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Lesson Plan VuHoangAn Unit6 Language

The document outlines a 45-minute lesson plan on gender equality for a 10th grade class. The lesson focuses on pronouncing stressed syllables in 3-syllable words, using passive voice with modal verbs, and developing vocabulary related to gender equality. The lesson plan details the objectives, language skills, teaching methods, and step-by-step procedures for the teacher to guide students in practicing pronunciation, learning new vocabulary, and applying grammar rules through various speaking and writing activities.

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Frank Zander
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33 views

Lesson Plan VuHoangAn Unit6 Language

The document outlines a 45-minute lesson plan on gender equality for a 10th grade class. The lesson focuses on pronouncing stressed syllables in 3-syllable words, using passive voice with modal verbs, and developing vocabulary related to gender equality. The lesson plan details the objectives, language skills, teaching methods, and step-by-step procedures for the teacher to guide students in practicing pronunciation, learning new vocabulary, and applying grammar rules through various speaking and writing activities.

Uploaded by

Frank Zander
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Vũ Hoàng An

LESSON PLAN
CLASS:
TITLE OF THE LESSON: Gender Equality - Language
TIME DURATION: 45 minutes
UNIT: 6
GRADE: 10

A. OVERVIEW

OBJECTIVE:

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


-Pronounce three-syllable adjectives and verbs with correct stress
-Use passive voice with modal verbs
-Use vocabularies related to the topic of gender equality
-Develop consciousness of gender equality

LANGUAGE:

- Pronunciation: Stress in three-syllable adjectives and verbs


- Vocabulary: Equal (adj); Kindergarten (n); Treat (v); Surgeon (n);
Gender(n)
- Grammar: Passive voice using modals

SKILLS:

- Main skill: Speaking


- Sub-skills: Writing, Listening

METHOD:Integrated, mainly communicative

TEACHING AIDS: PowerPoint slides, hand-outs, white board


B. PROCEDURE

TEACHER’S CONTENT STUDENT’S


ACTIVITIES ACTIVITIES
I. Pronunciation

Warm-up
-T leads in the Example :
lesson about stress ’Interesting
in three-syllable
adjectives and Questions:
verbs by giving an Is this word familiar to you?
example and Is it an adjective?
asking relevant How do you pronounce this word?
questions.

Presentation
- T plays a short
video clip about
how to pronounce
three-syllable
adjectives and
verbs.
- T has students
repeat chorally
words from the *Key takeaways from the clip
video.
3-syllable adjectives formed by adding a
suffix to a noun take the original stress.

3-syllable verbs formed by adding a -Listen


prefix to a verb take the original stress. carefully and
follow
Practice teacher’s
Task 1: Task 1: instructions
-T checks if
students are
familiar with all
the lexical items in
the table
-T plays the
recording and has
students pay
attention to the
stress pattern in
each word.
-T plays the
recording the
second time and
stop it after each
word to have the
whole class repeat
this word; elicit
the stressed Task 2
syllable (the first
one or the second 1. We'll 'celebrate her success with a
one) party.
2. They hope to dis'cover new ways to
Task 2: promote gender equality.
-T have students to 3. The job requires both 'physical and
work in pairs to mental strength.
read the sentences 4. Equal opportunities in education
and mark the bring im'portant changes in society.
stressed syllable of
the words in bold.
-T plays the
recording the first
time for students
to check their
answers.
-T asks randomly
some pairs to give
answers and
corrects them.
-T plays the
recording the
second time,
pausing after each
sentence to have
students repeat the
sentence chorally.
II. Vocabulary
Presentation

-T uses questions 1/ Equal (adj) - Students


to elicit students’ listen to
answers and give teachers’
relevant examples questions and
regarding the answer.
lexical items.
-T has students
read examples
chorally and Question: Is the scale balanced ?
individually -> Yes
Example: Men and women are equal.

2/Kindergarten (n)

Questions: Did you go to this place


when you were a child?
Do you know what it is called?
Example: I still remember my first day
at kindergarten.

3/ Treat (v)

Questions: Are you familiar with these


two characters? What are their names?

-> Nobita and Chaien

Is Chaien friendly towards Nobita? No

Or we can say :
Example: Chaien treats Nobita badly

4/ Surgeon (n)
Question: If a person has a broke bone
and sent to a hospital, who will help
him/her fix the problem?
-> A surgeon
Example: Three surgeons are trying to
help their patients.

5/ Gender

Questions: Do you know what these two


symbols represent?
-> Male and Female
Do you know a term that includes both
male and female ?
-> Gender
Example: We should treat every gender
equally.

Practice

Task 1 Task 1: Match the words with their


meaning
-T lets students
work in pairs to
complete the task.

-T corrects the task


with the whole
class.

Key:
1. e
2. a
3. b
4. c
5. d

Task 2 Task 2: Complete the following


sentences using the
words in task 1

-T lets students 1/ Nowadays male teachers can be seen


work in pairs to working at …
complete the task, 2/The … performed an eight-hour
reminding them to operation on my grandpa yesterday.
use the context in 3/Some parents may …. treat boys
each sentence to different from girls.
choose the right 4/ Traditional … roles influenced how
word. men and women should behave.
5/They should promote … income
opportunities for men and women.

-T corrects the task Key:


with the whole 1. kindergarten
class. 2. surgeon
3. treat
4. gender
5. equal
III. Grammar

Presentation
-T quickly reviews Active : S + V + O
the overall formula -> Passive : O + Be + Past Participle +
of passive voice (By + S)
and its use.
- T reviews the use
of modal verbs S+ Modal verb + V0

-T presents two Active : Engineers may build a new


examples of modal bridge.
verbs, one used in Passive : A new bridge may be built
active voice and (by engineers)
the other in
passive voice to -> Formula for the use of modals in
elicit the formula passive voice:
from students. Modal + be + Past participle

Practice
Task 1 Task 1: Choose the best answers.
- T lets students to 1/Some people still think married
work in pairs to do women shouldn’t allow/ shouldn’t be
the task, reminding allowed to work.
them to pay 2/Both men and women can work/ can
attention to the be worked as surgeons
subject in each 3/Cooking classes may offer/ may be
sentence to offered to all students
determine whether 4/My sister could join/ could be joined
it is passive or the air force. She wants to be a fighter
active voice. pilot.
5/All the food must prepare/ must be
prepared before the guests arrive.

- T corrects the Key:


task with the 1. shouldn’t be allowed
whole class. 2. can work
3. may be offered
4. could join
5. must be prepared

Task 2 Task 2: Rewrite sentences using


- T asks some passive voice
individuals to read 1/ They may complete the report on
the sentences and gender equality by April.
check their 2/ Businesses can create more jobs for
understanding. girls and women.
- T reminds 3/They must provide all girls with
students of the access to education.
omission of “By” 4/ Governments should improve
phrase when the education in rural areas.
doer of the action 5/ They ought to give men and women
is unknown, or equal rights.
unimportant
(We,They,anyone,
someone, etc.)

- T has students Key:


complete the task 1. The report on gender equality may be
individually and completed by April.
then corrects it 2. More jobs for girls and women can be
with the whole created (by businesses).
class. 3. All girls must be provided with access
to education.
4. Education in rural areas should be
improved (by governments).
5. Men and women ought to be given
equal rights.

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