Giáo án Tiếng Anh Lớp 10 (Global success) - Period 60 to 67 - Unit 7: Viet Nam and International Organisations - Năm học 2022-2023

 Date of planning: January 20th, 2023
Date of teaching: January 26th, 2023 
Period 60
 Unit 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
 Lesson: Getting started
 VIETNAM AND INTERNATIONAL ORGANISATIONS
I. OBJECTIVES: By the end of the lesson, students will be able to:
 - Gain an overview of the topic “Viet Nam and international organizations”;
 - Identify and use words and phrases related to the topic “Viet Nam and international organizations”;
 - Identify and use comparative and superlative adjectives.
II. LANGUAGE KNOWLEDGE: 
 + Vocabulary: Identify and use words and phrases related to the topic Viet Nam and international organizations
 + Grammar: Identify and use comparative and superlative adjectives.
 + Pronunciation:
III. INSTRUCTIONAL RESOURCES:
 - Grade 10 textbook, Unit 7 - Getting started
 - Computer connected to the Internet, tape.
 - Projector/ TV/ pictures and cards / cassette
 - sachmem.vn
IV. PROCEDURES:
 Teacher’s and Students’ activities Content
 1/ Activity 1: Trivia – Guess the logo (5ms)
 - T shows Ss some logos of international organizations.
 - Ss play in two teams and guess which organizations 
 have those logos.
 - Ss discuss what they know about those organizations. 
 e.g. What do you know about ? What is its goal or 
 role? Is Viet Nam a member of it?
 - Introduce the lesson: “Today we are going to listen 
 to and read a conversation between Nam and Minh 
 about the topic Viet Nam and international 
 organizations.”
 Vocabulary - pre-teach
 - T explains the new words to the students by using 
 manners, gestures, real objects and pictures then asks 
 Ss to guess the meaning of new words. 
 - Ss say the Vietnamese meaning of the word. 
 - Other Ss correct if the previous answers are incorrect.
 - T shows the Vietnamese meaning, says the words 
 aloud and asks Ss to repeat them.
 2. Activity 2: Listen and Read (10’)
 - T plays the recording twice for Ss to listen and read 
 along. 
 - Ss underline the information related to international 
 organizations while they are listening and reading. 
 - Ss work in pairs and compare the words and phrases 
 they have underlined and discuss their meanings. 
 - T checks comprehension as a class and calls on some 
 Ss to read the paragraphs aloud.
 3. Activity 3: Comprehension check – (5’)
 Read the text again and choose the correct answers.
 - T asks Ss to work in pairs, read the conversation again 
 and underline the key words Key: 
 - Ss read each question carefully to choose the best 1. A 
 answer, then find evidence to support the answers. 2. B 
 - T asks Ss share their answers with the class. 3. C 
 - T confirms the correct answers. Date of planning: September 20th, 2022
Date of teaching: September 28th, 2022 
Period 61
 Unit 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
 Lesson: Language
I. OBJECTIVES: By the end of the lesson, students will be able to:
 - Pronounce words with more than three syllables with correct stress;
 - Understand and use words and phrases related to the topic of international organizations;
 - Use comparative and superlative adjectives correctly
 - Develop an awareness of international organizations.
II. LANGUAGE KNOWLEDGE: 
 + Vocabulary: Identify and use words and phrases related to the topic Viet Nam and international organizations
 + Grammar: Identify and use comparative and superlative adjectives.
 + Pronunciation: - Pronounce words with more than three syllables with correct stress;
III. INSTRUCTIONAL RESOURCES:
- Grade 10 textbook, Unit 7 - Reading
- Computer connected to the Internet, tape.
- Projector/ TV/ pictures and cards
- sachmem.vn
IV. PROCEDURES:
 Students’ activities
 Teacher’s activities
 1. WARM-UP: Game (5ms)
 - T asks Ss to split into two teams. o Play in two teams.
 * Each round, a representative from one team (e.g. Team 1) o Each round: One team rolls a dice and gets a 
 rolls a dice and gets a number (1-6). The opposing team (e.g. number (1-6). 
 Team 2) will find a word with that number of syllables (in o The opposing team will find a word with that 
 the dictionary, on the Internet) and “dare” Team 1 to number of syllables (in the dictionary, on the 
 guess the correct stress position. For each correct answer, Internet) and “dare” Team 1 to guess the correct 
 students get 1 point. stress position. 
 - Ss discuss the given words and whether there is a rule for o 1 correct answer = 1 point
 the position of word stress. o After 3 minutes: The team with most points wins!
 - T comments and leads in the lesson
 3. PRONUNCIATION: (7ms)
 a/ Activity 1: Listening and repeating
 TASK 1: LISTEN AND REPEAT. PAY ATTENTION 
 TO THE SYLLABLE WITH THE PRIMARY STRESS Key: 
 (p.77)
 - T asks Ss to read the Tips box in the textbook and explains More than three syllables words
 more if necessary. Some long words have a secondary stress 
 which is much weaker than the primary stress. Example: ˌappliˈcation ˌpopuˈlation
 ˌecoˈnomic 
 comˌmuniˈcation ˌindeˈpendent
 - In dictionaries, primary stress is marked with a raised 
 vertical line and secondary stress is marked with a lowered ˌecoˈnomic ˌpossiˈbility
 vertical line at the beginning of the stressed syllable.
 - Ss watch a tutorial video and repeat after the speaker. ˌexplaˈnation parˌticiˈpation
 - T plays the recording and asks Ss to listen and repeat. 
 - Ss pay attention to the syllable with the primary stress. 
 - Ss practice pronouncing the words in pairs. T plays the 
 recording as many times as necessary.
 - T checks whether Ss can pronounce these words correctly 
 by randomly calling on some Ss to read the words aloud.
 TASK 2: LISTEN AND MARK THE PRIMARY Key:
 STRESS IN THE WORDS IN BOLD. THEN 1. Viet Nam is a member of different inter’national 
 PRACTISE SAYING THE SENTENCES. (p.77) organi’sations.
 * T plays the recording for Ss to listen and puts a mark (') 2. Our responsi’bility is to help the most disad’vantaged 
 before the syllable with the primary stress in each of the children.
 words in bold. 3. This organi’sation aims to promote environ’mental 
 ** Ss work individually. T explains that Ss are only required protection.
 to mark the primary stress. 4. UNICEF aims to create edu’cational oppor’tunities 
 ** Ss work in pairs to compare their answers. for all children. - T gives each S a piece of paper with the name of a 
country/international organisation on it. Ss form pairs and 
stick their piece of paper on their partners’ heads.
- Ss with the stickers on the heads ask their partners 20 
questions (maximum) as clues to find out which 
country/international organisation’s name is written on the 
paper.
- Ss must use comparative/superlative adjectives, and are 
encouraged to use learned vocabulary about international 
organisations.
* If necessary, T plays a demo game with a student for the 
class to watch before playing.
- T reveals all the country names and international 
organisation names at the end of the game.
- T summarizes the game results and gives a prize for the 
student who can guess correctly the fastest. 
5. WRAP-UP: (2’)
- T asks: 
 - Some lexical items about international organizations 
 + What have you learnt today?
 - Comparative and superlative adjectives 
 + What can you do now?
- SS answer.
6. HOMEWORK: (1m)
- Do the exercises in Workbook 
 + Pronunciation– exercise 1,2
 - Take notes
 + Vocabulary – exercise 1,2,3
 + Grammar- exercise 4,5,6 Activity 4: Answering the questions (15 ms)
TASK 3: READ THE TEXT AGAIN AND ANSWER THE 
FOLLOWING QUESTIONS. (p.80)
- T asks Ss to read the questions and underline the key words in 
each of them. Key: 
- T checks the key words Ss have underlined, e.g. 1. To create opportunities for them to attend 
1. UNICEF, particularly, aim to do, children, Viet Nam; school, learn and succeed. 
2. programme, helps, disadvantaged teenagers, continue, education; 2. Education for Disadvantaged Young People. 
3. programme, supports, disabled teenagers; 3. Providing Education Opportunities for Children 
4. aim, Improving Learning Achievements programme. with Disabilities. 
- Ss work individually to read through the text to locate the 4. To better prepare children for the challenges in 
information that can help them answer these questions. the future.
- Ss work in pairs or groups to compare answers. 
- T checks answers as a class.
5. Activity 5: Discussing the question (7ms)
TASK 4: WORK IN GROUPS. DISCUSS THE FOLLOWING 
QUESTIONS. (p.80) Possible ideas:
Which of the UNICEF’s education programmes mentioned in the I am living in a pretty well-developed area, so I 
text do you think can be the most useful for your local community? believe that the programme Improving Learning 
Why? Achievements can be the most useful for my local 
Discussion forum: community. Young people in my community are 
* T asks Ss to read the text again and focus on the UNICEF’s able to go to school, and they really need to be 
programmes mentioned in the text. supported with their future. If their learning 
** Ss work in groups to discuss which of these programmes can be achievements are improved and they are prepared 
the most useful for people in their local area and explain why. necessary skills and knowledge to work, they will 
*** Ss vote on the most useful programmes and discuss as a class. surely succeed in a fast-changing world when 
T tells Ss that there are no right or wrong answers and encourages leaving school.
them to freely express their opinions. T invites Ss from different 
groups to present a summary of their discussions to the class.
**** T then gives final comments on the discussion.
6. Wrap up: (2’)
-T asks: 
+ What have you learnt today? - talk about what they have learnt in the lesson
+ What can you do now?
7. Homework: (2’)
 - Have Ss do the exercises in section D-Reading 
 ( workbook)