Lesson plan UNIT6 : Gender equality Date of planning : 27/1/2023

Period: Lesson 3: Reading Date of teaching : /2/2023

I. Objectives
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for specific information about gender equality in employment
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. Materials
- Grade 10 textbook, Unit 6, Reading
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

LANGUAGE ANALYSIS
Form Pronunciation Meaning Vietnamese
equivalent

domestic violence /dəˈmestɪk behaviour intended to hurt bạo lực gia đình
(n.phr) ˈvaɪələns/ someone you live with

uneducated (adj) /ʌnˈedʒukeɪtɪd/ having little or no formal ít học, vô giáo dục

education at school

low-paying (adj) /ləʊ ˈpeɪɪŋ/ providing very little money lương thấp

be forced (to do / bi fɔː(r)st/ be made to do something bị ép phải làm gì

sth) unwanted

Anticipated difficulties Solutions

- Ss may lack knowledge about some lexical - Provide Ss with the meaning and
items pronunciation of words.

- Ss may have underdeveloped reading, - Let Ss read the text again (if necessary).
speaking and co-operating skills. - Create a comfortable and encouraging
environment for Ss to speak.
- Encourage Ss to work in pairs, in groups so
that they can help each other.

Lesson plan: Unit 6: Gender equality

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 - Provide feedback and help if necessary.

Procedure
Stage Stage aim Procedure Time

Warm-up - To T show a video about gender inequality to explore 5 mins

introduce this issue in the world and makes Sts discuss some
the topic of questions :
reading. • What do you think about this video
- To • What are mentioned in this video ?
activate Ss’ • Is it possible to solve these problems?
knowledge
of the topic

Pre-reading To Task 1: Match the sentences with the pictures 5 mins

introduce * T focuses Ss’ attention on the heading and the
the topic of pictures. T asks some guiding questions:
the reading 1. Do the pictures show an equal world?
and get Ss 2. Do you think the girl in picture a is able to read
involved in and write
the lesson 3. How old do you think the girl is in picture b?
4. Why is the man happier in picture c?
** Ss work in pairs to discuss the sentences and the
pictures, and do the matching.
*** T invites individual Ss to describe each picture
and explain why it matches a particular statement.
**** T checks answers and gives comments.
KEY:
1. c
2. b
3. a

While- Task 2
reading a. Read the text 3 mins
* T has sts read the text in silence 5 mins
b. Circle the correct meaning of the highlighted
To help Ss words and phrases:
practise * Ss read the whole text quickly to get an overall idea.
guessing the T asks Ss to read it again, pay attention to the context
meanings of of the highlighted words and look for clues explaining
word in their meanings.
context ** Ss work individually to guess the meaning of each
of the words, based on the context.
*** Ss compare their choices with a partner.

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 **** T checks answers with the class.
KEY:
1. a
2. b
3. a
4. b 7 mins
Task 3:
T has Ss work individually and then compare their
To help Ss answers with their partners. T has the first two pairs
practise write their answers on the board.
using the Choose the right words/ phrases from the box to
words in complete the sentences. There are more words than
Task 2. needed.
Forced domestic violence uneducated low-
paying child marriage high-paying

1. In some rural areas, women and girls are____to

do most of the housework.
2. _______against women and girls must be
wiped out at any cost.
3. ______ends the childhood of girls and they are
forced into adulthood before they are physically
and mentally ready.
4. The job centre seems to list only
________temporary job.
5. A society has no chance of success if its women
are ________
Key
1.Forced
2.Domestic violence
3.Child marriage
4.Low-paying
5.Uneducated

Task 4: Read the text again and decide whether the

5 mins
following statements are True (T), False (F), Not
given (NG)
* Ss read the statements in the table and underline the
key words in each of them.
T checks the key words and Ss’ understanding.
T explains to Ss what ‘Not given’ means, i.e. they
can’t find all the information in the text or the text
doesn’t contain sufficient information to know if it is

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 true or false.
** Ss work individually to read the text again and
decide if the statements are true, false
or not given.
*** Ss discuss and compare their answers with a
partner.
**** T checks answers with the class. T calls some Ss
to explain the answers by providing evidence from the
text.
KEY:
1. T
2. F
3. NG
4. T
5. F

Post- To help Ss Task 4: Work in groups. Discuss possible solutions 10 mins

reading use the to one of the following problems
language Roleplay: President election
and ideas in * T asks Ss to work in groups of three or four and
the text to roleplay as president candidates, making a speech
talk about about what they would do to solve one of the
possible following problems: child marriage, a lack of
solutions to education for girls, and low pay for women.
a problem • T tells Ss to brainstorm and suggest some possible
solutions to one of the three problems mentioned in
the text.
** Each group appoints a speaker (President candidate
role) and a group secretary to note down the group
members’ ideas.
e.g. Girls should be allowed to go to school. They
shouldn’t be forced to get married early.
*** T asks representatives from different groups to
share their ideas with the rest of the class. Without
voting for themselves, all groups must vote for the
most persuasive group to become “President”.
**** T gives comments and bonus points for workable
solutions and fluent delivery.
Afterwards, T shares some sample answers.
Suggested answer:
Some solutions to child marriage:
(i) Educating girls: When girls can go to school and
stay long there, they will get the knowledge and skills
necessary to support themselves and their families.

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 (ii) Giving girls the right to decide their future: If girls
are knowledgeable and independent, they won’t
choose to get married early.
(iii) Educating parents and other adults: When parents
and other adults know about the negative impact of
child marriage, they willchange their views and
support girls’ rights.

Some solutions to lack of girls’ education:

(i) Keeping girls in school: Poverty can prevent or
stop girls from going to school. 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. 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.
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.

Wrap up To T asks Ss to talk about what they have learnt in the 3 mins
consolidate lesson.
what Ss
have learnt
in the
lesson.

Homework To review - Workbook exercises 2 mins

the lesson - Write down their opinion about gender equality in
Ss have bullet points
learnt and
prepare for
the next

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 lesson -
Speaking.

Lesson plan: Unit 6: Gender equality

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