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

Giáo án Looking back

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use comparative and superlative forms of adjectives, including irregular forms (good–better–best, bad–worse–worst), to compare items and identify extremes in a group.
    • Explain why double comparison (e.g., not more better) is incorrect and why a comparison needs a clear criterion.
    • Pronounce words of more than three syllables with the correct primary stress (inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty).
    • Use the vocabulary of the unit: cooperation, organisation, education, access, participate, support.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review their own errors in the grammar and stress exercises and correct them without waiting for teacher's help.
  • Communication and collaboration: Ss work in pairs and groups to check answers, compare sentences and give feedback on each other's pronunciation.
  • Problem-solving and creativity: Ss decide which criterion to use when comparing two school-support options and write an original short paragraph to support their choice.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to the model sentence, read the exercises aloud, and write a short connected paragraph about a school-support programme using comparatives and superlatives.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply comparative and superlative forms, mark word stress in multi-syllable words, and match unit vocabulary with its meanings.

3. Personal qualities

  • Diligence: Ss complete all exercises on time and rewrite incorrect sentences until they are accurate.
  • Responsibility: Ss take responsibility for their own pronunciation practice and for their role in group work.
  • Honesty: Ss assess their own pronunciation and writing honestly and admit mistakes when peers or the teacher point them out.
  • Kindness: Ss give constructive, polite feedback to classmates during pair and group work.
  • Patriotism: Ss show pride in Viet Nam's participation in international cooperation when they discuss educational support for local schools.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with slides showing the grammar summary, stress patterns and the model sentence
  • Answer key for exercises 1–10 (Unit 7, Looking back)
  • Worksheets 1 and 2 (printed for each group)
  • Timer and small cards for the matching activity
  • NeoEdu lesson page: neoedu.vn/learn/10/english/unit-7-looking-back (lesson notes, examples and interactive exercises)

2. Students

  • Student's book Tiếng Anh 10 (Global Success), Unit 7
  • Notebook, pen and pencil
  • Highlighter or pencil to mark stress in words
  • Blank sheet of paper for the final writing task

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick Quiz: Which Is Better?

a) Aims

Ss recall the comparative and superlative forms they have studied and activate the unit vocabulary before the review.

b) Content

Ss look at three quick prompts on the board and give the correct form in their heads, then say it aloud:

  • Prompt 1: good → ? (better / best)
  • Prompt 2: bad → ? (worse / worst)
  • Prompt 3: 'This programme is ___ than the old one.' (effective → more effective)
    T then asks: 'Which is correct, more better or better? Why?'

c) Expected outcomes

Ss give the forms better, best, worse, worst and more effective. Ss state that 'more better' is incorrect because the comparative is already marked, so it must not be double-marked. Ss write the lesson title 'Looking back: comparisons and stress' in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Today we review the unit. Let's warm up with a quick quiz.' T shows the three prompts on the slide and sets a 1-minute time limit.

    Students

    Ss listen to the instructions and prepare to answer individually in their heads.

  2. Teacher

    Step 2: Task performance

    T gives the signal to start, walks around and observes who is ready.

    Students

    Ss think silently, then whisper their answers to a partner. Expected answers: better, best; worse, worst; more effective.

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 Ss to answer aloud and asks: 'Why is 'more better' wrong?'

    Students

    Ss answer: 'Better already means more good, so we do not add more.' Other Ss add that the comparison must be made with 'than' when comparing two items.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes on the board: 'Do not double-mark comparison: not more better.' T introduces the lesson aim: review comparisons and word stress.

    Students

    Ss copy the title and the aim into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Retrieve and Connect: Comparatives and Superlatives

a) Aims

Ss systematise the rules for comparatives and superlatives, including irregular forms, and understand that a comparison needs a criterion.

b) Content

Ss work in groups of four using a 'Jigsaw' technique. Each group has a summary sheet (Worksheet 1) with four parts:

  • Part A: Comparatives for two items (smaller than, more effective than)
  • Part B: Superlatives for a group of three or more (the smallest, the most effective of the three)
  • Part C: Irregular forms (good–better–best, bad–worse–worst)
  • Part D: Common errors (not more better; a cheaper programme is not automatically more effective)
    Each S in the group reads one part, explains it to the others, and then the group answers the questions on Worksheet 1.

c) Expected outcomes

Completed Worksheet 1 with these key points written in Ss' own words:

  • Comparative: adjective + -er / more + adjective + than (e.g., smaller than; more effective than).
  • Superlative: the + adjective + -est / the most + adjective + of/in the group (e.g., the smallest; the most effective of the three).
  • Irregular: good–better–best; bad–worse–worst.
  • Error: never double-mark comparison (not more better).
  • A comparison needs a criterion: a cheaper programme is not automatically more effective.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides Ss into groups of four and gives each S one part of Worksheet 1 (Parts A–D). T says: 'Read your part, then teach it to your group in two minutes.'

    Students

    Ss read their part silently and note the key rule and example.

  2. Teacher

    Step 2: Task performance

    T moves around the room and checks understanding. T asks: 'When do we use the superlative?' and 'What is the criterion in 'a cheaper programme'?'

    Students

    Ss take turns teaching their parts. Expected answers: We use the superlative for an extreme in a group of three or more; the criterion is cost (cheaper), not effectiveness.

  3. Teacher

    Step 3: Report and discussion

    T invites one group to share its completed table and asks other groups to check one point each.

    Students

    A representative of one group reads the completed rules aloud. Other groups add or correct one point. Expected: 'The smallest of the three' is correct; 'the most effective than' is incorrect.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules on the slide: comparatives compare two items with 'than'; superlatives identify an extreme in a stated group; irregular forms must be memorised; do not double-mark. T stresses: a comparison needs a criterion.

    Students

    Ss correct their worksheets and copy the grammar summary into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Transfer to Communication: Word Stress

a) Aims

Ss identify and produce the primary stress in words of more than three syllables and say a whole phrase with natural rhythm.

b) Content

T models the four words with stress marked by capitals: inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty. T then reads the model sentence 'International cooperation creates educational opportunities.' Ss clap or tap the stressed syllables, repeat chorally, then practise the whole sentence in pairs. T reminds Ss that secondary stress and vowel quality may vary by accent, and that they should practise whole words in phrases, not only the stressed syllable.

c) Expected outcomes

Ss can identify the stressed syllables:

  • inter-NA-tion-al (stress on the 2nd syllable NA)
  • organi-SA-tion (stress on SA)
  • edu-CA-tion-al (stress on CA)
  • oppor-TU-ni-ty (stress on TU)
    Ss say the sentence 'International cooperation creates educational opportunities.' with clear stress and natural rhythm. Ss note: primary stress is the key; accent variation is acceptable if meaning is clear.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen and tap the stressed syllable in each word.' T models the first word and asks Ss to mark stress in their books.

    Students

    Ss listen, mark the stressed syllable with a capital letter or underline in their books.

  2. Teacher

    Step 2: Task performance

    T reads each word and pauses. Then T says the full sentence and asks Ss to repeat chorally, then in pairs, one S says the sentence and the partner gives feedback.

    Students

    Ss repeat chorally, then practise in pairs. Partner feedback example: 'You stressed the first syllable of 'educational'. Try stressing CA.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 pairs to say the sentence to the class and asks the class to identify the stressed syllables in each word.

    Students

    Pairs perform the sentence. The class responds: 'The stress in 'opportunity' is on TU.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the four patterns and reminds Ss: stress in words of more than three syllables helps listeners understand; practise words in phrases. T plays the NeoEdu lesson page for a quick listening check if time allows.

    Students

    Ss write the four words with stress marked in their notebooks and repeat the sentence once more.

Activity 3.1: Practice · 10 minutes

Exercises 1–8: Choose the Correct Form

a) Aims

Ss apply the comparative and superlative rules to choose the correct form in context.

b) Content

Ss complete Worksheet 2, Part A (exercises 1–8) individually for 5 minutes, then check in pairs. T then reviews the answers and asks Ss to explain their choice with the rule.
Exercises (answers in product):

  1. This plan is ___ than the old one. (effective)
  2. Of the three routes, this is ___. (short)
  3. The new leaflet is ___ to read than the old one. (easy)
  4. This is ___ result we have achieved. (good)
  5. The second workshop was ___ than the first. (useful)
  6. These boxes are ___ than those bags. (heavy)
  7. This option is ___ expensive of all. (A. the least; B. less; C. least than; D. the less)
  8. Today's delay is ___ than yesterday's. (bad)

c) Expected outcomes

Answers with reasons:

  1. C – more effective (a longer adjective uses more + adjective + than).
  2. B – the shortest (a three-item group needs the superlative).
  3. A – easier (easy changes y to i and adds -er).
  4. D – the best (good has the irregular superlative best).
  5. C – more useful (useful takes more for comparison).
  6. B – heavier (heavy takes -ier in a two-set comparison).
  7. A – the least (of all requires a superlative; least marks the lowest amount).
  8. D – worse (bad has the comparative worse).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Complete exercises 1–8 in Worksheet 2, Part A. You have five minutes. Then check with your partner.'

    Students

    Ss read the sentences and choose the correct answer individually.

  2. Teacher

    Step 2: Task performance

    T monitors and gives hints only (not answers) to Ss who are stuck: 'Is there a word like 'than'? Then you need a comparative.'

    Students

    Ss complete the exercises, then compare answers with their partner and explain the reason for any difference.

  3. Teacher

    Step 3: Report and discussion

    T reads each exercise aloud and asks 'Who chose A? Who chose C?' T asks Ss to justify their answers. Expected: 'For number 7, the answer is A because we need a superlative with 'of all'.'

    Students

    Ss answer and give reasons. Ss who answered wrong correct their answers in red pen.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes on the board the three most frequent errors: double comparison, forgetting 'the' in superlatives, and forgetting irregular forms. T praises Ss who gave clear reasons.

    Students

    Ss write the correct sentences in their notebooks.

Activity 3.2: Practice · 5 minutes

Exercises 9–10: Match Vocabulary and Read Aloud

a) Aims

Ss recall the meaning of the six unit words and practise reading a sentence aloud with correct stress and rhythm.

b) Content

Part 1 (exercise 9): Ss match each word with its meaning in a 1-minute matching game.
Part 2 (exercise 10): Ss read the practice aloud twice: first slowly, then at a natural pace. Ss then explain the stress focus of the unit (stress in words of more than three syllables) and demonstrate it to a partner.
Vocabulary: cooperation, organisation, education, access, participate, support.

c) Expected outcomes

Exercise 9 matches:

  • cooperation – hợp tác
  • organisation – tổ chức
  • education – giáo dục
  • access – khả năng tiếp cận
  • participate – tham gia
  • support – hỗ trợ
    Exercise 10: Ss read 'inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty' and the sentence 'International cooperation creates educational opportunities.' aloud twice. Teacher's self-check rubric (10 points): stress focus (4 points), clear sounds and meaning (3 points), rhythm suited to the sentence (2 points), natural and confident delivery (1 point).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Match the words with the meanings in exercise 9. Then read the practice in exercise 10 aloud twice, first slowly, then at natural pace.'

    Students

    Ss start the matching task individually and prepare to read aloud.

  2. Teacher

    Step 2: Task performance

    T times the matching task for one minute. Then T listens to pairs reading aloud and gives brief notes.

    Students

    Ss match the words, then read the sentence to a partner. Partner gives feedback using the rubric.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 Ss to read the sentence aloud to the class and asks the class to rate the stress using the rubric.

    Students

    Volunteers read aloud. Class gives feedback, for example: 'The stress on TU in 'opportunities' is clear.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matching answers and gives a final comment on pronunciation: primary stress matters most; accent variations are acceptable when meaning is clear.

    Students

    Ss correct any wrong matches and write the six words with their meanings in their notebooks.

Activity 4: Application · 7 minutes

Writing a Short Paragraph: Choosing a School-Support Programme

a) Aims

Ss use comparatives, superlatives and unit vocabulary in a connected paragraph, and apply a clear criterion to support their opinion.

b) Content

Ss read the model text and then write a short paragraph (about 60–80 words) answering this question: 'Which school-support programme is more effective: a large donation of equipment or a smaller programme with teacher training and accessible materials?' Ss must:

  • use at least two comparatives (e.g., more effective than, easier to access)
  • use one superlative with 'of the' (e.g., the most effective of the three)
  • use at least one unit word (cooperation, support, access, participate, education, organisation)
  • state a criterion for the comparison (e.g., cost, benefit, long-term access)
    In class, Ss read their paragraphs to a partner. Homework: finish the paragraph and record a 30-second reading using the stress patterns.

c) Expected outcomes

A short paragraph of 60–80 words in which Ss:

  • compare two options using more + adjective + than or adjective-er + than
  • include one superlative with the + adjective + of the three
  • state a clear criterion (e.g., 'Considering long-term benefits, the smaller programme is more effective') rather than claiming that a cheaper or larger programme is automatically better
  • use at least one unit word correctly.
    Example sentence (for T's model): 'A smaller programme may be more effective than a larger donation with no support, because teacher training helps local families participate.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the question and the four requirements on the slide. T says: 'Write your paragraph in 5 minutes. Use at least two comparatives and one superlative, and state your criterion.'

    Students

    Ss read the question and requirements, then write their paragraph individually.

  2. Teacher

    Step 2: Task performance

    T walks around, checks grammar (no double comparison) and stress in unit words. T prompts: 'What is your criterion? Cost? Benefit?'

    Students

    Ss write their paragraphs. Ss can answer: 'The criterion is long-term benefit, because a smaller programme with training helps more students access education.'

  3. Teacher

    Step 3: Report and discussion

    T asks 3 Ss to read their paragraphs aloud. The class checks for the four requirements.

    Students

    Volunteers read aloud. Class says what was good and suggests one improvement.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives brief feedback, models one improved sentence, and reminds Ss: do not present an example as a proven fact, and a comparison always needs a criterion. T closes the lesson and assigns homework.

    Students

    Ss revise one sentence in their paragraph and write the final version in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet 1: Grammar Summary (Retrieve and Connect)

Part A – Comparatives for two items

  • Rule: ___ + than
  • Example from the unit: smaller than; more effective than
  • Question: What is the structure for short and long adjectives?

Part B – Superlatives for a group of three or more

  • Rule: the + ___ of/in the group
  • Example from the unit: the smallest; the most effective of the three
  • Question: When do we use the superlative?

Part C – Irregular forms

  • good – ___ – best
  • bad – ___ – worst
  • Question: Write the comparative of 'good' and 'bad'.

Part D – Common errors

  • Error: not more better (double comparison)
  • Criterion: A cheaper programme is not automatically more effective.
  • Question: Why must a comparison have a criterion?

Group questions:

  1. Which part explains the superlative with 'of the three'?
  2. Which error is incorrect and why?
  3. Give one example of a criterion for comparing two school-support programmes.

Phiếu học tập số 2

Worksheet 2: Practice (exercises 1–8)

Choose the correct answer (A, B, C or D).

  1. This plan is ___ than the old one. (effective)
    A. effective more B. the effective C. more effective D. most effective

  2. Of the three routes, this is ___. (short)
    A. short B. the shortest C. shorter D. more short

  3. The new leaflet is ___ to read than the old one. (easy)
    A. easier B. more easier C. easiest D. easy

  4. This is ___ result we have achieved. (good)
    A. the better B. goodest C. more good D. the best

  5. The second workshop was ___ than the first. (useful)
    A. most useful B. the useful C. more useful D. usefuller

  6. These boxes are ___ than those bags. (heavy)
    A. heavy B. heavier C. more heavier D. heaviest

  7. This option is ___ expensive of all.
    A. the least B. less C. least than D. the less

  8. Today's delay is ___ than yesterday's. (bad)
    A. badder B. worst C. more worse D. worse

Write one sentence explaining why you chose your answer for exercise 7.

Homework

  • Finish the school-support paragraph (60–80 words) from the apply activity. Check that you have at least two comparatives, one superlative with 'of the', one unit word and one clear criterion.
  • Read the sentence 'International cooperation creates educational opportunities.' aloud five times. Mark the primary stress in inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al and oppor-TU-ni-ty.
  • Review the irregular forms good–better–best and bad–worse–worst, and write five sentences using them.
  • Do the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/10/english/unit-7-looking-back, and note the questions you got wrong to discuss in the next lesson.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.