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

Giáo án Speaking

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
pronounce multisyllabic words (more than three syllables) with correct primary stress, such as inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al and oppor-TU-ni-ty
use comparatives and superlatives (smaller than, more effective than, the most effective of the three) with a clear criterion, and avoid double comparison such as 'more better'
identify the four moves of a spoken viewpoint: position, concrete example, acknowledged limitation and invitation for a response
develop and defend a viewpoint on a topic related to Viet Nam and international organisations, and respond to a partner's follow-up question

2. Competences

a) General competences

Self-control and independent learning: Ss prepare their own notes for a two-minute talk, check their stress and comparison forms, and revise their speech after peer feedback without waiting for T's reminders.
Communication and collaboration: Ss take turns in pairs, listen to the partner's viewpoint, ask a real follow-up question and respond politely and logically.
Problem-solving and creativity: Ss decide which barriers, costs and benefits matter most for a school-support programme and build a reasoned, original position with a concrete example.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss state a position, support it with a specific example, acknowledge a limitation, invite a response and answer a partner's follow-up question in a 1–2 minute spoken contribution.
Language knowledge (pronunciation, vocabulary, grammar): Ss place primary stress correctly in long words, use comparatives and superlatives with a stated criterion, and use the vocabulary cooperation, organisation, education, access, participate and support in context.

3. Personal qualities

Diligence: Ss complete the stress drills, comparison exercises and speaking preparation in full, and rehearse their talk at least twice before presenting.
Responsibility: Ss give accurate, honest feedback to their partner, use only information supplied in the model or their own labelled proposals, and do not invent results.
Honesty: Ss label proposals and example data as proposals or illustrations, and do not present an imagined example as a real observation.
Kindness: Ss listen to their partner without interrupting, give encouraging and constructive comments, and help a classmate who is struggling with stress or comparison forms.

II. Teaching aids and materials

1. Teacher

Lesson plan, projector or board, and timer
Model text 'A complete speaking model' written on the board or slide
Flashcards with the key vocabulary: cooperation, organisation, education, access, participate, support
Worksheet No. 1 and Worksheet No. 2 printed for each pair
NeoEdu online learning page for the unit (neoedu.vn/learn/10/english/unit-7-speaking) with the interactive stress and comparison exercises, projected on the screen

2. Students

Student's book (Unit 7, Speaking)
Notebook, pen and pencil
A device to access the NeoEdu page if available, or printed Worksheets
Blank paper for notes during preparation

III. Procedures

Activity 1: Warm-up · 4 minutes

Starting Point: What Makes a Convincing Viewpoint?

a) Aims

Ss activate prior knowledge about international cooperation and recall what makes a viewpoint convincing, so they are ready to state and defend their own position.

b) Content

Ss answer two questions in pairs: (1) Which international organisations do you know that Viet Nam participates in? (2) If you were asked to support a school programme, what would you consider first: materials, teacher training, equipment or money? Why?

c) Expected outcomes

A short list of 3 to 4 ideas on the board, for example: 'teacher training', 'accessible materials', 'maintenance of equipment', 'local needs'. Ss also state one reason for their first choice. This list becomes the reference for the lesson.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T greets the class and writes the topic 'Viet Nam and international organisations' on the board. T asks the two warm-up questions and gives 30 seconds for pair discussion.
Students
Ss listen to the questions and think about their answers individually for a few seconds.
Teacher
Step 2: Task performance
T monitors pairs and helps with vocabulary if needed, such as 'cooperation' (hợp tác) and 'support' (hỗ trợ).
Students
Ss discuss in pairs. Predicted answers: 'UN', 'ASEAN', 'WHO'; 'I would choose teacher training because materials are useless without trained teachers.'
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their first choice and the reason. T writes the key ideas on the board.
Students
Ss report briefly. Predicted: 'I think accessible materials are first because children need books they can use.'
Teacher
Step 4: Conclusion and assessment
T says: 'Today you will learn to develop and defend a viewpoint, like the ones you just gave, and respond to a partner.' T writes the learning aim on the board.
Students
Ss copy the aim into their notebooks and predict what they will learn.

Activity 2.1: Knowledge formation · 7 minutes

Word Stress in Long Words

a) Aims

Ss recognise and produce the primary stress in words with more than three syllables, and practise them in whole phrases.

b) Content

T models four words with stress marked: inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty. Ss clap the syllables and repeat in chorus, then say the phrase 'International cooperation creates educational opportunities.' Ss complete Worksheet No. 1, Part A, by marking the stressed syllable in three more words from the lesson.

c) Expected outcomes

Ss can mark the primary stress in the four model words: inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty. In Worksheet No. 1, Part A, Ss mark the stress in 'participate' (par-TI-ci-pate), 'cooperation' (co-op-e-RA-tion) and 'accessible' (ac-CES-si-ble) and read the sentence 'Equipment could help' with a natural rhythm.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four words on the screen or board and asks: 'Which syllable is the strongest in each word?' T demonstrates by clapping the syllables.
Students
Ss watch and listen, then say the stressed syllable in the first word with T.
Teacher
Step 2: Task performance
T plays the NeoEdu pronunciation exercise or reads the model aloud. T asks Ss to repeat in chorus and then individually. T monitors and corrects stress misplacement, for example 'organi-SA-tion' rather than 'ORGA-ni-sation'.
Students
Ss clap and repeat. In pairs, they complete Worksheet No. 1, Part A, and read the whole phrase 'International cooperation creates educational opportunities' together.
Teacher
Step 3: Report and discussion
T calls on 2 or 3 Ss to read one word and one phrase aloud. The class gives feedback on stress placement.
Students
Ss read aloud. Predicted: 'Inter-NA-tion-al co-op-e-RA-tion.' Classmates point out if the stress moves to the wrong syllable.
Teacher
Step 4: Conclusion and assessment
T summarises: 'Long words have one main stress. Practise the whole phrase, not just the stressed syllable.' T notes that secondary stress and accent may vary, so the goal is clarity, not copying one accent.
Students
Ss write the stress rule in their notebooks: 'Stress the main syllable in long words and link them in phrases.'

Activity 2.2: Knowledge formation · 7 minutes

Comparatives and Superlatives with a Clear Criterion

a) Aims

Ss form and use comparatives and superlatives correctly, including irregular forms, and state a criterion for every comparison.

b) Content

T writes two sentences from the model on the board: 'A smaller programme may be more effective than a larger donation with no support.' and 'The most effective of the three.' T asks Ss to find the comparative and superlative forms. T explains the difference: comparatives compare two items, superlatives identify an extreme within a stated group. T highlights irregular forms good–better–best and bad–worse–worst. Ss complete Worksheet No. 1, Part B, and correct the error 'more better' in one sentence.

c) Expected outcomes

Ss identify: 'smaller than' (comparative), 'more effective than' (comparative), 'the most effective of the three' (superlative). Worksheet No. 1, Part B, answers: 1. 'more effective than' (effective); 2. 'the best' (good); 3. 'worse than' (bad); 4. 'the smallest' (small). Corrected error: 'more better' becomes 'better'. Ss also state one criterion for each comparison, for example 'a cheaper programme is not automatically more effective' because effectiveness must be defined.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks: 'Which sentence compares two things? Which one identifies the best or the most extreme in a group?' T gives Worksheet No. 1, Part B.
Students
Ss look at the sentences and answer the question in pairs. Predicted: 'The first sentence compares two programmes; the second chooses one from three.'
Teacher
Step 2: Task performance
T monitors and checks the irregular forms. T asks Ss to correct the error 'This programme is more better than that one' and explain why it is wrong.
Students
Ss complete the gap-fill items and correct the error. Predicted correction: 'This programme is better than that one.'
Teacher
Step 3: Report and discussion
T invites pairs to read their answers and writes the correct forms on the board. T asks: 'What criterion are we comparing here?'
Students
Ss read answers. Predicted: 'Criterion: effectiveness for students.' They explain that a comparison needs a criterion.
Teacher
Step 4: Conclusion and assessment
T stresses: 'Comparatives use than; superlatives use the with a group. Never double-mark with more and -er. Always name what you compare.' T confirms the answer key.
Students
Ss correct their worksheets and write two example sentences with a clear criterion in their notebooks.

Activity 2.3: Knowledge formation · 8 minutes

Building a Spoken Viewpoint: Four Moves

a) Aims

Ss identify the four moves of a well-developed spoken viewpoint and recognise how the model text uses each one.

b) Content

T reads the model 'A complete speaking model' aloud. T asks Ss to find the four moves: position, concrete example, limitation and invitation to respond. Ss find the sentence that gives the position: 'For a school-support programme, I would prioritise accessible materials and teacher training.' Ss find the limitation: 'but only if maintenance and electricity are reliable.' T also shows the dialogue in 'Interaction and development' and asks Ss to compare the invitation in the dialogue with the model.

c) Expected outcomes

Ss map the model in a simple table on paper: Position = 'I would prioritise accessible materials and teacher training.'; Concrete example or method = 'I would ask local teachers and families to identify barriers first, then compare costs and expected benefits.'; Limitation = 'Equipment could help, but only if maintenance and electricity are reliable.'; Invitation to respond = not stated in the model, so Ss add their own, for example 'What do you think?' Ss also note the dialogue: 'I can stay for the first hour' gives a limited condition.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T introduces the four moves on the board: position, concrete example, limitation, invitation. T asks Ss to read the model silently and underline the sentence that gives the position.
Students
Ss read and underline. Predicted: 'For a school-support programme, I would prioritise accessible materials and teacher training.'
Teacher
Step 2: Task performance
T asks pairs to find the example and the limitation. T asks: 'Does the model ask the listener a question? Where could you add one?'
Students
In pairs, Ss find the method sentence and the limitation sentence. Predicted: 'The model does not ask a question, so we can add: What do you think?'
Teacher
Step 3: Report and discussion
T invites 2 pairs to share one mapping. T asks: 'Why is a concrete example better than only saying the topic is important?'
Students
Ss report. Predicted: 'A concrete example shows how the idea works, so the listener can judge it.'
Teacher
Step 4: Conclusion and assessment
T confirms the four moves and stresses that a limitation makes the viewpoint more honest and credible. T reminds Ss: 'Do not present an example as a real observation; label it as a proposal or an illustration.'
Students
Ss write the four moves in their notebooks with one example sentence for each.

Activity 3: Practice · 8 minutes

Analysing the Model: Opening, Details and Summary

a) Aims

Ss analyse the model text, identify the opening, select useful details and explain how they support the message.

b) Content

Ss work in pairs with Worksheet No. 2. Exercises: (3) Identify the actual opening sentence and explain how it introduces the topic. (4) Select two useful details from the model and explain why they are better than saying only that the topic is important. (6) Choose one sentence from the middle of the model and explain what it contributes. (7) Read the opening and closing aloud and explain one difference between their functions. Ss write answers in complete sentences.

c) Expected outcomes

Answer key (accept equivalent wording): Ex 3: The opening is 'For a school-support programme, I would prioritise accessible materials and teacher training.' It sets the topic and the context before the supporting details. Ex 4: Two details: 'Equipment could help, but only if maintenance and electricity are reliable.' and 'I would ask local teachers and families to identify barriers first, then compare costs and expected benefits.' They are specific and show how the viewpoint works in practice. Ex 6: 'I would ask local teachers and families to identify barriers first, then compare costs and expected benefits.' It gives a concrete procedure. Ex 7: The opening introduces the topic; the closing 'A smaller programme may be more effective than a larger donation with no support.' gives the conclusion and comparison.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 2 and explains that answers must use full sentences and point to the text. T reminds Ss to read the model aloud once in pairs before answering.
Students
Ss read the model aloud in pairs, then read the four exercises.
Teacher
Step 2: Task performance
T monitors and asks guiding questions: 'What is the subject of the first sentence?' 'What would be missing if we removed this detail?'
Students
Ss discuss and write answers. Predicted difficulty: some Ss may just copy the opening instead of explaining its function.
Teacher
Step 3: Report and discussion
T calls on one pair for Ex 3 and one pair for Ex 4. T asks other Ss to check against the answer key.
Students
Pairs report. Predicted: 'We chose the detail about maintenance because it shows a condition for success.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on the answers, confirms the key, and highlights that concrete details make a viewpoint persuasive. T asks Ss to correct their own answers.
Students
Ss correct their answers and underline the detail they will reuse in their own talk.

Activity 4: Application · 11 minutes

Defend Your Viewpoint: Two-Minute Spoken Contribution

a) Aims

Ss develop and defend their own viewpoint on Viet Nam and international organisations, speak for 1–2 minutes using the four moves, and respond to a partner's follow-up question.

b) Content

Ss choose one topic: a school-support programme, an international-cooperation exhibition, or a local education project. Each S prepares a position, one concrete example or labelled proposal, one limitation and an invitation for response. Ss speak for 1–2 minutes to a partner. The partner asks one real follow-up question, and the speaker responds. Partners then swap roles. Use the phrases 'I would prioritise…', 'I would ask…', 'It could help, but only if…', 'What do you think?'

c) Expected outcomes

Each S delivers a 1–2 minute spoken contribution with: a clear position; a labelled example or proposal (not invented results); one stated condition or limitation; an invitation for response. Each partner asks one real follow-up question and the speaker answers in at least two sentences. Example follow-up: 'How would you identify the barriers first?' Response: 'I would start by asking local teachers and families.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task, shows the speaking checklist (position, example, limitation, invitation, follow-up) on the screen and sets 2 minutes for individual preparation with brief notes only, not a full script.
Students
Ss read the checklist and prepare notes on paper for 2 minutes.
Teacher
Step 2: Task performance
T monitors pairs, listens for stress and comparison forms, and notes useful language for feedback. T reminds Ss that the partner should ask a real question.
Students
Ss speak in pairs. Speaker A speaks for 1–2 minutes; B asks one follow-up question; A responds. Then roles switch. Predicted question: 'Why do you think maintenance matters more than the equipment itself?'
Teacher
Step 3: Report and discussion
T invites 2 or 3 Ss to present a short version of their viewpoint to the class and asks the class to give one positive comment and one suggestion.
Students
Volunteers speak. Classmates give feedback, for example 'Your example was clear; try to add more comparison with a criterion.'
Teacher
Step 4: Conclusion and assessment
T summarises the key features of a defended viewpoint and gives a short comment on stress and comparison use. T points out that accents may vary as long as the meaning is clear.
Students
Ss note one improvement they will make in their next talk and write it in their notebooks.

Worksheets

Worksheet No. 1 – Stress and Comparison Practice

Part A: Word stress

Mark the primary stress with capital letters in: participate, cooperation, accessible.
Read aloud: 'International cooperation creates educational opportunities.'

Part B: Comparatives and superlatives

A smaller programme may be ____ (effective) than a larger donation with no support.
Of the three programmes, this is the ____ (good) option for our school.
This method is ____ (bad) than the first one because it lacks teacher training.
Our programme is the ____ (small) of the three.
Correct the error: 'This programme is more better than that one.'

Answer key: Part A: par-TI-ci-pate, co-op-e-RA-tion, AC-ces-si-ble (or ac-CES-si-ble for stress at the second syllable, accept accent variants). Part B: 1. more effective than; 2. the best; 3. worse than; 4. the smallest; 5. This programme is better than that one.

Worksheet No. 2 – Analysing the Model

Read the model text 'A complete speaking model' with your partner, then answer in complete sentences.

Identify the actual opening sentence. Explain how it introduces the topic.
Select two useful details from the model. Explain why they are better than saying only that the topic is important.
Choose one sentence from the middle of the model. Explain what it contributes to the message.
Read the opening and closing aloud. Explain one difference between their functions.

Answer key (accept equivalent wording):

Ex 3: 'For a school-support programme, I would prioritise accessible materials and teacher training.' It sets the topic and the context before supporting details.
Ex 4: 'Equipment could help, but only if maintenance and electricity are reliable.' and 'I would ask local teachers and families to identify barriers first, then compare costs and expected benefits.' Both are specific and show conditions.
Ex 6: 'I would ask local teachers and families to identify barriers first, then compare costs and expected benefits.' It gives a concrete procedure.
Ex 7: The opening introduces the topic; the closing ('A smaller programme may be more effective than a larger donation with no support.') gives the conclusion and comparison.

Homework

Write a short final paragraph of 3 to 4 sentences that restates your position on a school-support programme. Use only details from the model or clearly labelled proposals, and keep at least one condition or limitation.
Practise the stress of the words 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. You can use the NeoEdu page (neoedu.vn/learn/10/english/unit-7-speaking) for extra practice.
Record your two-minute spoken contribution on your phone and listen to it. Check whether you included a position, an example, a limitation, an invitation for response and whether your comparatives include a clear criterion. Bring the recording or your notes to the next lesson.

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