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
- hoclieu.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

thuộc về chuyên môn

skill
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 - Explain and show some photos to Ss in the class.
reading text.
- Give short, clear instructions and help if necessary.
- Ss may not know how to work in teams.
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
WARM-UP

PRESENTATION

PRACTICE

- To activate Ss'
knowledge on the
topic of the unit.
- To create a lively
atmosphere in the
classroom
- To lead into the new
unit
To help Ss use key
language more
appropriately before
they listen and read

Procedure

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.
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.
- To introduce the unit TASK 1: LISTEN AND READ (p. 76)
topic (Viet Nam and
* T plays the recording twice for Ss to listen and read along.
international
** Ss underline the information related to international organisations while

Interaction
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Time
5 mins

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6 mins

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S-S
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7 mins

organisations);
- To introduce some
vocabulary and the
grammar points to be
learnt in the unit.
To check Ss'
comprehension of the
texts.

To introduce or revise
words related to
activities of
international
organisations.

To help Ss recognise
comparative and
superlative adjectives

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.
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
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
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

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7 mins
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5 mins
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10 mins
T-S

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

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
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,

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T-S

T-S

5 mins

making sure that all group members contribute to the group work.

I. OBJECTIVES

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
Lesson 2: Language

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
- hoclieu.vn
Language analysis
Use
Comparative
adjectives

- To compare a person or thing with
another person or thing.

Example
- 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.

- To show changes

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
- Ss may be confused between long and short
adjectives.
- Ss may not know how to work in teams.

Solutions
- 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

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.

PRONUNCIATION

- To help Ss understand

TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO THE SYLLABLE WITH

Interaction
T-S
S-S

Time
5 mins

S-S
T-S
5 mins

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.

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.

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

T-S

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5 mins
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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.
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

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

S-S

4 mins
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5 mins
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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
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

T-S

T-S

S–S
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6 mins

3. less competitive
4. the most popular

PRODUCTION

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.

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.

6 mins
T–S
S–S
T–S

S-S
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8 mins

WRAP-UP
HOMEWORK

To consolidate what
they have learnt and
prepare for the next
lesson: Reading.

**** T summarizes the game results and gives a prize for the student who
can guess correctly the fastest.

T-S

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
- hoclieu.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
- Ss may lack knowledge about some lexical
items.

Solutions
- Provide Ss with the meaning and pronunciation of
words.

- Ss may have underdeveloped reading, speaking - Let Ss read the text again (if necessary).
and co-operating skills.
- 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
1. create (v): tạo ra
2. essential (ad): cần thiết
3. respect (v/n): tôn trọng
4. practical (adj): thực tiễn
Task 3: Answer the questions.
Task 4: Discussion.

*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

WARM-UP

- To introduce
the topic of
reading.
- To activate Ss'
knowledge of the
topic.

ABBREVIATION GAME
* T shows a list of international organisation names in abbreviations from Getting
started (UN, WTO, UNDP, UNICEF).
** Ss play in two teams to guess the full names of those organisations. The team
with the faster correct answer wins one point.
*** T gives bonus points to any team that could state what these organisations do
and asks which organisation is related to Ss the most, drawing attention to UNICEF.
**** T gives comments and introduces the lesson.

To introduce the
topic of the
reading and get
Ss involved in the
lesson.

TASK 1: WORK IN PAIRS. WHICH OF THE FOLLOWING DO YOU THINK UNICEF DOES
TO SUPPORT VIET NAM'S EDUCATION? (p. 79)
* T shows some pictures of UNICEF's activities in the book and asks questions for Ss
to engage with the topic.
E.g. What do you know about UNICEF's activities in Viet Nam? Look at the picture.
What does UNICEF do to support children here? (Expected answer: The children in
the picture may face difficulties in their lives: some of them are disabled,... but they
all look very happy. They may have some help from UNICEF.)
** Ss look at the activities, and work in pairs to discuss and choose the ones that
UNICEF does to support Viet Nam's education.

PRE-READING

Procedure

Interaction
T-S

Time
5 mins

S–S
T-S

5 mins
T-S

S-S

*** T checks the answers as a class and asks Ss to explain why b is not the correct
answer.
E.g. UNICEF provides opportunities for children to attend school and learn skills for
the job market, but it doesn't find jobs for children.
**** T confirms the correct answer.
Key: a, c, d
WHILE-READING To help Ss
practise guessing
the meanings of
words in context.

To help Ss
practise reading
for specific
information

TASK 2: READ THE TEXT AND CIRCLE THE CORRECT MEANINGS OF THE
HIGHLIGHTED WORDS. (p.79)
* T asks Ss to pay attention to the context of each highlighted word, then look at the
multiple-choice exercise.
** Ss work individually to read the text and guess the meaning of each of the words,
based on the context.
*** Ss work in groups to discuss the clues for each correct option and compare
answers.
**** T checks answers by having individual Ss call out the correct option.
Key:
1. a
2. b
3. a 4. c
TASK 3: READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS. (p.80)
* T asks Ss to read the questions and underline the key words in each of them.
- T checks the key words Ss have underlined, e.g.
1. UNICEF, particularly, aim to do, children, Viet Nam;
2. programme, helps, disadvantaged teenagers, continue, education;
3. programme, supports, disabled teenagers;
4. aim, Improving Learning Achievements programme.
** Ss work individually to read through the text to locate the information that can
help them answer these questions.
*** Ss work in pairs or groups to compare answers.
**** T checks answers as a class.
Key:

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10
mins

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10
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1. To create opportunities for them to attend school, learn and succeed.
2. Education for Disadvantaged Young People.
3. Providing Education Opportunities for Children with Disabilities.
4. To better prepare children for the challenges in the future.
POST-READING

WRAP-UP
HOMEWORK

To help Ss use
the ideas and
language in the
reading to talk
about their own
community.

To review the
lesson Ss have
learnt and
prepare for the
next lesson Speaking.

TASK 4: WORK IN GROUPS. DISCUSS THE FOLLOWING QUESTIONS. (p.80)
Which of the UNICEF's education programmes mentioned in the text do you think
can be the most useful for your local community? Why?
Discussion forum:
* T asks Ss to read the text again and focus on the UNICEF's programmes mentioned
in the text.
** Ss work in groups to discuss which of these programmes can be the most useful
for people in their local area and explain why.
*** Ss vote on the most useful programmes and discuss as a class. T tells Ss that
there are no right or wrong answers and encourages them to freely express their
opinions. T invites Ss from different groups to present a summary of their
discussions to the class.
**** T then gives final comments on the discussion.
WRAP-UP
T asks Ss to talk about what they have learnt in the lesson.
HOMEWORK
- Workbook exercises
- Project preparation.

13
mins
T-S
S-S
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T-S

2 mins

I. OBJECTIVES

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
Lesson 4: Speaking

By the end of this lesson, Ss will be able to:
1. Knowledge
- Understand how to express opinions;
- Discuss and express opinions about a project or a programme that can benefit their local area.
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 programmes for communities;
- Develop self-study skills.

II. MATERIALS
- Grade 10 textbook, Unit 7, Speaking
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- hoclieu.vn
Assumptions
Anticipated difficulties

Solutions

1. Ss may lack knowledge about some useful
structures.

Provide Ss with the form and use of some useful structures in their
talk.

2. Ss may have underdeveloped speaking and co-

- Create a comfortable and encouraging environment for Ss to

operating skills.

speak.
- Encourage Ss to work in pairs, in groups so that they can help
each other.
- Provide feedback and help if necessary.

3. Some Ss will excessively talk in class.

- Explain expectations for each task in explicit detail.
- Have excessive talking Ss practise.
- Continue to clarify task expectations in small chunks (before every
activity).

Board plan
Date of teaching
UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
Lesson 4: Speaking
*Warm-up
Quiz: Intro to child rights
Task 1: Complete the conversation.
Task 2: Work in pairs to complete your table.
Task 3: Discussion
*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
WARM-UP

CONTROLLED
PRACTICE

Stage aim
- To introduce the
topic of the lesson.
- To activate Ss'
knowledge of the
topic.

To help Ss recall
information from the
reading text and
introduce
expressions for the
speaking tasks.

Procedure
QUIZ: INTRO TO CHILD RIGHTS
* T lets Ss do a small quiz about child rights.
Link: https://create.kahoot.it/pages/32c22a99-b815-4a16-8bf1-ec2915c82986?
_=1571351723
** Ss do the quiz individually for up to 4 minutes. If there is no Internet
connection, T prints out the quiz questions beforehand.
*** Ss discuss their results and whether they found something new about child
rights, as well as what can be done to help children.
**** T introduces the topic of the lesson.
TASK 1: COMPLETE THE CONVERSATION ABOUT A UNICEF PROGRAMME WITH
THE SENTENCES IN THE BOX. THEN PRACTISE IT IN PAIRS. (p.80)
* T asks Ss what they have learnt so far about international organisations, and
their programmes or projects in Viet Nam. T encourages Ss to name the
programmes that they have learnt about in the Reading lesson.
- T goes through the questions and answers to check understanding.
** Ss work individually to match them.
*** T asks one student to read the question and another the correct answer.
**** T confirms the answer and has Ss practise the conversation in pairs.
Key:
1. b 2. c 3. a

Interaction
T-S

Time
5 mins

S
S-S
T-S
7 mins
T-S

S
T-S

To introduce more
ideas for the main
speaking task
through an
information gap
activity

TASK 2: WORK IN PAIRS. STUDENT A LOOKS AT THE TABLE BELOW. STUDENT B
LOOKS AT THE TABLE ON PAGE 85. ASK EACH OTHER THE QUESTIONS IN 1 TO
COMPLETE YOUR TABLE. (p.80)
* T asks Ss to look at the instructions and makes sure they understand this is an
information gap activity. T demonstrates using the example exchange about the
first piece of information.
- T puts Ss in pairs and each student gets a role (A or B) to complete their table
by asking each other questions. T gives Ss some time to prepare the questions
for their partners. T reminds Ss B to look at their tables on page 85.
** Ss work in pairs to do their conversations and complete the missing
information in their table without looking at their partner's table.
*** T invites several pairs to role-play their conversations in front of the class,
then have them read the information in their tables.
**** T confirms the answer.
Suggested answers:
Conversation 1:
Student A: What is the name of the UNDP project?
Student B: It's called Poverty Reduction.
Student A: What does it focus on?
Student B: It focuses on reducing poverty and developing economy in
disadvantaged areas.
Student A: What are the activities of this project?
Student B: It provides technical support and help develop solutions to local
issues.
Conversation 2:
Student B: What is the name of the UNICEF Programme?
Student A: It's called Vaccines for Children.
Student B: What does it focus on?

13
mins
T-S

S
S-S
T-S

Student A: It focuses on protecting children with life-saving vaccines.
Student B: What are the activities of this programme?
Student A: Its activities include educating people about the benefits of vaccines
and vaccinating as many children as possible.
LESS
CONTROLLED
PRACTICE

WRAP-UP
HOMEWORK

To give Ss an
opportunity to
personalise the topic
and express their
own opinions about
the benefits of a
programme or
project.

To review the lesson
they have learnt and
prepare for the next
lesson.

TASK 3: WORK IN GROUPS. DISCUSS AND DECIDE WHICH PROGRAMME OR
PROJECT IN TASK 1 AND 2 WILL BRING MORE BENEFITS TO PEOPLE IN YOUR
LOCAL AREA. THEN SHARE YOUR IDEAS WITH THE WHOLE CLASS. (p.81)
Debate:
* T asks Ss to read the instructions and the example discussion to make sure
they understand what to do.
- T introduces some useful expressions for Ss to use in their speaking.
** T asks Ss to think about the programme or project in task 2, and discuss in
groups to decide which one will benefit their local area more.
*** T puts some students who have chosen the UNICEF programme into one
team and some students choosing the UNDP project into another team. The
two teams debate which one is better for their local area, and the rest of the
class vote for the most convincing team.
- Ss have five minutes to prepare their arguments and assign roles to team
members, e.g. who to open and close the debate, when to speak and what
arguments to present.
- If time allows, T calls two other groups to debate in front of the class.
**** T asks the class for feedback, then gives comments.
WRAP-UP
T asks Ss to talk about what they have learnt in the lesson.
HOMEWORK
- Workbook exercises
- Prepare for the Project lesson

18
mins
T-S
S-S
T-S

S–S

T-S
T-S

2 mins

UNIT 7: VIETNAM AND INTERNATIONAL ORGANISATIONS
Lesson 5: Listening
I. OBJECTIVES
By the end of this lesson, Students (Ss) will be able to:
1. Knowledge
- Listen for specific information in a conversation about Viet Nam's foreign relations
- Identify and use lexical items related to international relations
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 Viet Nam's foreign relations
- Be respectful towards all organizations

II. MATERIALS

- Grade 10 textbook, Unit 7, Listening
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- hoclieu.vn
Assumptions

Anticipated difficulties
Students may have underdeveloped listening skills.

Solutions
- Play...