: 
public service announcement (noun phrase)
donate (v)
non-profit (adj)
III. WHILE-LISTENING
Task 1: Listen to the announcement by the director of Heart to Heart Charity and decide whether the following statements are true (T) or false (F)
- have Ss guess their answers, encouraging all possible guesses and explanations.
- write their guesses on a corner of the board so that they can see if their guesses are correct later.
- play the recording and let Ss do the activity.
- call on some Ss to read their answers aloud.
- check their answers with the whole class. If many Ss in the class have the same incorrect answer, play the recording again and stop at the place where Ss can get the correct answer.
* Key:1. T 2. F 3. F 4. F 5. T
Task 2: Listen to the announcement again and choose the best answer.
- have them work in pairs.
- have Ss listen to the recording once .
- call on some Ss to check their answers.
* Key:1. C 2. A 3. B
IV. POST-LISTENING
Task: Discussion
- ask Ss to work in groups.
- get them to ask and answer the questions.
- encourage Ss to share their personal experience or intentions to volunteer or do community service.
- call on a S in some groups to report their ideas.
- ask Ss in other groups to give comments and add some more ideas.
V. HOMEWORK
- ask Ss to learn new words and prepare for the next lesson.
- Look at pictu