Period:

Date of preparing: Date of teaching:

UNIT 6: GENDER EQUALITY
Lesson 1: Getting started – Equal job opportunities
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Gain an overview of the topic Gender equality;
- Identify and use words and phrases related to the topic Gender equality;
- Identify and use the passive voice with modals.
2. Core competence
- Develop communication skills and problem-solving skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Develop an awareness of gender equality in job choices and opportunities;
- Be respectful towards all genders.
II. MATERIALS
- Teacher: Handouts, textbook, lesson plan and pieces of papers, projector, PowerPoint, cards, Sachmem.vn
- Students: Textbook
III. PROCEDURES
Stages Board display
WARM-UP: Charades (4 mins) Key:
- Aims: Word 1: Teacher
- To activate Ss’ knowledge on the topic of the unit. Word 2: Doctor
- To create a lively atmosphere in the classroom. Word 3: Engineer
- To lead into the new unit. Word 4: Artist
- Content: Look at gestures and guess the words Word 5: Journalist
- Steps: Word 6: Electrician
* Teacher
- Divide Ss into 2 large groups. Every round a representative Questions:
from each team goes to the board, facing the class. After - Is there gender equality in these
showing a word describing a job, the rest of the class uses their occupations?
gestures to hint at that word without saying it out loud. The
team whose representative guesses the word faster wins one
point.
- Check and correct if Ss spell or pronounce the words/
phrases incorrectly.
- Lead in the lesson: Which jobs are usually done by men or
women? Although there are traditionally male and female
jobs, do you think all jobs can be performed by both men and
women? In this lesson we will find out how young people
these days discuss gender equality in choosing their jobs.
* Students:
- Do as instructed.
- Discuss and share other words/ phrases about jobs that they
know, then take turns to write the words/ phrases on the board.
PRESENTATION (6 mins) New words
VOCABULARY 1. kindergarten (n) /ˈkɪndəɡɑː(r)tn/ a
Aims: To help Ss use key language more appropriately before school for children between the ages of
they listen and read about two and five
- Content: study some vocabulary
- Steps:
* Teacher:
- Ask Ss to look at the explanation and the photos to guess the
meaning of new words.
- Show the Vietnamese meaning, says the words aloud and
asks Ss to repeat them.
* Students:
- Say the Vietnamese meaning of the words.
- Others correct if the previous answers are incorrect. 2. surgeon (n) /ˈsɜː(r)dʒən/ a doctor who
is trained to perform surgery

3. medical school (n.phr.) /ˈmedɪkl skuːl/

a college or a department of a university
where students study to obtain a degree in
medicine

4. pilot (n) /ˈpaɪlət/ a person who operates

the controls of an aircraft, especially as a
job
C. PRACTICE (26 mins) TASK 1. LISTEN AND READ.
TASK 1. LISTEN AND READ. What jobs are mentioned in the dialogue?
- Aims: Are these jobs traditionally done by men
- To get Ss interested in the topic or women?
- To get Ss to learn some vocabulary to be learnt in the unit Suggested answers: teachers, pilot,
- Content: read the conversation surgeon, treated equally, same job
- Steps: opportunities
* Teacher
- Ask Ss to look at the pictures and answer the questions:
- Focus Ss’ attention on the conversation, and elicit who the
speakers are and what Ss think they are talking about.
- Play the recording twice for Ss to listen and read along.
- Check their answers with the whole class.
T has the Ss read the conversation in pairs.
- Ask one pair to read aloud to the class.
- Collect common mistakes and gives comments.
* Students:
- Do the task individually.
- Share their answers with a partner.
- Read the conversation and practice with their partner.
TASK 2: READ THE CONVERSATION AGAIN. DECIDE
WHETHER THE FOLLOWING STATEMENTS ARE
TRUE (T) OR FALSE (F).
- Aims: TASK 2: READ THE
- To practise reading for specific information. CONVERSATION AGAIN. DECIDE
- To practise scanning. WHETHER THE FOLLOWING
- To check Ss’ comprehension of the conversation. STATEMENTS ARE TRUE (T) OR
- Content: Read the conversation and decide the following FALSE (F).
statements are true (T) or false (F). Key:
- Steps: 1. F
* Teachers: 2. F
- Ask Ss to work individually first and decide whether the 3. T
statements are true or false.
- Check the answers with the class.
- Ask Ss to provide evidence from the conversation and
corrects the false statements.
* Students:
- Do Task 2 individually.
- Work in pairs and compare their answers.

TASK 3: MATCH THE WORDS TO MAKE

MEANINGFUL PHRASES IN 1.
- Aims: To help Ss revise job-related words and phrases
- Content: Match the words to make meaningful phrases
- Steps: TASK 3: MATCH THE WORDS TO
* Teacher: MAKE MEANINGFUL PHRASES IN
- Ask Ss to locate the phrases in the conversation to do the 1.
matching. Key:
- Check and shares the correct answers with the whole class, 1. c
asking them to say the meaning of each phrase. 2. a
* Students: 3. b
- Work individually.
- Whare their answers with a partner.

TASK 4: COMPLETE THE SUMMARY. USE THE VERB

PHRASES FROM THE CONVERSATION IN 1.
- Aim: To help Ss identify the use of passive voice with
modals.
- Content: Complete the summary. Use the verb phrases from
the conversation in 1
- Steps: TASK 4: COMPLETE THE
* Teacher: SUMMARY. USE THE VERB
- Have Ss to read the incomplete text and predict what to fill PHRASES FROM THE
in the blanks. CONVERSATION IN 1.
- Check answers by having individual Ss read the sentences. Key:
- Ask Ss if they can identify the grammar structure, i.e. the 1. may not be allowed
passive voice with modals. If necessary, T explains what a 2. mustn’t be kept
modal verb is, e.g. an auxiliary verb usually used with another 3. should be treated
verb to express possibility, necessity or permission.
* Students:
- Do the task individually and find the verb phrases in the
conversation to complete the summary.
- Share the answers with a peer.
PRODUCTION (8 mins) TASK 5: Talk about a celebrity who
TASK 5: Talk about a celebrity who fights for gender fights for gender equality
equality
You should mention who he/she is, what she/he has done
to fight for gender equality
- Aims:
- To help Ss practise talking about their celebrity.
- To give students authentic practice in using target language.
- Content: Talk about a celebrity
- Product: knowledge about how to fight for gender
equality
- Steps:
* Teacher:
- Give Ss clear instructions in order to make sure they can
understand what they have to do.
- Instruct Ss to play a guessing game: Ss take turns to talk
about their idols without mentioning the name of their idols.
The others listen and guess who she/he is.
* Students:
- Do as instructed.
CONSOLIDATION AND HOMEWORK. (1’) CONSOLIDATION AND
- Aims: HOMEWORK
+ Help students memorize the target language and skills that - Do the tasks again.
they have learned: vocabulary, form and structures used to - Prepare Language at home.
write a brochure. - Complete your writing according to
+ Remind sts of what they need to do at home as required. your peer’s & T’s correction.
- Steps:
* Teacher:
- Ask sts: “What have you learnt today?”.
- Call on sts to repeat the main contents.
- Emphasize the main contents again.
- Deliver homework.
* Students:
- Listen to the teacher.
- Retell the main contents.
- Write the required homework on notebook.
Date of preparing:
Date of teaching:
Class: 10…..
Period: Unit 6: GENDER EQUALITY
Lesson 2: Language

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

1. Knowledge:
- pronounce three-syllable adjectives and verbs words with correct stress;
- understand and use words and phrases gender and equality;
- Identify and use the passive voice with modals.
2. Core competence:
- be collaborative and supportive in pair work and team work
- access and consolidate information from a variety of sources
- actively join in class activities
3. Personal qualities:
- be willing to learn new language point
- Be respectful towards all genders.
II. Teaching Materials:
Teachers:
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Students:
- Grade 10 textbook, Unit 6, Language
III. Procedures:
Stages Board display
Activity 1: WARM-UP: TAG TEAM Activity 1. Warm-up. Brainstorming
- Aims:
- To get Ss interested in the topic
- To activate Ss’ knowledge of the lesson
- Content: Look at the adjectives and the verbs teacher
gives
- Steps:
* Teacher
• Divide the class into two teams.
• Each round, both teams have 2 minutes to write on the
board as many three-syllable words of a given topic
as possible. The team that could write more words
wins that round.
• Call some Ss to pronounce the words, gives feedback
if necessary, then introduces the lesson.
Round 1 topic: Adjectives
Round 2 topic: Verbs
* Students:
• Do as instructed. Ss discuss and share exactly the
adjectives and the verbs.
• Discuss how the written words are pronounced,
emphasizing the stress position of each word.
Activity 2: TASK 1: LISTEN AND REPEAT. PAY PRONUNCIATION
ATTENTION TO THE STRESSED SYLLABLE IN
 Stages Board display
EACH WORD. (p.67) Activity 2. Task 1. Listen and repeat.
- Aim: To help Ss recognise and practise stress patterns in pay attention to the stressed syllable in
three-syllable adjectives and verbs in isolation. each word.
- Content: Listen and repeat
- Product: Students’ responses Three – Three –
- Steps:
syllable verbs syllable verbs
* Teacher: adjectives Verbs
• Focus Ss’ attention on the words in the table and asks
Ss if they know the words and elicit their meanings if Expensive Organise
necessary. Fantastic Benefit
• Play the recording and has Ss listen and pay attention Medical Develop
to the stress patterns. opposite encourage
• Ask Ss to work in pairs and take turns to read the
words. Call on some Ss to read them out loud.
Tips:
• Observe and corrects Ss’ pronunciation. - Most three-syllable noun and
• Play it again pausing after each word for Ss to repeat adjectives have stress on the first
chorally. syllable.
• Elicit that some are stressed on the first syllable while
others on the second syllable.
* Students: Focus on the stress patterns.
VOCABULARY VOCABULARY
Activity 3. Task 1. Match the words with their meanings. Activity 3. Task 1. Match the words
(ex. 1, p.30) (3 mins) with their meanings. (p.30)
- Aim: To make sure that Ss understand the meanings of Key:
some topic-related words introduced in Getting Started. 1. e
- Content: match the words with their meanings 2. a
- Product: Students’ answers 3. b
- Steps: 4. c
* Teacher: 5. d
• Give clear instructions.
• Confirm the correct answer.
*Students:
• Work in pairs to discuss and do the matching
• Share the answers with the whole class.
Activity 4. Task 2. Complete the sentences using the words Activity 4. Task 2. Complete the
in task 1 (3 mins) sentences using the words in task 1
- Aim: To give Ss practice in using the words in meaningful Key:
contexts. Key:
- Content: Complete the sentences 1. kindergarten
- Steps: 2. surgeon
* Teacher: 3. treat
• Have Ss work in pairs; tells them to read the sentences 4. gender
carefully and decides which word in task 1 can be 5. equal
used to complete each of the sentences. T explains that
they should use the context clues to decide on the
word / phrase, e.g. ‘my mother’ in sentence 1 refers to
a person.
• Checks answers as a class, then has Ss call out the
word they have used in each sentence first.
 Stages Board display
• Confirm the correct answers. T asks Ss to give reasons
why they have chosen the word for each sentence, e.g.
what context clues they have used.
• Ask some Ss to read the complete sentences.
• Confirm the correct answers and asks Ss to give the
reasons why they have chosen the word/phrase for
each sentence.
* Students:
• Work in pairs to discuss and find the answers
• Share the answers with the whole class
GRAMMAR GRAMMAR
Activity 5. Task 1. CHOOSE THE BEST ANSWERS. Activity 5. Task 1. CHOOSE THE
- Aim: BEST ANSWERS.
• To have Ss revise the passive voice with modal verbs Key:
• To help Ss understand the use of the passive voice 1. shouldn’t be allowed
with modal verbs 2. can work
- Content: CHOOSE THE BEST ANSWERS. 3. may be offered
- Product: Students’ answers 4. could join
- Steps: 5. must be prepared
* Teacher:
• Have Ss recall the passive voice from Unit 2: Elicit
when we use it, e.g. when we do not want to indicate
the person who does the action.
• Elicit the meanings of the modal verbs in the
Remember! box, e.g. to express ability, advice, duty,
permission, possibility, prohibition or request.
• Remind Ss that modal verbs are special auxiliary
verbs that behave differently from other verbs and are
usually used with other verbs.
ability can, could

advice or duty should, ought to

duty must

permission can, could, may

possibility can, could, may, might

prohibition can’t, mustn’t, may not

request may, will, would

• Focus Ss’ attention on the structures and examples in
Remember! box and gives more examples if
necessary.
• Explain that some sentences are in active voice, some
in passive voice. T asks Ss to pay attention to who
does the action in each sentence.
• Checks answers with the class. T invites individual Ss
to read the sentences aloud.
 Stages Board display
* Students: Ss study the sentences individually or in pairs.

Activity 6. Task 2. REWRITE THE FOLLOWING Task 2. Rewrite the following sentences
SENTENCES USING THE PASSIVE VOICE. using the passive voice.
- Aim: REWRITE THE FOLLOWING SENTENCES Key:
USING THE PASSIVE VOICE. 1. The report on gender equality may be
- Content: Rewrite the sentences completed by April.
- Steps: 2. More jobs for girls and women can be
* Teacher: created (by businesses).
• Ask Ss to read the sentences and checks their 3. All girls must be provided with access
understanding. to education.
• Remind Ss of the use of the preposition by mentioning 4. Education in rural areas should be
the doer of the action. If the subject in the active voice improved (by governments).
is they or we, they don’t need to indicate who does the 5. Men and women ought to be given
action in the passive voice. equal rights.
• Checks answers with the whole class.
* Students:
• Do the exercise individually.
• Compare answers in pairs.
CONSOLIDATION AND HOMEWORK (2 minute) CONSOLIDATION AND
- Aim: To revise what they have learnt and prepare for the HOMEWORK
next lesson: - Do the tasks again
Reading. - Prepare the next lesson at home
- Steps: - Revise the lesson.
* Teacher:
• Ask Ss: “What have you learnt today?”
• Call on Ss to repeat the main contents
• Emphasize the main contents again
• Deliver homework
* Students:
• Listen to the teacher
• Retell the main contents
• Write the required homework on notebook
Date of preparing:
Date of teaching:
Class: 10C….
Period: UNIT 6: GENDER EQUALITY
Lesson 3: Reading

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

1. Knowledge:
- Read for specific information about gender equality in employment.
- Guess the meaning of words/phrases in context.
- Talk about reasons why they want or don’t want to participate in a music competition.
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 gender equality and existing problems;
- Develop a self-reliant attitude.
II. Teaching Materials:
- Grade 10 textbook, Unit 6 – Reading
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. Procedures:

STAGES BOARD DISPLAY

WARM-UP SMALL TALK: GENDER PRIVILEGES
- Aims: To introduce the topic of reading and activate Ss’
knowledge of the topic
- Content: SMALL TALK: GENDER PRIVILEGES
- product: Ss’ answers
- Steps:
* Teacher:
- T writes the ideas on the board and asks Ss if such advantages/
privileges are fair or not.
- T gives comments and introduces the lesson.
* T divides the class into two groups and draws 2 columns on
the board. T asks the boys in the class to come up with things
that girls are allowed to do but boys are not. On the other hand,
the girls in the class come up with things that boys are allowed
to do but girls can.
* Student:
work in groups to do the task.
PRE-READING (15 mins) Activity 1. Task 1: Look at the pictures and
Activity 1. Task 1: Look at the pictures and discuss the discuss the following questions.
following questions. (5 mins) Key:
- Aim: Introduce the topic of the reading and get Ss involved 1. c
in the lesson. 2. b
- Content: Look at the heading and the pictures 3. a
- Product: complete the sentences
- Steps
 STAGES BOARD DISPLAY
* Teacher:
- Asks Ss to work in pairs to look at the pictures and discuss
the questions.
- Focuses their attention on the logos and the names of the
shows.
- invites individual Ss to describe each picture and explain why
it matches a particular statement.
- checks answers and gives comments.
* Students:
- work in pairs to discuss the sentences and the pictures, and do
the matching.
- Answer the questions
- Compare the answer with partner.
- Listen to the teacher’s feedback.
VOCABULARY (10 mins)
- Aim: Help students use key language more appropriately
before they read
- Content: Words, pronunciation of word, meaning
- Product: Ss’ take-note on notebook and practice
- Steps:
* Teacher:
- Ask Ss to look at the explanation and the photos to guess the
meaning of new words.
-Have Ss read the text again, and pay attention to the
highlighted words.
- Confirm, show the items and their meanings on the screen
- Ask Ss to note down the vocabulary.
- Ask other Ss to give comments.
*Students:
- Read the text again and try to define the highlighted words
- Do this activity in pairs
- Explain the words in front of the class.
WHILE – READING (15 mins)
Activity 1. Task 2. Read The Text And Circle The Correct Activity 1. Task 2. Read a text about a
Meaning Of The Highlighted Words And Phrases. (P.69) famous music show. match the highlighted
. (8 Mins) words and phrases in the text to the
– Aim: To help Ss practise guessing the meanings of word in meanings below.
context Key: 1. b 2. a 3. d 4. c
- Content: read the text and circle the correct meaning of the
highlighted words and phrases.
- Product: Ss’ answer
- Steps:
* Teacher:
- Asks Ss to read the whole text once to get an overall idea.
- Ask Ss read it again, paying attention to the context of each
highlighted word / phrase and looking for clues that they can
use to guess the meaning
- Checks the answers as a class.
*Students:
- Listen to the teacher’s instructions
- Read the phrases, words and do the matching
- Give answers
 STAGES BOARD DISPLAY
- Prepare the explanation
- Listen to the teacher’s explanation
Activity 2: Task 3. Read The Text Again And Decide
Whether The Following Statements Are True (T), False (F),
Not Given (NG). (P.70)
. (7mins) Activity 2: Task 3. Read the text again and
-Aim: To help Ss practise reading for specific information choose the best answers.
- Content: Read The Text Again And Decide Whether The
Following Statements Are True (T), False (F), Not Given. Key:
- Product: Ss’ answer Key:
- Steps: 1. T
* Teacher: 2. F
- Ask Ss to read the questions and underline the key words in 3. NG
each of them. 4. T
- Have Ss work in pairs to compare their answers. 5. F
- Check answers by asking pairs or groups to give their answers
- Confirm, show the answers on the screen
- Ask Ss to make corrections if they are wrong.
*Students:
- Underline the key words in each question.
- Check which words have been underlined.
- Discuss in pairs to find out the answer.
- Give the answers
POST – READING (9 mins) POST – READING
Activity 1: Task 4: Work In Groups. Discuss Possible Activity 1: Task 4: Work In Groups. Discuss
Solutions To One Of The Following Problems. (P.70) Possible Solutions To One Of The Following
- Aim: To help Ss use the language and ideas in the text to talk Problems. (P.70)
about possible solutions to a problem Ss’ answer may vary
- Content: Discuss Possible Solutions To One Of The Suggested answer:
Following Problems 1. SOME SOLUTIONS TO CHILD
- Product: Ss’ short presentation on the board MARRIAGE:
- Steps: (i) Educating girls: When girls can go to
* Teacher: school and stay long there, they will get the
- T asks Ss to work in groups of three or four and role play as knowledge and skills necessary to support
president candidates, making a speech about what they would themselves and their families.
do to solve one of the following problems: child marriage, lack (ii) Giving girls the right to decide their future:
of education for girls, and low pay for women. If girls are knowledgeable and independent,
- Ask Ss to read the text again and make notes of things they they won’t choose to get married early.
like and things they don’t like Tell about the show. (iii) Educating parents and other adults: When
- T tells Ss to brainstorm and suggest some possible solutions parents and other adults know about the
to one of the three problems mentioned in the text. negative impact of child marriage, they will
- Teacher invite Ss from different pairs to present a summary change their views and support girls’ rights.
of their discussion 2. SOME SOLUTIONS TO LACK OF GIRLS’
* Students: EDUCATION:
** Ss work in pairs and share their ideas with the rest of the (i) Keeping girls in school: Poverty can
class. Without voting for themselves, all groups must vote for prevent or stop girls from going to school.
the most persuasive group to become “President”. Education should be free, and governments
and charity organizations should help poor
families pay for transport, textbooks and
uniforms.
(ii) Making school safe for girls: It’s not safe
for girls to travel long distances to school.
 STAGES BOARD DISPLAY
Also, at school, girls may become victims of
violence and bullying.
(iii) Reducing girls’ workload at home: In
developing countries, girls may be kept home
to do household chores like carrying water,
preparing food and washing clothes. Sharing
housework between all members of the family
helps girls succeed in getting an education.

3. SOME SOLUTIONS TO WAGE GAP:

(i) Supporting equal pay: Companies have to
commit to and provide equal pay for equal
work.
(ii) Making salary information clear: Payment
should be made clear to both genders so that
women know if they make less money than men
for doing the same job.
(iii) Sharing housework: When couples share
household chores, women can focus on their
paid jobs.

CONSOLIDATION AND HOMEWORK (1min) CONSOLIDATION AND HOMEWORK

- Aim: -Do the reading exercises in the Workbook
+ To consolidate what students have learnt in the lesson - Prepare for the Speaking lesson.
+ To prepare for the next lesson
- Steps:
* Teacher:
- Ask Ss: “What have you learnt today?”
- Call on Ss to repeat the main contents
- Emphasize the main contents again
- Deliver homework
* Students:
- Listen to the teacher
- Retell the main contents
-Write the required homework on notebook
Date of preparing: Date of teaching:
Period: Unit 6: GENDER EQUALITY
Lesson 4: Listening

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

1. Knowledge:
- Listen for specific information in a talk about the first woman in space;
- Identify and use lexical items related to gender equality.
- Apply the language they have learnt in the listening in a speaking task about their own experiences.
2. Core competence:
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities:
- Develop an awareness of women’s achievements in their jobs;
- Be respectful towards all genders.
II. Materials:
- Teacher: Handouts, textbook, lesson plan and pieces of papers, projector, PowerPoint
- Students: Textbook
III. Procedures:
Stages/ activities Content/ Board display
WARM-UP: (7 mins) WORDS:
- Aim: To arouse the classroom atmosphere and to lead in - doctor
the lesson - teacher
- Content: Play a game: CHARADES - waiter
- Product: Ss’ answers - worker
- Steps: - farmer
* Teacher: - cosmonaut
-Divide the class into 2 large groups - police
- Have representative of each group go to the board. After T
shows a word describing a job, the rest of the class uses their
gestures to hint at that word without saying it out loud. The
team whose representative guesses the word faster wins one
point.
- Confirm, check the answers from the fastest team.
- Decide the winner and lead in the lesson
*Students:
-Discuss and share other words/ phrases about jobs that they
know, then take turns to write the words/ phrases on the
board.
PRE-LISTENING:
Activity 1. Task 1: (5 mins)
- Aim: To introduce the topic of the listening extract and
activate students’ prior knowledge.
- Content: look at the picture and answer the questions.
- Product: Ss’ answers in full sentences
- Steps:
* Teacher:
- Have Ss look at the picture and describe it.
- Ask Ss to work in pairs, look at the picture and answer the Activity 1.
questions. Suggested questions:
- Tell Ss that there are no right or wrong answers and they What is her job?
should feel free to make any guesses. Is she happy or not?
 Stages/ activities Content/ Board display
- Confirm, show the answers on the screen. Are these jobs traditionally done by men
* Students: or women?
- Answer the questions. Key:
- Give the answer She’s a cosmonaut
Yes
By men
*Vocabulary (5 mins) *Vocabulary
- Aim: To help students understand the lexical items in the 1. cosmonaut (n) /ˈkɒzmənɔːt/: phi hành
text gia (Xô Viết/Nga)
- Content: words, pronunciation of word, meaning 2. space (n) /speɪs/: không gian ngoài vũ
- Product: Ss’ take-note on notebook and practice trụ
- Steps: 3. parachutist (n) /ˈpærəʃuːtɪst/: người
* Teacher: nhảy dù
- Provide vocab 4. instructor (n) /ɪnˈstrʌktə(r)/: người
- Confirm, show the items and their meanings on the screen hướng dẫn/huấn luyện
- Ask Ss to note down the vocabulary. 5. technical (adj) /ˈteknɪkl/: thuộc về kĩ
- Ask other Ss to give comments. thuật
*Students:
- Take notes on the notebook
- Read the vocab
WHILE- LISTENING
Activity 1. Task 2: (10 mins) * Suggested answers
- Aim: To help students practice listening for specific Activity 1. Task 2
information in a talk and comparing their predictions with 1A
what they hear 2B
- Content: Listen to a talk about Valentina Tereshkova, the 3A
first woman in space and complete the sentences. 4B
- Product: ss’ answer 5B
- Steps
* Teacher:
- Tell Ss that they are going to listen to about Valentina
Tereshkova, the first woman in space.
- Confirm, show the answers on the screen and ask Ss to
make correction if they made a wrong answer.
* Students:
- Listen and check their answer.

Activity 2. Task 3 (10 mins) Activity 2. Task 3

- Aim: To help students practise listening for details. 1. 1937
- Content: listen to a talk and answer questions 2. 16
- Product: Ss’ answer 3. 1962
- Steps 4. 26
* Teacher: 5. Three days / 3 days
- Ask Ss to read through the statements once and underline
the key words in them.
- Check Ss’ understanding.
- Ask Ss to listen and then compare their answers in pairs
before listen to the recording the second time.
- Ask Ss to correct the false statements.
- Play the recording twice.
*Students:
- Do the task and correct the false statements.
 Stages/ activities Content/ Board display
- Check answers.

POST - LISTENING (6 mins) Discuss the following question.

- Aim: To help students apply the language they have learnt “Do you want to be a cosmonaut? Why
in the listening in a speaking task about their own or why not?”
experiences. Ss’ answer may vary
- Content: discussion
- Product: Ss’ answer
- Steps:
* Teacher:
- Have Ss work in groups of four and tell them to think about
if they want to be a cosmonaut and give reason(s) for their
answers.
- Have Ss peer-correct
- Give feedback
* Students:
-Prepare their presentation in groups. Each group chooses a
representative to share the group’s ideas with the class.
- Peer- correct
- Listen to the teacher’s comments and feedback.
CONSOLIDATION AND HOMEWORK (2 mins) - Do the reading exercises in the
- Aim: Workbook
+ To consolidate what students have learnt in the lesson - Prepare for the Speaking lesson.
+ To prepare for the next lesson
- Steps:
* Teacher:
- Ask Ss: “What have you learnt today?”
- Call on Ss to repeat the main contents
- Emphasize the main contents again
- Deliver homework
* Students:
- Listen to the teacher
- Retell the main contents
- Write the required homework on notebook
Date of preparing: Date of teaching:
Period: Unit 6: GENDER EQUALITY
Lesson 5: Speaking

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

1. Knowledge
- Understand how to express opinions;
- Apply useful expressions to talk about career choices.
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 their preference of career;
- Develop self-study skills.
II. Materials:
- Teacher: Handouts, textbook, lesson plan and, projector, PowerPoint, laptop.
- Students: Textbook, smartphones.
III. Procedures:
Stages/ activities Content/ Board display
WARM-UP: (8 mins) Link:
- Aim: To introduce the topic of the lesson and get Ss https://www.opencolleges.edu.au/careers/
interested in suitable career options. career-quiz
- Content: Personality Quiz
- Product: Ss’ answers
- Steps:
* Teacher:
* T lets Ss do a small personality quiz that reveals their
suitable career based on their MBTI characteristics:
Link: https://www.opencolleges.edu.au/careers/career-
quiz
** Ss do the quiz individually for up to 4 minutes.
*** Ss discuss their results and whether they found a
suitable career option.
**** T introduces the topic of the lesson.
*Students:
- Do the task individually.
-Raise their hands when they finish.

PRE-SPEAKING
Activity 1: Vocabulary (6 mins) *Vocabulary:
- Aim: To help students understand the lexical items in -Surgeon /'sɜ:dʒən/ (n) bác sĩ phẫu thuật
the text -Shop assistant /∫ɒpə'sistənt/ (n) bác sĩ
- Content: words, pronunciation of word, meaning phẫu thuật
- Product: Ss’ take-note on notebook and practice - Pilots /'pailət/ (n) Phi công
- Steps: -Firefighter /ˈfajɚˌfaɪtɚ/ (n) lính cứu hỏa
* Teacher: -Kindergarten teacher /'kindəgɑ:tn
- Provide vocab and some structures. /'ti:t∫ə[r]/ (n) Giao viên mầm non
- Confirm, show the items and their meanings on the -Engineer /endʒi'niə[r]/ (n) kĩ sư
screen * Useful expressions:
- Ask Ss to note down the vocabulary. - I think/ I believe (that)……
- Ask other Ss to give comments.
 Stages/ activities Content/ Board display
*Students: - There are many more male (surgeons)
- Take notes on the notebook than female (surgeons).
- Read the vocab - Men/ Women traditionally work as (fire
Activity 2. Task 1: (8 mins) fighters)…
- Aim: To introduce more ideas for the main speaking - (Nursing jobs are done by men/ women.
task and get Ss involved in the lesson. - The (nurse’s) job is traditionally done
- Content: below are reasons why children should or by men/ women.
shouldn't do housework. Put them in the correct column.
Add some more if you can.
- Product: Ss’ tick
- Steps:
* Teacher:
- Recall lexical items from previous lessons by asking
Ss to call out the meaning of some words
- Have Ss work in pairs / groups
- Ask Ss if they can think of any reasons why children
shouldn’t do housework.
-Ask Ss to read the task carefully Task 1:
- Check Ss’ answers with the whole class Suggested answers:
- Encourage Ss to add their own reasons - Traditionally male jobs: 1, 4, 5, 7
*Students: - Traditionally female jobs: 2, 3, 6, 8
- Do the task in pairs/ groups.
- Raise their hands when they finish.
WHILE- SPEAKING Ss’ answer may vary
Activity 1. Task 2: (12 mins)
- Aim: To introduce more ideas for the main speaking
task and get Ss involved in the lesson
- Content: Discuss the job mentioned.
- Product: Ss’ answers
- Steps
* Teacher:
- T gives Ss time to read the suggested ideas in the box
and the example.
- T has one student read the example aloud, and asks if
Ss agree with it and why / why not.
- T asks some pairs of Ss to present their opinions in
front of the whole class.
- The rest of the class is encouraged to ask questions.
-Ask other Ss to give comments and then give feedback
to Ss’ performance.
*Students:
-Ss work in pairs and discuss each job. T walks round
the class and offers help when necessary.
- Act out their conversation in front of the whole class.
- Some give comments.
POST - SPEAKING: (8 mins) Ss’ final version presentation on choosing
- Aim: To help Ss talk about their career choices and career.
share their ideas with the rest of the class.
- Content: Deep practice and get feedback from teacher
- Product: final version of Ss’ conversation
- Steps:
* Teacher:
 Stages/ activities Content/ Board display
* T asks Ss to work in groups of three and has one
group role-play the example.
** Ss discuss their career choices and note down each
group member’s future job and the reasons why he or
she has chosen it.
*** T invite some Ss from different groups to report the
career choices in their groups and give the reasons to
the class.
**** T observes and gives feedback to the groups and
individuals.
* Students:
- Listen to the teacher’s comments and feedback.
CONSOLIDATION AND HOMEWORK: (2-3 mins)
- Aim:
+ To consolidate what students have learnt in the lesson
+ To prepare for the next lesson - Do the reading exercises in the
- Steps: Workbook
* Teacher: - Prepare for the Speaking lesson.
- T asks Ss to talk about what they have learnt in the
lesson.
- T shows a video to remind Ss about gender equality in
job choices:
https://www.youtube.com/watch?v=G3Aweo-74kY
- Deliver homework.
- Workbook exercises
- Prepare the presentation for the Project lesson
* Students:
- Listen to the teacher.
- Write the required homework on notebook
Date of preparing: Date of teaching:
Period…
UNIT 6: GENDER EQUALITY
Lesson 6: Writing

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

1. Knowledge:
- Use lexical items related to the topic “Gender equality”;
- Write about jobs for men and women.
2. Skills/ Core competence:
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities;
- Develop presentation skills.
3. Attitude/ Personal qualities:
- Develop an awareness of gender equality in job choices and opportunities;
- Be respectful towards all genders.
II. Teaching equipment/ Materials:
- Teacher: Handouts, textbook, lesson plan and pieces of papers, projector, pictures, cards…..
- Students: Textbook
III. Procedures:
Stages/ activities Content/ Board display
I. WARM-UP: Brainstorming (5 mins) I. WARM-UP:
* Aim: VIDEO WATCHING
+ To arouse the classroom atmosphere.
+ To get students be actively involved in the lesson
* Content: VIDEO WATCHING
Link: https://youtu.be/vFDSWuffBcA?t=91
* Product: Ss’ answers
* Steps:
Teacher:
- Plays a funny video on operation (only the first half).
- Ask Ss to watch the video and note down the tasks that a
surgeon has to do then discuss what Mr. Bean did correctly
and incorrectly.
- Gives feedback, if necessary, then introduces the lesson.
Students:
- Watch the video
- Do as instructed
- Share with the group what they have done after watching
that video.
II. PRE-WRITING (10mins) II.PRE-WRITING
Activity 1. Task 1 Activity 1. Task 1.
* Aim: To help Ss develop ideas for their writing.
* Content: Choose suitable information from the box below Key task 1
to complete the table (p. 72)
* Product: complete the table. - Main responsibilities: A, D, F
* Steps: - Main qualities: B, C, E, G, H
Teacher:
- Tell Ss to look at the table and read the information below
the table, explains any new words if necessary.
- Ask Ss to work individually to fill in the table with given
suitable information based on what they have watched from
 Stages/ activities Content/ Board display
the video and their own knowledge. (T may play the rest of
the video to give more hints).
- Have Ss compare their answers with a partner before they
complete the table.
- Check the answer with the whole class, and asks some Ss to
explain their choice.
Students:
- Listen to the teacher
- Do as instructed.

Activity 2: Task 2
* Aim: To help Ss develop ideas for their writing. Suggested answers:
* Content: Work in pairs. DO you think both men and - Women can do the surgeon’s job well
women can do the surgeon’s job well? Give reasons. Use because they can be as physically and
the ideas below to help you. (p.72) mentally strong as men.
* Product: Ss’ answers. - Women can make great surgeons
* Steps: because they can also perform long and
Teacher: tiring operations.
- Ask Ss to study the ideas in the box and think about if they - Women can become good surgeons
agree or disagree with them because men and women have the same
- Encourage them to write down their opinions and any new abilities to learn and apply medical
ideas they have come up with, preferably at least one knowledge.
reason/example for each idea.
- Ask Ss to work in pairs to discuss the ideas and express their
own opinions.
- Invite pairs of Ss to summarise their discussions in front of
the class.
- Encourage the rest of the class to ask the pairs questions and
comment on their ideas.
- Walk round the class to provide help if necessary
- Give feedback and summarizes the pairs’ ideas.
Students:
- Listen to the teacher
- Do as instructed.

III. WHILE- WRITING III.WHILE- WRITING

Activity 1. Task 3 (20 mins) Activity 1. Task 3
* Aim: To help Ss practise writing a paragraph about the
surgeon’s job. + A paragraph is a group of sentences that
* Content: Write a paragraph (120-150 words) about the develop ONE main idea.
surgeon’s job. Use the guiding questions to help you. (p.72) + A paragraph usually consists of three
* Product: Ss’ paragraphs about the surgeon’s job. parts: a topic sentence, supporting
* Steps: sentences and a concluding sentence.
Teacher: + Two important qualities of a good
- Explain the task and asks Ss to study the guiding questions. paragraph are unity (i.e. one main idea is
- Provide the sample answer below as a model by reading it developed) and coherence (i.e. all the
aloud or displaying it on the board. sentences and ideas flows smoothly to
- Check again to make sure Ss understand the structure of the make clear and logical points about the
sample and how it answers each of the guiding questions. topic)
- Encourage Ss to provide detailed explanations or examples + To list ideas: First, Second, In addition,
to support each idea in their paragraph. Additionally, Moreover, Furthermore,
- Set a time limit for Ss to write in class (around 10-15 minutes Another idea worth noting is that, Finally,
 Stages/ activities Content/ Board display
or more based on Ss’ abilities). T goes around the class and + To give an example: For example/ For
helps if necessary. instance/ To illustrate.
- Ask Ss to work individually (or in pairs for weaker students) + To conclude: In conclusion, In brief, In
using the ideas that they have written in Task 1 and Task 2 to short.
develop their paragraphs about the surgeon’s job then swap
their writing with a partner/other pair for peer feedback.
- Guide Ss to focus on both the content and language in their
comments.
- Ask Ss to make some revisions based on their partners’
suggestions.
- Collect Ss’ paragraphs to give face-to-face feedback in
private, or gives them back with some oral/written feedback.
Students:
- Do as instructed.
- Share their writing with the whole class.

IV. POST –WRITING (8 mins) V. POST –WRITING

* Aim: To give students an opportunity to recognize the Peer correction
common mistakes so that they can avoid in writing
* Content: peer correction
* Product: Ss’ final version in writing with peer correction.
* Steps:
Teacher:
+ Peer correction
- Help Ss review the marking symbols in the following table.
- Ask two Ss sitting next to each other to exchange their
CLASS CORRECTION
writing, read their partner’s writing and write the symbols next
Sample writing:
to their partner’s mistakes like the ones in the table above.
The surgeon’s job is traditionally most
- Guide Ss to focus on both the content and language in their
common for men. Surgeons have to
comments.
perform operations on patients. They also
- Ask Ss to return their partner’s writing and let them correct
have to make important decisions about
themselves.
patients’ health and safety. Besides
- Ask Ss to make some revisions based on their partners’
medical knowledge, surgeons need both
suggestions.
physical and mental strength to perform
- Remind them that they can ask for their partner’s help.
long and tiring operations. In addition,
- Go round to offer help.
surgeons need to have excellent eyesight
+ Class correction
and skilful hands. A surgeon works with a
- Write Ss’ common mistakes on the board, ask Ss to check
team, so he/she needs good teamwork and
whether they make the same mistakes in their writing.
communication skills. Although it is
- Call on some Ss to correct those mistakes as a class.
traditionally seen as a male job, the
- Further explain the paragraph structure if Ss are not able to
number of women surgeons is increasing
develop the three elements in their writing.
now. Women are as mentally strong as
- Collect Ss’ writing and provides written feedback in the next
men, and they can perform long
lesson. In weaker classes, provide some suggested answers if
operations. In summary, women can make
necessary.
great surgeons, and everybody will
Students:
benefit from having both male and female
- Do as instructed.
surgeons.
- Share their ideas with a partner.
 Stages/ activities Content/ Board display
VI. CONSOLIDATION AND HOMEWORK: (2 mins) VI.CONSOLIDATION AND
- Aim: HOMEWORK:
+ Help students memorize the target language and skills that - Do the tasks again
they have learned: vocabulary, form and structures used to - Prepare Communication and Culture at
write a paragraph. home
+ Remind Ss of what they need to do at home as required - Complete your writing according to
- Steps: your peer’s & T’s correction.
* Teacher:
- Ask Ss: “What have you learnt today?”
- Call on Ss to repeat the main contents
- Emphasize the main contents again
- Deliver homework
* Students:
- Listen to the teacher
- Retell the main contents
- Write the required homework on notebook
Date of preparing: Date of teaching:
Period:

Unit 6: Gender Equalilty

Lesson 7: Communication and culture/ CLIL

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

1. Knowledge:
- Use lexical items related to the topic Gender equality;
- Express agreement and disagreement;
- Learn about women's football.
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 gender equality in sports;
- Be respectful towards all genders and cultures.
II. Materials:
- Teacher: Handouts, textbook, lesson plan and pieces of papers, projector, PowerPoint, cards, Sachmem.vn
- Students: Textbook
IV. Procedures:
Stages/ activities Content/ Board display
WARM-UP: (5 mins) VIDEO WATCHING
Link:
- Aim: To arouse the classroom atmosphere. https://www.youtube.com/watch?v=yEmg
To help students revise words/ phrases related to the topic U9oX7ns
- Content: Web completion
- Product: Ss’ answer
- Steps:
* Teacher:
- Give instructions about what students have to do after
watching the video. Questions:
- Play a video of two people having a small debate. 1. What is the video about?
- Make questions related to the video. 2. Can you list some ways of expressing
- Give feedback, if necessary, then lead in the new lesson. agreement and disagreement?
*Students:
- Watch the video and note down the language that the
speakers use to agree/ disagree
- Discuss what else they could say to express their views
more clearly.
EVERYDAY ENGLISH (15 minutes)
Activity 1. (7 mins)
Task 1: LISTEN AND COMPLETE A CONVERSATION
WITH THE EXPRESSIONS FROM THE BOX. THEN
PRACTISE IT IN PAIRS.
- Aim: To provide Ss with an example conversation in
which people express agreement and Key Task 1.
disagreement. 1. D
- Content: Listen and complete the conversation with the 2. A
expressions from the box. (p.73) 3. C
- Product: Ss’ answers 4. B
- Steps:
 Stages/ activities Content/ Board display
* Teacher:
- Tell Ss that they will learn more expressions of agreement
and disagreement.
- Ask Ss to read through the expressions in the box and the
incomplete conversation, check comprehension and
encourages them to complete the gaps based on the clues in
the conversation.
- Play the recording once or twice.
- Check the answers by asking individual Ss to read out the
complete conversation.
- Ask Ss to practise the conversation in groups of three.
- In advanced classes, write some prompts on the board and
asks Ss to role-play the conversation based on the prompts
only.
* Students:
- Read the conversation between Mai and her mother and
look for context clues for the missing phrases or sentences,
then predict the answer before listening.
- Listen to the recording and complete the conversation with
the expressions from the box.
- Do as instructed.
Activity 2. (8 mins)
Task 2: WORK IN PAIRS. HAVE SIMILAR
CONVERSATIONS EXPRESSING AGREEMENT AND
DISAGREEMENT ABOUT OTHER JOBS. USE THE
EXPRESSIONS BELOW TO HELP YOU. Task 2
- Aim: To help Ss practise expressing their agreement or Useful expressions
disagreement about other jobs Agreement Disagreement
- Content: Have similar conversations exchanging opinions - You are right - That’s not true.
about ways to express their ideas in debating. - I couldn’t agree - I’m afraid I
more. disagree.
- Product: Ss’ answers
- Absolutely! - I’m sorry, but…
- Steps: - You can say that - You may right,
* Teacher: again. but
- Put Ss into pairs and have them brainstorm different jobs - I completely agree - I am not sure I am
and reasons why parents may object to their children doing with you. on your side.
these jobs. - I share your
- Ask some pairs to share their ideas and write them on the opinions.
board.
- Ask Ss to look at the list of expressions and encourages Ss
to add more to the table.
Ex. That’s exactly how I feel. You have a point here. I totally
disagree. I beg to differ.
- Go round to monitor and offer help when necessary.
- Give feedback and add bonus points for good effort and
fluent delivery.
* Students:
-Work in pairs to practise their conversations.
-Act out their conversations to the class.
CULTURE: (23 mins)
* VOCABULARY: (6 mins) *Vocabulary
- Aim: To provide Ss with the meaning and pronunciation 1. take place (phr.): happen/ occur
of some words/ phrases, so that students can use them in 2. The Football Association (FA):
 Stages/ activities Content/ Board display
their presentation later and can understand the reading
passage.
- Content: Vocabulary
- Product: Ss’ take-note on the notebooks
- Steps
* Teacher:
- Show the words one by one and has Ss repeat the sound
of the words 3. (be) suitable for:
- Have Ss guess the meaning of the words based on
pictures, explanations and examples.
-Confirm the meaning, calls on some individual Ss to make
sentences with each word.
* Students:
- Do as required
Activity 1. (9 mins)
Task 1. READ THE TEXT AND FILL THE TIMELINE 4. Competition (n):
ABOUT WOMEN’S FOOTBALL
- Aim: To help students learn about women’s football and
practise reading for specific information.
- Content:
Read the text and fill the timeline using the information
given in the text. (p.73)
- Product: Ss’ answer 5. Significantly (adv):
- Steps
* Teacher:
- Show some images of women playing football or displays
them on the board electronically.
- Ask Ss to look at the pictures and answer questions about
them.
Ex. Who are the women in the pictures? What sport do they
play? Task 1
- Elicit that Ss are going to read a text about women's Key:
football and fill the timeline using the information given in 1. 1890s
the text. 2. 1921
- Walk round the class to offer help, explain unfamiliar 3. 1971
words and answering questions. 4. 1971
-Check the answers as a class by calling on pairs to write 5. 1991
their missing words on the board.
*Students:
-Do as instructed.
Activity 2. (8 mins)
Task 2. WORK IN GROUPS. FILL THE TIMELINE
ABOUT WOMEN’S FOOTBALL IN VIET NAM.
- Aim: To help Ss relate what they have learnt about
women's football to Viet Nam.
- Content: discussion (p.74)
- Product: Ss’ answer
- Steps
* Teacher:
- Show a video about Vietnamese women’s football team to Link:
show how women’s football in Vietnam has developed. https://www.youtube.com/watch?v=9A-
O_6A80a8
 Stages/ activities Content/ Board display
- Have Ss look for information on the Internet to fill in the
timeline about women’s football in Vietnam, then make a
mind map using the information.
-Call on some groups to present their mind map to the class.
- Give feedback and correction if necessary.
*Students:
-Do as instructed.
-Work in groups to discuss and make the mind maps.
- Listen to others’ presentation, take notes and give
comments.
CONSOLIDATION AND HOMEWORK: (2 mins) + The ways to express agreement and
- Aim: To review the lesson Ss have learnt and prepare for disagreement.
the next lesson – Looking back and project + Words related to women's football.
- Steps: - Do exercises in the part Looking back
* Teacher: - Exercises in the workbook
- Ask Ss: “What have you learnt today?” - Prepare for Looking back and Project
- Call on Ss to repeat the main contents lesson
- Emphasize the main contents again
- Deliver homework
* Students:
- Listen to the teacher
- Retell the main contents
- Write the required homework on notebook
Date of preparing: Date of teaching:
Period:
UNIT 6: GENDER EQUALITY
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 6;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills.
3. Personal qualities
- Understand more about students’ career choices;
- Develop self-study skills.
II. Materials
- Grade 10 textbook, Unit 6 – Looking back and Project
- Computer connected to the internet
- Projector/ TV/ pictures and cards, Handouts
- sachmem.vn
III. Procedures
Stages/Activities Content/Boad display
WARM-UP (5mins)
*Aim: To revise the vocabulary related to the topic and lead
in the next part of the lesson
*Content: Game: Last man standing
*Product: Students’ answers
*Step:
Teacher:
- Announces that Ss will compete individually.
- After the whole class has finished, T goes back to the first
student until there is only one student left. T announces the
winner.
- Reviews everything and gives comments.
Students:
-Take turns saying one word/ grammar point they have
learned so far in Unit 6, then T writes it on the board. Ss will
be eliminated from the game if they repeat what was said or
cannot remember anything else.
- Discuss the vocabulary and grammar points on the board and
add more if necessary.
PRACTICE A. Pronunciation
Activity 1: PRONUNCIATION (5mins) Suggested answers
*Aim: To help Ss revise stress in three-syllable adjectives and 1. The surgeon’s job is quite
verbs 'difficult.
*Content: Listen and mark the stressed syllables in the words 2. Soviet cosmonauts learnt how to
in bold. 'parachute to safety.
*Product: Students’ answers 3. I’m proud of my sister. She’s
studying at a 'medical school.
*Step:
4. We need to con'tinue fighting for
Teacher: equal rights.
-Tell Ss to review the stress patterns of three-syllable
adjectives and verbs they have learnt in this unit.
- Play the recording, pausing after each word in bold so that
Ss can listen and check if they have marked the stress
correctly.
-Check answers as a class by asking individual Ss to write the
words on the board and mark the stress.
-Plays the recording again for Ss to repeat each sentence
chorally.
Students:
- Work individually by reading the sentences silently and
marking the stressed syllables in the words in bold before T
plays the recording.
- Repeat each sentence chorally.
Activity 2: VOCABULARY (5 mins) B. Vocabulary
*Aim: To help Ss revise topic-related words Suggested answer
*Content: Do the crossword use the words students have 1. kindergarten
leant in the unit. 2. gender
*Product: Ss’ answers 3. surgeon
*Step: 4. equal
Teacher: 5. treat
- Ask Ss to do the crossword, using the words they have learnt
in the unit.
- Remind Ss that they should also refer to the number of letters
of each word in the crossword.
- Check the answers as a class.
Students:
- Read each sentence and guess the word that best completes
it.
- Compare their answers with a partner.
Activity 3: GRAMMAR (5 mins) C. Grammar.
*Aim: To help Ss revise the use of the passive voice with Suggested answer
modals 1. One paragraph about gender
equality ought to write by each
*Contents: There is a mistake in each sentences, find the
student.
mistakes and correct words in the space given. → ought to be written
*Product: Students’ answers 2. Action to stop domestic violence
*Steps: must take immediately.
Teacher: → must be taken
- Ask Ss to read each sentence and decide on the mistake and 3. Should all people be provide with
correct it. equal access to information?
-T walk round the class to provide help if necessary. → be provided
-T check answers as a class and has Ss explain why each 4. Young girls mustn’t force into
sentence is wrong. marriage.
Students: → mustn’t be forced
-Work individually to find the mistakes and correct them. 5. Can men and women given equal
-Work in pairs to compare answers. opportunities in the workplace?
→ be given
Activity 4: PROJECT (23mins) Project
*Aim: To provide an opportunity for Ss to develop their Ss’ answers may vary
communication and collaboration skills, and to practise
reporting survey results in an oral presentation.
*Contents: Checklist for peer and self- assessment.
*Product: Ss’ answer
*Steps:
Teacher:
- Have Ss work in their groups and gives them a few minutes
to get ready for the presentation.
- Give Ss a checklist for peer and self-assessment, and
explains that they will have to tick (√) the appropriate items
while listening to their classmates’ presentations and write
comments if they have any. The presenters should complete
their self-assessment checklist after completing their
presentation.
- Go through the criteria for assessing their talk to make sure
Ss are familiar with them.
- Invite two or three groups to give their presentations.
- Give praise after each presentation, and encourages the rest
of the class to ask questions at the end.
- Ask Ss to give peer comments and fill in the self-assessment
checklist
- Give the final feedback.
CONSOLIDATION AND HOME WORK (2mins) - Revise the stress in three-syllable
*Aim: To review the lesson they have learnt and prepare for adjectives and verbs
the next lesson - Revise words/phrases related to the
*Steps: topic gender equality.
*Teacher: Asks “What have you learned today?” - Revise the use of the passive voice
- Call on students to repeat the main contents with modals
- Emphasize the main contents again. - Exercises in the workbook
- Deliver homework
- Prepare for Unit 7
*Students:
- Listen to the teacher
- Retell the main contents
- Write the required home work on notebook