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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 9. Unit 7: Viet Nam and international organisations

Giáo án Communication and Culture / CLIL

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to use the everyday-English structures for inviting, accepting and thanking (Would you like to…? / I'd be delighted to. / Thank you for inviting me.).
  • By the end of the lesson, Ss will be able to identify the purpose of the FAO text and explain the difference between food security and total food production.
  • By the end of the lesson, Ss will be able to separate a programme's goal from a measured outcome in a short text.
  • By the end of the lesson, Ss will be able to pronounce and stress multi-syllable words such as international, organisation, educational and opportunity correctly in phrases.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work on the reading task and the pronunciation drill individually before comparing answers with their partners.
  • Communication and collaboration: Ss take turns in pair and group role-plays and give constructive feedback on stress and intonation.
  • Problem-solving and creativity: Ss decide what information is needed to make an invitation specific and build a short, accurate CLIL-style summary from the model.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss perform an invitation exchange, read the FAO text for specific information, and write a three-sentence summary.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss stress words with more than three syllables, learn the key vocabulary (cooperation, organisation, education, access, participate, support), and use the comparative and superlative forms correctly with a stated criterion.

3. Personal qualities

  • Patriotism: Ss show pride in Viet Nam's active role in international organisations by discussing the cooperation activities in the text with respect.
  • Honesty: Ss report only the details that appear in the text and do not invent results or figures when they summarise or extend the model.

II. Teaching aids and materials

1. Teacher

  • Projector, slides with the everyday-English dialogue and the CLIL reading text
  • Textbook English 10 (Global Success), Unit 7
  • Worksheet No. 1 (printed for each pair)
  • Timer and small cards with the key vocabulary
  • NeoEdu lesson page for interactive exercises: neoedu.vn/learn/10/english/unit-7-communication-and-culture-clil

2. Students

  • Textbook, notebook, pen, pencil
  • Highlighter or coloured pencils for marking stress and key information
  • Small whiteboard or paper for the final summary

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: Inviting and replying

a) Aims

Ss activate prior knowledge about inviting people to events and recall how to reply politely.

b) Content

Ss look at a photo of an international event at a school (or a slide with the words 'exhibition', 'cooperation', 'invitation') and answer the question: 'What do people say when they invite someone to an event, and how do they accept?'

c) Expected outcomes

Ss list 3 useful expressions for inviting and accepting, for example: Would you like to…? / I'd be delighted to. / Thank you for inviting me. Ss also name one international organisation they have heard of.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the slide and asks: 'What is happening in this picture? Who might invite you to this event?' T says: 'Today we will learn how to invite and reply politely, and read about an international organisation.'

    Students

    Ss look at the picture and listen to the task.

  2. Teacher

    Step 2: Task performance

    T gives 1 minute for pairs to brainstorm expressions for inviting and accepting. T walks around and prompts with: 'How can you accept politely?'

    Students

    Ss work in pairs and write down the expressions they remember. Expected answers: 'Would you like to come to…?', 'Yes, I'd love to.', 'Thanks for inviting me.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to share their expressions and writes the best ones on the board. T asks: 'Which organisation have you heard of?'

    Students

    Pairs read their expressions aloud. Expected answers for the question: 'UNICEF', 'the United Nations', 'WHO'.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the expressions on the board and links them to the lesson: 'These are the everyday phrases we will use in today's dialogue.'

    Students

    Ss copy the confirmed expressions into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Everyday English: The exhibition invitation

a) Aims

Ss understand the function of the invitation dialogue and can use its structures to invite, accept and thank.

b) Content

Ss listen to and read the dialogue on the slide:
A: Would you like to attend our international-cooperation exhibition on Friday?
B: I'd be delighted to. What time does it begin?
A: At three in the library.
B: Thank you for inviting me. I can stay for the first hour.
Ss note the key vocabulary: cooperation (hợp tác), organisation (tổ chức), participate (tham gia), support (hỗ trợ). Then they practise the dialogue in pairs with a new event.

c) Expected outcomes

Ss can complete this mini-dialogue correctly: A: Would you like to ______ our ______ on Monday? B: I'd be ______ to. What ______ does it begin? A: At ______ in the hall. B: Thank you for ______ me. I can stay for ______ hour.
Answers: attend / exhibition / delighted / time / four / inviting / the first.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the recording or reads the dialogue twice and asks: 'What is A doing? What is B doing?' T introduces the key vocabulary with the pictures and Vietnamese meanings: cooperation (hợp tác), organisation (tổ chức), participate (tham gia), support (hỗ trợ), access (khả năng tiếp cận), education (giáo dục).

    Students

    Ss listen, repeat the key words chorally and note the meanings in their notebooks. Expected answer: 'A is inviting B; B is accepting and asking about the time.'

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs: one reads A, one reads B. Then T asks Ss to substitute the event (a science fair, a book fair) and the time. T monitors and corrects stress and intonation.

    Students

    Pairs practise the dialogue, switch roles and replace the event details. Expected substitution: 'Would you like to attend our science fair on Saturday?'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to perform for the class and asks: 'Why does B say I'd be delighted to? What does it show?'

    Students

    Pairs perform. Expected answer: 'It shows that B accepts politely and warmly.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the function: inviting (Would you like to…?), accepting (I'd be delighted to.), asking for details (What time…?), and thanking (Thank you for inviting me.). T writes the summary on the board.

    Students

    Ss copy the summary into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

CLIL reading: FAO and food security

a) Aims

Ss read the FAO text for specific information, identify the purpose of the text and distinguish a programme's goal from a measured outcome.

b) Content

Ss read the text on the slide:
FAO, the Food and Agriculture Organization of the United Nations, works on food, agriculture and food security. Its Viet Nam country information describes cooperation with national partners. Food security includes access to sufficient, safe and nutritious food, not just growing a large total amount. Separate a programme's goal from a measured outcome.
Ss complete Worksheet No. 1 in pairs.

c) Expected outcomes

Ss complete Worksheet No. 1 with these answers:

  • FAO works on: food, agriculture and food security.
  • The Viet Nam country information describes: cooperation with national partners.
  • Food security means: access to sufficient, safe and nutritious food, not only a large total amount of food.
  • A goal is: what a programme aims to achieve. A measured outcome is: a result that has been observed and measured.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 and asks Ss to read the text silently for 2 minutes. T says: 'Find the three key facts and decide what the text is for.'

    Students

    Ss read silently and underline the key information.

  2. Teacher

    Step 2: Task performance

    T asks pairs to answer the questions in Worksheet No. 1. T prompts with: 'Does food security only mean growing a large total amount of food?'

    Students

    Pairs discuss and write their answers. Expected answer: 'No. It also includes access to safe and nutritious food.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 pairs to report their answers, especially the difference between a goal and a measured outcome. T asks: 'Can a cheaper programme be more effective? Why or why not?'

    Students

    Pairs report. Expected answer: 'Not automatically. A comparison needs a criterion, such as results or impact.'

  4. Teacher

    Step 4: Conclusion and assessment

    T explains that the text informs readers about FAO's work and its cooperation in Viet Nam without making claims beyond the text. T reminds Ss to separate the goal of a programme from its measured outcome.

    Students

    Ss check their answers and correct their worksheets.

Activity 2.3: Knowledge formation · 7 minutes

Pronunciation: Stress in long words

a) Aims

Ss identify and produce the stress pattern of words with more than three syllables in phrases.

b) Content

T models and Ss repeat the words with primary stress marked: inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty. Then Ss read the sentence: International cooperation creates educational opportunities. T also introduces the comparative and superlative forms: smaller than, more effective than, the most effective of the three; irregular forms good–better–best, bad–worse–worst. Ss avoid double-marking such as 'more better'.

c) Expected outcomes

Ss can mark the stress correctly in the four words and read the sentence International cooperation creates educational opportunities with natural rhythm. Ss can write one correct sentence: 'This programme is more effective than the previous one.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four words on the board and asks: 'Which syllable is the strongest in each word?' T models the words with clapping for each syllable.

    Students

    Ss listen and clap the syllables of each word.

  2. Teacher

    Step 2: Task performance

    T asks Ss to repeat the words in chorus, then individually. T asks pairs to read the sentence and to correct each other's stress. T also gives 2 examples of comparatives and asks Ss to complete the sentence: 'The new programme is ______ than the old one (effective).'

    Students

    Ss repeat, practise in pairs and complete the sentence: 'more effective'.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 Ss to say the sentence and asks the class to check stress. T asks: 'Why do we not say more better?'

    Students

    Ss read aloud. Expected answer: 'Because the comparative already uses more, so better is enough.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the stress pattern and the comparison rule: a comparison needs a criterion. T reminds Ss that accent variants are acceptable if the meaning is clear.

    Students

    Ss note the stress rules and comparison forms in their notebooks.

Activity 3: Practice · 10 minutes

Comprehension questions on the model

a) Aims

Ss consolidate the everyday-English exchange and the CLIL text by answering questions and identifying key details.

b) Content

Ss answer questions in pairs using the model and the FAO text:

  1. What is A inviting B to? (Answer: an international-cooperation exhibition on Friday)
  2. What time does the exhibition begin? (Answer: at three in the library)
  3. How long can B stay? (Answer: the first hour)
  4. What does FAO work on? (Answer: food, agriculture and food security)
  5. Which sentence explains food security? (Answer: Food security includes access to sufficient, safe and nutritious food, not just growing a large total amount.)
    Task: Choose one specific detail from the model and explain why it is better than saying only that the topic is important.

c) Expected outcomes

Answers: 1) an international-cooperation exhibition on Friday; 2) at three in the library; 3) the first hour; 4) food, agriculture and food security; 5) Food security includes access to sufficient, safe and nutritious food, not just growing a large total amount.
Sample explanation: 'The detail What time does it begin? is specific, so the listener can act on it. Saying only that the exhibition is important does not give this information.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the five questions and the task on the slide and says: 'Answer with information from the text only.'

    Students

    Ss read the questions and check the text for the answers.

  2. Teacher

    Step 2: Task performance

    T asks pairs to answer and to find the support sentence for each answer. T monitors and prompts with: 'Where is this information in the text?'

    Students

    Pairs answer the five questions and underline the support sentences. Ss discuss the task and choose a detail.

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs for questions 1–5 and asks one pair to explain the task.

    Students

    Pairs give answers and explain their chosen detail. Expected explanation: 'The detail is specific and useful for the listener.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and reminds Ss not to turn an example into a claimed observation or add results that are not in the text.

    Students

    Ss correct their answers in their notebooks.

Activity 4: Application · 8 minutes

Real-life invitation and summary

a) Aims

Ss use the target functions and vocabulary to invite a partner to a real school event and write a short, accurate summary.

b) Content

Ss work in pairs to make an invitation to a real school event, such as a science fair, a book fair or an English club meeting. Pairs perform a short dialogue of at least 4 lines using: Would you like to…? / I'd be delighted to. / What time…? / Thank you for inviting me. Then each pair writes a three-sentence summary of the dialogue using only the information they have created, and keeps any condition, such as 'I can stay for the first hour'.

c) Expected outcomes

Each pair performs a dialogue of at least 4 lines and writes a three-sentence summary. Expected summary example:

  • A invites B to the English club meeting on Thursday.
  • B accepts and asks about the time.
  • B can stay for the first hour only.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the criteria on the slide: correct functions, correct stress in long words, and a summary that keeps all conditions.

    Students

    Ss listen and choose a real school event.

  2. Teacher

    Step 2: Task performance

    T gives 4 minutes for pairs to write the dialogue and the summary. T monitors and helps with vocabulary and grammar.

    Students

    Pairs write the dialogue and the summary. Expected sentence: 'We can attend the book fair on Thursday, but only for the first hour.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to perform and read their summaries. The class gives feedback on accuracy and stress.

    Students

    Pairs perform and read. Classmates give feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective performances and recaps: 'In an invitation, we use polite functions, specific details and conditions. A comparison always needs a criterion.'

    Students

    Ss note the key points in their notebooks.

Worksheets

Worksheet No. 1

Read the text and complete the tasks.
FAO, the Food and Agriculture Organization of the United Nations, works on food, agriculture and food security. Its Viet Nam country information describes cooperation with national partners. Food security includes access to sufficient, safe and nutritious food, not just growing a large total amount. Separate a programme's goal from a measured outcome.

Task 1. Answer the questions.

  • What does FAO work on?
  • What does the Viet Nam country information describe?
  • What does food security include?

Task 2. Complete the table with information from the text.

  • Goal of a programme: ______
  • Measured outcome: ______

Task 3. Answer the question.

  • Can a cheaper programme be more effective? Why or why not?

Homework

  • Practise the dialogue with a family member and change the event and the time.
  • Write a three-sentence summary of the FAO text. Keep the information about food security and the condition 'not just growing a large total amount'.
  • Mark the stress in the words: international, organisation, educational, opportunity. Record yourself and listen to check your pronunciation.
  • Look at the NeoEdu page neoedu.vn/learn/10/english/unit-7-communication-and-culture-clil and complete the interactive exercises before the next lesson.

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