TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

WARM-UP (5’)

Aim:

- To activate Ss’ knowledge on the topic of the unit.

- To create a lively atmosphere in the classroom

- To lead into the new unit

- [NLS Integration 5.2NC1a]: Ss observe digital visual data (logos) projected on the screen and analyze them to identify the organisations.

Trivia – Guess the logo

* T shows Ss some logos of international organisations.

** Ss play in two teams and guess which organisations have those logos.

*** Ss discuss what they know about those organisations. e.g. What do you know about …? What is its goal or role? Is Viet Nam a member of it?

**** T leads in the lesson and tells Ss that the answer will be announced later when they read a text.

GAME: Trivia – Guess the logo

KNOWLEDGE FORMATION (4’-T-S)

Aim: To help Ss use key language more appropriately before they listen and read

Vocabulary - pre-teach

- [NLS Integration 1.1NC1b]: T can ask Ss to use online dictionaries (like Oxford/Cambridge) on their phones to check the exact pronunciation and example sentences.

* 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.

*** Other Ss correct if the previous answers are incorrect.

**** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them.

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

LESSON 1: Getting started – Viet Nam and international organisations

Vocabulary

1. peacekeeping (adj) /ˈpiːskiːpɪŋ/: gìn giữ hòa bình

2. harm (n) /hɑː(r)m/: tổn hại

3. expert (adj) /ˈekspɜːrt/: tinh thông

4. investor (n) /ɪnˈvestə(r)/: nhà đầu tư

PRACTICE

Activity 1. Listen and read(5 mins)

Aim: - To introduce the unit topic (Viet Nam and international organisations);

- To introduce some vocabulary and the grammar points to be learnt in the unit.

* 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.

Activity 2. Reading comprehension-7 mins

Aim: To check Ss’ comprehension of the texts.

* T asks Ss to work in pairs.

** Ss read each question carefully to choose the best answer, then find evidence to support the answers.

*** T asks Ss share their answers with the class.

*** T confirms the correct answers.

Activity 3. Getting started: Vocabulary- 4 mins

Aims: To introduce or revise words related to activities of international organisations

* T asks Ss to scan the four texts (A, B, C and D) to find the words matching the meanings given.

** If necessary, T goes through the definitions and elicit the parts of speech Ss need to look for in the texts.

*** Ss compare their answers in pairs.

**** T confirms the correct words and shows all the definitions on the slides.

Activity 4. Getting started: Grammar- 10 mins

Aims: To help Ss recognise comparative and superlative adjectives

* T has Ss read each sentence and try to recall the comparative or superlative adjective used in the texts.

** S work individually to read through the texts and find the correct words / phrases.

*** T asks the class to call out the comparative or superlative adjectives only, then call on individual Ss to read the complete sentences.

**** T checks the answer and tells Ss that they will learn more about this grammar point in the following lesson.

Activity 1. Listen and read

Activity 2: Read the text again and choose the correct answers.

1. A

2. B

3.C

Activity 3. Find words in the texts (A, B, C, or D) that mean the following.

1. peacekeeping (adj) /ˈpiːskiːpɪŋ/: gìn giữ hòa bình

2. harm (n/v) /hɑː(r)m/: tổn hại

3. expert (adj/n) /ˈekspɜːrt/: tinh thông

4. investor (n) /ɪnˈvestə(r)/: nhà đầu tư

Activity 4: Complete the sentences with the words and phrases from Task 1.

APPLICATION - 7 mins

Activity 5. Project preparation

Aims: - To inform Ss of the details for the Project and how Ss can prepare for it

- To give Ss opportunities for authentic practice in using target language.

- [NLS Integration 1.1NC1a]: T instructs Ss to use search engines (Google, etc.) to determine information needs and find data about the chosen organisation.

- [NLS Integration 3.1NC1a]: T encourages Ss to create and edit digital content (PPT, Video, Infographic) to present their findings.

- [NLS Integration 2.4NC1a]: Ss use digital tools (Zalo, Messenger, Google Docs) to collaborate and assign tasks within the group.

- [NLS Integration 3.3NC1a]: T reminds Ss to understand and apply copyright rules (citing sources) when using images and text from the internet.

* T asks Ss to open their books at the last page of Unit 7, the project section, and read the task given.

- T tells Ss about the Project requirements: Ss will have to find information about an international organisation. Their presentation should include information as specified by the guiding questions. Ss can choose 136 different ways to present their findings (e.g. PPT presentation, Poster presentation, record a video about the project).

- T explains to Ss how they can get the information, e.g. search the Internet, read newspapers, go to the library).

** Ss pick their own group members to make a group of 4-5 and choose their group leader. Then the group leader assigns tasks for each group member, making sure that all group members contribute to the group work.

*** T calls the group representatives to report their plans.

**** Teacher gives feedback on the groups’ plans and help Ss set deadlines for each task (e.g. deciding on the name of the organisation, choosing information to answer the guiding questions, choosing the photos or pictures to illustrate ideas, preparing slides for PPT presentation / Poster presentation, rehearsing).

Activity 5: Project preparation – An international organisation

WRAPPING-UP (2 mins)

Aims: To help Ss memorise the target language and skills that they have learned

- Some lexical items about International organisations

- Reading for specific information

- Comparative and superlative adjectives

HOME ASSIGNMENT(2 mins)

Aims: To inform students what the final product of the project should be and how students can prepare for it.

Homework

Exercises in the workbook

Teacher and students’ activities

Content

1/ Activity 1: Answer the questions (5ms)

-T asks ss some questions:

1. Which jobs are usually done by men or women?

2. Although there are traditionally male and female jobs, do you think all jobs can be performed by both men and women?

-T invites some Ss to answer the questions.

-T introduces the lesson: “We’ll listen and read a conversation about two people, Nam and Minh. They’re talking about sharing the housework or the household chores in their family.

T leads in the lesson: “In this lesson we will find out how young people these days discuss gender equality in choosing their jobs”

2/ Activity 2: Listen and read (10ms)

-T asks students to read the conversation quickly.

-T gets ss to listen the conversation and underline words and phrases describing gender equality

- T uses pictures, explanation and actions to help ss understand the conversation.

- T says the words aloud and asks ss. To repeat them.

3/ Activity 3: Comprehension check – TRUE/FALSE (5ms)

-T asks Ss to work individually to read the T/F statements and read through the conversation to find the answers.

- Ss do Activity 2 individually first. Then they discuss their answers in pairs

-T invites some ss to share their answers and give reasons for their choices.

4/ Activity 4: MATCHING (5ms)

- T has Ss locate the verbs or phrases in the conversation to do the matching.

- Ss work individually

- Ss share their answers with a partner

- T checks and gives the correct answers with the whole class, and has them say the meaning of each phrase.

5/ Activity 5: COMPLETE THE SUMMARY (5ms)

- T has Ss read the incomplete text and predict what to fill in the blanks.

- Ss do the task individually and find the verb phrases in the conversation to complete the summary.

- Ss share the answers with a peer.

- T asks the whole class to call out the verb forms first, then calls on individual students to read the complete sentences.

6/ Activity 6: DISCUSSION (10ms)

- T asks ss to work in group of four to discuss equal job opportunity using the following questions

1/ Why are some jobs traditionally done by men or women?

2/ Which job do you like? And can you choose the job you want?

- T walks around to help if necessary.

- T calls the group representatives to report.

- T gives feedback.

7/ WRAP-UP (3’)

- T asks ss:

What have you learnt today?

8/ HOMEWORK: (2’)

- Write a paragraph (120-150 words) about equal job opportunity.

Questions

1. Which jobs are usually done by men or women?

2. Although there are traditionally male and female jobs, do you think all jobs can be performed by both men and women?

1. kindergarten (n) /ˈkɪndəɡɑː(r)tn/: a school for children between the ages of about two and five

2. surgeon (n) /ˈsɜː(r)dʒən/: a doctor who is trained to perform surgery

3. medical school (n) /ˈmedɪkl skuːl/: a college or a department of a university where Ss study to obtain a degree in medicine

4. pilot (n) /ˈpaɪlət/: a person who operates the controls of an aircraft, especially as a job

5. treated equally:

6. same job opportunities

Read the conversation and decide whether the following statements are true (T) or false (F). (p.67)

1. Linda would like to be a kindergarten teacher.

2. Lan wants to be a teacher of maths and physics in the future.

3. Mark says that girls mustn’t be kept home in today’s world.

Key:

1. F à Linda would like to be a surgeon teacher.

2. F à Lan wants to be an airline pilot in the future.

3. T

Match the words to make meaningful phrases. (p67)

Key:

1. C

2. A

3. B

Complete the summary below. Use the verb phrases from the conversation. (p.67)

Three students are talking about future jobs. While Mark wants to work as a kindergarten teacher, Linda wants to be a surgeon. Lan dreams to be an airline pilot. Linda says that in some countries girls (1) ______ to be pilots. Mark thinks girls (2) _____ home in today’s world. He says that boys and girls (3) ______ equally and given the same job opportunities.

Key:

1. may not be allowed

2. mustn’t be kept

3. should be treated

- Some vocabulary about equal job opportunity.