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

Giáo án Writing

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I. Objectives

1. Knowledge

  • Identify the purpose, audience and genre of a paragraph about Viet Nam's participation in international organisations.
  • Explain the function of the opening, the supporting details and the closing sentence in a coherent paragraph.
  • Use comparatives and superlatives with a clear criterion, and use the vocabulary cooperation, organisation, education, access, participate and support, to write a paragraph with an appropriate register.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan their own paragraph outline and check their draft against a self-checklist before handing it in.
  • Communication and collaboration: Ss discuss the model text in pairs and share their outlines with a partner in a peer-feedback round.
  • Problem-solving and creativity: Ss choose a specific benefit, add a relevant condition and a clearly labelled example to build a coherent paragraph.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the model paragraph, discuss its message and register, and write a 100–120 word paragraph with a clear message and specific support.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the target vocabulary correctly and apply comparatives and superlatives with a stated criterion, avoiding double comparison such as "more better".

3. Personal qualities

  • Responsibility: Ss label illustrative examples as examples and do not present them as proven results.
  • Honesty: Ss support their claims with real details from the model or clearly labelled proposals, and avoid promising guaranteed outcomes.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, lesson slides with the model paragraph and the target language
  • Worksheet 1 and Worksheet 2 (printed or projected)
  • NeoEdu online lesson page for Unit 7 Writing: neoedu.vn/learn/10/english/unit-7-writing (lesson content, examples and interactive exercises)
  • Timer and marker pen

2. Students

  • Student's book (Unit 7, Writing section)
  • Notebook, pen, highlighter
  • A4 sheet for a paragraph outline

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming benefits of international cooperation

a) Aims

Ss activate prior knowledge of Viet Nam's participation in international organisations and recall the vocabulary needed for the writing task.

b) Content

Ss look at the picture prompt and the question: "Why can Viet Nam benefit from joining international organisations?" In pairs, Ss brainstorm two or three ideas in English, using the words cooperation, education, health and support.

c) Expected outcomes

A list of 3–4 ideas written on the board, such as: "cooperation in education", "sharing experience in health", "support for local schools". Ss see the topic of the paragraph and the key words for the lesson.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the question "Why can Viet Nam benefit from joining international organisations?" and asks Ss to think of two or three ideas. T says: "Work in pairs and write your ideas in English. You have one minute."

    Students

    Ss read the question and think about the topic silently.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss with vocabulary, writing down useful words on the board.

    Students

    Ss discuss in pairs and note their ideas, for example: "International cooperation helps education." "Countries can share experience in health."

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share their ideas and asks, "Why is this idea a benefit?"

    Students

    Representatives read out their ideas. Expected answer: "It helps students get better materials." "It helps the country solve problems that cross borders."

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good ideas and introduces the lesson aim: writing a paragraph with a coherent message, specific support and an appropriate register. T writes the key words cooperation, organisation, education, access, participate and support on the board.

    Students

    Ss copy the key words and the lesson aim into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Analysing the structure and purpose of the model paragraph

a) Aims

Ss identify the purpose, audience and structure of the model paragraph, and explain how the opening, the supporting details and the closing sentence work together.

b) Content

Ss read the model paragraph: "Viet Nam can benefit from participation in international organisations through cooperation and shared knowledge. In education, partnerships can support inclusive materials and professional exchange. In health, countries can share experience and coordinate responses to problems that cross borders. Membership also gives Viet Nam opportunities to contribute ideas and expertise rather than only receive assistance. These benefits are not automatic. A programme must fit local needs, and its results should be assessed with clear evidence. For example, sending equipment is less useful if schools cannot maintain it. Effective cooperation therefore combines international resources with local knowledge and responsibility. It is a partnership, not a guarantee that every project will succeed." Ss complete Worksheet 1 in groups of four using a jigsaw: each member reads one part (opening, education/health details, conditions, closing) and reports to the group.

c) Expected outcomes

Completed Worksheet 1. Key answers:

  • Purpose: to explain the benefits and conditions of Viet Nam's participation in international organisations.
  • Audience: a general reader interested in education and international cooperation (the audience is stated by the teacher).
  • Opening sentence: "Viet Nam can benefit from participation in international organisations through cooperation and shared knowledge." It introduces the topic.
  • Supporting details: partnerships in education (inclusive materials, professional exchange) and health (sharing experience, coordinating responses).
  • Condition: the programme must fit local needs and be assessed with clear evidence; the example of equipment that schools cannot maintain shows this.
  • Closing: "It is a partnership, not a guarantee that every project will succeed." It ends without unsupported promises.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the model paragraph and says: "You are going to analyse this model. Each group member has one job: opening, details, conditions, closing. Then report to your group. Use Worksheet 1." T hands out Worksheet 1.

    Students

    Ss form groups of four and receive their roles. Each S reads the model paragraph silently.

  2. Teacher

    Step 2: Task performance

    T goes around to check that Ss find the right sentence for each role and encourages them to underline the key words.

    Students

    Ss work individually on their part and underline the key information. Then they share their answers within the group and complete Worksheet 1. Expected answers include: "The opening introduces the topic." "The details are specific: inclusive materials, professional exchange, coordinate responses." "The closing does not promise success."

  3. Teacher

    Step 3: Report and discussion

    T asks each group to report one answer and asks, "How does the closing sentence differ from the opening sentence?"

    Students

    Each group reports one finding. Expected answer: "The opening states the topic; the closing states the final implication and does not make unsupported promises."

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: the paragraph has a clear topic sentence, specific supporting details, a condition, and a balanced closing. T stresses: "Specific details make the message clear. Avoid promises you cannot prove."

    Students

    Ss write the three parts of the structure (opening, development, closing) in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Language focus: comparatives, superlatives and linking words

a) Aims

Ss explain how comparatives and superlatives are formed and used with a criterion, and recognise linking words that show the logic of a paragraph.

b) Content

Ss study the language resource: comparatives compare two items (smaller than, more effective than); superlatives identify an extreme in a stated group (the smallest, the most effective of the three); irregular forms are good–better–best and bad–worse–worst. Ss avoid double marking such as "more better". A comparison needs a criterion: "a cheaper programme is not automatically more effective." Ss also study the linking words in the model: therefore, also, rather than, and, for example, if.

c) Expected outcomes

Completed table in Worksheet 2. Key content:

  • Comparative: "A programme that fits local needs is more effective than one that ignores them." (criterion: effectiveness)
  • Superlative: "Effective cooperation is the most useful when it combines international resources with local knowledge." (the extreme within a stated group)
  • Correct form: "more effective", not "more better".
  • Linking words: therefore (result), rather than (contrast), for example (illustration), if (condition).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the language resource on the slide and says: "Look at the forms and find the criterion in each sentence. Complete Worksheet 2, Part A."

    Students

    Ss read the grammar box and the examples from the model.

  2. Teacher

    Step 2: Task performance

    T asks Ss to find one comparative and one superlative in the model and check the criterion.

    Students

    Ss work in pairs to complete Worksheet 2. Ss find "more effective" in the model and explain the criterion ("effectiveness").

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to share their sentences and checks the correct form. T corrects "more better" on the board.

    Students

    Pairs read their sentences. Expected answer: "A cheaper programme is not automatically more effective." Ss explain that the criterion is effectiveness, not cost.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules: use a comparative for two items, a superlative for three or more, and always state the criterion. T draws attention to the linking words as a way to show logic.

    Students

    Ss note the rules and the linking words in their notebooks.

Activity 3: Practice · 10 minutes

Checking meaning and language in the model

a) Aims

Ss apply their understanding of the model by answering targeted questions and using the target vocabulary accurately.

b) Content

Ss complete the following tasks from the textbook exercises, working individually and then checking in pairs:

  1. Identify the actual opening sentence and explain what it introduces (Exercise 3).
  2. Select two useful details from the model and explain why they are better than saying only that the topic is important (Exercise 4).
  3. Write a three-sentence summary using only information in the model, keeping the condition "a programme must fit local needs" (Exercise 5).
    Ss also make two sentences with the target vocabulary: cooperation, organisation, education, access, participate, support.

c) Expected outcomes

Answer key (teacher marks using the rubric in the textbook):

  • Exercise 3: Opening sentence: "Viet Nam can benefit from participation in international organisations through cooperation and shared knowledge." It establishes the subject before the supporting details.
  • Exercise 4 (sample): "In education, partnerships can support inclusive materials and professional exchange." and "In health, countries can share experience and coordinate responses to problems that cross borders." These are specific statements the reader can evaluate. Saying only that the topic is important gives no information.
  • Exercise 5 (sample summary): "Viet Nam can benefit from participation in international organisations through cooperation and shared knowledge. In education, partnerships can support inclusive materials and professional exchange. It is a partnership, not a guarantee that every project will succeed."
  • Vocabulary sample sentences: "Better access to materials can help students learn." "Viet Nam can participate in international organisations to share expertise."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the three tasks and the vocabulary list. T says: "Answer the questions in your notebook. You have six minutes. Then check your answers with a partner."

    Students

    Ss read the tasks and begin writing their answers individually.

  2. Teacher

    Step 2: Task performance

    T monitors, checks that Ss keep the condition in their summary, and prompts Ss who give invented results: "Is this in the model? Please check."

    Students

    Ss write their answers. Ss compare with a partner and correct each other's sentences. Expected difficulty: some Ss add a result not in the model; T reminds them to use only the model's details.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to read one answer each and asks the class to vote on whether each summary keeps the condition.

    Students

    Ss read their answers aloud. The class agrees or suggests corrections.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on common errors, such as double comparison or missing criteria, and confirms the answer key.

    Students

    Ss correct their work using the answer key and mark the corrections in a different colour.

Activity 4: Application · 10 minutes

Planning and drafting my own paragraph

a) Aims

Ss plan and begin drafting a paragraph about a specific benefit of Viet Nam's participation in an international organisation, with a condition and a labelled example, for a stated audience.

b) Content

Ss choose one area (education or health) and plan a paragraph for a school newsletter read by Grade 10 students. Ss write an outline with four parts: opening sentence, two specific details, one condition, and a closing sentence that avoids unsupported promises. Any example data must be labelled as "for example" or "a proposal". Ss draft the first three sentences in class. The full paragraph (about 100–120 words) is finished at home.

c) Expected outcomes

An outline on an A4 sheet and the first draft of three sentences. A sample outline:

  • Opening: "Viet Nam can benefit from international cooperation in education."
  • Detail 1: "Partnerships can support inclusive materials for students."
  • Detail 2: "Professional exchange can help teachers improve their methods."
  • Condition: "A programme must fit local needs."
  • Closing: "It is a partnership, not a guarantee that every project will succeed."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Choose education or health. Your audience is Grade 10 students reading the school newsletter. Write an outline with five parts. Check the self-checklist before you write." T shows the checklist: purpose, audience, specific details, condition, no unsupported promises, correct comparisons.

    Students

    Ss read the task and the checklist, then choose their topic.

  2. Teacher

    Step 2: Task performance

    T circulates, asks guiding questions such as "Which detail can you support?" or "Is your example labelled?" and helps weaker Ss with structure.

    Students

    Ss write their outline and the first three sentences. Ss who finish early exchange outlines with a partner and give one comment each.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to read their opening sentence and one detail, and asks the class: "Is this specific enough? Does it state a condition?"

    Students

    Ss read their sentences. Expected feedback: "Your detail is specific." "Please label your example."

  4. Teacher

    Step 4: Conclusion and assessment

    T sums up the features of a good paragraph: coherent message, specific support, appropriate register, and no unsupported claims. T sets the homework.

    Students

    Ss note the checklist in their notebooks and write down the homework task.

Worksheets

Worksheet 1: Analysing the model paragraph

Read the model paragraph and complete the table below.

  • Purpose of the paragraph: ______
  • Audience: ______
  • Opening sentence (copy it exactly): ______
  • Two specific details in the development (copy them): ______
  • One condition the writer states: ______
  • Closing sentence (copy it exactly): ______
  • Does the closing make an unsupported promise? Answer Yes or No, and explain in one sentence: ______
  • Which sentence gives an example? What does the example show? ______

Worksheet 2: Language focus and linking

Part A. Find and write the following from the model or the language resource.

  • One comparative and its criterion: ______
  • One superlative and the group it refers to: ______
  • Two irregular forms (good–better–best or bad–worse–worst): ______

Part B. Correct the mistakes.

  • A programme that is more better than others: ______
  • A cheaper programme is automatically more effective: ______

Part C. Complete the sentences with a linking word: therefore, rather than, for example, if.

  • Viet Nam can contribute ideas ______ only receive assistance.
  • Schools cannot maintain equipment; ______, sending equipment is less useful.
  • Effective cooperation combines international resources with local knowledge; ______, it needs responsibility.
  • A programme succeeds ______ it fits local needs.

Homework

  • Write a complete paragraph of about 100–120 words titled "Viet Nam and international organisations" for Grade 10 students reading the school newsletter. Follow your outline from class.
  • Include: a clear opening sentence, at least two specific details, one condition, and a closing sentence without unsupported promises. Label any example as an example.
  • Use at least two target words (cooperation, organisation, education, access, participate, support) and at least one comparative or superlative with a stated criterion.
  • Check your paragraph with the self-checklist, then exchange it with a partner for peer feedback. Revise and submit it at the next lesson.
  • Optional: review the lesson content on the NeoEdu page neoedu.vn/learn/10/english/unit-7-writing before you write.

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