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Giáo án Tiếng Anh 10
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 purpose, audience, opening, supporting details and closing of an international-organisation fact sheet about UNICEF and Viet Nam.
  • pronounce and mark primary stress in words of more than three syllables such as international, organisation, educational and opportunity.
  • use comparatives and superlatives, including the irregular forms good–better–best and bad–worse–worst, to compare items on a stated criterion.
  • use the vocabulary: cooperation, organisation, education, access, participate, support.
  • complete a project product with a title, audience, sources and a short oral presentation.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the model fact sheet alone, note its features on Worksheet 1 and check their own answers against the key before sharing.
  • Communication and collaboration: Ss work in pairs and groups to compare answers, give feedback on each other's stress and sentences, and present their fact sheet to the class with a question period.
  • Problem-solving and creativity: Ss choose an international organisation linked to Viet Nam, find a source for each claim and design a fact sheet with a practical, clearly limited proposal.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse the UNICEF model, listen to and repeat the stress patterns, write a three-sentence summary and deliver a short oral presentation with source credits.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss mark word stress correctly, use the six target words in context, and form comparatives and superlatives correctly, avoiding double comparison such as 'more better'.

3. Personal qualities

  • Responsibility: Ss label planning figures and illustrative examples clearly, and do not present them as real observations.
  • Honesty: Ss give a source beside every claim and do not describe their classroom proposal as an official programme of any organisation.
  • Kindness: Ss give constructive, respectful feedback to their partners and consider privacy and consent if they collect any responses from classmates or families.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with the model fact sheet on UNICEF (slide)
  • Slides showing stress patterns, comparative and superlative forms, and the sample sentences
  • Printed Worksheet 1 and Worksheet 2 for each pair
  • Timer, sticky notes and a scoring checklist for the presentations
  • NeoEdu lesson page with explanations, examples and interactive exercises: neoedu.vn/learn/10/english/unit-7-project

2. Students

  • Student's book (Unit 7, Project section), notebook, pen and pencil
  • Blank A4 paper or a printed fact-sheet template for the final product
  • Coloured markers or sticky notes for group work
  • Phone or tablet (optional) for checking sources, only when the teacher allows

III. Procedures

Activity 1: Warm-up · 10 minutes

What makes a good fact sheet?

a) Aims

Ss recall the features of a clear fact sheet and predict what the UNICEF model will contain.

b) Content

Ss look at the title and the first lines of the UNICEF model on the slide and answer three questions in pairs: (1) What is the organisation and what is its focus? (2) Who do you think the fact sheet is for? (3) What information would you expect to see beside each claim? T also asks Ss to name any sources they have seen on websites about international organisations.

c) Expected outcomes

A short list of 3 features Ss expect in a fact sheet, for example:

  • a clear title and the name of the organisation (e.g. UNICEF; United Nations Children's Fund)
  • a focus area (children's rights, health, education and protection)
  • a source beside each claim (e.g. UNICEF Viet Nam education page, https://www.unicef.org/vietnam/education)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the UNICEF model on the slide and asks: 'Look at this fact sheet. What do you think it is for, and who is the audience?' T gives 2 minutes for pairs to discuss the three guiding questions.

    Students

    Ss read the title and first lines silently, then discuss the questions in pairs and write notes in their notebook.

  2. Teacher

    Step 2: Task performance

    T moves around, listens to pairs and gives hints such as 'Look at the words after the colon'.

    Students

    Ss point to the organisation name, the focus area and any source. Possible answers: 'It is about UNICEF.' / 'It is for students and teachers who want to understand the organisation.' / 'We need the web address beside each claim.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to share one answer each and writes the key ideas on the board.

    Students

    Representatives report their ideas. Possible answer: 'A good fact sheet has a clear title, a focus area and a source for each claim.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the features of a fact sheet and says: 'Today we will analyse the model, practise its stress and grammar, and then build our own project product.'

    Students

    Ss copy the three features into their notebook and write the lesson topic: Viet Nam and international organisations.

Activity 2.1: Knowledge formation · 20 minutes

Analysing the model fact sheet

a) Aims

Ss identify the purpose, audience, opening, supporting details and closing of the model, and explain how each part works in the complete product.

b) Content

Ss complete Worksheet 1 in pairs. They read the model, then answer questions about its purpose, audience, opening sentence, two specific details and closing sentence. Ss must support each answer with a detail from the model.

c) Expected outcomes

Answers to Worksheet 1 (key):

  • Purpose: to inform the audience about UNICEF and the Viet Nam education panel, and to present a school proposal as a separate item.
  • Audience: students, teachers and families who want to understand the organisation.
  • Opening sentence: 'International-organisation fact sheet — completed model: UNICEF; United Nations Children's Fund; focus: children's rights, health, education and protection.' It introduces the subject before the supporting details.
  • Two specific details: 'Viet Nam education panel: inclusive, equitable access and partnership with national actors.' and 'Evidence: UNICEF Viet Nam education page, https://www.unicef.org/vietnam/education.'
  • Closing sentence: 'The final sheet does not describe our classroom proposal as an official UNICEF programme.' It limits the claim and protects the honesty of the product.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and explains: 'Read the model carefully. Each answer must come from a detail in the text.' T models the first question with the class.

    Students

    Ss read the model in pairs, underline the opening and closing sentences, and prepare to answer the questions on Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T monitors, checks that Ss cite evidence and asks guiding questions such as 'Why is the closing sentence important for the audience?'

    Students

    Ss complete Worksheet 1 in pairs. Typical answers: 'The opening tells us the subject.' / 'The closing says our school proposal is not an official UNICEF programme.'

  3. Teacher

    Step 3: Report and discussion

    T invites one pair to read the opening and closing aloud and asks the class: 'What is the difference between the job of the opening and the job of the closing?'

    Students

    Ss read the two sentences aloud clearly. Possible answer: 'The opening introduces the subject; the closing sets a limit on what the sheet claims.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Every claim needs a source, the title and audience must be visible, and the closing must not overstate what is true. Keep these in your own fact sheet.'

    Students

    Ss correct their Worksheet 1 with a different colour pen and copy the three rules into their notebook.

Activity 2.2: Knowledge formation · 12 minutes

Vocabulary and word stress in long words

a) Aims

Ss use the six target words and mark primary stress in words of more than three syllables.

b) Content

T presents the vocabulary: cooperation (hợp tác), organisation (tổ chức), education (giáo dục), access (khả năng tiếp cận), participate (tham gia), support (hỗ trợ). Then T models the stress in: inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty. Ss repeat the whole sentence: 'International cooperation creates educational opportunities.' Ss practise in whole phrases, not isolated syllables.

c) Expected outcomes

Ss can read the target words with the correct primary stress and use each word in one sentence about Viet Nam and international organisations, for example:

  • 'Viet Nam participates in many international organisations.'
  • 'Education support creates equal access for children.'
    Stress: inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty (primary stress marked in capitals; secondary stress may vary by accent).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the words on the board and says: 'Listen to my stress, then repeat in chorus. The stressed syllable is in capitals.'

    Students

    Ss listen to the model and repeat the words in chorus, then in a whisper, then aloud.

  2. Teacher

    Step 2: Task performance

    T asks pairs to read the sentence 'International cooperation creates educational opportunities.' and to tap the rhythm on the desk. T circulates and corrects stress.

    Students

    Pairs take turns reading the sentence and each word. They match each target word to its Vietnamese meaning on the slide.

  3. Teacher

    Step 3: Report and discussion

    T calls on three pairs to read a sentence with a target word, and the class gives a thumbs-up if the stress is correct.

    Students

    Pairs read their sentences, for example: 'Our school can support access to education.' Other pairs check the stress.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the stress rule and reminds Ss: 'Practise whole words in phrases. Accent varies, but meaning must stay clear.' T may open the NeoEdu page for extra pronunciation exercises.

    Students

    Ss write the six words and their meanings in their notebook and mark the primary stress on each long word.

Activity 2.3: Knowledge formation · 13 minutes

Comparatives and superlatives in context

a) Aims

Ss form comparatives and superlatives correctly and explain that a comparison needs a criterion.

b) Content

T presents the forms: smaller than, more effective than, the smallest, the most effective of the three. T also introduces the irregular forms good–better–best and bad–worse–worst. T shows the error 'not more better' and asks Ss to correct it. Ss complete Worksheet 2 with comparisons about school-support programmes.

c) Expected outcomes

Key answers to Worksheet 2:

  • A smaller programme may be more effective than a larger donation with no support.
  • A cheaper programme is not automatically more effective.
  • Teacher training is the most effective of the three options, if the criterion is long-term benefit for students.
  • The error 'more better' is corrected to 'better'.
    Rule: comparatives compare two items; superlatives identify an extreme in a group; a comparison needs a criterion (e.g. cost, benefit, access).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T presents the forms on the slide and says: 'Comparatives compare two items. Superlatives identify the extreme in a group. Always state the criterion.' T distributes Worksheet 2.

    Students

    Ss copy the forms into their notebook and listen to T's examples.

  2. Teacher

    Step 2: Task performance

    T walks around and asks: 'Why is cheaper not automatically better here?' to lead Ss to see that a criterion is needed.

    Students

    Pairs complete Worksheet 2, correct the error 'not more better', and state the criterion for each comparison.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read a corrected sentence and asks the class whether the criterion is clear. T writes the criterion on the board each time.

    Students

    Ss report: 'The criterion is benefit for students.' / 'The criterion is cost.' Other Ss agree or suggest a clearer criterion.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the irregular forms and the double-comparison error, then asks Ss to remember: 'Always give the criterion.'

    Students

    Ss write two rules and one example sentence of their own in their notebook.

Activity 3: Practice · 20 minutes

Writing and checking a three-sentence summary

a) Aims

Ss summarise the model in three sentences using only information from the text and keep the essential limit.

b) Content

Exercise 5: Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
Exercise 6: Choose one sentence from the middle of the model and explain what it contributes to the message.
Ss first write alone (about 8 minutes), then compare with a partner and improve the summary (about 7 minutes). Finally, Ss check the summary with the key.

c) Expected outcomes

Model answer for Exercise 5 (accept equivalent wording):

  1. UNICEF, the United Nations Children's Fund, focuses on children's rights, health, education and protection.
  2. The Viet Nam education panel supports inclusive, equitable access and partnership with national actors, with evidence from the UNICEF Viet Nam education page.
  3. The final sheet does not describe the classroom proposal as an official UNICEF programme.

Model answer for Exercise 6: 'Our proposed school contribution is an accessible-reading display, not fundraising in UNICEF's name.' It gives a particular detail about the school proposal and sets a clear limit, so the audience understands what is and is not being claimed.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays Exercises 5 and 6 and explains: 'Your summary must contain only facts from the model, and it must keep the condition that the sheet is not an official programme.'

    Students

    Ss read the two exercises and note the key information they must keep.

  2. Teacher

    Step 2: Task performance

    Ss write the summary and explanation alone, then compare with a partner. T checks that Ss have not invented results. T may use the NeoEdu page for additional practice.

    Students

    Ss write three sentences and one explanation. They check each other's work for accuracy, linking words and essential limits.

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three Ss to read their summary aloud and asks: 'Is there any invented result here?'

    Students

    Ss read their summaries. The class judges whether the limit is kept, for example: 'Yes, it says not an official UNICEF programme.'

  4. Teacher

    Step 4: Conclusion and assessment

    T reads the model answer and highlights the three points: information only from the model, the essential limit kept, and no invented results.

    Students

    Ss revise their summary using the model and copy the final version into their notebook.

Activity 4: Application · 15 minutes

Creating and presenting our own project fact sheet

a) Aims

Ss produce a short fact sheet about an international organisation linked to Viet Nam, with sources, a clearly labelled proposal and a short oral presentation.

b) Content

In groups of four, Ss choose one international organisation linked to Viet Nam (for example UNICEF or the United Nations). Each group prepares a fact sheet with:

  • a title and the audience
  • the organisation's name and focus
  • two claims, each with a source beside it
  • one proposal for the school, labelled as a proposal (not a fundraising campaign in the organisation's name)
  • a closing sentence that states the limit.
    The group then rehearses a 1-minute presentation with source credits and a short question period. Any planning figures or example data must be labelled as 'illustrative'. If Ss collect responses from classmates, they must ask for consent and must not record private identifiers.

c) Expected outcomes

A group fact sheet (one A4 page) with a title, audience, two sourced claims, a labelled proposal, a closing limit sentence, and a 1-minute oral presentation with source credits and at least two questions answered.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups of four and hands out the template. T says: 'Every claim needs a source. Label any example data as illustrative. Keep the audience in mind.'

    Students

    Groups choose their organisation, agree on roles (writer, researcher, designer, speaker) and note their sources.

  2. Teacher

    Step 2: Task performance

    T monitors and asks: 'Where is your source for this claim?' and 'Is this a proposal or a real result?'

    Students

    Groups write the fact sheet, rehearse the presentation and prepare two questions the audience might ask. Possible answer: 'Our proposal is a reading display, not a fundraising event.'

  3. Teacher

    Step 3: Report and discussion

    T invites two groups to present (about 1 minute each), then opens a question period. T uses a checklist: source credits, clarity, genuine questions.

    Students

    Presenters give their presentation and answer questions. Listeners ask one genuine question each, for example: 'What is the source for your claim about education?'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives brief feedback on the sources, the labelling of proposals and the clarity of the closing limit. T reminds the class: 'A smaller, well-supported programme can be more effective than a large donation with no support.'

    Students

    Ss note the feedback and revise one part of their fact sheet at home.

Worksheets

Phiếu học tập số 1

Worksheet 1: Analysing the model fact sheet (pairs)
Read the UNICEF model and answer. Support each answer with a detail from the text.

  • Purpose of the fact sheet: ______
  • Intended audience: ______
  • Opening sentence (copy it): ______
  • What the opening does: ______
  • Two specific details from the model:
    • Detail 1: ______
    • Detail 2: ______
  • Closing sentence (copy it): ______
  • What the closing does (state one limit): ______
  • Source for the UNICEF Viet Nam education claim: ______

Phiếu học tập số 2

Worksheet 2: Comparatives and superlatives (pairs)
A. Complete each sentence with the correct form.

  1. A smaller programme may be ______ (effective) than a larger donation with no support.
  2. Teacher training is the ______ (effective) of the three options.
  3. Good, better, ______.
  4. Bad, worse, ______.
    B. Correct the error.
  5. This programme is more better than the old one. → ______
    C. Write a comparison with a criterion.
  6. Cheaper / effective / access: Our programme is ______ (cheap) than the donation, but a cheaper programme is not automatically ______ (effective). Criterion: ______

Homework

  • Finish your group fact sheet: check that every claim has a source beside it and that any example data is labelled illustrative.
  • Rehearse your 1-minute presentation at home, with the source credits and two possible questions from the audience.
  • Practise the stress of inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al and oppor-TU-ni-ty by reading the sentence 'International cooperation creates educational opportunities.' aloud five times.
  • Use the NeoEdu page (neoedu.vn/learn/10/english/unit-7-project) to review the comparatives and do the interactive exercises.
  • Write one short paragraph (3 sentences) about a school-support idea, stating its criterion and its limit, and bring it to the next lesson.

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