Giáo án Reading

Ss activate prior knowledge about children's access to education and predict the topic of the reading text.

T asks Ss to think about the question: 'Can a child benefit from a textbook she cannot access?' Ss then brainstorm what a mountain school might need besides textbooks (e.g. electricity, repairs, teacher training, internet, tablets).

• A short list of 3 to 4 needs of a mountain school written on the board.
• A prediction of the topic: international organisations supporting education in Viet Nam, and the problem of access to learning materials.

Ss understand and use six topic words and pronounce multi-syllable words with correct stress.

Ss complete Worksheet 1 by matching six words (cooperation, organisation, education, access, participate, support) with their Vietnamese meanings, then write one sentence for each word. T models and drills four stressed words: inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty, in the phrase 'International cooperation creates educational opportunities.'

• Matching answers: cooperation (hợp tác), organisation (tổ chức), education (giáo dục), access (khả năng tiếp cận), participate (tham gia), support (hỗ trợ).
• Six example sentences written in notebooks, for example: 'Children need access to books.'
• Stress pattern noted: INTER-national is not used; the stress is on NA in inter-NA-tion-al and on SA in organi-SA-tion.

Ss read the original text for main ideas and details and distinguish stated facts, reasonable inferences and unsupported claims.

Step 1: Ss read the text once for the central question. Step 2: Ss scan for exact sentences that answer: (a) what the opening problem is; (b) why the class questioned immediate tablet donations; (c) what the status of the proposal is; (d) what principle guides cooperation. Step 3: Ss judge four statements as stated fact, reasonable inference or unsupported claim, using the text evidence.

• Central question: How can an international organisation support a school effectively?
• Evidence found: 'a child cannot benefit from a textbook that she cannot access'; 'Another asked whether electricity, repairs and teacher training were available'; 'Their proposal was not an account of a real UNICEF project. It was an exercise...'; 'an international organisation should work with local partners'.
• Judgements: (1) 'The proposal was a fictional classroom exercise.' = stated fact. (2) 'The class thought tablets might be useless without electricity.' = reasonable inference (the text asks whether electricity was available). (3) 'UNICEF approved the class's proposal.' = unsupported claim. (4) 'The most expensive equipment is always the most useful.' = contradicted by the text.

Ss form and use comparatives and superlatives, including irregular forms, and state the criterion of a comparison.

T presents the forms: smaller than, more effective than (comparatives); the smallest, the most effective of the three (superlatives); good-better-best, bad-worse-worst (irregular). T highlights the error 'not more better' and the idea that 'a cheaper programme is not automatically more effective'. Ss complete Worksheet 2 by filling in the correct forms.

• Completed sentences: 'The smaller package is more practical than the tablet donation.' / 'The class chose the most effective of the three plans.' / 'Training is better than sending equipment without teachers.' / 'The worst choice is the plan without electricity.'
• Correction: 'not more better' becomes 'better'.
• Rule noted: every comparison needs a criterion, e.g. 'more effective for learning'.

Ss answer comprehension questions by locating evidence in the text and choosing the correct option.

Ss answer questions 2 to 5 from the exercise book. Ss first answer individually, then compare answers in pairs and justify each choice with a sentence from the text. Ss may use the NeoEdu interactive exercise to check.
2. What is the opening problem? A. A textbook is useless to a child who cannot access it. B. Every school has too many tablets. C. All families reject feedback. D. Books need no teachers.
3. Why question immediate tablet donations? A. Tablets cannot display words. B. International help is forbidden. C. Only expensive tools work. D. Power, repairs and training may be missing.
4. What is the proposal's status? A. An official funding promise. B. A national statistic. C. A fictional classroom exercise. D. A completed UNICEF project.
5. What principle guides cooperation? A. Ignore families. B. Work with local partners. C. Avoid teachers' views. D. Choose the highest price.

• Answers: 2 - A; 3 - D; 4 - C; 5 - B.
• Evidence: Q2 'a child cannot benefit from a textbook that she cannot access'; Q3 'Another asked whether electricity, repairs and teacher training were available'; Q4 'It was an exercise in using verified aims'; Q5 'an international organisation should work with local partners rather than assume it knows every need'.

Ss write a short, evidence-based response to the text, using purpose, audience and a three-sentence summary.

Ss answer questions 6 to 9 in writing: 6) State the purpose and audience of this reading response on 'Viet Nam and international organisations' and support it with one detail. 7) Explain how the opening introduces the topic and identify the opening sentence. 8) Select two useful details from the model and explain why they are better than saying only that the topic is important. 9) Write a three-sentence summary using only information in the model, keeping any essential condition or limit.

Teacher-marked answers. Key points:

• Q6: Purpose: to inform readers about how an international organisation can support education in Viet Nam through a realistic plan. Audience: students and teachers interested in the topic. Detail: 'They then designed a fictional support programme for a mountain school.'
• Q7: Opening sentence: 'A school discussion about international cooperation began with a practical problem: a child cannot benefit from a textbook that she cannot access.' It introduces the subject and the problem before the supporting details.
• Q8: Details: 'Students read about UNICEF's work on children's rights and inclusive education in Viet Nam.' and 'One group wanted to send tablets immediately.' Specific details can be evaluated, while 'the topic is important' gives no information.
• Q9 (model summary): 'A school discussion about international cooperation began with a practical problem: a child cannot benefit from a textbook that she cannot access. Students designed a fictional support programme for a mountain school and proposed a smaller package with accessible materials, teacher training and family feedback. The final presentation explained why the most expensive equipment was not necessarily the most useful support.'

Ss apply reading skills and comparative language to evaluate options and propose a fictional, locally adapted support plan for a school.

Ss work in groups of four to design a fictional support plan for a school in a mountain or rural area. Each group chooses three options (for example: tablets, teacher training, accessible learning materials, repairs, electricity support, family feedback) and compares them using a criterion such as 'benefit for children' or 'cost-effectiveness'. Each group writes 3 comparative sentences and 1 superlative sentence, then presents its plan on a poster in 2 minutes. Remind Ss that their plan is fictional and must consider local partners and feedback.

• A group poster with three options, one criterion and the chosen plan.
• Four comparative or superlative sentences, for example: 'Teacher training is more useful than tablets without electricity.' 'The most practical plan is the one chosen with local teachers.'
• A short oral presentation that gives one reason for the choice, based on the text.
• Homework: a 100-word paragraph reflecting on the group plan.