PowerPoint Tiếng Anh 10 Unit 7: Speaking

Teacher’s and Students’ activities

Contents

1. Activity 1: Matching (5’)

QUIZ: INTRO TO CHILD RIGHTS

- T lets Ss do a small quiz about child rights.

Link: https://create.kahoot.it/pages/32c22a99-b815-4a16-8bf1-ec2915c82986?_=1571351723

- Ss do the quiz individually for up to 4 minutes. If there is no Internet connection, T prints out the quiz questions beforehand.

- Ss discuss their results and whether they found something new about child rights, as well as what can be done to help children.

- T introduces the topic of the lesson.

2. Activity 2: (5’)

TASK 1: COMPLETE THE CONVERSATION ABOUT A UNICEF PROGRAMME WITH THE SENTENCES IN THE BOX. THEN PRACTISE IT IN PAIRS. (p.80)

- T asks Ss what they have learnt so far about international organisations, and their programmes or projects in Viet Nam. T encourages Ss to name the programmes that they have learnt about in the Reading lesson.

- T goes through the questions and answers to check understanding.

- Ss work individually to match them.

- T asks one student to read the question and another the correct answer.

- T confirms the answer and has Ss practise the conversation in pairs.

3. Activity 3: (10’)

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 1 TO COMPLETE YOUR TABLE. (p.80)

* T asks Ss to look at the instructions and makes sure they understand this is an information gap activity. T demonstrates using the example exchange about the first piece of information.

- T puts Ss in pairs and each student gets a role (A or B) to complete their table by asking each other questions. T gives Ss some time to prepare the questions for their partners. T reminds Ss B to look at their tables on page 85.

- Ss work in pairs to do their conversations and complete the missing information in their table without looking at their partner’s table.

- T invites several pairs to role-play their conversations in front of the class, then have them read the information in their tables.

- T confirms the answer.

4. Activity 4: (10’)

TASK 3: WORK IN GROUPS. DISCUSS AND DECIDE WHICH PROGRAMME OR PROJECT IN TASK 1 AND 2 WILL BRING MORE BENEFITS TO PEOPLE IN YOUR LOCAL AREA. THEN SHARE YOUR IDEAS WITH THE WHOLE CLASS. (p.81)

Debate:

- T asks Ss to read the instructions and the example discussion to make sure they understand what to do.

- T introduces some useful expressions for Ss to use in their speaking.

- T asks Ss to think about the programme or project in task 2, and discuss in groups to decide which one will benefit their local area more.

- T puts some students who have chosen the UNICEF programme into one team and some students choosing the UNDP project into another team. The two teams debate which one is better for their local area, and the rest of the class vote for the most convincing team.

- Ss have five minutes to prepare their arguments and assign roles to team members, e.g. who to open and close the debate, when to speak and what arguments to present.

- If time allows, T calls two other groups to debate in front of the class.

- T asks the class for feedback, then gives comments.

5. Activity 5: Presenting the conversation in front of the class (10’)

- Have 1 or 2 groups to present their conversations in front of the class.

- Ask Ss to give comments, using the following criteria: The ideas, Voc, Gram, Pron, Fluency,..

- Give feedback to the class.

6. Activity 6: WRAP-UP (4’)

- Ask SS:

+ What have you learnt today?

+ What can you do now?

7. HOMEWORK (1’)

- Workbook exercises

- Prepare for the Listening part.

Key:

1. b 2. c 3. a

Suggested answers:

Conversation 1:

Student A: What is the name of the UNDP project?

Student B: It’s called Poverty Reduction.

Student A: What does it focus on?

Student B: It focuses on reducing poverty and developing economy in disadvantaged areas.

Student A: What are the activities of this project?

Student B: It aims to provide technical support and helps develop solutions to local issues.

Conversation 2:

Student B: What is the name of the UNICEF programme?

Student A: It’s called Vaccines for Children.

Student B: What does it focus on?

Student A: It focuses on protecting children with life-saving vaccines.

Student B: What are the activities of this programme?

Student A: Its activities include educating people about the benefits of vaccines and vaccinating as many children as possible.

Useful expressions:

I think/ believe that the project/ programme … is more important/ necessary for my local area because …

This project/ programme helps local people … / brings local people more opportunities to …

In our groups, most of us agree that … But one member thinks that …

Suggested answers
A: Now, let’s decide which programme or project will bring more benefits to people in our village. B, what do you think?

B: Well, I think Education for Disadvantaged Young People will be a very useful programme for our village. You see, many teenagers here drop out of school and start working to earn a living. They really need help.

A: You’re right, B.

Suggested answers

A: Now, let’s decide which programme or project will bring more benefits to people in our village. B, what do you think?

B: Well, I think Vaccines for Children will be a very useful programme for our village. You see, each family in our area has at least 2 children and not all parents are educated about the benefits of vaccines. They really need help.

A: You’re right, B.

- talk about what they have learnt in the lesson

- Take notes