Giáo án môn Tiếng Anh Lớp 10 Global - Unite 7: Viet Nam and International organisations

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  ... ecessary.

Board plan
Date of teaching
UNIT 7: VIETNAM AND INTERNATIONAL ORGANISATIONS 
Lesson 7: Communication and Culture/ CLIL
*Warm-up
Game: You’re invited!
Everyday English
Task 1: Complete the conversations.
Task 2: Make similar conversations.
CULTURE
Task 3: Complete the diagram.
Task 4: Talk about FAO.
*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 of the topic 
GAME: YOU’RE INVITED!
* T shows some funny pictures of invitation cards on the board. E.g.
** Ss look at the pictures and guess which event the cards are referring to.
*** Ss comment on the cards and discuss more ideas to make an invitation creative but appropriate.
**** T gives feedback, if necessary, then introduces the lesson.

T – S
S – S
T - S
3 mins
EVERYDAY ENGLISH
To review expressions for making and responding to invitations. 
TASK 1: LISTEN AND COMPLETE THE CONVERSATIONS WITH THE EXPRESSIONS IN THE BOX. THEN PRACTISE THEM IN PAIRS. (p.83)
* T asks Ss to read the incomplete conversations and checks comprehension by asking questions, e.g. Who are the speakers? Are the two conversations happening at the same time? What are they talking about?
** Ss work individually to listen and complete each gap of the conversations with a suitable expression from the box.
*** T checks answers by asking two pairs of Ss to read the conversations. T elicits the meaning and use of the expressions in the word box, e.g. C and D – to make an invitation; A – to accept an invitation and B – to reject an invitation. Ss practise the conversation in pairs.
**** T goes around the class and gives feedback.
Key: 
1. C 2. A 3. D 4. B

T - S
S
T-S
S - S

5 mins
To help Ss practise making and responding to invitations. 
TASK 2: YOU WANT TO INVITE A FRIEND TO JOIN YOU IN AN ACTIVITY. WORK IN PAIRS. MAKE SIMILAR CONVERSATIONS LIKE THE ONES IN 1. USE THE USEFUL EXPRESSIONS BELOW TO HELP YOU. (p.83)
Game: Social butterfly
* T asks each student to take out a piece of paper, create an event they like and write down the place and time of that event in their paper. Ss draw a table of guest list below the event info.
** Ss stand up, walk around the class and invite as many people to go with them to their event as possible. Ss only accept an invitation if they really want to go and are free at that time. If not, students decline the invitation and give an excuse. 
- When a student accepts a classmate's invitation, that student writes the event name in their schedule and the classmate writes the student's name in their guest list.
*** After 10 minutes, Ss tell the class who accepted their invitations and what plans they have in their schedule.
**** T gives feedback on Ss’ language use.

T-S
S-S
S-S
T-S
15 mins
CULTURE
To help Ss learn about FAO and what it has contributed to the development of Viet Nam.
TASK 1: READ THE TEXT BELOW AND COMPLETE THE DIAGRAM. (p.84)
* T asks Ss some questions to find out what they already know about FAO, e.g. What does FAO stand for? (the Food and Agriculture Organization), What do you know about it? What are FAO’s main activities? (running projects to help developing countries).
** Ss work in pairs to read the text and complete the diagram. 
- T walks around the class and offers help, explaining unfamiliar words or answering questions if necessary.
*** T goes back to the questions about FAO and asks which of the questions they can answer now and cross them out. 
**** T checks the answers by calling some pairs.
Key: 
1. 1945 
2. end hunger and poverty 
3. 1978
4. technical support 
5. food security

T-S
S-S
T-S
7 mins
To help Ss practise talking about FAO and its activities in Viet Nam using the completed
diagram.
TASK 2: WORK IN PAIRS. USE THE DIAGRAM IN 1 TO TALK ABOUT FAO AND ITS ACTIVITIES IN VIET NAM. (p.84)
* T assigns pairs and gives Ss a few minutes to study the diagram about FAO and its activities in Viet Nam and plan their talk. 
** Ss work in pairs to decide how they are going to split the talk and practise for a few minutes.
*** T invites some pairs to give their talks in front of the class. The rest of the class ask questions or give feedback after the talks.
**** T gives comments on the talks.

T-S
S-S
T-S
14 mins
WRAP-UP HOMEWORK
To review the lesson Ss have learnt and prepare for the next lesson – Looking back and project
WRAP-UP
- T asks Ss what they have learned in this lesson.
HOMEWORK
- Project preparation
- Workbook exercise
T-S
1 min

UNIT 7: VIETNAM AND INTERNATIONAL ORGANISATIONS 
Lesson 8: Looking back & Project
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 7;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop critical thinking skill;
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills.
3. Personal qualities
- Understand more about international organizations;
- Develop self-study skills.
II. MATERIALS 
- Grade 10 textbook, Unit 7, Looking back and Project
- Computer connected to the internet
- Projector/ TV/ pictures and cards, Handouts	
- sachmem.vn
Assumptions
Anticipated difficulties
Solutions
Ss may have underdeveloped speaking, writing and co-operating skills when doing the project.
- 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.
Some students will excessively talk in the class.
- Explain expectations for each task in detail.
- Have excessive talking with students..
- Continue to explain task expectations in small chunks (before every activity). 
Board plan
Date of teaching
UNIT 7: VIETNAM AND INTERNATIONAL ORGANISATIONS
Lesson 8: Looking back & Project
*Warm-up 
Game: Outlast
Looking back
Pronunciation: Listen and mark the primary stress in the words.
Vocabulary: Complete the text.
Grammar: Rewrite the sentences.
Project
An international organization
*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 of the topic and lead into the lesson.
GAME: OUTLAST
* Ss compete in two teams. Both teams have 3 “life points”.
** Every round, one team shouts the name of an international organisation they have learned so far in Unit 7, then T writes it on the board, then the opposing team has to respond by saying the function of that organization. The team that repeats what was said, cannot remember anything else, or fails to respond will lose 1 life point.
*** Ss discuss the international organisations on the board and add more information if necessary.
**** T gives comments and introduces the lesson.

T-S
S-S
T-S
5 mins
LOOKING BACK 
To help Ss revise stress in words with more than three syllables. 
PRONUNCIATION
Listen and mark the primary stress in the words in bold. Then practise saying the sentences. (p.84)
* T asks Ss to read the sentences and checks understanding.
** Ss listen and mark the primary stress of the words in bold. Ss with more advanced English level may try marking the secondary stress as well.
*** Ss check their answers with a partner.
**** T checks answers as a class by inviting individual Ss to say and write the words, then mark the stress on the board.
- Ss practise saying the sentences out loud in pairs/ groups, paying close attention to the stress pattern of the words in bold.
Key:
1. WWF is the world’s largest non-profit en,viron'mental ,organi'sation.
2. Viet Nam has become a more active par'ticipant in the ,inter'national com'munity.
3. Japan is the biggest financial provider to this ,eco'nomic ,organi'sation.
4. UNICEF helps ,disad'vantaged teenagers continue their ,edu'cation.
5. There are more ,edu'cational ,oppor'tunities for Vietnamese students now.

T-S
S
S-S
T-S

5 mins
To help Ss revise topic-related words.
VOCABULARY
Complete the text with the correct forms of the verbs in the box. (p.84)
* T asks Ss to read the words in the box and the incomplete text.
** Ss work individually to study the context carefully and decide on the words to fill in the gaps. T reminds Ss to modify the forms of these verbs if needed.
*** Ss compare their answers in pairs/groups.
**** T checks answers as a class.
Key: 
1. enter 
2. commits 
3. aims 
4. welcomes 
5. promote

T-S
S
S-S
T-S
5 mins
To help Ss revise comparative and superlative adjectives.
GRAMMAR
Write another sentence using the word(s) in brackets. Make sure it has the same meaning as the previous one. (p.84)
* T asks Ss to do the activity individually and gives them enough time to write the sentences.
** Ss do the task as required.
*** Ss compare their answers in pairs/groups.
**** T checks answers by inviting individual Ss to write the correct ones on the board.
Key:
1. Viet Nam is more attractive to foreign tourists nowadays than it was in the past.
2. No international organisation is larger than the United Nations.
3. The international market now is more competitive than it was in the past.
4. Japan is the biggest financial provider to this organisation.

T-S
S
S-S
T-S
5 mins
PROJECT
To provide an opportunity for Ss to develop their communication and collaboration skills, and to practice reporting survey results in an oral presentation.
PRESENTATION
* T has Ss work in their groups and gives them a few minutes to get ready for the presentation. 
- T gives Ss a checklist for peer and self-assessment, and explains that they will have to tick the appropriate items while listening to their classmates’ presentations and write comments if they have any. The presenters should complete their self-assessment checklist after completing their presentation. 
- If necessary, T goes through the criteria for assessing their talk to make sure Ss are familiar with them. 
** T invites two or three groups to give their presentations.
*** T gives praise after each presentation, and encourages the rest of the class to ask questions at the end.
**** T asks Ss to give peer comments and fill in the self-assessment checklist, then T gives the final feedback. 
S-S
T-S
S-S
S-S
T-S
23 mins
WRAP-UP
HOMEWORK
To review the lesson they have learnt and prepare for the next lesson
WRAP-UP
T asks Ss what they have learned from the unit.
HOMEWORK
- Workbook exercises
- Prepare for the next lesson: Unit 8
T-S
2 mins