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

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- identify the speaker intentions in the opening exchange (inviting, accepting, asking for details, setting a limit on attendance).
- use six topic words: cooperation, organisation, education, access, participate, support.
- form and use comparatives and superlatives of regular and irregular adjectives, and avoid double comparison.
- pronounce the stress pattern of words with more than three syllables (international, organisation, educational, opportunity).

2. Competences

a) General competences

Self-control and independent learning: Ss work on the matching and grammar tasks alone first, then check their answers before the class discussion.
Communication and collaboration: Ss work in pairs to read the exchange aloud and role-play an invitation, taking turns and giving feedback to each other.
Problem-solving and creativity: Ss choose the correct comparative or superlative form by reasoning about the criterion, and create a new short dialogue about a school-support event.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss follow the opening exchange, identify speaker intentions, and produce a short invitation and reply in pairs.
Language knowledge (pronunciation, vocabulary, grammar): Ss match six topic words to their Vietnamese meanings, mark stress in four long words, and use comparatives and superlatives correctly.

3. Personal qualities

Diligence: Ss complete all tasks on time and check their own answers carefully.
Kindness: Ss give polite, encouraging feedback to their partners during pair work.
Responsibility: Ss take their assigned role in pair work and finish the homework summary on their own.

II. Teaching aids and materials

1. Teacher

Projector, slides with the opening exchange, the vocabulary list, and the grammar boxes
Picture of an international-cooperation exhibition (for warm-up)
Worksheet 1 and Worksheet 2 (printed for each pair)
Answer key for Exercises 2–5
NeoEdu learning page: neoedu.vn/learn/10/english/unit-7-getting-started (lesson presentation, audio of the exchange, interactive exercises)

2. Students

Student's book English 10 (Global Success), Unit 7
Notebook, pen, pencil
Small whiteboard or sticky notes for quick answers (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Opening the exchange

a) Aims

Ss activate prior knowledge about international cooperation and predict the purpose of a short invitation.

b) Content

T shows a picture of an exhibition about international cooperation and asks: 'What do you see? Who do you think organises events like this?' T then asks Ss to guess what the invitation in the lesson is about, using the word 'invite'.

c) Expected outcomes

Ss give 2–3 predictions in English, for example: 'It is an invitation to an exhibition.' 'Someone is asking a friend to come.' Ss also name one way to accept an invitation politely, for example 'I'd be delighted to.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the picture and asks: 'What is happening in this picture? What is an exhibition about international cooperation?' T gives the instruction: 'Look at the picture, then predict what the conversation is about.'
Students
Ss look at the picture and listen to the instruction. They think for 30 seconds before speaking.
Teacher
Step 2: Task performance
T walks around and prompts with questions: 'Who is inviting whom?' 'How can you say yes politely?'
Students
Ss discuss in pairs and note their predictions in their notebook. Expected answers: 'It is about an exhibition.' 'A student invites a friend.' 'I'd be delighted to.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share predictions and writes key words on the board.
Students
Representative pairs report their predictions to the class, for example: 'We think A invites B to an exhibition on Friday.'
Teacher
Step 4: Conclusion and assessment
T confirms the topic: 'Today we will read a short invitation about international cooperation.' T links the predictions to the lesson and introduces the unit title, Viet Nam and international organisations.
Students
Ss write the lesson title in their notebook and keep their predictions to check later.

Activity 2.1: Knowledge formation · 8 minutes

Reading the opening exchange and speaker intentions

a) Aims

Ss follow the opening exchange and identify what each speaker intends to do.

b) Content

Ss listen to the recording or read the exchange with T, then answer these questions:

What does A want to do? (A wants B to attend the exhibition.)
What does B say first? (B accepts with enthusiasm.)
What does B ask? (B asks for the starting time.)
What limit does B give? (B can stay only for the first hour.)
All questions are answered in pairs before T checks.

c) Expected outcomes

Ss complete the list of speaker intentions:

A: inviting B to an exhibition on Friday.
B (line 1): accepting the invitation politely.
B (line 2): asking for the start time.
A (line 2): giving the time and place (three o'clock, in the library).
B (line 3): thanking A and stating a limit (staying for the first hour).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T plays the recording (or reads the exchange) twice. T asks: 'What does A want? What does B say? What is the limit?' T gives the pair task.
Students
Ss listen carefully and look at the text in the book. They note key words in their notebook.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and answer the four questions. T goes around and checks that Ss identify intention, not just translate.
Students
Ss discuss and write short answers. Expected answers: 'A wants B to come.' 'B accepts politely.' 'B asks for the time.' 'B can stay one hour only.'
Teacher
Step 3: Report and discussion
T calls on 2–3 pairs to report. T asks: 'Why does B say I can stay for the first hour? Is it a yes or a no?'
Students
Ss report and explain: 'It is a yes with a condition. B will attend, but only for one hour.'
Teacher
Step 4: Conclusion and assessment
T confirms the intentions on the board: inviting, accepting, asking for details, thanking, setting a limit. T notes that polite replies such as 'I'd be delighted to' and 'Thank you for inviting me' are useful in real conversations.
Students
Ss copy the five intentions and the useful expressions into their notebook.

Activity 2.2: Knowledge formation · 5 minutes

Topic vocabulary matching

a) Aims

Ss learn six key words from the unit and match them with their Vietnamese meanings.

b) Content

Ss complete Worksheet 1 by matching each word with its meaning. Words: cooperation, organisation, education, access, participate, support. T models pronunciation of each word and Ss repeat in chorus.

c) Expected outcomes

Ss complete Worksheet 1 with these matches:

cooperation – hợp tác
organisation – tổ chức
education – giáo dục
access – khả năng tiếp cận
participate – tham gia
support – hỗ trợ

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet 1 and explains the task: 'Match each English word with its Vietnamese meaning. Then use one word in a short sentence.'
Students
Ss read the task and check the meaning of the instructions with T if needed.
Teacher
Step 2: Task performance
T models the pronunciation of each word. T monitors and gives hints if Ss are stuck, for example: 'Think about the word organise.'
Students
Ss work alone for two minutes, then compare with a partner. They repeat each word after T.
Teacher
Step 3: Report and discussion
T asks several Ss to read out one matching pair and one sentence they made.
Students
Ss report, for example: 'Education means giáo dục. We need access to education.'
Teacher
Step 4: Conclusion and assessment
T checks the matches on the board and highlights the words that appear in the unit topic.
Students
Ss correct any wrong matches and record the six words in their vocabulary notebook.

Activity 2.3: Knowledge formation · 7 minutes

Comparatives and superlatives

a) Aims

Ss understand the meaning and form of comparatives and superlatives, and recognise the common error of double comparison.

b) Content

T presents the grammar using the examples from the lesson:

Comparatives compare two items: smaller than, more effective than.
Superlatives identify an extreme in a stated group: the smallest, the most effective of the three.
Irregular forms: good – better – best; bad – worse – worst.
Error to avoid: not more better.
A comparison needs a criterion: a cheaper programme is not automatically more effective.
Ss then answer: 'Why is more better wrong?'

c) Expected outcomes

Ss write the grammar summary in their notebook:

Short adjective: adjective + -er + than (smaller than); long adjective: more + adjective + than (more effective than).
Superlative: the + adjective + -est (the smallest) or the most + adjective (the most effective).
Irregular: good – better – best; bad – worse – worst.
Do not use two comparison markers: say 'better', not 'more better'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the example sentences on the board and asks Ss to find the comparative and superlative forms. T asks: 'What is the difference between smaller than and the smallest?'
Students
Ss look at the examples and find the forms. They listen to T's explanation.
Teacher
Step 2: Task performance
T asks Ss to work in pairs to complete the grammar summary on Worksheet 2, Part A. T prompts: 'Is the adjective short or long? Do we need the?'
Students
Ss discuss and fill in the summary. Expected answers: 'Short adjectives add -er; long adjectives use more.' 'Superlatives need the.'
Teacher
Step 3: Report and discussion
T calls on one pair to read their summary and asks the class: 'Do you agree? Why is 'more better' wrong?'
Students
Ss report and explain: 'Better already means more good, so adding more is double marking.'
Teacher
Step 4: Conclusion and assessment
T confirms the rules on the board and stresses: a comparison needs a criterion. T gives the example: 'A cheaper programme is not automatically more effective.'
Students
Ss copy the rules and the example into their notebook.

Activity 2.4: Knowledge formation · 4 minutes

Stress in long words

a) Aims

Ss identify and produce the primary stress in words of more than three syllables.

b) Content

T models the stress pattern of: inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty. T reads the sentence 'International cooperation creates educational opportunities.' and asks Ss to mark the stress. T reminds Ss to practise whole phrases, not isolated syllables.

c) Expected outcomes

Ss mark the primary stress in each word:

international (in-ter-NA-tion-al)
organisation (or-ga-ni-SA-tion)
educational (ed-u-CA-tion-al)
opportunity (op-por-TU-ni-ty)
Ss read the full sentence with natural rhythm.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T plays the model or reads the words aloud, emphasising the stressed syllables. T asks: 'Which syllable is strongest?'
Students
Ss listen and mark the stress with a dot or underline in their notebook.
Teacher
Step 2: Task performance
T asks Ss to repeat the words in chorus and then read the whole sentence. T corrects stress errors gently.
Students
Ss repeat, first in chorus, then in pairs. Ss say the sentence with natural rhythm.
Teacher
Step 3: Report and discussion
T asks 2–3 Ss to read the sentence alone while the class listens for the stressed syllables.
Students
Ss read aloud and the class gives feedback: 'The stress on TU in opportunity is clear.'
Teacher
Step 4: Conclusion and assessment
T summarises: primary stress is shown by capitals in this lesson; accents may vary slightly, but the stress must remain clear. T notes that patterns are learned best in full phrases.
Students
Ss mark the stress pattern in their notebook and repeat the sentence once more.

Activity 3: Practice · 8 minutes

Choosing the correct comparative or superlative

a) Aims

Ss apply the rules of comparatives and superlatives to complete sentences correctly.

b) Content

Ss do Exercises 3, 4 and 5 from the book in pairs:
3. This plan is ___ than the old one. (effective) A. more effective; B. most effective; C. effective more; D. the effective
4. Of the three routes, this is ___. (short) A. shorter; B. more short; C. short; D. the shortest
5. The new leaflet is ___ to read than the old one. (easy) A. easiest; B. easy; C. easier; D. more easier

c) Expected outcomes

Answer key:

Exercise 3: A. more effective (a longer adjective uses more + adjective + than).
Exercise 4: D. the shortest (a group of three needs the superlative).
Exercise 5: C. easier (easy changes y to i and adds -er).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T projects the three sentences and explains: 'Choose the correct option. Tell your partner which rule you used.'
Students
Ss read the sentences and identify the words in brackets.
Teacher
Step 2: Task performance
T asks pairs to work together and check each other's answers. T monitors and asks: 'Is the sentence comparing two items or three?'
Students
Ss choose answers and explain the rule. Expected answers: 'Exercise 3 compares two plans, so we use more effective than.'
Teacher
Step 3: Report and discussion
T calls on pairs to give answers. T asks the class to agree or disagree and asks why.
Students
Ss report: 'Exercise 4 is D because three routes need the shortest.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and asks Ss to correct any wrong answer aloud. T links the answers to the rule: two items use comparative; three or more items use superlative.
Students
Ss write the correct answers in their notebook and note any rule they found difficult.

Activity 4: Application · 8 minutes

Inviting a partner to a school-support event

a) Aims

Ss use the opening exchange as a model to write and perform a short invitation and reply about a real school-support event.

b) Content

Ss work in pairs. Student A invites Student B to a school-support event (for example, a book donation day or a teacher-training workshop). Student A must:

invite B politely;
use one comparative (for example, 'A smaller programme may be more effective than a larger donation');
use one superlative (for example, 'the most useful activity').
Student B accepts, asks for the time, and sets a limit on attendance, similar to the model.

c) Expected outcomes

Each pair writes and performs a dialogue of 6–8 lines, for example:
A: Would you like to join our school-support day on Saturday?
B: I'd be delighted to. What time does it start?
A: At eight in the hall. The most useful activity is the book-reading workshop.
B: Thank you for inviting me. I can stay for the first hour.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and shows the success criteria on the slide: polite invitation, one comparative, one superlative, a limit on attendance. T gives 3 minutes to plan.
Students
Ss read the criteria and decide on their event and roles.
Teacher
Step 2: Task performance
Pairs write and rehearse the dialogue. T monitors and helps with forms, for example: 'Remember: more + long adjective + than.'
Students
Ss write the dialogue and practise pronunciation of the long words. Expected products may include 'educational activity' or 'the most effective workshop'.
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to perform their dialogues in front of the class. The class checks the criteria.
Students
Ss perform. Listeners give feedback: 'Your comparison is clear. You used the superlative correctly.'
Teacher
Step 4: Conclusion and assessment
T praises effective communication and corrects any double comparison. T reminds Ss that a comparison needs a clear criterion.
Students
Ss note one correction they received and write the improved sentence in their notebook.

Worksheets

Phiếu học tập số 1

Match each word with its meaning.

cooperation
organisation
education
access
participate
support

Meanings (shuffled):

tham gia
giáo dục
hỗ trợ
hợp tác
khả năng tiếp cận
tổ chức

Then write one short sentence with any two of the words.

Phiếu học tập số 2

Part A. Complete the grammar summary.

Short adjective (smaller): adjective + ___ + than
Long adjective (effective): ___ + adjective + than
Superlative (small, three items): the + ___
Superlative (effective): the most + ___
Irregular: good – ___ – best; bad – worse – ___

Part B. Choose the correct answer.

This plan is ___ than the old one. (effective)
A. more effective B. most effective C. effective more D. the effective
Of the three routes, this is ___. (short)
A. shorter B. more short C. short D. the shortest
The new leaflet is ___ to read than the old one. (easy)
A. easiest B. easy C. easier D. more easier

Part C. Correct the sentence: 'This programme is more better than the last one.'

Homework

Read the opening exchange again and write a three-sentence summary using only information in the model. Keep the condition 'I can stay for the first hour' because it is essential to the meaning. Do not add any result that is not in the text.
Write five sentences comparing two school-support options (for example, a small training programme and a large equipment donation). Use at least two comparatives and one superlative, and state the criterion in each sentence.
Practise the stress pattern of international, organisation, educational and opportunity by reading the sentence 'International cooperation creates educational opportunities.' aloud three times. You can check your pronunciation on the NeoEdu page: neoedu.vn/learn/10/english/unit-7-getting-started.
Prepare for the next lesson by reading the reading text in the book and listing five new words.

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