Giáo án Tiếng Anh 10 Global Success - Học kì 2 - Năm học 2022-2023 - Trường THPT Đoàn Kết

Ngày soạn : 10/01/2023 Ngày dạy :
UNIT 6: GENDER EQUALTY
Period: 55 LESSON 1: GETTING STARTED – EQUAL JOB OPPORTUNITIES
I. Objectives:
1. Knowledge (language focus): By the end of the lesson, students will/should be able to:
identify the topic Gender equality through the conversation
use lexical items related to Gender equality & job related words in some contexts.
identify the passive voice with modals in the dialouge about equal jobs opportunities.
2. Competences: By the end of the lesson, students will/should be able to:
develop communication skills
be collaborative and supportive in pair work and teamwork
actively join in class activities
3. Qualities: be aware of gender equality
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES
1. Materials:
- Grade 10 textbook, Unit 6, Getting started
Sachmem.vn
2. Equipment: Computer connected with the Internet, projector/TV
III. PROCEDURE:
Steps + time
Aims
Learning activities/ Content/ Procedure
Product
Warm- up
(7
minutes
To motivate students and lead- in the lesson.
CLIP WATCHING
T gives instructions: Watch the clip and guess:
+ what is the video clip about ?
+ Is “Same work-same pay ?”
Ss do as instructed.
Ss work in 4 groups, Ss share their answer with each other.
- Some representative of each group speak out their opinion
- Other Ss give comments 
- T listens and gives feed back Source: https://www.youtube.com/watch ?v=hLr2GNRnmXM
Words and phrases related to Gender, gender equality Suggested Key:
+ genders, gender equality and gender discrimination.
+ No.


-To elicit students’ vocabular y source about Gender equality

T leads into new lesson by raising the question: “Shoud men and women be treated in the same way and given the same opportunites?”. Nowadays, women have more opportunities to take part in social activities , as well as get some important positions in society . However, there is still gender discrimination. Thus, you can take some actions to reduce the gender gap. One of them is creating more chances for women to have equal job opportunity.
T elicits some vocabulary in the unit.

Activity 1
(8
minutes)

- To get students
interested
in the
topic.
- get Ss to
know
Words
and
phrases
related to Gender, gender equality
Listen and read
-T ask Ss to look at the picture (p.66) and answer the questions
+ What are their jobs?
+ Are these jobs traditionally done by men or women?
Ss do the task individually
Ss share their answer with a partner
T checks the answer with the whole class
T focus Ss’s attention on the conversation, and elicit who the speakers are and what Ss think they are talking about?
T plays the recording twice for Ss to listen and read along. Have Ss underline words and phrases describing gender equality while they are listening and reading.
- T puts Ss in pairs and have them compare the words and phrases they have underlined and discuss their meanings. Then check comprehension as a class.
-T gets Ss in pairs read the dialogue again/ then ask two pairs to practice the conversation in front of the class
Words and phrases related to Gender, gender equality
Activity 3
(7minute s)

To check
Ss’ comprehe nsion of the
conversat
ion
Read the conversation again and decide whether the following statements are true
(T) or false (F). (p.67)
-Ss read the statements and underline the key words, then share their ideas with a partner who sits next to them.
- Ss do Task 2 individually first.
- Ss share and discuss with their
partners about the key words
- T corrects their answers as a
class.
- T asks Ss to scan the conversation, locate the key words to find out the answers for the questions individually.
- Go round and give help if needed.
Ss share the answer with the partner who sits behind them
T checks Ss by calling some Ss to read sentences aloud and decide if the statements are true or false the other Ss give comment. Encourge Ss to provide evidence from the conversation and correct false statements
- T gives final feedback and correction.
practise reading for specific information, develop scanning skills while reading
Suggested answers:
1. F 2. F 3. T
Activity 4
(4
minutes)
To help Ss revise job- related words and phrases.
Matching
Ss to work individually to do activity 3
T goes around the class to help if necessary.
Ss to compare their answers in pairs.
T calls sts to present answers.
T corrects and gives feedback
Job-related words: treated equally, job opportunities, medical school
Key:
1. c 2. a 3. b
Activity 5
(5
minutes)
To help Ss identify the passive voice with
modals.
Text completion
Ss work individually to read the incomplete text and then find the verb phrases in the conversation.
Ss give the answer by reading aloud these sentences.
Passive voice with modals Key:
may not be allowed
mustn’t be kept 3. should be treated
Producti on
(5
minutes)
To help Ss to talk about their future/dre
am jobs.
FREE TALK
- T asks Ss to work in groups of
4 or five to talk ab...lesson and remind students about their task
Students study
vocabulary and grammar points
Students do exercises in their workbook
Students prepare for the next lesson: Do you think boys and girls are
treated equally? Why/ Why not?
Ss’ work

Ngày soạn:10/01/2023 Ngày dạy:
UNIT 6: GENDER EQUALITY
Period : 57 Lesson 3: READING
Objectives
Knowledge
By the end of this lesson, Ss should be able to use words and phrases related to the topic “Gender equality”: domestic violence, uneducated, low-paying, be forced, child marriage, challengeto talk about challenges that women face and solutions to the problems for an equal world.
Competences
By the end of this lesson, Ss should be able to:
improve such reading skills as: guessing the meaning of the words and phrases in context and reading for specific information in a text about gender equality.
improve some competences such as: communication, cooperation, problem – solving, language use and presentation skills through individual work, pair work and group work activities.
Qualities
By the end of this lesson, Ss should be able to show their sharings and responsibility for their families and society
TEACHING AIDS/INSTRUCTIONAL RESOURCES
Materials:
Grade 10 textbook
Extra boards
Equipment:
Computer, projector
PROCEDURE:
Steps + time
Aims
Learning activities/ Content/ Procedure
Product
1. Activity 1:
Warm-up (5 minutes)

To help Ss to recall the vocabulary related to the topic of the lesson
To motivate the students and lead-in the lesson.
Game: Which team is quicker?
T dividesa the class into two teams: Team A makes a list about things that their mothers and sisters often do in the family; Team B makes a list about things that their fathers and brothers often do.
Ss in each team take turn to write the answers on the board.
The first team to finish with more correct answers will be the winner
T gives comments
T leads in the lesson

Suggested answers Father and brother: Earn money, fix things, do the heavy liftings, do the housework
Mother and sister: earn money, do the cooking, do the laundry, do the cleaning, taking care of the children.
Pre-reading (7 minutes)
To introduce the topic of the reading and get Ss involved in the lesson
Activity 1: Match the sentences with the pictures
- T asks Ss to read the three sentences carefully and look at the pictures.
T asks Ss to work in pairs and match the sentences with the pictures
Ss work in pair and do the matching
T checks the answers by asking some Ss to call out the answers
T asks Ss to work in pairs to answer the questions:
1.Do you think the women in the picture a and b lead a good life? Why

Key
Sentence 1: Picture C
Sentence 2: Picture B
Sentence 3: Picture A
While- reading
(20 minutes)
To help Ss
improve such reading skill as guessing the meaning of words and phrases in context
Activity 2: Read the text and circle
the correct meaning of the highlighted words and phrases:
- T asks Ss to work individually to read the text quickly, guess the meaning of the highlighted words and phrases, then compare their answers with their partners.
- T guides Ss how to do the task
- Ss read the highlighted words and
option a and b and underline key
words.
Ss locate the highlighted words in the passage and read the information around them to guess their meanings.
Ss work individually first, then compare their answers with a partner.
- T calls on some Ss to give the
answers, the other Ss listen and give
comments.
Words and phrases
1. be forced: bị bắt buộc làm gì
= be made to do something unwanted
(bị yêu cầu làm
điều gì đó không
mong muốn)
2. domestic
violence: bạo lực
gia đình
= behaviour
intended to hurt someone you live with
(hành vi nhằm mục
đích làm tổn
thương người mà
bạn sống cùng)
3. uneducated
(adj): không được
học hành/ không
được đi học
= having little or no
formal education at
school
4. low-paying
(adj): được trả
lương thấp
= providing very
little money

To help Ss to practise using the words and phrases in context

Activity 3: Fill in the sentences with the suitable word or phrase given.
uneducated / low – paying/ forced/ domestic violence/
Some hospitals in this city are being to close departments because of lack of money.
The government must commit itself to improving the living standards of the poor
and people in this area.
3. Jane is going to quit her job in this company because it is
a and hard job.
4. She is an unhappy woman. She suffers from _ in
her family.
- T asks Ss to work individually to read the sentences and fill in the gaps
with the appropriate word or phrase
- T draws Ss’ attention to the part of speech of the word and the clues in the sentences
- Ss do as instructed
- T asks Ss to work with a partner to share their answers
- T calls on some students to write the answers on the board
- T gives comments
Key 1.forced
uneducated
low -paying
domestic violence

To improve
Ss’reading skill for specific information
A...firefightens)
+ (Nursing) jobs are done by me / women.
+ The (nurse’s) job is traditionally done by men / women.
Students work individually to decide which jobs are traditionally done by men or women and tick the corressponding columns.
Students discuss in pairs and use the expressions to express their answers with the class.
Students know some words about career and understand how to use some expression s to discuss the jobs.
Students say which jobs are traditionall y done by men or women.
Suggested answers: Traditonal male jobs: 1, 4, 5, 7
Traditional
Activity 3 Controlled practice speaking (10 minutes)
To introduce more ideas for the main speaking task and get Ss involved in the lesson
Task 2. Work in pairs. Discuss why the jobs in Task 1 are traditionally done by men or women. Use the ideas below to help you.
Teacher gives Ss time to read the suggested ideas in the box and the example.
Teacher has one student read the example aloud and asks if Ss agree with it and why or why not.
Students work in pairs and discuss each job.
Teacher walks around the class and gives help if necessary
Teacher asks some pairs to present their opinions in front of the class. The rest of the class is encouraged to ask questions.
female jobs: 2, 3,
6, 8
Students know some suggested ideas about career and understand how to discuss why the jobs are traditionall y done by men or women.
Students discuss why the jobs are traditionall y done by men or women.
ctivity 4 Less controlled practice speaking (15 minutes)
To help students talk about their career choices and their ideas with the class
Task 3. Work in groups of three. Talk about your career choice(s).
Teacher has one group role-play the example.
Ask a student if he or she understand the scene and give the model sentences.
A: I think I’ll work as a / an ... because people often say that I have  .
B: Good for you. I’d like to be a / an because I enjoy  .
C: Sound great. I’d like to be a / an because I can  .
Teacher asks Ss to work in groups of three and has one group role-play the example.
Students discuss their career choices and note down each member’s future job and the reason why he or she has chosen it.
Teacher invites some Ss from different groups to report their career choices in their groups and give the reasons to the class.
Students know how to give ideas about their career choice(s).
Students can talk about their career choices.
Activity 5 Wrap up (3 minutes)
To consolidat e what Ss have learnt in the lesson
Teacher asks Ss to talk about what they have learnt in the lesson.
Teacher shows a video to remind Ss about gender equality in job choices.
Source of the video: https://www.youtube.com/watch?v=misYmpr9 25o
Students know more about career choices
Activity 6 Homework (2 minutes)
To review the lesson they have learnt and prepare for the next
lesson
Students do the tasks:
do exercises.in workbook
review the new words and the structures.
prepare for the next lesson: Listening.
Students’ product at home

Feedback/ Reflection:
Ngày soạn: 12/1/2023 Ngày dạy:
UNIT 6: GENDER EQUALITY
Period: 59 LESSON 5: LISTENING- THE FIRST WOMAN IN SPACE
Objectives
Knowledge: By the end of this lesson, students (Ss) will be able to:
Have an overview of the topic Gender Equality
Identify and use words and phrases related to the topic Gender Equality
Listen for specific information in a talk about the first woman in space
Competences: By the end of this lesson, Ss will be able to:
Develop communication skills and problem-solving skills
Be collaborative and supportive in pair work and teamwork
Actively join in class activities
Qualities: By the end of this lesson, Ss will be able to:
Develop an awareness of gender equality in job choices and opportunities
Be respectful towards all genders
TEACHING AIDS/INSTRUCTIONAL RESOURCES
Materials: Grade 10 text book, sachmem.vn, and pictures.
Equipment:
Computer connected to the Internet.
Projector/ smart TV.
PROCEDURE:
Warm-up (5 mins)
- To activate Ss’ knowledge on the topic of the unit.
To create a lively atmosphere in the classroom
To lead into the new lesson
Clip watching:
Teacher (T) gives instructions: Watch the clip and write down as many names of cosmonauts/ astronauts as possible.
Ss do as instructed
T asks Ss to work in groups of 4 to share their results with their friends.
Ss work in groups, share their answers and then take turns to write down the names on the board.
T checks and corrects if Ss spell or pronounce the words/ phrases incorrectly.
T leads in.
(Video link:https://www.youtube.com/watch?v=HIEach7r mDg)
- Names of some famous astronauts: Yuri Gagarin, Neil Armstrong, Valentina Tereshkova May Jameson, Judith Resnik, Tim Peake, Margret
Hamilton...

Pre-listening (8 mins)
To help Ss use key language more appropriately before they listen
To introduce the topic of the listening and set the context.
Task 1: Work in pairs. Look at the picture and tell your partner what t... 6: Gender equality, Teacher’s book, sachmem.vn
Equipment
Computer connected to the Internet
Smart TV/ pictures and cards
PROCEDURE:
Steps + time
Aims
Learning activities/ Content/ Procedure
Product

WARM-UP
(5 minutes)
- To activate students’
knowledge on the topic
VIDEO WATCHING
-T plays a funny video on operation.(about 2 minutes)
Link: https://youtu.be/vFDSWuffBcA?t=91

Vocabulary related to the surgeon’s job:
- operation (n)


of the unit.
To create a lively atmosphere in the classroom.
To lead into the new unit.
(only the first half).
-T asks Ss to watch the video and note down as many words related to the surgeon’s job as possible.
Ss watch the video and take notes
-T asks Ss to discuss what Mr. Bean did correctly and incorrectly.
Ss give their words related to the surgeon’s job
-T gives feedback, if necessary, then introduces the lesson.
opetate(v)
patient (n)
medicine
blood(n)
bleed(v)
emergency (n)
-..
PRE-WRITING
Activity 1
(5 minutes)
Activity 2
(7 minutes)

-To help Ss develop ideas fortheir writing.
- To help Ss develop more ideas for their writing

Task 1: Choose suitable information from the box below to complete the table.
-T tells Ss to look at the table and read the information below the table. T explains any new words if necessary.
-T asks Ss to work individually to fill in the table with given suitable information based on what they have watched from the video and their own knowledge.
T may play the rest of the video to give more hints.
Ss do the work individually
-T asks Ss to work in pairs to discuss and check their answers with a partner.
Ss work in pairs to exchange answer
-T checks the answer with the whole class, and asks some Ss to explain their choice.
Task 2: Work in pairs. Do you think both men and women can do the surgeon’s job well? Give reasons. Use the ideas below to help you.
-T asks Ss to study the ideas in the box and think about if they agree or disagree with them.
-T encouragesSs to write down their opinions and any new ideas they have
come up with, preferably at least one

Vocabulary and knowledge about men and women’s responsibilities and qualities.
Answers:
Main responsibilities: A, D, F
Main qualities: B, C, E, G, H
Some ideas about what men and women can do the surgeon’s job well
Suggested answers: Women can do the surgeon’s job well
because they
can be as



reason/example for each idea.
-T asks Ss to work in pairs to discuss the ideas and express their own opinions.
Ss work in pairs to find oud the ideas and express their own opinions.
-T invites pairs of Ss to summarise their discussions in front of the class.
-T encourages the rest of the class to ask the pairs questions and comment on their ideas.
T walks round the class to provide help if necessary.
-T gives feedback and summarizes the pairs’ ideas.
physically and mentally strong as men.
- Women can make great surgeons because they
can also
perform long
and tiring operations.
- Women can become good surgeons because men and women have the same abilities to learn and apply medical knowledge.
WHILE-WRITING
Activity 3
(20 minutes)

- To help Ss practise writing a paragraph about the surgeon’s job.

Task 3: Write a paragraph (120- 150 words) about the surgeon’s job. Use these guiding questions to help you.
-T explains the task and asks Ss to study the guiding questions.
T provides the sample answer below as a model by reading it aloud or displaying it on the board.
T checks again to make sure Ss understand the structure of the sample and how it answers each of the guiding questions.
Tencourages Ss to provide detailed explanations or examples to support each idea in their paragraph.
T sets a time limit for Ss to write in class (around 10-15 minutes or more based on Ss’ abilities).
Ss try their best to write the paragraph based on all the suggestions.
-T goes around the class and helps if necessary.

- A paragraph about the surgeon’s job
Suggested answer:
The surgeon’s job is traditionally most common for men.
Surgeons have to perform operations on patients. They also have to make important decisions about patients’ health and safety.
Besides medical
knowledge, surgeons need



-T asks Ss to work individually (or in
both physical
pairs for weaker students) and use the
and mental
ideas thatthey have written in Task 1
strength to
and Task 2to develop their
perform long
paragraphs about the surgeon’s job.
and tiring
-T asks Ss to swap their writing with
operations. In
a partner/other pair for peer feedback.
addition,
- T asks Ss to focus on both the
surgeons need
content and language in their
to have
comments.
excellent
- Ss correct and give comments their
eyesight and
partner’s writing
skilful hands. A
- T encourages Ss to make some
surgeon works
revisions based on their
with a team, so
partners’suggestions.
he / she needs
- T asks Ss to write a complete
good teamwork
paragraph about the surgeon’s job.
and

communication

skills. Alth...lays some images of women playing football. Ss look at the pictures and answers questions about them.
T explains some new or difficult words
Ss read a text about women’s football and fill the timeline individually
Ss check their answers in pairs
In stronger classes, T goes over each event and have Ss find more information, encourage them to make questions and give answers
Vocabulary and knowledge about women’s football:
-ban (n)
-official (adj)= formal
-significantly (adv)
- draw interest= attract attention
5. Activity 5: (11 minutes)
To help Ss relate what they have learn about women’s football to Viet Nam
Ss work in groups and discuss each event listed in the timeline and decide the exact year
Some groups share their answers with the whole class
Knowledge of women’s football in Viet Nam:
1990: Women’s football team establishment 1997: First official match
2001: First gold medal in the SEA Games
2006: First AFF women’s championship 2019: Most recent AFF women’s championship
2022: Gold medal in the SEA Games
6. Activity
To help
Wrap-up
- Communication

6
Consolida tion
( 3
minutes)
students memorize the content of the lesson that they have learned
T asks: What have you learnt today?
The ways to express agreement and disagreement
Women’s football in the world and in Viet Nam
Homework
- Do exercises in the part Looking back
Exercises in the workbook
Prepare for Looking back and Project lesson
skills: how to express agreement and disagreement and give opinions
- Vocabulary and knowledge about women’s football

Comment:
Ngày soạn: 12/1/2023 Ngày dạy:
UNIT 6: GENDER EQUALITY
Period: 62 Lesson 8: Looking back and project
Objectives:
Knowledge (language focus): By the end of the lesson, students will/should be able to:
use the words or phrases related to topic Gender equality in the previous lessons to review vocabulary
use structures “passive voice of modal verbs” in the previous lessons to review grammar.
use the knowledge of the previous lesson to review the pronunciation of three-syllable adjectives and verbs.
use knowledge and content of this lesson to implement a survey about students’ future jobs.
Competences: By the end of the lesson, students will/should be able to:
- apply the ways to pronounce three-syllable adjectives and verbs to improve their speaking skills
execute structures “passive voice of modal verbs” to enhance their speaking and writing skills.
- use the words or phrases related to topic Gender equality in the previous lessons to develop 4 skills: listening, speaking, writing and reading
complete a survey to have a background to develop a presentation to enhance speaking skill.
be collaborative and supportive in pair work and teamwork;
actively join in class activities.
Qualities: By the end of the lesson, students will/should be able to:
understand the content of the lesson to become more humanitarian, more respectful to different genders, highly appreciative to their own gender and more responsible to themselves and others.
use the language to conduct a survey, so they will be more active, confident, patient and hard-working.
be more active and well- oriented to their future jobs.
TEACHING AIDS/INSTRUCTIONAL RESOURCES
Materials: pictures, videos, grade 10 textbook Unit 6, Lesson 8: Looking back and project, sachmem.vn
Equipment: Computer, Smart TV connected the Internet, board, chalk.
PROCEDURE:
Steps + time
Aims
Learning activities/ Content/ Procedure
Product
Activity 1: Warm-up (5 minutes)
To motivate students to brainstorm vocabularies they have learnt in the previous lesson.
To elicit students’ vocabulary source about Gender equality
To create a lively atmosphere in the classroom.
To lead into the new unit.
Game: THE REMEMBERING GAME?
- Teacher divides the class into 4 big groups based on students’ seats and gives some pictures related to the topic Gender equality and asks students to observe each picture from 4 to 5 seconds.
Vocabulary about Gender equality
employment
opportunities
gender equality
gender inequality
encourage
eliminate
domestic violence
discrimination
victim

-
Students do as instructed
Teacher asks students to work in groups to discuss and find their words.
Students work in groups and take turns running to the board and write the words of the topic as quickly as possible.
Teacher checks and ticks the correct words and confirms the winner with the most correct words.
Teacher leads in the lesson: Today we will study the Looking back and Project to review Pronunciation, vocabulary and grammar and carry out a survey about Students’ future jobs.

Activity 2: Pronunciation (5 minutes)
- To help students revise stress in three- syllable adjectives and verbs
Task 1:
- Teacher asks students to review the stress pattern of three-syllable adjective and verb they have learnt in this unit.
- Teacher can call some students to stand up and tell some popular rules of pronouncing three-syllable
words

- Rememberi...s’ presentations and writes comments if any. The presenters should complete their self- assessment checklist after completing the presentation
Teacher goes through the criteria to make sure that students are familiar with them
Students follow teacher’s instructions
Some students stand in front of class respectively and present their final results
Teacher gives feedback and mark
The final mark ( Teacher= 70%, peer check= 30%)

Activity 6: Consolidation (2 minutes)
- To summarize and consolidate what they have learnt in the lesson
T asks Ss to recall what they have learnt
Ss recall what they have learnt
T emphasizes what Ss need to pay attention to and need to remember.
- The brief answer about what they learn in this lesson:
+ Stress of three-syllable words
+ Passive voice of modal verbs
+ A complete survey about Students’ future jobs
+ A final presentation about the reasons for the least popular jobs among the
boys and the girls.
Homework (2 minutes)
- To give Ss homework
- T gives Ss what to do at home.
Prepare for the next lesson – Unit 7 Getting started
Revise all knowledge in Unit 6 Gender Equality
Ss’ product at home
Feedback
This is the lesson plan I would like you to use as reference. You can adapt to make it suitable for your students’ levels and school conditions. Thanks for any of your comments and feedback.
I enclose both completed checklist for peer assessment and completed checklist for self- assessment below.
Ngày soạn:14/01/2023 Ngày dạy:
UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
Period: 63 Lesson 1: GETTING STARTED
OBJECTIVES:
Knowledge (language focus): By the end of the lesson, students will/should be able to:
Gain an overview of the topic “Viet Nam and international organisations”;
Identify and use words and phrases related to the topic “Viet Nam and international organisations”;
Identify and use comparative and superlative adjectives.
Competences: By the end of the lesson, students will/should be able to
Develop communication skills and problem-solving skills;
Be collaborative and supportive in pair work and teamwork;
Actively join in class activities.
Qualities: By the end of the lesson, Ss should be able to
Develop an awareness of activities of international organisations;
Be respectful towards all nations.
TEACHING AIDS/INSTRUCTIONAL RESOURCES
Materials: Grade 10textbook, Unit 7: Getting started, Teacher’s book, sachmem.vn, handout
Equipment: Computer connected to the internet, projector.
PROCEDURE:
Steps + time
Aims
Learning activities/ Content/ Procedure
Product
WARM-UP
(5 minutes)
To activate Ss’ knowledge on the topic of the unit.
To create a lively atmosphere in the classroom
- To lead into the new unit
GUESS THE LOGO
T gives instructions: Ss watch some logos of international organisations and guess which organisations have those logos.
Ss play in two teams, guess which organisations have those logos and raise their hands as quickly as possible to give answers.
T takes notes Ss’s answers and confirms the winner.
T asks Ss to discuss the questions
The United Nations
United Nations Children’s Fund
United Nations Development Programme
World Trade Organization



+ What do you know about ?
+ What is its goal or role?
+ Is Viet Nam a member of it?
- Ss discuss what they know about those organisations.
- Tleads in the lesson: In our integrated world, international organisations’ role is becoming important. Today, we have a chance to get some information about some international organisations as well as the relationship between these
organisations and Viet Nam.

PRESENTATION
Vocabulary (5 mins)
- To help Ss use key language more appropriately before they listen and read
VOCABULARY
T asks Ss to look at the explanation and the photos to guess the meaning of new words.
Ss say the Vietnamese meaning of the word.
-T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them.
peacekeeping (adj)
/ˈpiːskiːpɪŋ/: gìn giữ hòa bình
harm (n)
/hɑː(r)m/: tổn hại
expert (adj)
/ˈekspɜːrt/: thuộc về chuyên môn
investor (n)
/ɪnˈvestə(r)/: nhà đầu tư
PRACTICE
1. Activity 1 Listen and read
(10mins)
To introduce the unit topic;
To introduce some vocabulary and the grammar points to be learnt in the unit.
TASK 1
-T plays the recording twice for Ss to listen and read along.
Ss underline the information related to international organisations 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.
Vocabulary about Viet Nam and international organisations
Grammar: comparative and superlative
2. Activity 2 Reading
comprehension (12mins)
- To check Ss’ comprehension of the texts.
TASK 2: READ THE TEXTS AGAIN AND CHOOSE THE CORRECT ANSWERS.
-T asks Ss to work in pairs.
- Ss read each question carefully to
1. A 2. B 3. C



choose the best answer, then ...
Tchecks whether Ss can pronounce these words correctly by randomly
Pronounce words with more than three syllables with correct stress 1.,appli'cation
2. com,muni'cation 3.,eco'nomic
4. ,expla'nation 5.,popu'lation
6. ,ende'pendent 7.,possi'bility
8. par,tici'pation

Activity 2
(4 minutes)

calling on some Ss to read the words aloud.

To help Ss recognise stress in words with more than three syllables and practise saying sentences containing such words
Task 2: Listen and mark the primary stress in the words in bold. Then practise saying the sentences.
T plays the recording for Ss to listen and put a mark (') before the syllable with the primary stress in the words in bold.
Ss work individually. T explains that Ss are only required to mark the primary stress.
Ss work in pairs to compare their answers.
T asks individual Ss to write the words on the board and mark the stress. In stronger classes, T challenges Ss to mark the secondary stress as well.
T checks the answer by playing the recording again pausing after each sentence. Ss repeat and practice
speaking the sentences in pairs.
The stress in words with more than three syllables
Viet Nam is a member of different
,inter'nationalor,ga ni'sation
Ourre,sponsi'bilit yistohelpthemost,di sadvantagedchildre n.
This or,gani'sation aims to promote
,envi'ronmental production.
UNICEFaimstocr eate,edu'cational
,oppor'tunities for all children
II. VOCABULAR Y
Activity 3 Vocabulary review (6 minutes)
Activity 4 Vocabulary Practice
(6 minutes)
To revise new vocabulary items related to international organisation
Task 1: Match the words in bold with their meanings in the box.
T asks Ss to work in pairs.
Ssstudy and discuss the context clues in the sentences, and work out the meanings of the words.
T calls on one student to read a word aloud and another student to read its meaning.
T checks the answer.
Vocabulary about joining international organisations
Key: 1. C 2. D 3. A
4. E 5. B
To give Ss practice in using the words in meaningful contexts
Task 2: Complete the following sentences with the correct form of the words in Task 1.
-T has Ss work in pairs.
Ssread the sentences carefully and decide which of the words in bold in Task 1 can be used to complete each of the sentences.
T remindsSsto use the context clues to help them decide on the word.
T asks individual Ss to call out the
Using the words in meaningful contexts
Key:
promote
welcomes
commit
aims
enter



words they have used in each sentence first.
- T confirms the correct answers. T asks Ss to give reasons why they have chosen the word for each sentence
e.g. In sentence 1, economic growth is a positive result, so the word to fill in here must be promote.

III. GRAMMAR Activity 5
Grammar review
(7 minutes)
To give Ss an opportunity to revise comparative and superlative adjectives
Task 1: Choose the best answers.
T tells Ss to look at the sentences in 4 in Getting Started and asks them how comparative and superlative adjectives are used in these sentences.
T asks Ss to look at the Remember! box and carefully study the rules for using comparative and superlative adjectives.
T asks Ss to look at sentence 3 and check understanding, e.g.What are ‘less’ and ‘least’? (the irregular comparative and superlative forms of little), How are they used? (used with long adjectives: less / least interesting).
Ss work in pairs or individually to choose the correct form of the adjective in each sentence.
Task Ss to explain their choices,
e.g. In sentence 1, the context clues (WTO rules, smaller member countries) suggest the correct choice here must be a comparative form (easier).
- T checks the answer with the class
An overview comparative and superlative adjectives
Key:
easier
more attractive
less competitive
the most popular
PRODUCTION
(6 minutes)
To give Ss opportunitie s to produce learned language by themselves.
Game: 20 questions
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 partner’s head.
Ss ask their partner 20 questions (maximum) as clues to find out
which country/international organisation name is written on their
- Sentences withvocabulary about joining international organisations and comparative and superlative adjectives



head.
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 S 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 S who can guess correctly the fastest.

Consolidation
(2 minutes)
- To summarize and consolidate
what Ss have learnt
T asks Ss to recall what they have learnt
Ss recall what they have learnt
T emphasize what Ss need to pay attention to and need to remember.
An overview about th...ctise reading for specific information.
- - The answers for the questions
To create opportunities for them to attend school, learn and succeed.
Education for Disadvantaged Young People.
Providing Education Opportunities for Children with Disabilities.
To better prepare children for the challenges in the future.
Activity 5: POST- READING
(10 mins)
To help Ss use the ideas and language in the reading to talk about their own community.
WORK IN GROUPS. DISCUSS THE FOLLOWING QUESTIONS. (p.80)
Which of the UNICEF’s education programmes mentioned in the text do you think can be the most useful for your local community? Why?
Discussion forum: - T asks Ss to read the text again and focus on the UNICEF’s programmes mentioned in the text.
- Ss work in groups to discuss which of these programmes can be the most useful for people in their local area
Presentation about UNICEF’s
programmes mentioned in the text.
- May be the most useful programme “Improving Learning Achievements”



and explain why. T encourages them to freely express their opinions.
Ss vote on the most useful programme. T tells Ss that there are right or wrong answers.
T gives the final comments on the discussion.
because Young people really need to be supported with their future. They may succeed in fast- changing world when leaving school.
Consolidatio n
(3mins)
To sum up what students have learnt
Some Ss say what they have learnt:
Students can read and get the general idea of a text.
Students can guess the meaning of the words in context.
Students can make references when reading a text.
Specific information about UNICEF’s support for Viet Nam’s education
Homework (2mins)
To review the lesson Ss have learnt and prepare for the next lesson
Students study vocabulary and phrases.
Students do exercises in their workbook.
Students prepare for the next lesson Speaking (p 80).


Feedback:
Ngày soạn: 14/1/2023 Ngày dạy:
UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
Period: 66 UNIT 7 - LESSON 4: SPEAKING
Objectives
Knowledge
By the end of the lesson, students should be able to:
Understand how to express opinions about a project or a programme that can benefit a local area.
Discuss and express opinions about a project or a programme that can benefit their local area.
Competences:
By the end of the lesson, students should be able to:
-Develop communication skills and creativity
-Be collaborative and supportive in pair work and team work;
-Develop presentation skills.
Qualities:
By the end of the lesson, students should be able to:
-Understand more about programmes for communities and develop collaborative ability in team work.
-Be more responsible to their community
Teaching aids:
Materials:
Grade 10 textbook, Unit 7, Speaking
sachmem.vn
Equipment: Computer, TV, board, camera
Procedure:
Steps + time
Aims
Learning activities/ Content/
Procedure
Product
1. Warm-up (7 minutes)
To motivate students and lead-in the lesson.
To get students to be actively involved in the lesson
Game:“Who is the best?”
T divides Ss into 4 groups and gives instructions: Watch the video clip and try to remember all the activities appearing in the video. One person from each group then goes to the board and writes the names of the activities on the paper(paper size A0)
Ss do as instructed.
Ss work in groups to discuss the answer after watching the clip, then one representative from each group shows the answer on the board.
T confirms the correct answers.
-T leads in new lesson.

* Vocabulary about activities to help communities:
- harvest (v)
disabled (a)
collect(v)
rubbish (n)
support(v)
Suggested answer:
helping people to harvest the crops
Teaching disabled children
Taking care of the old
Collecting rubbish
Supporting food and clothes to the poor
Helping the sick in




hospital
2. Activity 1 (8 minutes)
- To help Ss recall information from the reading text and introduce expressions for the speaking tasks.
Task 1. Complete the conversation about a box. Then practise it in pairs.
T explains the task and checks if Ss understand what they have to do.
Ss answer the teacher’s question.
T asks students to work in pairs to read the questions and find the right answer from the box for each question.
Students work in pairs to find the right answers for the questions.
T has Ss report their answers.
Ss report their answers to the class.
T checks answers as a class and confirms the correct ones.

-The skills to work in pairs and the answers for the questions about Education for Disadvantaged Young People
Key: 1. b 2. c 3. A
3. Activity 2 (10 minutes)
To introduce more ideas for the main speaking task through an information gap activity
Task 2. Work in pairs, student A looks at the table below, student B looks at the table on page 85.
Ask each other the questions in to complete your table.
T asks Ss to look at the instructions and makes sure they understand this is an information gap activity. T demonstrates using the exa...on for Regional Cooperation (SAARC): no Association of South East Nations (ASEAN): yes
Organization for Economic Cooperation & Development (OECD): no
Asian Infrastructure Investment Bank (AIIB): yes
New Development Bank (BRICS Development Bank): no
G-77 – Group of 77: yes

2. Activity 2: (8 minutes)
- To introduce the topic of the listening and get Ss involved in the lesson.
TASK 1: Which of the statements are true about Viet Nam’s foreign relations. (p.81)
T asks Ss to name the international organizations that they learnt about in this lesson or know about (United Nations (UN), World Health Organization (WHO), World Trade Organization (WTO), Asia-Pacific Economic Cooperation (APEC), Association of SouthEast Asian Nations (ASEAN)).
T elicits or explains the concept of foreign or international relations, e.g. relations or interactions between independent states or nations.
T asks Ss to look at the statements related to international relations.
Ss work in pairs to discuss and decide which of the statements in the book are true about Viet Nam’s foreign relations.
T asks some individual Ss to explain or provide evidence why their chosen statement is not true.
T checks answers as a class.
Key: 1, 2, 4

Ss’ skills to discuss and decide which of the statements in the book are true about Viet Nam’s foreign relations.
Ss’ answers may be 1, 2, 4

3. Activity 3: (12 minutes)
- To help Ss practice listening for specific information.
TASK 2: True or false. (p.81)
Ss read each of the statements and underline key words, e.g. (1. member, more than, 60; 2. 650, non- governmental; 3. more active, international, regional; 4. selected, first training center, peacekeeping activities, Southeast Asia).
T tells Ss to pay more attention to these words and phrases, and the context around them. T reminds Ss that the statements may include paraphrased or different information from what they hear in the recording so they should listen for synonyms, antonyms or phrases with similar meanings.
T plays the recording and tells Ss to listen and decide whether each statement is true or false.
Ss work individually to listen and decide whether each statement is true or false.
Ss compare their answers in pairs.
T checks answers as a class and confirms the correct ones. T invites individual Ss to explain why each statement is true or false, and corrects the false sentences.
T lets Ss listen again, pausing at the places where Ss can find the information. Key:
T
F (more than 650)
F (more active in international and regional events as well)
T

* Vocabulary related to the topic:
- non-governmental (adj)
active (adj)
international (adj)
regional (adj)
training center (n)
- Ss’ answers may be:
T
F
F
T
4. Activity 4: (13 minutes)
- To help Ss practise listening for specific information.
TASK 3: Complete the conversation. (p.81)
T asks Ss to read the instructions to make sure they understand that they only need to write no more than two words on each blank.
T has Ss look at each sentence and make predictions, e.g. part of speech, one or two words, meanings of the missing words. T explains that Ss may hear a
different sentence structure, but the

- Ss’ skills to make predictions: part of speech, one or two words, meanings of the missing words.



word/phrase needs to be the same as the one on the recording.
T plays the recording and asks Ss to complete the missing information individually.
Ss listen again and complete the missing information individually.
Ss compare their answers in pairs or groups.
T checks answers as a class by asking Ss to call out the missing words/phrases or write them on the board.
T lets Ss listen again, pausing the recording at the relevant parts.
Key:
international
reliable partner
participate
economic

5. Activity 5: (5 minutes)
- To help Ss apply the language they have learnt in the listening in a speaking task.
TASK 4: Discussion. (p.82)
Which of the following are the benefits for Viet Nam as a member of international organizations? Can you add more?
- T asks Ss to list the key information from the recording about Viet Nam’s international relations.
E.g. Viet Nam is open to foreign relations. It is a friend and a reliable partner in the international community. It has become more active in international and regional activities. Viet Nam is also a member of different trade organizations. This helps to increase trade with other countries and attract more foreign investors. Vietnam's position in the world has improved.
- Ss work in groups. Each group chooses one international organization and makes a mind map to identify the benefits that Viet Nam has gained as a member of that international organization. Ss can use the ideas mentioned in the recording (e.g. gaining many economic benefits, position in the world has improved) or come up with their own ideas, e.g.
selling Vietnamese products in many

- The skills to work in groups to choose one international organization and ...about the benefits that membership of international organizations
Write a paragraph (120 – 150 words) about the benefits for VietNam as a member of international organizations. Use the information in the diagram in T asks Students to write a paragraph (120 – 150 words), based on the information in the completed diagramfrom the previous activity.
T reminds students to pay attention to the criteria: Task achievement, Coherence and Cohesion(using connectors), Vocabulary, and Grammar.
T sets a time limit for the task and walks round the class to give further support if needed.
When Students finish writing, T spares some time for Ss to check their paragraph.
Students work in pairs and swap their paragraphs for peer review. (underline possible mistakes)Then Students revise theirparagraphs and correct any mistakes in their final draft.
T collects some Ss’ writings to show on the screen, pointing out common mistakes and suggest possible improvements.
-T gives marks/comments and provides a sample product on the chat group or learning platform.
Viet Nam has gained three main benefits since it joined different international organizations. Firstly, it is easier and more convenient for Viet Nam to promote its culture and learn about other cultures. For example, various cultural exchanges help foreigners know more about our country. In addition,
Vietnamese people have a better chance
Vocabulary about international organizations
- expressions and structures for writing
- skills to write about the benefits for Viet Nam as a member of international organizations
- awareness of the benefits of being a member of an international organization



of experiencing different cultures. Secondly, this has created greater education opportunities for both Vietnamese and foreign students. More education opportunities abroad are now open to Vietnamese students. Vietnam’s colleges and universities can also accept international students. Finally, joining these organizations has also helped Viet Nam increase both local and international tourism. In fact, VietNam has become one of the most popular destinations for many foreign tourists in the region. It is also easier for Vietnamese people to travel abroad. In short, Viet Nam has benefited
greatly from becoming a member of different international organizations.
Outline:
+ Firstly main idea 1 → example
+ Secondly main idea 2 → example
+ Finally main idea 3 → example

5.Activit y 5: Post - write (7minut es)
- To help Students remember their writing a paragraph about the benefits that membership of international organizations
- T asks Ss to talk about what they have learnt in the lesson (the benefits for Viet Nam as a member of international organizations)
-It is easier and more convenient for Viet Nam to promote its culture and learn about other cultures.
-Vietnamese people have a better chance of experiencing different cultures
-It has created greater education opportunities for both Vietnamese and foreign students.
-It has also helped Viet Nam increase
both local and international tourism.
Vocabulary about international organizations
- The benefits for Viet Nam as a member of international organizations



.

Homewo rk (3minut es)

Students study vocabulary and structures related to writing benefits
-Students complete their writing and tell about the benefits for Viet Nam as a member of international organizations . Workbook exercises (for advanced students)
Project preparation
-Prepare for the next lesson

Feedback and adjustment
Ngày soạn: 14/1/2023 Ngày dạy:
UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
Period: 69 Lesson 7: COMMUNICATION AND CULTURE/ CLIL
Objectives:
Knowledge (language focus): By the end of the lesson, students will/should be able to:
Make and respond to invitations
Learn about FAO and its activities to support Viet Nam
Competences: By the end of the lesson, students will/should be able to:
Develop communication skills and creativity
Be collaborative and supportive in pair work and team work
Develop presentation skills
Qualities:
Understand more about the relationship between Viet Nam and FAO
Be respectful towards all international organizations.
TEACHING AIDS/INSTRUCTIONAL RESOURCES 1.Materials:
Grade 10 textbook, Unit 7, Communication and Culture/CLIL
Computer connected to the internet
2. Equipment: Computer, projector.
PROCEDURE:
Steps / time
Aims
Learning activities/ Content/ Procedure
Product
Activity 1: (warm up) 3 minutes
To activate Ss’ knowledge of the topic
GAME ON MENTI
https://www.menti.com/3w95mze1mj
+Teacher asks students to give vocabulary relating to the topic “invitation”
Teacher reminds students to think about occasion, guest, presents, structures
Expected answer:
-Have a party (birthday, graduation, wedding, thanks giving, Christmas, )
relatives, friends
-/ toy / a film ticket/ a laptop 
structures: would you like, Do you feel like..
-Vocabulary or structure relating to invitation Vocabulary: