UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

Lesson 3: Reading

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for specific information in a text about UNICEF’s support for Viet Nam’s
education;
- Apply reading strategies to guess the meanings of words from context.
2. Core competence
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills.
3. Personal qualities
- Understand more about the UNICEF programmes and UNICEF’s support for Viet
Nam’s education;
- Develop a respectful and appreciative attitude.
II. MATERIALS
- Grade 10 textbook, Unit 7, Reading
- Computer connected to the internet
- Projector/ TV/ pictures and cards
III. PROCEDURES
1. Warm up (5 mins)
a. Objectives:
- Stimulate students' interest in the lesson through games.
- Help students recognize and remember the full names of popular international
organizations.
- Lead students into the UNICEF topic, helping them connect the lesson with reality.
b. Content
- The teacher displays a list of acronyms for international organizations (UN, WTO,
UNDP, UNICEF).
- Students are divided into two teams and compete to guess the full names of the
organizations. - The team that answers quickly and correctly wins points.
- The teacher asks the students which organization is most relevant to them, leading into
the lesson about UNICEF.
c. Expected outcomes
- Students remember the full names of international organizations.
- Students connect the lesson with reality, especially UNICEF.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
ABBREVIATION GAME
- T shows a list of international organisation
names in abbreviations from Getting started
(UN, WTO, UNDP, UNICEF).
 - Ss play in two teams to guess the full
names of those organisations. The team with
the faster correct answer wins one point.
- T gives bonus points to any team that
could state what these organisations do and
asks which organisation is related to Ss the
most, drawing attention to UNICEF.
- T gives comments and introduces the
lesson.
e. Assessment
- Observe students' level of participation and response in the game.
- Evaluate students' answers for accuracy and ability to explain the function of the
organization.
2. ACTIVITY 1: WORK IN PAIRS. WHICH OF THE FOLLOWING DO YOU
THINK UNICEF DOES TO SUPPORT VIET NAM’S EDUCATION? (p. 79) (5
mins)
a. Objectives:
- Stimulate thinking about UNICEF's role in education.
- Develop speaking and teamwork skills.
b. Content
- Students discuss UNICEF's activities and choose the most suitable answer.
c. Expected outcomes
- Students can list some UNICEF activities and explain the reasons for their choices.
- Students practice expressing their personal opinions in English.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
- T shows some pictures of UNICEF’s Key: a, c, d
activities in the book and asks questions for
Ss to engage with the topic.
E.g. What do you know about UNICEF’s
activities in Viet Nam? Look at the picture.
What does UNICEF do to support children
here?
- Ss look at the activities, and work in pairs
to discuss and choose the ones that UNICEF
does to support Viet Nam’s education.
- T checks the answers as a class and asks
Ss to explain why b is not the correct
answer.
E.g. UNICEF provides opportunities for
children to attend school and learn skills
for the job market, but it doesn't find jobs
for children.
- T confirms the correct answer.
 e. Assessment
- Observe student engagement.
- Assess explanation and reasoning skills when presenting answers.
3. ACTIVITY 2: READ THE TEXT AND CIRCLE THE CORRECT MEANINGS OF
THE HIGHLIGHTED WORDS. (p.79) (10 mins)
a. Objectives:
- Helps students expand their vocabulary related to education and UNICEF.
- Improves the ability to guess the meaning of new words from context.
b. Content
- Students read the passage and choose the correct meaning of the underlined words such
as “create,” “essential,” “respect,” “practical.”
c. Expected outcomes
- Students understand and use vocabulary correctly in context.
- Students can apply new words in their own sentences.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
- T asks Ss to pay attention to the context of New words:
each highlighted word, then look at the 1. create (v): tạo ra
multiple-choice exercise. 2. essential (ad): cần thiết
- Ss work individually to read the text and 3. respect (v/n): tôn trọng
guess the meaning of each of the words, 4. practical (adj): thực tiễn
based on the context. Key:
- Ss work in groups to discuss the clues for 1. a 2. b 3. A 4. c
each correct option and compare answers.
- T checks answers by having individual Ss
call out the correct option.

e. Assessment
- Check students' answers by randomly calling on some students to explain their choices.
- Ask students to make sentences using the vocabulary they have just learned.
4. ACTIVITY 3: READ THE TEXT AGAIN AND ANSWER THE FOLLOWING
QUESTIONS. (p.80)
(10 ins)
a. Objectives:
- Check the level of understanding the reading.
- Practice reading skills to understand details and infer information from the text.
b. Content
- Students answer 4 questions about the reading content.
c. Expected outcomes
- Students can identify important information in a text.
- Students can express their answers in complete sentences.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

 ACTIVITIES
- T asks Ss to read the questions and Key:
underline the key words in each of them. 1. To create opportunities for them to
- T checks the key words Ss have attend school, learn and succeed.
underlined, e.g. 2. Education for Disadvantaged Young
1. UNICEF, particularly, aim to do, People.
children, Viet Nam; 3. Providing Education Opportunities for
2. programme, helps, disadvantaged Children with Disabilities.
teenagers, continue, education; 4. To better prepare children for the
3. programme, supports, disabled teenagers; challenges in the future.
4. aim, Improving Learning Achievements
programme.
- Ss work individually to read through the
text to locate the information that can help
them answer these questions.
- Ss work in pairs or groups to compare
answers.
- T checks answers as a class.
e. Assessment
- The teacher collects the work or calls on the student to answer to assess the ability to
understand the lesson.
- Evaluation is based on the completeness, accuracy and clarity of the answer.
5. ACTIVITY 4: WORK IN GROUPS. DISCUSS THE FOLLOWING QUESTIONS.
(p.80) (13 mins)
a. Objectives:
- Develop debate and presentation skills.
- Encourage students to think about the impact of education in real life.
b. Content
- Students discuss in groups, choose a UNICEF program that they think is most useful for
the local community and explain why.
- Group representatives present their ideas to the class.
c. Expected outcomes
- Students can discuss and defend their views in English.
- Students develop teamwork and critical thinking skills.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Which of the UNICEF’s education Question:
programmes mentioned in the text do you Which of the UNICEF’s education
think can be the most useful for your local programmes mentioned in the text do you
community? Why? think can be the most useful for your local
Discussion forum: community? Why?
- T asks Ss to read the text again and focus Suggested answer:
on the UNICEF’s programmes mentioned in I think the "Education for Disadvantaged
the text. Young People" programme can be the most
 - Ss work in groups to discuss which of useful for my local community. Many young
these programmes can be the most useful people in my area do not have enough
for people in their local area and explain support to continue their education. This
why. programme helps them by giving job
- Ss vote on the most useful programmes training and career advice, which can help
and discuss as a class. T tells Ss that there them find better jobs in the future. Also,
are no right or wrong answers and learning essential skills for the job market
encourages them to freely express their is very important because it gives them
opinions. T invites Ss from different groups more opportunities to succeed. If more
to present a summary of their discussions to young people get education and job skills, it
the class. will improve our community by reducing
- T then gives final comments on the poverty and unemployment.
discussion.
e. Assessment
- The teacher evaluates the presentation based on content, argumentation and
communication skills.
- Students can write a short paragraph summarizing the group's viewpoint.
4.CONSOLIDATION
a. WRAP-UP
T asks Ss to talk about what they have learnt in the lesson.
b. HOMEWORK
- Workbook exercises
- Project preparation.