UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
Lesson 1: Getting started
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview of the topic “Viet Nam and international organisations”;
- Identify and use words and phrases related to the topic “Viet Nam and international organisations”;
- Identify and use comparative and superlative adjectives.
2. Core competence
- Develop communication skills and problem-solving skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Develop an awareness of activities of international organisations;
- Be respectful towards all nations.
II. MATERIALS
- Grade 10 textbook, Unit 7, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Form
Pronunciation
Meaning
Vietnamese equivalent
1. peacekeeping (adj)
/ˈpiːskiːpɪŋ/
helping stop people fighting
gìn giữ hòa bình
2. harm (n)
/hɑː(r)m/
damage or injury
tổn hại
3. expert (adj)
/ˈekspɜːrt/
having or involving great knowledge or skill
thuộc về chuyên môn
4. investor (n)
/ɪnˈvestə(r)/
people or organisations that invest money
nhà đầu tư
Assumptions
Anticipated difficulties
Solutions
- Ss may not know the meaning of certain words in the reading text.
- Ss may not know how to work in teams.
- Explain and show some photos to Ss in the class.
* Give short, clear instructions and help if necessary.
Board Plan
Date of teaching
UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
Lesson 1: Getting started
* Warm-up:
Trivia – Guess the logo
I. Vocabulary
1. peacekeeping (adj): gìn giữ hòa bình
2. harm (n): tổn hại
3. expert (adj): thuộc về chuyên môn
4. investor (n): nhà đầu tư
II. Practice
Task 1: Listen and read.
Task 2: Read again and choose the correct answers.
Task 3: Find words in the texts that mean the following.
Task 4: Complete the sentences.
* Homework
III. PROCEDURES
Notes:
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
* To activate Ss’ knowledge on the topic of the unit.
* To create a lively atmosphere in the classroom
- To lead into the new unit
TRIVIA – GUESS THE LOGO
* T shows Ss some logos of international organisations.
** Ss play in two teams and guess which organisations have those logos.
*** Ss discuss what they know about those organisations.
e.g. What do you know about …? What is its goal or role? Is Viet Nam a member of it?
**** T leads in the lesson and tells Ss that the answer will be announced later when they read the texts.
T-S
S-S
T-S
5 mins
PRESENTATION
To help Ss use key language more appropriately before they listen and read
VOCABULARY
* T asks Ss to look at the explanation and the photos to guess the meaning of new words.
** Ss say the Vietnamese meaning of the word.
1. peacekeeping (adj) /ˈpiːskiːpɪŋ/: gìn giữ hòa bình
2. harm (n) /hɑː(r)m/: tổn hại
3. expert (adj) /ˈekspɜːrt/: thuộc về chuyên môn
4. investor (n) /ɪnˈvestə(r)/: nhà đầu tư
*** Other Ss correct if the previous answers are incorrect.
**** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them.
T-S
S
S-S
T-S
6 mins
PRACTICE
- To introduce the unit topic (Viet Nam and international organisations);
- To introduce some vocabulary and the grammar points to be learnt in the unit.
TASK 1: LISTEN AND READ (p. 76)
* T plays the recording twice for Ss to listen and read along.
** Ss underline the information related to international organisations while they are listening and reading.
*** Ss work in pairs and compare the words and phrases they have underlined and discuss their meanings.
**** T checks comprehension as a class and calls on some Ss to read the paragraphs aloud.
T-S
S
S-S
T-S
7 mins
To check Ss’ comprehension of the texts.
TASK 2: READ THE TEXTS AGAIN AND CHOOSE THE CORRECT ANSWERS. (p.77)
* T asks Ss to work in pairs.
** Ss read each question carefully to choose the best answer, then find evidence to support the answers.
*** T asks Ss to share their answers with the class.
*** T confirms the correct answers.
Key:
1. A 2. B 3. C
T-S
S
S-S
T-S
7 mins
To introduce or revise words related to activities of international organisations.
TASK 3: FIND WORDS IN THE TEXTS (A, B, C, OR D) THAT MEAN THE FOLLOWING. (p. 77)
* T asks Ss to scan the four texts (A, B, C and D) to find the words matching the meanings given.
** If necessary, T goes through the definitions and elicits the parts of speech Ss need to look for in the texts.
*** Ss compare their answers in pairs.
**** T confirms the correct words and shows all the definitions on the slides.
Key:
1. peacekeeping
2. harm
3. expert
4. investor
S
T-S
S-S
T-S
5 mins
To help Ss recognise comparative and superlative adjectives
TASK 4: COMPLETE THE SENTENCES WITH THE WORDS AND PHRASES FROM TASK 1. (p.77)
* T has Ss read each sentence and try to recall the comparative or superlative adjective used in the texts.
** Ss work individually to read through the texts and find the correct words / phrases.
*** T asks the class to call out the comparative or superlative adjectives only, then calls on individual Ss to read the complete sentences.
**** T checks the answer and tells Ss that they will learn more about this grammar point in the following lesson.
Key:
1. more active
2. the most disadvantaged
3. better
4. largest
5. more attractive
T-S
S
T-S
10 mins
WRAP-UP
HOMEWORK
- To help Ss memorise the target language and skills that they have learned
- To inform Ss of the details for the Project and how Ss can prepare for it
WRAP-UP
- Some lexical items about international organisations
- Reading for specific information
- Comparative and superlative adjectives
HOMEWORK
- Exercises in the workbook
PROJECT PREPARATION
- Ask Ss to open their books at the last page of Unit 7, the project section, and read the task given.
- Tell Ss about the Project requirements: Ss will have to find information about an international organisation. Their presentation should include information as specified by the guiding questions. Ss can choose different ways to present their findings (e.g. PPT presentation, Poster presentation, record a video about the project).
- Explain to Ss how they can get the information, (e.g. search the Internet, read newspapers, go to the library).
- Ss pick their own group members to make a group of 4-5 and choose their group leader. Then the group leader assigns tasks for each group member, making sure that all group members contribute to the group work.
T-S
5 mins
UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Pronounce words with more than three syllables with correct stress;
- Understand and use words and phrases related to the topic of international organisations;
- Use comparative and superlative adjectives.
2. Core competence
- Access and consolidate information from a variety of sources;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Develop an awareness of international organisations;
- Be respectful towards all nations.
II. MATERIALS
- Grade 10 textbook, Unit 7, Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Use
Example
Comparative adjectives
- To compare a person or thing with another person or thing.
- To show changes
- The European markets are usually more competitive than the Asian markets.
- The Asian markets are less competitive than the European markets.
- Since then, our country has become more active.
Superlative adjectives
To compare a person or thing with the whole group of which that person or thing is a member
- This trade organisation includes two of the largest economies in the world: the United States and China.
- UNICEF supports the most disadvantaged children all over the world.
Assumptions
Anticipated difficulties
Solutions
- Ss may be confused between long and short adjectives.
- Ss may not know how to work in teams.
- Give short and clear explanations with detailed examples for each case, along with some exceptions.
- Give short, clear instructions and help if necessary.
Board plan
Date of teaching
UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
Lesson 2: LANGUAGE
* Warm-up
Game – I dare you!
Pronunciation
Task 1: Listen and repeat.
Task 2: Listen and mark the primary stress.
Vocabulary
Task 1: Match the words with their meanings.
Task 2: Complete the sentences.
Grammar
Task 1: Choose the correct answers.
Task 2: Rewrite the sentences.
* Homework
III. PROCEDURES
Notes:
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
- To get Ss interested in the topic.
- To activate Ss’ knowledge of the lesson.
GAME: I DARE YOU!
* T asks Ss to split into two teams.
** Each round, a representative from one team (e.g. Team 1) rolls a dice and gets a number (1-6). The opposing team (e.g. Team 2) will find a word with that number of syllables (in the dictionary, on the Internet…) and “dare” Team 1 to guess the correct stress position. For each correct answer, students get 1 point.
*** Ss discuss the given words and whether there is a rule for the position of word stress.
**** T comments and leads in the lesson.
T-S
S-S
S-S
T-S
5 mins
PRONUNCIATION
- To help Ss understand the concept and identify the stress in words with more than three syllables.
- To help Ss recognise and practise stress patterns in words with more than three syllables.
TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO THE SYLLABLE WITH THE PRIMARY STRESS. (p.77)
* T asks Ss to read the Tips box in the textbook and explains more if necessary. Some long words have a secondary stress which is much weaker than the primary stress. Example: ˌecoˈnomic
- In dictionaries, primary stress is marked with a raised vertical line and secondary stress is marked with a lowered vertical line at the beginning of the stressed syllable.
** Ss watch a tutorial video and repeat after the speaker.
Link: https://www.youtube.com/watch?v=ieeJhVM4C6c&list=PL8_ETpRL2xNa6yKTFH47dDogixNFdQlRk&index=7
*** Ss discuss more tips to identify the stress in words with more than three syllables.
* T plays the recording and asks Ss to listen and repeat.
** Ss pay attention to the syllable with the primary stress.
*** Ss practice pronouncing the words in pairs. T plays the recording as many times as necessary.
*** T checks whether Ss can pronounce these words correctly by randomly calling on some Ss to read the words aloud.
T-S
S
S-S
T-S
S
S-S
T-S
5 mins
To help Ss recognise stress in words with more than three syllables and practise saying sentences containing such words.
TASK 2: LISTEN AND MARK THE PRIMARY STRESS IN THE WORDS IN BOLD. THEN PRACTISE SAYING THE SENTENCES. (p.77)
* T plays the recording for Ss to listen and puts a mark () before the syllable with the primary stress in each of the words in bold.
** Ss work individually. T explains that Ss are only required to mark the primary stress.
** Ss work in pairs to compare their answers.
*** T asks individual Ss to write the words on the board and mark the stress. In stronger classes, T challenges Ss to mark the secondary stress as well.
**** T checks the answer by playing the recording again pausing after each sentence. Ss repeat and practise speaking the sentences in pairs.
Key:
1. Viet Nam is a member of different inter’national organi’sations.
2. Our responsi’bility is to help the most disad’vantaged children.
3. This organi’sation aims to promote environ’mental protection.
4. UNICEF aims to create edu’cational oppor’tunities for all children.
S
S-S
T-S
T-S
S-S
5 mins
VOCABULARY
To revise new vocabulary items related to the topic of international organisations
TASK 1: MATCH THE WORDS IN BOLD WITH THEIR MEANINGS IN THE BOX. (p.78)
* T asks Ss to work in pairs.
*** Ss study and discuss the context clues in the sentences, and work out the meanings of the words.
*** T calls on one student to read a word aloud and another student to read its meaning.
**** T checks the answer.
Key:
1. C
2. D
3. A
4. E
5. B
T-S
S - S
T - S
4 mins
To give Ss practice in using the words in meaningful contexts.
TASK 2: COMPLETE THE FOLLOWING SENTENCES WITH THE CORRECT FORM OF THE WORDS IN TASK 1. (p.78)
* T has Ss work in pairs.
** Ss read the sentences carefully and decide which of the words in bold in Task 1 can be used to complete each of the sentences. T reminds Ss to use the context clues to help them decide on the word.
*** T asks individual Ss to call out the words they have used in each sentence first.
**** T confirms the correct answers. T asks Ss to give reasons why they have chosen the word for each sentence
e.g. In sentence 1, economic growth is a positive result, so the word to fill in here must be ‘promote’.
Key:
1. promote
2. welcomes
3. commit
4. aims
5. enter
T - S
S - S
T - S
5 mins
GRAMMAR
To give Ss an opportunity to revise comparative and superlative adjectives.
TASK 1: CHOOSE THE BEST ANSWERS. (p.78)
* T tells Ss to look at the sentences in 4 in Getting Started and asks them how comparative and superlative adjectives are used in these sentences.
- T asks Ss to look at the Remember! box and carefully study the rules for using comparative and superlative adjectives.
- T asks Ss to look at sentence 3 and checks understanding, e.g. What are ‘less’ and ‘least’? (the irregular comparative and superlative forms of little), How are they used? (used with long adjectives: less / least interesting).
** Ss work in pairs or individually to choose the correct form of the adjective in each sentence.
*** T asks Ss to explain their choices, e.g. In sentence 1, the context clues (WTO rules, smaller member countries) suggest the correct choice here must be a comparative form (easier).
**** T checks the answer with the class.
Key:
1. easier
2. more attractive
3. less competitive
4. the most popular
T - S
S – S
T - S
6 mins
To give Ss more practice in using comparative and superlative adjectives.
TASK 2: WRITE ANOTHER SENTENCE USING THE WORD(S) IN BRACKETS. MAKE SURE IT HAS THE SAME MEANING AS THE PREVIOUS ONE. (p.78)
* T has Ss read the instruction carefully and checks to make sure they all understand what the activity involves.
** Ss work in pairs to write the sentences.
*** T asks some Ss to write the sentences on the board.
**** T comments and confirms the correct answers.
Key:
1. This city is the most popular place for foreign visitors.
2. In many supermarkets, imported goods are cheaper than locally produced goods.
3. The United Nations is the largest international organisation.
4. Our country is more active on the international stage today than it was in the past.
T – S
S – S
T – S
6 mins
PRODUCTION
To give Ss opportunities to produce learned language by themselves.
GAME: 20 QUESTIONS
* T gives each S a piece of paper with the name of a country/international organisation on it. Ss form pairs and stick their piece of paper on their partners’ heads.
** Ss with the stickers on the heads ask their partners 20 questions (maximum) as clues to find out which country/international organisation’s name is written on the paper.
- Ss must use comparative/superlative adjectives, and are encouraged to use learned vocabulary about international organisations.
*** If necessary, T plays a demo game with a student for the class to watch before playing.
- T reveals all the country names and international organisation names at the end of the game.
**** T summarizes the game results and gives a prize for the student who can guess correctly the fastest.
S - S
S - S
T - S
8 mins
WRAP-UP
HOMEWORK
To consolidate what they have learnt and prepare for the next lesson: Reading.
WRAP-UP
T asks Ss to talk about what they have learnt in the lesson.
HOMEWORK
- Workbook exercises
- Project preparation
T-S
1 min
UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
Lesson 3: Reading
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for specific information in a text about UNICEF’s support for Viet Nam’s education;
- Apply reading strategies to guess the meanings of words from context.
2. Core competence
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills.
3. Personal qualities
- Understand more about the UNICEF programmes and UNICEF’s support for Viet Nam’s education;
- Develop a respectful and appreciative attitude.
II. MATERIALS
- Grade 10 textbook, Unit 7, Reading
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Form
Pronunciation
Meaning
Vietnamese equivalent
create (v)
/kriˈeɪt/
make something happen or exist
tạo ra
essential (adj)
/ɪˈsenʃl/
necessary
cần thiết
respect (v/n)
/rɪˈspekt/
have a good opinion of somebody
tôn trọng
practical (adj)
/ˈpræktɪkl/
connected with real situations
thực tiễn
Assumptions
Anticipated difficulties
Solutions
- Ss may lack knowledge about some lexical items.
- Provide Ss with the meaning and pronunciation of words.
- Ss may have underdeveloped reading, speaking and co-operating skills.
- Let Ss read the text again (if necessary).
- Create a comfortable and encouraging environment for Ss to speak.
- Encourage Ss to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.
Board plan
Date of teaching
UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
Lesson 3: Reading
*Warm-up: Abbreviation game
Task 1: Which of the following do you think UNICEF does to support Viet Nam’s education?
Task 2: Read and circle the correct meanings of the highlighted words.
*Vocabulary

onthicaptoc.com thuvienhoclieu.com GA Tieng Anh 10 Global Unit 7 VIET NAM AND INTERNATIONAL ORGANISATIONS