Giáo án NLS Tiếng Anh 10 Global Success Unit 7 Speaking: Programmes for communities

Planning: ..../..../..... 

Teaching: ..../..../.....

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

LESSON 4: SPEAKING

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

• Discuss and express opinions about a project or a programme that can benefit their local area.

• Recall information about international organisations' programmes in Viet Nam.

• Use expressions for asking about and giving information on community programmes, as well as expressing personal opinions.

2. Competences

General competences:

• Self-control and independent learning: listen and share personal opinions with partners and the teacher.

• Communication and collaboration: work in pairs or groups to complete the information gap activities, discussions, and learning tasks.

Specific competences:

• Speaking skills: Asking for and giving information about specific projects.

• Presenting coherent arguments and debating regarding the benefits of community programmes.

Digital competences:

• [1.1.NC1a]: Meet information needs.

• [2.1.NC1a]: Choose simple digital technologies for interaction.

• [2.2.NC1a]: Share data, information, and digital content through a variety of appropriate digital tools.

• [2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes. 

• [3.1.NC1a]: Apply methods for creating and editing content in different formats.

• [6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

• Responsibility: Develop an awareness of community problems and how international organisations support local development.

• Compassion: Show empathy towards disadvantaged youth and vulnerable groups in society.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 10, Teacher's Book, Lesson Plan.

• Computer, projector/smart TV.

• Collaborative workspaces (Google Docs/Notion), Generative AI tools (ChatGPT/Gemini), online assessment platforms (e.g., Quizizz, Azota) for the Practice section and video editing applications.

2. Students' aids

• Textbook, notebooks, pens.

• Smartphones, tablets, or laptops with internet connection.

III. PROCEDURES

1. WARM-UP 

a. Objective: To activate students' prior knowledge about international organisations and create a competitive, engaging atmosphere before starting the new lesson. 

b. Content: Teacher organizes a quick guessing game called "Who am I?" about international organisations in Viet Nam. 

c. Product: Students' correct answers (names of the international organisations). 

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher divides the class into 2 big teams (Team A and Team B).

- Teacher explains the rules: The teacher will read clues about the roles or missions of different international organisations. The team that raises their hand fastest and gives the correct name of the organisation gets 1 point.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it. 

- Students listen carefully to the teacher's clues and discuss quickly with their teammates to find the answer.

- Students use their smartphones and voice search assistants (e.g., Google Assistant, Siri) to quickly adjust search keywords and verify facts about international organisations when hearing the clues.

- The teacher observes and acts as the gamemaster.

Step 3: Reporting and Discussion

- Teacher reads the clues one by one:

+ Clue 1: I am an organisation that focuses on public health and disease control. Who am I? (Answer: WHO)

+ Clue 2: I am an organisation that aims to reduce poverty and develop the country. Who am I? (Answer: UNDP)

+ Clue 3: I am an organisation that focuses on trade rules between nations. Who am I? (Answer: WTO)

+ Clue 4: I am a United Fund that focuses on protecting children and helping disadvantaged teenagers. Who am I? (Answer: UNICEF)

- Students raise their hands to answer. Other students can comment if the answer is wrong.

Step 4: Evaluation

- Teacher counts the points, declares the winning team, and leads into the new lesson: You remember the organisations very well! As you mentioned, UNICEF and UNDP do a lot to help our country. Today, we will dive deeper into their specific programmes and discuss how they benefit our local communities in Lesson 4: Speaking.

[2.1.NC1a]: Choose simple digital technologies for interaction.

[1.1.NC1a]: Adjust search strategies using voice search assistants on smartphones to quickly find and verify the most relevant information about international organisations in the digital environment.

2. PRESENTATION

PROGRAMMES FOR COMMUNITIES

Activity 1: Complete the conversation about a UNICEF programme with the sentences in the box. Then practise it in pairs. 

a. Objective: To help Ss recall information from the reading text and introduce expressions for the speaking tasks. 

b. Content: Students match questions (1-3) with correct answers (a-c) to complete a conversation about a UNICEF programme. 

c. Product: Correct matching of the conversation halves and accurate role-play. 

d. Organization:

Activity 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 1 to complete your table.

a. Objective: To introduce more ideas for the main speaking task through an information gap activity. 

b. Content: Students role-play to ask and answer questions about two UNDP programmes to fill in the missing information in their respective tables. 

c. Product: Completed tables with accurate information about the UNDP programme and project. 

d. Organization: