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DATE OF PLANNING: 03/ 01/ 2020

UNIT 6: GENDER EQUALITY GETTING

STARTED

I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- Use lexical items related to the topic Gender Equality.
- Know deeper about that topic.
- Listening to a conversation with new words, agreement and disagreement among three characters.
- Practice the conversation.
- Enhance reading techniques.
- Understand and use the passive voice with modals.
2. Skills.
- To help learners get started with 4 skills in Unit 1
- Reading: Read about the topic Gender Equality
- Speaking: Exchange opinions about women’s going to work.
- Listening: Listen to to a conversation with new words, agreement and disagreement among
three characters.
- Writing: Write about advantages and disadvantages of women’s going to work.
3. Educational aims.
- To provide Ss some motivation.
- Students are more aware of the drawbacks of gender discrimination.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ 2020 ……/…….
10A5 ……/ ……/ 2020 ……/…….
10A6 ……/ ……/ 2020 ……/…….
10A8 ……/ ……/ 2020 ……/…….
2. Old lesson checking (Omitting )
3. New lesson:
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
WARM UP WARM UP
- Ask students what they think about when they see or - Visualize what they think of when they
hear the words “gender”, “equality” and “gender hear or see such words as: gender, equality
equality”. Elicit students’ answers. or gender equality.
- Elicit sts’ answers. - Possible answers:
- Listen to the sts and give feedback. + I think of men and women.
- Lead sts into new lesson. + I think of the word same.
+ I think that men and women should be
treated in the same way and given the same

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opportunities.
PRE - TEACHING PRE - TEACHING
Activity 1 Activity 1
- Ask students to look at the picture and answer the - Look at the picture and answer the

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questions about it: questions about it.

Suggested questions: - Give the answers.
+ Who do you see in the picture?
+ Where do you think they are?
+ What are they doing?
- Play the recording.
- Ask students to listen and read.
- Explain new words if necessary. - Listen to the recording and read silently
after the recording.
WHILE TEACHING WHILE TEACHING
Activity 2 Activity 2
- Ask students to work individually first and then in - Work individually first and then in pairs
pairs to decide if the statements are true (T), false (F) to decide if the statements are true (T),
or not given. false (F) or not given.
- Encourage students to provide reasons for their - Provide reasons for their answers.
answers.
- Ask them to refer back to the conversation to get the - Give the answers.
necessary information.
- Check students’ answers and give explanations. - Check and correct.
- Suggested answer:
1. F 2. F 3. T 4. NG 5. T
POST TEACHING POST TEACHING
- Ask students to read the conversation again and think - Read the conversation again and answer
of the answers to the questions. to the questions.
- Have them work with a partner and switch roles to - Work in pairs to do the task.
ask and answer.
- Check the answers and provide the correct ones if - Give the answers.
necessary. - Check and correct.
- Suggested answers:
1. Only 82 girls enrolled per 100 boys in secondary
school.
2. Because they might be forced to work at home and
in the fields.
3. There are slightly more boys than girls in
both primary and secondary schools.
4. Women do.
5. Gender discrimination should be eliminated so that
everyone has equal opportunities in education.
4. Consolidation
- Practice the conversation
5. Homework
- Do the task again
- Read Unit 6 - Language at home

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PERIOD 56
DATE OF PLANNING: 04/ 01/ 2020

UNIT 6: GENDER EQUALITY

LANGUAGE

I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- Pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in
context
- Understand new words related to the topic
- Master modal verbs use
- Understand more about passive voice
2. Skills.
- To help learners get started with 4 skills in Unit 1
- Reading: Read about the topic Gender Equality
- Speaking: Exchange opinions about women’s going to work.
- Listening: Listen to to a conversation with new words, agreement and disagreement among
three characters.
- Writing: Write about advantages and disadvantages of women’s going to work.
3. Educational aims.
- To provide Ss some motivation.
- Students are more aware of the drawbacks of gender discrimination.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ 2020 ……/…….
10A5 ……/ ……/ 2020 ……/…….
10A6 ……/ ……/ 2020 ……/…….
10A8 ……/ ……/ 2020 ……/…….
2. Old lesson checking
- Checking new words in Getting started section.
3. New lesson:
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

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VOCABULARY VOCABULARY
Activity 1 Activity 1
- Ask students to work individually, read the words - Work individually, read the words and
and phrases in the box, then discuss and find the phrases in the box, then discuss and find
meaning for each of them (a-f). the meaning for each of them (a-f).
- If students need support, ask them to use the context
of the conversation to help them choose the correct
meaning for each word. - Give the answers.
- Check answers as a class. - Check and correct.
- Suggested answers:
1. D 2. F 3. E 4. A 5. C 6. B
Activity 2 Activity 2
- Ask students to work individually first, and then - Work individually first, and then check

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check with a partner. with a partner.

- Make sure that student have the right answers by
going over all the answers in class.
- Allow students to look up the words in the
glossary, if necessary. - Give the answers.
- Suggested answers: - Check and correct.
1. Enroll 2. Force 3. Eliminate
4. Discrimination 5. Equal 6. Gender

PRONUNCIATION
Activity 1
- Play the recording and let students listen and follow.
- Play it again with pauses for students to repeat
each word chorally.
- Give the meaning of the words if necessary. Help
students distinguish two-syllable words with stress on
the first or second syllable.
- Ask students to work in pairs and take turns reading
the words.
Activity 2
- Play the recording again.
- Ask students to put a mark ‘ before the
stressed syllable in each word.
Activity 3
- Have students work individually to put the words in
the right box according to their stress patterns.
- Check as a class.

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GRAMMAR GRAMMAR
Activity 1 Activity 1
- Explain to students that modal verbs are special verbs - Listen to the T
that behave differently from other verbs.
+ They are used to express ability, advice, duty,
permission, possibility, prohibition or request.
- Let students read the sentences individually and ask - Read the sentences individually and ask
them to pay attention to all modal verbs used in the them to pay attention to all modal verbs
sentences. used in the sentences.
- Have them choose the answers and discuss the - Give the answers.
meaning of each modal with a partner.
- Go over all the answers in class. - Check and correct.
- Expected answers:
1. Shouldn’t – advice 2. Must - duty
3. May - permission 4. Might - possibility
5. Will – request 6. Mustn’t - prohibition
7. Can - ability
Activity 2 Activity 2
- Ask students to read the sentences. - Read the sentences.
- Have them underline the passive voice with modals. - Underline the passive voice with modals.
- Let them work with a partner before - Check the answers in pairs.
checking answers as a class. - Give the answers.
- Expected answers: - Check and correct.
1. May be kept 2. Might be forced
3. Shouldn’t be allowed 4. Should be eliminated
Activity 3 Activity 3
- Have students work in pairs first, and then write - Work in pairs to do the task.

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down the correct answers.

- Observe and offer help if necessary. - Give the answers.
- Expect answers: - Check and correct.
1. Lan might be chosen to represent us in the School
Youth Union.
2. Will Korean be taught in our school next year?
3. The instructions must be followed strictly by
the students.
4. Sugary food shouldn’t be eaten by very young
children.
5. Men and women should be given equal rights to
education and employment.
6. Hopefully, a planet similar to Earth will
be discovered by scientist.
4. Consolidation
- Practice:
+ Pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in
context
+ Modal verbs in passive voice
5. Homework
- Do the task again
- Read Unit 6 – Reading.

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PERIOD 57
DATE OF PLANNING: 05/ 01/ 2020

UNIT 6: GENDER EQUALITY SKILLS –

READING

I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- Read for general ideas and specific information about gender equality in employment
- Know more about Brenda Berkman- a brave woman daring to fight for her own desire.
- Discuss about the topic
- Answer comprehensive questions
2. Skills.
- To help learners get started with 4 skills in Unit 1
- Reading: Read about the topic Gender Equality
- Speaking: Exchange opinions about women’s going to work.
- Listening: Listen to to a conversation with new words, agreement and disagreement among
three characters.
- Writing: Write about advantages and disadvantages of women’s going to work.
3. Educational aims.
- To provide Ss some motivation.
- Students are more aware of the drawbacks of gender discrimination.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ 2020 ……/…….
10A5 ……/ ……/ 2020 ……/…….
10A6 ……/ ……/ 2020 ……/…….
10A8 ……/ ……/ 2020 ……/…….
2. Old lesson checking
- Checking new words in Getting started section.
3. New lesson:
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
WARM UP WARM UP
- Show some pictures of some famous women in some - Look at the pictures.
aspects like politic, economic…: Hillary Clinton,
Teresa May, Nguyen Thi Kim Tien… - Name the women.
- Have sts name these women. - Listen to the T
- Lead sts into new lesson.

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PRE – READING PRE – READING

Activity 1 Activity 1
- Have students look at the symbols and answer the - Look at the symbols and give the
questions. answers.
- Possible answers:
“They are the symbols of genders, gender
equality and gender discrimination.”
Activity 2 Activity 2

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- Have students match each of the words with its - Firstly, work individually to do the task,
meaning. then work in pairs to compare the answers.
- Encourage them to work individually first, and then
check with a partner. Let students use a dictionary, if
necessary. - Give the answers.
- Go over all the answers to make sure they have the - Check and correct.
correct answers.
- Expected answers:
1. C 2. E 3. D 4. B 4. A
WHILE READING WHILE READING
Activity 3: Quickly read the text and choose the Activity 3: Quickly read the text and
best title for it choose the best title for it
- Let Ss read the three heading a, b, c first and make - Firstly, work individually to do the task,
sure they understand all of them then work in pairs to compare the answers.
- Ask Ss to read through the text once without stopping
at the words that they don't know the meaning
- Ask them to work in pairs to decide on the best title
for the text that gives the general idea of the whole text
- Help them eliminate the choice that is only one
aspect of the text. - Give the answers.
- Elicit the answers from the sts. - Check and correct.
- Check and correct.
- Expected answers:
The best title of the text is "A woman who did a
man's job.
Activity 4: Read the statements, decide whether it Activity 4: Read the statements, decide
is T, F or NG whether it is T, F or NG
- Ask Ss to work in pairs and do the task. - Wor in pairs to do the task.
- Elicit the answers from the sts. - Give the answers.
- Check and correct. - Check and correct.
- Expected answers:
1. F 2. NG 3. F 4. T 5. T 6. F
Activity 5: Answer the questions Activity 5: Answer the questions
- Put Ss in groups of 3, ask them to read the questions - Work in groyps of 3 to do the task.
first to make sure they understand them by asking - Give the answers.
them to underline key words - Check and correct.
-Let Ss read the text again and locate the parts of the
text where they can get the answers.
- Elicit the answers from the sts.
- Check and correct.
- Expected answers:
1.She wanted to become a firefighter
2. She sued New York City and the DNY for gender
discrimination and won
3. They were unwelcomed at meals, faced loneliness
and even violence

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POST READING POST READING

Discus with a partner: should a woman do a man's Discus with a partner: should a woman
job? do a man's job?
- Put Ss in groups of four and let them discuss the - Work in groups of 4 to discuss the
questions freely. question.
- Useful languages:
+ I think/ In my opinion….
+ Woman should be strongly encouraged to….

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+ I do not think woman can….

+ They have the same qualifications as men do.
4. Consolidation
- Vocabulary related to gender equality
- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
5. Homework
- Vocabulary related to gender equality
- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
- Do the task again
- Read Unit 6 - Speaking at home

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PERIOD 58
DATE OF PLANNING: 06/ 01/ 2020

UNIT 6: GENDER EQUALITY SKILLS:

SPEAKING

I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- Know how to express agreement and disagreement
- Discuss in pair and in groups about whether married women should pursue a career.
- Report the discussing result in front of the class.
2. Skills.
- To help learners get started with 4 skills in Unit 1
- Reading: Read about the topic Gender Equality
- Speaking: Exchange opinions about women’s going to work.
- Listening: Listen to to a conversation with new words, agreement and disagreement among
three characters.
- Writing: Write about advantages and disadvantages of women’s going to work.
3. Educational aims.
- To provide Ss some motivation.
- Students are more aware of the drawbacks of gender discrimination.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ 2020 ……/…….
10A5 ……/ ……/ 2020 ……/…….
10A6 ……/ ……/ 2020 ……/…….
10A8 ……/ ……/ 2020 ……/…….
2. Old lesson checking
- Checking new words in Getting started section.
3. New lesson:
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
WARM UP WARM UP
- Give some pictures of some women. - Look at the pictures and answers to the
- Ask sts to tell who these women are and what their T’s questions.
jobs are.
- Introduce the topic by asking questions such as
Whose parents both work? Which of them is more
qualified? Which of them earns more money? Which
of them does more housework? And Do you think they
should have equal opportunities for jobs?
- Lead sts into new lesson.

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PRE – SPEAKING PRE – SPEAKING

Activity 1 Activity 1
- Write Equal job opportunities on the board. - Read the phrase on the board.
- Give students time to read through the useful - Study the useful expressions.
expressions. - Discuss in pairs.

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- Let them work in pairs.

- Check students’ answers as a class.
WHILE SPEAKING WHILE SPEAKING
Activity 2 Activity 2
- Have a student read the example, and then ask all - Some sts share their ideas in class.
students to share their opinions in pairs. - Others give comments.
- Walk around and offer help if necessary.
POST SPEAKING POST SPEAKING
Activity 3 Activity 3
- Ask one student to read aloud the opinion “Married - 1 st reads aloud the opinion “Married
women should not pursue a career” and explain the women should not pursue a career”.
activity to the class. - Give the requirement.
- Divide students into groups of three/ four students. - Work in groups of 3-4.
- Ask one group to model the activity using the
example conversation.
- Get all students to discuss and note down their
group’s discussion.
- After 3-4 minutes, have some students from - Some students from different groups
different groups report the results of their group work report the results of their group work back
back to the class. to the class.
4. Consolidation
- Vocabulary related to gender equality
- Speaking skills: give opinions and present.
5. Homework
- Vocabulary related to gender equality
- Do the task again
- Read Unit 6 - Listening at home

, ngày 09 tháng 01 năm 2020

Kí duyệt của NTCM

…………………………………………….
…………………………………………….

Phan Thị Hiền

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PERIOD 59
DATE OF PLANNING: 10/ 01/ 2020

UNIT 6: GENDER EQUALITY SKILLS –

LISTENING

I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- Describe a picture in their own language
- Learn more new words related to the topic
- Listen to a talk about gender equality in wages
- Listen for specific information and to fill in the gaps.
2. Skills.
- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
3. Educational aims.
- To provide Ss some motivation
- Students are more aware of the importance of eliminating gender discrimination.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ 2020 ……/…….
10A5 ……/ ……/ 2020 ……/…….
10A6 ……/ ……/ 2020 ……/…….
10A8 ……/ ……/ 2020 ……/…….
2. Old lesson checking
- Check the new words of the previous lesson.
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
WARM UP WARM UP
- Ask Ss to answer some questions: - Answer to the T’s questions.
1. How does your family share the POSSIBLE ANSWERS:
household chores? 1. Everybody in my family share the housework
2. Is your mother a homemaker? equally.
3. Is your father a breadwinner? 2+3. Both my parents go to work to suppot the
4. Do you think that both parents now should family, and they join hand to make us a happy
work to contribute the family finances? family.
- Listen to the sts’ answers. 4. I think that both parents should work to
- Give feedback. contribute the family finances.
- lead sts into the new lesson - Listen to the T.

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PRE – LISTENING PRE – LISTENING

Activity 1: Activity 1:
- Let students look at the picture and elicit their - Work in pairs.
answers to the question. - Do as T’s guide.
- Ask them to use the caption as suggestion. - Some sts present their ideas.
- Expected answer: The man looks happy but the - Other sts listen and give additions.
woman looks sad because she gets less pay/ - Listen to the T’s feedback.

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money.
- Preteach new words. - Practice new words
WHILE LISTENING WHILE LISTENING
Activity 3: Activity 3:
- Explain the task’s requirement. - Listen to the T’s explaination.
- Get sts to read through the 6 statements to - Read through the 6 statements to make sure
make sure they understand. they understand.
- Ask sts to work in pairs and identify the key - Work in pairs and identify the key works in
works in each statement. each statement.
- Explain the new words if needed.
- Play the recording 2 times for sts to listen to - Listen to the recording.
and do the task. - Finish the task.
- Invite sts to give their anwers. - Give the answers.
- Play the recording again and pause at the - Check the answers with the T
answers to check the sts’ answers.
- Possible answers:
1. F 2. T 3. F 4. T 5. F 6.T
Activity 4: Activity 4:
- Have Ss work in pairs to match the words/ - Work in pairs to match the words/ phrases with
phrases with its appropriate meaning its appropriate meaning
- Ask them to guess the part of speech of the - Guess the part of speech of the word given
word given
- Ask some of them to tell the answer - Give the answers.
- Give comments - Check the answers.
Answers:
1. Discrimination happens
2. Paid more
3. Perform 60%
4. Own 1%
5. Encourage women
6. Like nursing
POST LISTENING POST LISTENING
Activity 5: Activity 5:
- Explain the task’s requirement. - Listen to the T’s explaination.
- Get sts to read the 3 questions carefully to - Read the 3 questions carefully to make sure
make sure they understand. they understand.
- Ask sts to work in pairs and identify the key - Work in pairs and identify the key works in
works in each statement. each statement.
- Explain the new words if needed.
- Play the recording 2 times for sts to listen to - Listen to the recording.
and do the task. - Finish the task.
- Invite sts to give their anwers. - Give the answers.
- Play the recording again and pause at the - Check the answers with the T
answers to check the sts’ answers.
4. Consolidation
- Vocabulary related to the topic of Gender equality
- Listening skills
5. Homework
- Vocabulary related to the topic of Gender equality
- Listening skills
- Do the task again
- Read Unit 5 - Writing at home

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PERIOD 60
DATE OF PLANNING: 11/ 01/ 2020

UNIT 6: GENDER EQUALITY SKILLS:

WRITING

I, Objectives.
1. Knowledge.
By the end of the lesson, students are able to:
- Know about the advantages and disadvantages of working mothers
- Students know how to add supporting ideas for these opinions.
- Arrange the information correctly.
- Write explanations for supporting ideas.
- Write a paragraph about the disadvantages of being a working mother.
2. Skills
- Writing: write a paragraph about Advantages and disadvantages of being a working mother.
- To provide Ss some motivation
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ …….. ……/…….
10A5 ……/ ……/ …….. ……/…….
10A6 ……/ ……/ …….. ……/…….
10A8 ……/ ……/ …….. ……/…….
2. Old lesson checking(Omitted)
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
WARM UP WARM UP
Matching game Matching game
- Work in pairs to play the game.

A B C D

1. Washing the clothes

2. Cleaning the house
3. Cooking the meal
4. Going to the supermarket
* Keys: 1.D 2.B 3.A 4. C
-Lead sts into new lesson.

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PRE – WRITING PRE – WRITING

Activity 1 Activity 1
- Write the phrase Working mothers on the board. - Work in pairs to do the task.
- Focus on the pictures and the instructions. - Students can talk about the good sides/
- Elicit students’ opinions about the pictures. advantages as well as the bad sides/

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- Give suggestions if necessary by asking questions like disadvantages of being a working

Who are these people in the pictures? What are the mother.
women doing? Are they housewives? Do they work? - Give the answers.
Etc. - Check and correct the answers.
- Explain that writers often provide/give detailed
explanations to support ideas in a text.
- Give students time to read the sample writing about the
advantages of a working mother and put the detailed
explanations in the appropriate blanks.
- Expected answers: 1. B 2. C 3. A Activity 2
Activity 2 - Work in groups of 3
- Ask students to read the sample writing again and - Read the sample writing again and
complete the outline. complete the outline.
- Help students analyse the structure of the text. - Give the answers.
- Expected answers: - Check and correct the answers.
A. 2. Life is getting expensive, so women’s salaries
are becoming important.
B. 2. They discover strengthens and weaknesses, become
more knowledgeable and look for good ways to educate
children.
C. 1. Children see parents work hard and share domestic
responsibilities, and they learn from them. Activity 3
Activity 3 - Discuss in pairs.
- Give students some time to read the text again and
discuss the words in pairs.
- Offer help if students cannot give the answer.
E.g. These words are used to link/ connect or sequence
the ideas in writing.
WHILE WRITING WHILE WRITING
Activity 4 Activity 4
- Focus on the instructions and the pictures. - Listen to the T
- Give students time to read the suggestions. - Read the suggestions.
- Call on some students to say what they will write as the
topic sentence, supporting ideas 1,2, 3 and concluding
sentence.
- Tell students to write a draft first, then write a short text - Write a draft first, then write a short
(of about 150 words) about the disadvantages of being a text (of about 150 words) about the
working mother. disadvantages of being a working
- Have students write the text in class. mother.
POST WRITING POST WRITING
- When they finish, ask them to exchange it with a partner - Exchange it with a partner for peer
for peer comments/ correction. comments/ correction.
- Walk around and offer help if necessary.
- Alternatively, have students write the text at home. T
collects students’ papers in the next lesson.
- Give feedback in class.
4. Consolidation
- Vocabulary related to the topic of Gender equality
- Writing skills: advantages and disadvantages.
5. Homework
- Vocabulary related to the topic of Gender equality
- Writing skills
- Do the task again
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- Read Unit 6 – Communication and culture

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PERIOD 61
DATE OF PLANNING: 13/ 01/ 2020

UNIT 6: GENDER EQUALITY

COMMUNICATION AND CULTURE

I, Objectives.
1. Knowledge.
By the end of the lesson, students are able to:
- Broaden their knowledge of the topic.
- Express their own ideas of gender equality in Vietnam.
- Practise speaking skills
- Reading a passage about gender equality in the UK and answer some questions.
2. Skills
- To provide Ss some motivation
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ …….. ……/…….
10A5 ……/ ……/ …….. ……/…….
10A6 ……/ ……/ …….. ……/…….
10A8 ……/ ……/ …….. ……/…….
2. Old lesson checking(Omitted)
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES

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COMMUNICATION COMMUNICATION
Gender equality in Vietnam - Listen to the T
Lead-in: Inform the class of the lesson objectives: further
skill development.
Activity 1 Activity 1
Focus on the instructions and the pictures. Inform - Work individually.
students that they will have more chances to practice
speaking.
- Give them some time to read about the achievements - Read about the achievements Vietnam
Vietnam had made in addressing gender equality. had made in addressing gender equality.
- Give students more freedom by allowing them to add - Add some more achievements that sts
more achievements from reliable sources. may know.

Activity 2 Activity 2
- Have two students model the example. - Work in pairs using the given
- Ask students to work in pairs to talk about information in Act 1 to talk about
achievements in addressing gender equality in Vietnam, achievements in addressing gender
using the information given in Activity 1 and from the equality in Vietnam.
other available sources.
- Invite some pairs to practice their dialogues in the class. - Some pairs practice their dialogues in
the class.
- Elicit comments from the other sts. - Others give comments.

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- Give fina feedback. - Listen to the t

CULTURE CULTURE
- Focus on the instructions and the pictures. - Listen to the T.
- Elicit answers from students by asking the class - Answer to the T’s qs.
questions like
1, Who do you see in the
pictures? 2, What is the man
doing?
3, Are there many men teaching young
kids? 4, What is the woman doing?
5, Is her job popular with women? - Firstly, work individually to do the
- Give students time to read the text. task, then work in pairs to check the
- Pre-teach some words that might be new to students answers.
(e.g. high-income, remarkable, undergraduate courses).
- Walk round to monitor the class and offer help, if
necessary.
- Have students check their answers with a partner first,
then check as a class.
- Expected answers:
1. Girls perform better than boys at all levels of
education in United Kingdom.
2. Women make up 47 percent of the British workforce.
3. Millions of women and girls still experience domestic
violence, and the gap in full-time wage between men and
women is 10 percent and most of the people in low-paid
jobs are women.
4. Consolidation
- Vocabulary related to the topic of Gender equality
5. Homework
- Vocabulary related to the topic of Gender equality
- Do the task again
- Read Unit 6 – Looking back and project.

, ngày 16 tháng 01 năm 2020

Kí duyệt của NTCM

…………………………………………….
…………………………………………….

Phan Thị Hiền

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PERIOD 62
DATE OF PLANNING: 17/ 01/ 2020

Stress on the 1st syllable Stress on the 2nd syllable

UNIT 6: GENDER EQUALITY
Symbol, letter, healthcare Complete
Challenge, income Infect, suggestLOOKING BACK AND PROJECT
Workforce, army Improve, become
I, Objectives.
1. Knowledge.
By the end of the lesson, students are able to:
- Read correctly words with stress on the first syllable and words with stress on the second syllable.
- Review new words they have learnt in previous parts individually or in context.
- Practise passive voice with modal verbs.
2. Skills
- To provide Ss some motivation
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ …….. ……/…….
10A5 ……/ ……/ …….. ……/…….
10A6 ……/ ……/ …….. ……/…….
10A8 ……/ ……/ …….. ……/…….
2. Old lesson checking(Omitted)
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
PRONUNCIATION PRONUNCIATION
Activity1 Activity1
- Ask students to put the two-syllable words in the box in
- Work individually first to do the task
the correct columns according to their stress patterns.
then work in pairs to give the answers.
- Help them review the stress patterns of two-syllable
words.
- Give the answers.
- Expected answers:
- Check and correct the answers.

Activity 2
- Listen to the recording.
Activity 2 - Repeat the words.
- Play the recording
- Ask students to listen and repeat the words.

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VOCABULARY VOCABULARY
-The word in italics are among the most commonly used - Work individually first to do the task
in the unit. Have students decide which words best then work in pairs to give the answers.
complete the sentences.
- Alternatively, extend this activity by asking students - Give the answers.
to make their own sentences with each of the words. - Check and correct the answers.
- Expected answers:
1. Gender equality 2. Preference
3. Eliminated 4. Rights
5. Access 6. Caretaker

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7. Discrimination 7. Progress
GRAMMAR GRAMMAR
Activity 1 Activity 1
- Give time for the students to make their own choice. - Work individually first to do the task
- Have them check in pairs, then with the whole class to then work in pairs to give the answers.
make sure they all have correct answers. - Give the answers.
- Expected answers: - Check and correct the answers.
1. C 2. F 3. E 4. D 5. A 6. B
Activity 2 Activity 2
- Ask students to do this activity orally first, and then - Work individually first to do the task
write down their answers. then work in pairs to give the answers.
- Expected answers: - Give the answers.
1. An essay on gender equality must be written (by - Check and correct the answers.
each student).
2. This exist door can be opened in case of emergency.
3. Men and women should be given equal pay for equal
work.
4. My mother might be given an award.
4. Consolidation
- Vocabulary related to the topic of Gender equality
5. Homework
- Vocabulary related to the topic of Gender equality
- Do the task again
- Read Unit 7 – Getting started.

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