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:
- pronounce words with more than three syllables with the correct primary stress, such as inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al and oppor-TU-ni-ty.
- use the six topic words (cooperation, organisation, education, access, participate, support) in context.
- form and use comparatives (smaller than, more effective than) and superlatives (the smallest, the most effective of the three), including irregular forms good–better–best and bad–worse–worst.
- avoid double comparison (not more better) and state a criterion when comparing.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the worksheets alone first, check their own stress and grammar choices against the answer key, and correct their mistakes before the class discussion.
Communication and collaboration: Ss work in pairs and groups to read aloud, compare two options and give peer feedback on stress and sentence form.
Problem-solving and creativity: Ss choose a criterion (cost, time, access, effectiveness) to compare two English-learning options and build original sentences to justify their choice.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and imitate the model reading, read the practice sentence aloud, and write comparison sentences about options related to the unit topic.
Language knowledge (pronunciation, vocabulary, grammar): Ss place primary stress correctly in multisyllable words, use the six topic words accurately, and apply comparative and superlative forms with the correct structure.

3. Personal qualities

Diligence: Ss practise the stress pattern and the comparative forms repeatedly until they can produce them accurately without prompts.
Responsibility: Ss finish their individual worksheet before joining group work and take responsibility for checking their own answers.
Honesty: Ss assess their own reading performance honestly against the rubric and admit which forms they still find difficult.

II. Teaching aids and materials

1. Teacher

Textbook English 10 (Global Success), Unit 7, Language section
Projector or interactive board with slides showing the four stress words, the grammar table and the six topic words
Board and coloured markers
Worksheet 1 and Worksheet 2 (printed for each pair)
Timer and rubric for the reading-aloud task
NeoEdu digital lesson page with presentation, examples and interactive exercises: neoedu.vn/learn/10/english/unit-7-language

2. Students

Textbook and notebook
Pen or pencil (bút chì), eraser and ruler
Coloured pens for marking stress
Small whiteboard or sticky notes for group presentation (optional)

III. Procedures

Activity 1: Warm-up · 8 minutes

Warm-up: Which Option Is Better?

a) Aims

Ss activate prior knowledge of comparing things and notice the difference between comparing two items and comparing more than two.

b) Content

T writes two questions on the board: 'Which is more useful for learning English: a dictionary app or a textbook?' and 'Which is the most useful of the three: a dictionary app, a textbook or a class club?' Ss answer in pairs and say which criterion they used.

c) Expected outcomes

Ss produce at least two sentences with comparison forms, for example: 'A dictionary app is cheaper than a textbook.' and 'A class club is the most useful of the three for speaking practice.' Ss identify the criterion (cost, usefulness, speaking practice) in each sentence. Lesson title and objectives are written on the board.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the two questions on the board and asks: 'What do we need to compare two things? What do we need when we compare three or more?' T gives 30 seconds for Ss to think.
Students
Ss listen to the questions and think silently about the answers.
Teacher
Step 2: Task performance
T asks Ss to discuss in pairs and write two sentences in their notebooks. T walks around and helps weaker pairs with the form.
Students
Ss discuss in pairs. Expected answers: 'A textbook is more complete than a dictionary app.' / 'A class club is the most useful of the three.' Ss underline the criterion word.
Teacher
Step 3: Report and discussion
T calls on 2 or 3 pairs to read their sentences. T asks: 'Why did you say cheaper? What is the criterion?' and 'Why do we use the here, not more?'
Students
Pairs read their sentences. Expected answer: 'We compare cost, so we say cheaper.' 'We use the most with three items, so we say the most useful of the three.'
Teacher
Step 4: Conclusion and assessment
T praises the good sentences and writes the two patterns on the board: 'adj-er / more + adj + than' for two items and 'the + adj-est / most + adj + of/in' for a group. T introduces the lesson aim: 'Today we will pronounce long words correctly and use comparisons accurately.'
Students
Ss copy the two patterns and the lesson aim into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary: Six Topic Words in Context

a) Aims

Ss understand and use the six topic words from the unit: cooperation, organisation, education, access, participate and support.

b) Content

Ss complete Worksheet 1 by matching each word with its meaning (cooperation – hợp tác; organisation – tổ chức; education – giáo dục; access – khả năng tiếp cận; participate – tham gia; support – hỗ trợ). Then Ss read the sample sentence 'International cooperation creates educational opportunities' and say which words they can see.

c) Expected outcomes

Completed Worksheet 1: cooperation = hợp tác; organisation = tổ chức; education = giáo dục; access = khả năng tiếp cận; participate = tham gia; support = hỗ trợ. Ss write one new sentence with at least two of these words, for example: 'Students can participate in the programme and get support from the teachers.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and models the first item. T reads each word aloud and asks Ss to repeat it.
Students
Ss listen, repeat the six words and look at the worksheet.
Teacher
Step 2: Task performance
T asks Ss to work individually for 3 minutes to match the words, then check in pairs. T monitors and encourages Ss to use the sample sentence to guess meanings.
Students
Ss match the words with meanings individually, then compare answers with a partner. Expected: 'cooperation' – 'hợp tác' etc. Ss write one new sentence with two of the words.
Teacher
Step 3: Report and discussion
T calls on pairs to read their new sentences. T asks: 'Which word is a noun and which is a verb?' and corrects word forms (for example participate in, support from).
Students
Pairs read their sentences. Expected answer: 'Education and organisation are nouns; participate and support are verbs.'
Teacher
Step 4: Conclusion and assessment
T confirms the meanings on the slide and points out the collocations: 'participate in', 'access to', 'support for'. T reminds Ss to write new words with their part of speech.
Students
Ss correct their worksheets and note the collocations in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Pronunciation: Stress in Long Words

a) Aims

Ss recognise and produce the primary stress in words with more than three syllables.

b) Content

T models four words: inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty. Ss clap or tap the syllables, mark the stress, then say the whole words in the phrase 'International cooperation creates educational opportunities.' T reminds Ss that primary stress is shown by capitals and that secondary stress may vary by accent.

c) Expected outcomes

Ss mark the stress correctly: inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty. Ss say the full sentence 'International cooperation creates educational opportunities' with natural rhythm. Key understanding: stress falls on the syllable that is marked in capitals, and the other syllables are weaker.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four words on the board without capitals and asks: 'How many syllables does each word have? Which syllable is the strongest?' T models the first word with a clap and a stressed beat.
Students
Ss listen and count the syllables of each word aloud.
Teacher
Step 2: Task performance
T asks Ss to tap the syllables in pairs, mark the stress with a coloured pen and then say each word three times. T circulates and listens for the stressed syllable.
Students
Pairs tap and mark the stress. Expected answer: 'inter-NA-tion-al has four syllables; the stress is on NA.' Ss practise the whole sentence in pairs.
Teacher
Step 3: Report and discussion
T asks 2 pairs to say the words and the sentence aloud. T asks the class: 'Did the stress fall on the same syllable in each word?' and 'Where do we hear the stress in the whole sentence?'
Students
Pairs say the words. Expected answer: 'The stress is always on the same syllable in each word; in the sentence, we say the stressed words more strongly.'
Teacher
Step 4: Conclusion and assessment
T summarises: 'Practise whole words in phrases, not isolated stressed syllables only.' T notes that secondary stress and vowel quality may vary by accent, and that Ss should keep the primary stress clear.
Students
Ss write the four words with stress marks in their notebooks and repeat the rule.

Activity 2.3: Knowledge formation · 20 minutes

Grammar: Comparatives and Superlatives

a) Aims

Ss form and use comparatives and superlatives, including irregular forms, and avoid double comparison.

b) Content

T shows the examples on the slide: 'smaller than', 'more effective than', 'the smallest', 'the most effective of the three', 'good – better – best', 'bad – worse – worst'. Ss work in groups of four to complete the grammar table on the board and discuss the rule for each form. T also shows the errors 'not more better' and 'a cheaper programme is not automatically more effective' and asks Ss to explain why.

c) Expected outcomes

Ss complete the grammar table: - Comparative: short adjective + -er + than (smaller than); long adjective: more + adjective + than (more effective than). - Superlative: the + adjective + -est (the smallest); the most + long adjective + of/in (the most effective of the three). - Irregular: good – better – best; bad – worse – worst. - Do not use two comparison markers: not 'more better', but 'better'. - A comparison needs a criterion: a cheaper programme is not automatically more effective.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides Ss into groups of four and gives each group a large sheet of paper with a blank table. T asks: 'What is the difference between comparing two items and comparing a group?'
Students
Groups read the examples on the slide and prepare to complete the table with rules.
Teacher
Step 2: Task performance
T asks groups to complete the table and write one example sentence for each form. T prompts: 'Why is it more effective, not effectiver?' and 'Why is the criterion important?'
Students
Groups discuss and write the rules. Expected answers: 'One-syllable adjectives take -er/-est; long adjectives take more/most; good and bad are irregular; we do not use more and -er together.'
Teacher
Step 3: Report and discussion
T invites each group to present one row of the table. T asks other groups: 'Do you agree? Can you give another example?'
Students
Groups present their rows. Expected answer: 'A cheaper programme is not automatically more effective, because effectiveness is a different criterion from cost.'
Teacher
Step 4: Conclusion and assessment
T confirms the rules on the board and reads the 'Ghi nhớ' sentences aloud. T points out the common error 'not more better' and says: 'Comparison needs a criterion; always say what you are comparing.'
Students
Ss copy the completed table and the rules into their notebooks and check their group work.

Activity 3.1: Practice · 15 minutes

Grammar Practice: Choose the Correct Form

a) Aims

Ss choose the correct comparative or superlative form in context and explain their choice.

b) Content

Ss complete Worksheet 2 individually (Exercises 1–8). Then Ss check their answers in pairs and explain each choice using the rule from the grammar table, for example: 'Of all requires a superlative.'

c) Expected outcomes

Answer key for Worksheet 2: 1 – A (more effective); 2 – D (the shortest); 3 – C (easier); 4 – B (the best); 5 – A (more useful); 6 – D (heavier); 7 – C (the least); 8 – B (worse). Explanation examples: Q1 'a longer adjective uses more + adjective + than'; Q2 'a three-item group needs a superlative'; Q3 'easy changes y to i and adds -er'; Q4 'good has the irregular superlative best'; Q7 'of all requires a superlative, and least marks the lowest amount'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and explains the instruction: 'Choose A, B, C or D. Then explain your choice with the rule.' T sets a time limit of 8 minutes.
Students
Ss read the instructions and complete the eight items individually.
Teacher
Step 2: Task performance
T monitors and checks individual work. T gently asks Ss who finish early: 'Why is B wrong in Question 1?' Ss who are unsure may ask a neighbour.
Students
Ss complete the exercises. Expected difficulty: Q6 (heavy → heavier) and Q7 (the least expensive of all).
Teacher
Step 3: Report and discussion
T calls on individual Ss to give answers and explanations for 4 items. T asks the class to vote with hands if they agree.
Students
Ss give answers. Expected answer: 'Question 4 is D? No, it is B, the best, because good is irregular.'
Teacher
Step 4: Conclusion and assessment
T gives the full answer key and corrects any misunderstanding. T highlights the most common error: 'more better' and 'the less' instead of 'the least'.
Students
Ss correct their own worksheets and write the correct form for each mistake.

Activity 3.2: Practice · 10 minutes

Pronunciation Practice: Read Aloud with Peer Feedback

a) Aims

Ss read the practice text aloud with correct word stress, natural rhythm and clear meaning, and give peer feedback.

b) Content

Ss read the practice aloud twice: first slowly, then at a natural pace. Then Ss explain the stress focus of the unit and demonstrate it for the partner. Partners score each other using the 10-point rubric: stress focus (4 points), clear pronunciation and meaning (3 points), rhythm and intonation (2 points), self-correction and confidence (1 point). Text: 'International cooperation creates educational opportunities.'

c) Expected outcomes

Rubric scores and comments in each pair. Ss state the rule: the stressed syllable in each long word is marked in capitals (inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty), and the whole sentence is read as a phrase with natural rhythm.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and shows the rubric on the slide. T models reading the sentence twice: slowly, then at natural pace.
Students
Ss listen carefully and notice the stress and rhythm.
Teacher
Step 2: Task performance
T asks pairs to read the text to each other twice and score each other. T walks around and listens for the four stress words.
Students
Pairs read and score. Expected self-correction: 'I said EDU-cational; I need educational with stress on CA.'
Teacher
Step 3: Report and discussion
T asks 3 Ss to read aloud for the class. T asks the class: 'Was the stress clear? Was the rhythm natural?' and gives feedback.
Students
Volunteers read aloud. Classmates comment, for example: 'The stress on oppor-TU-ni-ty was clear, but the rhythm was too slow.'
Teacher
Step 4: Conclusion and assessment
T praises effort and points out common errors. T reminds Ss: 'Practise whole words in phrases, not isolated stressed syllables only.'
Students
Ss write down one stress word they need to practise more and record themselves at home.

Activity 4: Application · 10 minutes

Apply: Compare Two English Learning Options

a) Aims

Ss use comparatives and superlatives with a clear criterion, and use the unit's topic words and stress accurately, in a short spoken comparison.

b) Content

Groups of four choose two options for learning English outside class, for example 'an online course' and 'an English club at school', and one criterion: cost, time, access or effectiveness. Each group prepares a 1-minute spoken comparison using at least three comparative or superlative sentences, two topic words (access, participate, support, education...) and at least two long words with correct stress. Groups present to the class.

c) Expected outcomes

A short group comparison, for example: 'An English club at school is cheaper than an online course, and it gives students better access to teachers for support. Of the three options we studied, the club is the most convenient one for students who participate in class activities.' Ss include a criterion and avoid double comparison.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives the task on the slide and models one sample comparison. T reminds Ss to state the criterion and to use at least one superlative of the three.
Students
Ss listen to the sample and note the structures they need to use.
Teacher
Step 2: Task performance
T gives groups 6 minutes to draft and rehearse. T checks that groups use the correct forms and stress, and gives help on wording.
Students
Groups choose options and a criterion, write their comparison and rehearse. Expected choice: cost or access.
Teacher
Step 3: Report and discussion
T invites two groups to present. After each presentation, T asks the class: 'Which criterion did the group use? Was there any double comparison?'
Students
Groups present. Classmates give one positive comment and one suggestion.
Teacher
Step 4: Conclusion and assessment
T summarises the key points: 'A comparison needs a criterion, and effective does not always mean cheapest.' T assigns the homework and closes the lesson.
Students
Ss note the feedback and the homework in their notebooks.

Worksheets

Worksheet 1: Topic Words

Match each word with its meaning in Vietnamese.

cooperation
organisation
education
access
participate
support

Meanings (in random order):

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

Then write one sentence with at least two of the words.

Sentence: ...

Worksheet 2: Comparatives and Superlatives

Choose the correct answer (A, B, C or D) and explain your choice.

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
This is ___ result we have achieved. (good)
A. more good B. the best C. the better D. goodest
The second workshop was ___ than the first. (useful)
A. more useful B. usefuller C. most useful D. the useful
These boxes are ___ than those bags. (heavy)
A. more heavier B. heaviest C. heavy D. heavier
This option is ___ expensive of all.
A. least than B. the less C. the least D. less
Today's delay is ___ than yesterday's. (bad)
A. more worse B. worse C. badder D. worst

Homework

Practise the four stress words (inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty) by saying the sentence 'International cooperation creates educational opportunities' aloud five times, once at a slow pace and four times at a natural pace. Record yourself and listen to check the stress.
Write a short paragraph (5–6 sentences) comparing two ways to learn English, for example a textbook and an online app. Use at least two comparatives, one superlative of three (or of all), one irregular form (good/better/best or bad/worse/worst) and at least three of the topic words: cooperation, organisation, education, access, participate, support.
Check your answers to Worksheet 2 and write the correct form for any item you got wrong. Review the grammar table and the rule 'not more better'.
Optional: Go to the NeoEdu page neoedu.vn/learn/10/english/unit-7-language and do the interactive exercises on stress and comparatives. Note the score and bring any questions to the next lesson.

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