PHU QUOI HIGH SCHOOL LESSON PLAN ENGLISH 10

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Week: 19 - Period : 55
Date of teaching: 10/01 / 2023

UNIT 6: GENDER EQUALITY

Lesson 1: GETTING STARTED
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- Gain an overview about 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
- Grade 10 textbook, Unit 6, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. WARM-UP ACTIVITY: 5 minutes

Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
- To activate students’ GAME: CHARADES Expected answers:
knowledge on the -T divides Ss into 2 large groups. Every round
topic of the unit. a representative from each team goes to the Expected answers:
- To create a lively board, facing the class. After T shows a word
atmosphere in the describing a job, the rest of the class uses 1. Doctor
classroom their gestures to hint at that word without 2. Teacher
- To lead into the new saying it out loud. The team whose 3. Engineer
unit representative guesses the word faster wins 4. Pilot
one point. 5. ........
- Ss do as instructed.
- Ss discuss and share other words/ phrases
about jobs that they know, then take turns to
write the words/ phrases on the board.
- T checks and corrects if Ss spell or
pronounce the words/ phrases incorrectly.
- T leads in the lesson: Which jobs are usually
done by men or women? Although there are

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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.
2. ACTIVITY 1: 17 minutes
* Pre- teach vocabulary
Aims of the activity Content, techniques for organising Expected products and
students’ learning activities assessment of students work
To introduce nouns * New words: Expected answers:
related to the topic of 1. kindergarten (n) /ˈkɪndəɡɑː(r)tn/: a school * New words:
jobs . for children between the ages of about two 1.Kindergarten(n.): trường mẫu
and five- trường mẫu giáo ( Explanation) giáo
2. surgeon (n) /ˈsɜː(r)dʒən/: a doctor who is 2. surgeon(n.): Bác sĩ phẫu thuật
trained to perform surgery- Bác sĩ phẫu thuật 3. medical school(n.): Trường y
( Picture) khoa
3. medical school (n) /ˈmedɪkl skuːl/: a 4. pilot(n.): Phi công
college or a department of a university where
students study to obtain a degree in medicine-
Trường y khoa ( Explanation)
4. pilot (n) /ˈpaɪlət/: a person who operates
the controls of an aircraft, especially as a job-
Phi công( Picture)
- T elicits the new words from Ss by using
vocabulary teaching techniques.
- Teacher models word by word
- Teacher checks meaning and pronunciation
- Students repeat the new words.
-Students copy in the notebook.
- Teacher checks vocabulary :Matching
technique.
- Students participate in teacher’s checking
vocabulary.
TASK 1: LISTEN AND READ (p.66)

Aims of the activity Content, techniques for organising Expected products and
students’ learning activities assessment of students work
- To introduce the unit -Teacher asks students to look at the picture Expected answers:
topic (Gender equality); (p. 66), the heading of the conversation and 1. We can see some jobs:
- To introduce some answer the questions surgeon, teacher, officer, pilot.
vocabulary to be learnt - T asks Ss to work individually, look at the 2. Lan, Mark, and Linda .
in the unit. picture and answer the questions. 3. Treated equally, same job
opportunities .

Questions:

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1. What can you see in the picture?
2. Who are the speakers?
3. What do you think they are talking
about?

- Ss answer the questions.

- Teacher confirms, shows the answers on the
screen.

* Lead in : Dialoguae among Lan, Mark

and Linda about Gender equality
Task 1: Listen and read
- T plays the recording and asks Ss to listen
- Ss listen and read along silently.
- T asks Ss to act out the conversation .
- T calls some Ss to do the role-play activity.
- Ss work in group to do the activity.
- T gives the feedback and comments.

DIALOGUE ON PAGE 66-

TEXTBOOK.

3. ACTIVITY 3: 15 minutes
TASK 2: READ THE CONVERSATION AGAIN. DECIDE WHETHER THE
FOLLOWING STATEMENTS ARE TRUE (T) OR FALSE (F). (p.67)

Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
To check students’ - T asks Ss to work individually first and Expected answers:
comprehension of the decide whether the statements are true or
conversation. false. - Working individually
- Ss do Task 2 individually.
- Ss work in pairs and compare their answers. - Working in pairs
- T checks the answers with the class. T asks
Ss to provide evidence from the conversation - Presenting the answers
and corrects the false statements.
Key:
1. F( I’ve always wanted to be a
surgeon)
2. F( My dream is to become an
airline pilot )

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3. T

TASK 3: MATCH THE WORDS TO MAKE MEANINGFUL PHRASES IN 1. (p.67)

Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
To help students revise - T asks Ss to locate the phrases in the Expected answers:
phrases related to conversation to do the matching. 1. c
Gender equality - Ss work individually. 2. a
- Ss share their answers with a partner. 3. b
- T checks and shares the correct answers
with the whole class, asking them to say the
meaning of each phrase.

TASK 4: COMPLETE THE SUMMARY. USE THE VERB PHRASES FROM THE
CONVERSATION IN 1. (p.67)

Aims of the activity Content, techniques for organising Expected products and
students’ learning activities assessment of students work
- T has Ss read the incomplete text and
To help Ss identify the predict what to fill in the blanks.
use of passive voice - Ss do the task individually and find the verb -Working individually
with modals. phrases in the conversation to complete the - Working in pairs
summary.
- Ss share the answers with a peer.
- T checks answers by having individual Ss Expected answers:
read the sentences.
Key: 1. may not be allowed
1. may not be allowed 2. mustn’t be kept
2. mustn’t be kept 3. should be treated
3. should be treated

- T asks Ss if they can identify the grammar

structure, the passive voice with modals. If
necessary, T explains what a modal verb is,
e.g. an auxiliary verb usually used with
another verb to express possibility, necessity
or permission.

4. CONSOLIDATION: 6 minutes

Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
- To consolidate what WRAP-UP Expected answers:
students have learnt in -T asks: What have you learnt today? + Use the words and phrases

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the lesson related to Gender equality.
- To prepare for the - Some lexical items about Gender equality + identify passive voice with
next lesson - Reading for specific information modals.
- Scanning

HOMEWORK : 2 minutes
- Prepare: Language

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Week 19 - Period 56
Date of teaching: 11/01/2023

UNIT 6: GENDER EQUALITY

Lesson 2: LANGUAGE

I. OBJECTIVES
By the end of this lesson, Ss will be able to :
1. Knowledge
- Use lexical items related to the topic Gender Equality
- Pronounce three-syllable adjectives and verbs with correct stress
- Use the passive voice with modals
2. Core competence
- Access and consolidate information from a variety of sources
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop an awareness of gender equality
- Be respectful towards all genders

II. TEACHING AIDS AND MATERIALS

- Laptop with Internet connection.
- Projector/ TV, chalk, board, handout.
- English Grade 10 textbook.
III. PROCEDURES
1. WARM UP ACTIVITY: 5 minutes

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students’ work
- To get Ss interested in GAME: Tag team
the topic - T divides the class into two teams. Adjectives: expensive, fantastic,
- To activate Ss’ - Each round, both teams have 1 minute to medical, opposite, interesting…
knowledge of the lesson write on the board as many three-syllable Verbs: organise, benefit,
words of a given topic as possible. The team develop, encourage…
that could write more words wins that round.
Round 1 topic: Adjectives
Round 2 topic: Verbs
- Ss discuss how the written words are
pronounced, emphasizing the stress position
of each word.
- T calls some Ss to pronounce the words,
gives feedback if necessary, then introduces
the lesson.
2. PRONUNCIATION: 10 minutes
Stress in three-syllable Adjectives and Verbs

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TASK 1. LISTEN AND REPEAT.

Pay attention to the stressed syllable in each word. (p.67)

Aims of the activity Content, techniques for organizing Expected products and assessment of
students ‘learning activities students work
To help Ss recognise - T focuses Ss’ attention on the words in Expected answers:
and practise stress the table and asks Ss if they know the
patterns in three- words and elicit their meanings if Three- Three-
syllable adjectives necessary. syllable syllable
and verbs in - T plays the recording and has Ss listen Adjectives Verbs
isolation. and pay attention to the stress patterns. expensive, organise,
- T plays it again pausing after each fantastic, benefit,
word for Ss to repeat chorally. medical, develop,
- Ss focus on the stress patterns. T elicits opposite encourage
that some are stressed on the first
syllable while others on the second
syllable.
- T asks Ss to work in pairs and take
turns to read the words. Call on some Ss
to read them out loud.
- T observes and corrects Ss’
pronunciation.

TASK 2: Listen and mark the stressed syllables in the words in bold . (p.67)

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
To help Ss recognise - T asks Ss to read quickly through the Expected answers:
and practise stress sentences and mark the stressed syllables in Key + Audio script – Track
patterns in three- the words in bold. 46:
syllable adjectives and - T plays the recording for Ss to check if they 1. We'll 'celebrate her success
verbs in sentences. have correctly marked the stressed syllables. with a party.
If necessary, T makes sure Ss can divide the 2. They hope to dis'cover new
words into syllables. ways to promote gender
- T checks answers with the class. equality.
- T plays the recording again, pausing after 3. The job requires both
each sentence for Ss to repeat. 'physical and mental strength.
- T asks Ss to work in pairs and take turns to 4. Equal opportunities in
practise reading the sentences. education bring im'portant
- T observes and gives feedback. changes in society.

3. VOCABULARY: Gender equality: (9 minutes)

TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. (p.67)

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Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
To make sure that - T asks Ss to match the words with their Expected answers:
students understand the suitable meanings.
meaning of some - S first works on the exercise individually. 1. e
lexical items about - T puts Ss in pairs to compare their answers 2. a
household chores. and discuss the meaning of each word. 3. b
- T encourages Ss to find the words in the 4. c
conversation and use the context clues there 5. d
to work out their meanings.
- T checks answers with the class.

TASK 2: COMPLETE THE SENTENCES USING THE WORDS IN TASK 1. (p.68)

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
To give Ss practice in - T reminds Ss to use the context clues to help Expected answers:
using the words in them decide on each word, e.g. The word 1. kindergarten
meaningful contexts. teachers in sentence 1 suggests that the 2. surgeon
answer is related to schools (1. kindergarten). 3. treat
- Ss work individually to complete the 4. gender
sentences. 5. equal
- Ss work in pairs to compare their answers
with a partner.
- Ss may look up the words in the glossary if
necessary.
- T checks answers with the class.

4. GRAMMAR: Passive voice with modal verbs (15 minutes)

TASK 1: CHOOSE THE BEST ANSWER. (p.68)

Aims of the activity Content, techniques for organizing students Expected products and
‘learning activities assessment of students work
- To have Ss revise the - T has Ss recall the passive voice from Unit Expected answers:
passive voice with 2. 1. shouldn’t be allowed
modal verbs - When we use it, e.g. when we do not want to 2. can work
indicate the person who does the action. 3. may be offered
- We can also use the passive voice with 4. could join
modal verbs (with examples in the 5. must be prepared
conversation in Getting Started.)
- T elicits the meanings of the modal verbs in
the Remember! box, e.g. to express ability,
advice, duty,permission, possibility,
prohibition or request.
- T reminds Ss that modal verbs are special
auxiliary verbs that behave differently from

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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

To help Ss understand - T focuses Ss’ attention on the structures and

the use of the passive examples in Remember! box and gives more
voice with modal verbs examples if necessary.
- Ss study the sentences individually or in
pairs.
- T explains 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.
- T encourages Ss to choose the answers and
compare their answers with a partner.
- T checks answers with the class. T invites
individual Ss to read the sentences aloud.

TASK 2: Rewrite the following sentences using the passive voice

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
To give Ss more - T asks Ss to read the sentences and check Expected answers:
practice in using the their understanding. 1. The report on gender equality
passive voice with - T reminds Ss of the use of the preposition by may be completed by April.
modals. mentioning the doer of the action. If the 2. More jobs for girls and
subject in the active voice is they or we, they women can be created (by
don’t need to indicate who does the action in businesses).
the passive voice. 3. All girls must be provided
- Ss work individually first. with access to education.
- Ss work in pairs and have them compare 4. Education in rural areas
their answers. should be improved (by
- T checks answers with the class. governments).
5. Men and women ought to be
given equal rights.

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5. EXTRA ACTIVITY: 4 minutes

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
To give Ss GAME: Jack of all trades Expected answers:
opportunities to - T divides Ss into groups of four, gives each - Household chores should be
produce learned group a piece of paper, and asks them to write shared by men and women.
language by sentences that include three features: gender - Boys and girls should be
themselves. equality topic, three-syllable words, and treated equally.
passive voice with modal verbs. ……..
(e.g.: Gender discrimination must be
eliminated.)
- Ss work in groups for 3 minutes.
- Teacher asks each group to hand in their
paper and checks. The group with more
correct sentences is the winner.
- T asks some Ss to read the sentences out
loud and gives feedback on their
pronunciation.
6. CONSOLIDATION: (2 minutes)

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
To consolidate what Ss WRAP-UP Expected answers:
have learnt in the * T asks: What have you learnt today? - Stress in three-syllable
lesson. Adjectives and Verbs
- some lexical items about
Gender equality
- Passive voice with modal verbs

HOMEWORK
- Exercises in the workbook
- Prepare for Unit 6, lesson 3.

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Week: 19 - Period : 57
Date of teaching: 12/01/ 2023

UNIT 6: GENDER EQUALITY

Lesson 3: Reading
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. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 6 – Reading
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. WARM UP ACTIVITY: 5 minutes

Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
- To introduce the topic Lead in Expected answers:
of reading -T. asks Ss some questions: 1. Engineers, pilots, electricians,
- To activate Ss’ 1. List some carrers men are allowed to do but fixers, guard, builders…
knowledge of the topic women are not.
- To lead in the lesson 2. List some careers women are allowed to do 2. Kindergarden teachers ,
but men are not. nanny,
3. Are such advantages fair/unfair? air hostess…
- T gives feedback.
- T leads to the new lesson

2. PRE-READING ACTIVITY: 10 minutes

*/Pre-teach vocabulary
Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
- To help students use * New words: * New words:
key language more - T uses some techniques to teach vocabulary
appropriately before and ask ss to guess the meaning of new words.
they read - T shows the Vietnamese meaning, says the
words aloud and asks Ss to repeat them.

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1. (to) take care of =look after: chăm sóc 1. (to) take care of =look after:
(synonym) chăm sóc
2. be unable to (v.phr): không thể 2. (to)be unable to
Ex: Some women are unable to read or write. (v.phr): không thể
3.child marriage(n.phr) : kết 3.child marriage(n.phr) : kết
hôn trẻ em (translation) hôn trẻ em
4.be less likely to :(v.phr): ít có khả năng 4.be less likely to
(translation) (v.phr): ít có khả năng
5.(to) earn : kiếm tiền (situation) 5.(to) earn : kiếm tiền
6.higher salary (n.phr): lương cao hơn 6.higher salary (n.phr): lương
(example) cao hơn
They can also have better job skills and can
earn higher salaries.
*/Checking vocabulary: Rub out and
remember

2. TASK 1: Match the sentences with the pictures. (p.69)

Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
- To introduce the topic */TASK 1: Match the sentences with the
of the reading and get pictures. (p.69)
Ss involved in the -T focuses Ss’ attention on the heading and
lesson. the pictures. T asks some guiding questions:
1.Men often earn more than women for doing Answer key:
the same job. 1. c
2. A child mother takes care of her small kids. 2. b
3. Some women are unable to read and write. 3. a

-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.
- Ss do as instructed.
- Some pairs of Ss share the answers with the
whole class.
-Tgives comments and leads in.

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3. WHILE- READING ACTIVITY(20 minutes)

TASK 2: Read the text and circle the correct meaning of the highlighted words and phrases.
( p.69)

Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
- To help Ss practise */TASK 2: Read the text and circle the
guessing the meanings correct meaning of the highlighted words Answer key:
of words in context. and phrases.( p.69) 1. a
(5 minutes) - Ss read the whole text quickly to get an 2. b
overall idea. 3. a
- T asks Ss to read it again, pay attention to 4. b
the context of the highlighted words and look
for clues explaining their meanings.
- Ss work individually to guess the meaning
of each of the words, based on the context.
- Ss compare their choices with a partner.
- T checks answers with the class.

TASK 3: Read the text again and decide whether the following statements are true (t), false
(f), not given (ng). (p.70)
Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
*/TASK 3: Read the text again and decide
- To help Ss practise whether the following statements are true Answer key:
reading for specific (T), false (F), not given (NG). (p.70) 1. T
information. - T has Ss read the statements in the table and 2. F
underline the key words in each of them. 3. NG
15 minutes -T checks the key words and Ss’ 4. T
understanding. 5. F
- 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 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.

4. POST- READING ACTIVITY: (8 minutes)

TASK 4: Work in groups. discuss possible solutions to one of the following problems. (p.70)

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Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
To help Ss use the ideas */TASK 4: Work in groups. discuss
and language in the possible solutions to one of the following
reading to talk about problems. (p.70)
whether they want to
take part in Vietnam Role play: President election
Idol and give reasons. - T asks Ss to work in groups of three or four Suggested answer:
7minutes and role play as president candidates, making 1. SOME SOLUTIONS TO
a speech about what they would do to solve CHILD MARRIAGE:
one of the following problems: child (i) Educating girls: When girls
marriage, lack of education for girls, and low can go to school and stay long
pay for women. there, they will get the
- T tells Ss to brainstorm and suggest some knowledge and skills necessary
possible solutions to one of the three to support themselves and their
problems mentioned in the text. families.
- Each group appoints a speaker (President (ii) Giving girls the right to
candidate role) and a group secretary to note decide their future: If girls are
down the group members’ ideas. knowledgeable and independent,
e.g. Girls should be allowed to go to school. they won’t choose to get married
They shouldn’t be forced to get married early. early.
- T asks representatives from different groups (iii) Educating parents and other
to share their ideas with the rest of the class. adults: When parents and other
Without voting for themselves, all groups adults know about the negative
must vote for the most persuasive group to impact of child marriage, they
become “President”. will change their views and
-T gives comments and bonus points for support girls’ rights.
workable solutions and fluent delivery.
Afterwards, T shares some sample answers. 2. 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

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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.

5. CONSOLIDATION: (2 minutes)

Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
- To consolidate what WRAP-UP Expected answers:
students have learnt in -T asks: What have you learnt today? - a text about “For an equal
the lesson. -T reviews the vocabularies by asking their world”
- To prepare for the meanings
next lesson HOMEWORK
- Do the reading exercises in the Workbook
- Prepare: Speaking

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Week: 20 - Period : 58
Date of teaching: 30/01/2023

UNIT 6: GENDER EQUALITY

Lesson 4: Speaking
I. Objectives
By the end of this lesson, Ss 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
Grade 10 textbook, Unit 6, Speaking
Computer connected to the internet
Projector/ TV/ pictures and cards
sachmem.vn

1. WARM-UP ACTIVITY: 5 minutes

Aims of the activity Content, techniques for organizing students’ learning Expected products
activities and assessment of
students work
- To introduce the Personality quiz
topic of the lesson * T lets Ss do a small personality quiz that reveals their
- To get Ss interested suitable career based on their MBTI characteristics:
in suitable career https://www.opencolleges.edu.au/careers/career-quiz
options ** 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: Career
choices.
2. PRE-SPEAKING ACTIVITIES: 10 minutes
Task 1: Work in pairs. Decide which jobs are traditionally considered male or female. Use
the expressions given to help you.

Aims of the activity Content, techniques for organizing students’ learning Expected products
activities and assessment of
students work
To introduce more CAREER CHOICE Expected answers:
ideas for the main Task 1: Work in pairs. Decide which jobs are - The (nurse’s) job is

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speaking task and traditionally considered male or female. Use the traditionally done by
get Ss involved in expressions given to help you. men / women.
the lesson. * T asks Ss to read through the jobs and makes sure they - I believe (that)
know all the job titles. surgeons are
T introduces some useful expressions to discuss the jobs traditionally
in the box. considered male.
Useful expressions: - There are many
- I think / I believe (that) … more female shop
- There are many more male (surgeons) than female assistants than male
(surgeons). shop assistants.
- Men/ Women traditionally work as (firefighters) … - Men traditionally
- (Nursing) jobs are done by men / women. work as airline pilots.
- The (nurse’s) job is traditionally done by men / women. - Nursing jobs are
** Ss work individually to decide which jobs are traditionally done by
traditionally done by men or women and tick the women.
corresponding columns. - The firefighter’s job
is traditionally done
by men.
- I think (that)
surgeons are
traditionally
considered female.
- Men traditionally
work as engineers.
- There are many
more female
*** Ss discuss in pairs and use the expressions given to secretaries than male
express their opinions. secretaries.
**** T checks answers with the class. - Kindergarten
Suggested answers: teaching jobs are
Traditionally male jobs: 1, 4, 5, 7 traditionally done by
Traditionally female jobs: 2, 3, 6, 8 women.

3. WHILE- SPEAKING ACTIVITIES: (10 minutes)

Task 2: Work in pairs. Discuss why the jobs in Task 1 are traditionally done by men or
women. Use the ideas below to help you.
Aims of the activity Content, techniques for organizing students’learning Expected products
activities and assessment of
students work
To introduce more Task 2: Work in pairs. Discuss why the jobs in Task 1 Expected answers:
ideas for the main are traditionally done by men or women. Use the SS talk about more
speaking task and ideas below to help you. reason.
get Ss involved in * T gives Ss time to read the suggested ideas in the box
the lesson. and the example.
Suggested ideas

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- Good physical strength - Ability to work long
- Good communication hours
skills - Good persuasion skills
- Ability to work well - Flexible working
under pressure schedule
- Being kind, gentle and - More time to take care
caring of their families
Example:
The surgeon’s job is traditionally done by men because
women often can’t work long hours as they need to take
care of their families.
- Kindergarten teaching jobs are traditionally done by
women than men as women are often kind, gentle and
caring. Besides, they usually have good communication
skills.
• T has one student read the example aloud, and ask if Ss
agree with it and why / why not.
** Ss work in pairs and discuss each job. T walks round
the class and offers help when necessary.
*** 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.

4. POST- SPEAKING ACTIVITY: (10minutes)

Task 3: Work in groups of three. Talk about your career choice(s) (10 minutes)

Aims of the Content, techniques for organizing students’learning Expected products

activity activities and assessment of
students work
To help Ss talk Task 3: Work in groups of three. Talk about your career Expected answers:
about their career choice(s) -SS make their
choices and persuasive, can use to
share their ideas sound more
with the rest of convincing, use
the class. positive body
language, speak up, be
confident, let them
reflect on their
* T asks Ss to work in groups of three and has one group role- performance, can
play the example. improve on the content
A: I think I’ll work as a shop assistant because people often or delivery and ask
say that I have good persuasion skills. rhetorical questions
B: Good for you. I’d like to be a nurse because I enjoy helping
people.
C: Sounds great. I’d like to be a surgeon. I believe I can work A: I think I’ll work as a
well under pressure and don’t mind working long hours. kindergarten teacher
** Ss discuss their career choices and note down each group because people often

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member’s future job and the reasons why he or she has chosen say that I’m kind,
it. gentle and caring.
*** T invite some Ss from different groups to report the B: Good for you, and
career choices in their groups and give the reasons to the class. you have good
**** T observes and gives feedback to the groups and communication skills,
individuals. too. I’d like to be an
airline pilots because I
have an ability to work
long hours and I love
travelling.
C: Sounds perfect. I’d
like to be an engineer. I
believe I can work well
under pressure and I
am able to have a
flexible working
schedule.

5. CONSOLIDATION: (5 minutes)
Aims of the Content, techniques for organizing students’learning Expected products
activity activities and assessment of
students work
To consolidate WRAP-UP (3 minutes) Expected answers:
what Ss have -T asks: What have you learnt today? Ss talk about their
learnt in the - T asks Ss to talk about what they have learnt in the lesson. career choices
lesson. - T shows a video to remind Ss about gender equality in job
choices: https://www.youtube.com/watch?v=G3Aweo-74kY

To review the HOMEWORK (2 minutes)

lesson they - Prepare: Language
have learnt and - Workbook exercises
prepare for the - Prepare the presentation for Project lesson
next lesson

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Week 20 - Period 59
Date of teaching: 02/02/2023

UNIT 6: GENDER EQUALITY

Lesson 5: LISTENING

I. OBJECTIVES
By the end of this lesson, Ss 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
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 women’s achievements in their jobs
- Be respectful towards all genders

II. TEACHING AIDS AND MATERIALS

- Grade 10 textbook, Unit 6, Listening
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. WARM UP ACTIVITY: 5 minutes

Aims of the activity Content, techniques for organizing students Expected products and
‘learning activities assessment of students’
work
- To activate Ss’ Warm-up: Watch a video
knowledge on the * Teacher (T) shows Ss a video about a history of Male names are more well-
topic of the unit. women in space. known than female names.
- To lead into the new Link: https://www.youtube.com/watch?
unit v=HIEach7rmDg
** Ss watch the video and take notes of as many
names that they can hear as possible.
*** Ss share their notes and discuss T’s question:
Which names have you already known and which
names have you never heard of?
Expected answer: Male names are more well-known
than female names.
**** T checks and corrects if Ss spell or pronounce
the names incorrectly.
T leads in the lesson: Although they were not
acknowledged as much as their male colleagues,

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many women made great achievements in the space
and science field. In this lesson we will listen to the
story of the first woman who went to space.
2. PRE-LISTENING: 7 minutes
Listen to a talk about Valentina Tereshkova. Choose the best answer to complete each
sentence.

Aims of the activity Content, techniques for organizing Expected products and assessment of
students ‘learning activities students work
To help Ss practise * T asks Ss to look at the explanation 1. cosmonaut (n) /ˈkɒzmənɔːt/: phi
listening for specific and the photos to guess the meaning of hành gia (Xô Viết/Nga)
information. new words. 2. space (n) /speɪs/: không gian
** Ss say the Vietnamese meaning of ngoài vũ trụ
the word. 3. parachutist (n) /ˈpærəʃuːtɪst/:
*** Other Ss correct if the previous người nhảy dù
answers are incorrect. The whole class 4. instructor (n) /ɪnˈstrʌktə(r)/:
discusses the job of the woman’s picture người hướng dẫn/huấn luyện
in the textbook. 5. technical (adj) /ˈteknɪkl/: về kĩ
**** T shows the Vietnamese meaning, thuật
says the words aloud and asks Ss to
repeat them.

3. WHILE – LISTENING: 10 minutes

TASK 2: Listen and mark the stressed syllables in the words in bold . (p.67)

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
To help Ss recognise * T tells Ss they are going to listen to a talk Expected answers:
and practise stress about Valentina Tereshkova, the first woman Key: 1. A 2. B 3. A 4.
patterns in three- in space. B 5. B
syllable adjectives and - T reminds Ss to read through the five
verbs in sentences. incomplete sentences and the choices before
they listen to the talk. T elicits or explain any
unfamiliar or difficult words if necessary.
** T plays the recording. Ss work
individually to do the activity.
*** Ss discuss their answers in pairs.
**** T checks the answer with the class. T
plays the recording again, pausing at the
places where they can get the correct
information.

Task 3: Listen again and give short answers to the following questions.

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work

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To help Ss recognise * T gives Ss some time to read through the Expected answers:
and practise stress questions and underline key words to help
patterns in three- them work out the answers. Key:
syllable adjectives and • T focuses Ss’ attention on the instruction 1. 1937
verbs in sentences. ‘give short answers’, and elicits from Ss what 2. 16
information they have to listen for (mostly a 3. 1962
number). 4. 26
** Game: Fast and furious 5. Three days / 3 days
- The class plays in two teams.
- Before playing the recording for each
question, T calls two Ss to the board to
prepare and write their answer. The one
writing the correct answer faster wins one
point for their team.
*** T plays the recording, pausing at the
places where Ss can hear the answers. Ss
discuss the answer and give points to the
winners.
**** T checks the answer as a class. If time
allows, T asks more questions such as Where
was Tereshkova born? What talent did she
have as a young girl? How many women
joined the first Soviet space program?

4. POST – LISTENING: 7 minutes

Task 4: Work in groups. Discuss the following questions: Do you want to be a cosmonaut?
Why or why not?

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
To give Ss an * T has Ss work in groups.
opportunity to give ** Ss decide if they want to be a cosmonaut
their opinions about the and give reason(s) for their answers.
cosmonaut’s job and *** Ss discuss in groups of four and note
give reason(s). down their partners’ ideas.
**** T invites some Ss from each group to
present a summary of their discussions to
the class.

5. CONSOLIDATION: (1 minutes)

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work

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To help Ss memorise - Some lexical items about women in space
the target language and - Listening for specific information
skills that they have Homework:
learned - Exercises in the workbook
- Project preparation

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Week 20 - Period 60
Date of teaching: 04/02/2023

UNIT 6: GENDER EQUALITY

Lesson 6: Writing
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use lexical items related to the topic Gender Equality;
- Write about jobs for men and women.
2. Core competence
- Access and consolidate information from a variety of sources;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Develop an awareness of gender equality in the workforce;
- Be respectful towards all genders.
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 6 – Writing
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. WARM UP ACTIVITY: 5 minutes

Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
- To get Ss interested in VIDEO WATCHING Expected answers:
the topic -T plays a funny video on operation. - putting on gown and gloves
- To activate Ss’ Link: https://youtu.be/vFDSWuffBcA?t=91 - examining patients
knowledge of the lesson (only the first half). - taking blood pressure
-Ss watch the video and note down the tasks - carrying out surgery
that a surgeon has to do. - taking care of patients
- Ss discuss what Mr. Bean did correctly and
incorrectly.
- T gives feedback, if necessary, then
introduces the lesson.
2. PRE-WRITING ACTIVITY: 5 minutes
TASK 1: CHOOSE SUITABLE INFORMATION FROM THE BOX BELOW TO
COMPLETE THE TABLE. (p. 72)

Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
To help Ss develop - T tells Ss to look at the table and read the Expected answers:

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ideas for their writing. information below the table. T explains any
new words if necessary.
- Based on what they have watched from the - Main responsibilities: A, D, F
video and their own knowledge, Ss work - Main qualities: B, C, E, G, H
individually to fill in the table with given
suitable information. T may play the rest of
the video to give more hints.
-Ss discuss and check their answers with a
partner.
-T checks the answer with the whole class,
and asks some Ss to explain their choice.

TASK 2: 10 minutes
CHOOSE SUITABLE INFORMATION FROM THE BOX BELOW TO COMPLETE
THE TABLE. (p. 72)

Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
To help Ss develop -T asks Ss to study the ideas in the box and Expected answers:
ideas for their writing. think about if they agree or disagree with
them. T encourages them to write down their - Women can do the surgeon’s
opinions and any new ideas they have come job well because they can be as
up with, preferably at least one physically and mentally strong
reason/example for each idea. as men.
-Ss work in pairs to discuss the ideas and - Women can make great
express their own opinions. surgeons because they can also
-T invites pairs of Ss to summarise their perform long and tiring
discussions in front of the class. T operations.
encourages the rest of the class to ask the - Women can become good
pairs questions and comment on their ideas. surgeons because men and
-T walks round the class to provide help if women have the same abilities to
necessary. T gives feedback and summarizes learn and apply medical
the pairs’ ideas. knowledge.

3. WHILE- WRITING ACTIVITY

TASK 3: WRITE A PARAGRAPH (120 - 150 WORDS) ABOUT THE SURGEON’S JOB.
USE THESE GUIDING QUESTIONS TO HELP YOU. (p.72)
(10 minutes)
Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
To help Ss practise -T explains the task and asks Ss to study the
writing a paragraph guiding questions.
about the surgeon’s job. - T provides the sample answer below as a
model by reading it aloud or displaying it on
the board.
- T checks again to make sure Ss understand

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the structure of the sample and how it answers
each of the guiding questions.
- T encourages Ss to provide detailed
explanations or examples to support each idea
in their paragraph.
- T sets a time limit for Ss to write in class
(around 10-15 minutes or more based on Ss’
abilities). T goes around the class and helps if
necessary.
- Using the ideas that they have written in
Task 1 and Task 2, Ss work individually (or
in pairs for weaker students) to develop their
paragraphs about the surgeon’s job.

4. POST- WRITING ACTIVITY: (10 minutes)

Correction
Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
To give students an - T calls on two Ss to stick their writing on the Expected answers:
opportunity to board. The surgeon’s job is
recognize the common - T asks Ss to read their friends’ writing and traditionally most common for
mistakes so that they give comments based on the check list. men. Surgeons have to perform
can avoid in writing + format of writing a paragraph operations on patients. They
+ tense also have to make important
+ connectors decisions about patients’ health
+ spelling and safety. Besides medical
- Ss read their friends’ writing and give knowledge, surgeons need both
comments. physical and mental strength to
- T gives comments and corrects necessary perform long and tiring
mistakes. operations. In addition,
- Ss listen and take notes. surgeons need to have excellent
eyesight and skilful hands. A
surgeon works with a team, so
he / she needs good teamwork
and communication skills.
Although it is traditionally seen
as a male job, the number of
women surgeons is increasing
now. Women are as mentally
strong as men, and they can
perform long operations. In
summary, women can make
great surgeons, and everybody
will benefit from having both
male and female surgeons.

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5. CONSOLIDATION: (3 minutes)

Aims of the activity Content, techniques for organising Expected products and
students’learning activities assessment of students work
- To consolidate what WRAP-UP Expected answers:
students have learnt in -T asks: What have you learnt today? - Use lexical items related to the
the lesson topic “the sugeon’s job”.
- To prepare for the - Know how to write a
next lesson paragraph about the surgeon’s
job.
-T reviews the format of writing a paragraph
by asking their structures.
HOMEWORK
- Rewrite the paragraph about the surgeon’s
job in notebook.
- Prepare for next lesson: Communication and
Culture/CLIL

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Week: 21 - Period : 61
Date of teaching: 06/02/ 2023

UNIT 6: GENDER EQUALITY

Lesson 7: COMMUNICATION AND CULTURE/ CLIL

PROCEDURES
1. WARM UP ACTIVITY: 5 minutes
Aims of the activity Content, techniques for organizing students Expected products
‘learning activities and assessment of
students work
To activate Ss’ * T plays a video of two people having a small
knowledge of the debate.
topic (Link: https://www.youtube.com/watch?
v=yEmgU9oX7ns)
** Ss watch the video and note down the language
that the speakers use to agree/disagree.
*** Ss discuss what else they could say to express
their views more clearly.
**** T gives feedback, if necessary, then introduces
the lesson.
2. ACTIVITY 2: 20 minutes
Everyday English 1
Equal job opportunities
* Task 1: Listen and complete a conversation with the expressions from the box. Then
practise it in pairs.
(p.73) (5 minutes)
Aims of the activity Content, techniques for organizing students Expected products
‘learning activities and assessment of
students work
To provide Ss with Task 1: Listen and complete a conversation with Expected answers:
an example the expressions from the box. Then practise it in SS will learn more
conversation in pairs. expressions and
which people agreement
express agreement disagreement.
and
disagreement.

* T tells Ss that they will learn more expressions of

agreement and disagreement.
- T asks Ss to look at the four expressions (A – D) in

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the box and elicits their meaning and use, e.g. A and
D – to express disagreement; B and C – to express
agreement.
** Ss 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.
- Ss listen to the recording and complete the
conversation with the expressions from the box.
- T checks answers as a class.
*** Ss practise the conversation in pairs.
**** T goes around the class and corrects if
necessary.
Key: 1. D 2. A 3. C 4. B

Audio script- track 33

Mum: Mai, Dad and I would like you to be a shop
assistant.
Mai: I’m sorry, but that’s not possible. I want to go to
medical school and become a surgeon.
Mum: I’m afraid I disagree. It’s not easy to be a
surgeon.
Mai: Absolutely. But I’m sure I can.
Mum: Besides medical knowledge, a surgeon must
have physical and mental strength. Most surgeons are
also men…
Mai: You’re right. That’s why we need more women
surgeons. We can be as good as men.

3. ACTIVITY 3: (15 minutes)

Everyday English 2
Task 2: Work in pairs. Have similar conversations expressing agreement and disagreement
about other jobs. Use the expressions below to help you. (…… minutes)
Aims of the Content, techniques for organizing Expected products and
activity students’learning activities assessment of students
work
To help Ss practise Task 2: Work in pairs. Have similar conversations Expected answers:
expressing expressing agreement and disagreement about Dad: Raxi, Mom and I
agreement and other jobs. Use the expressions below to help you. would like you to be a
disagreement. Role-playing: Asian parents and child kindergarten teacher.
* T puts Ss into pairs and have them brainstorm Raxi: I’m sorry, but I
different jobs and reasons why parents may object to want to go to medical
their children doing these jobs. school and become a
- T asks some pairs to share their ideas and write them nurse like Mom.
on the board. Dad: I’m afraid I
- T asks Ss to look at the list of expressions and disagree. Your Mom
encourages Ss to add more to the table, e.g. That’s knows how difficult it is

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exactly how I feel. You have a point here. I totally to become a nurse.
disagree. I beg to differ... Raxi: You’re right. But I
Useful expressions love helping and taking
care of people.
Agreement Disagreement Dad: Besides medical
knowledge, a nurse must
You’re right. That’s not true. have physical and mental
I couldn’t agree I’m afraid I strength.
more. disagree. Raxi: Absolutely. That’s
Absolutely. I’m sorry, but … why I spend a lot of time
Agreement (n): sự đồng ý, đồng tình studying and exercising
- You’re right.: Bạn nói đúng rồi. every day.
- I couldn’t agree more.: Mình không thể đồng ý hơn.
(Mình đồng ý với bạn.)
- Absolutely.: Chắc chắn rồi.
Disagreement (n): sự không đồng ý, không đồng tình
- That’s not true.: Điều đó không đúng.
- I’m afraid I disagree.: Mình e là mình không đồng ý.
- I’m sorry, but …: Mình xin lỗi, nhưng …

- Ss plan their conversation first by deciding on who is

going to be the parent (mum or dad), what job the son
or daughter has chosen, why the parent doesn’t agree
and how the child will try to persuade her / him.
** Ss practise their conversations in pairs.
- T walks round the class and provide help when
necessary.
*** T invites some pairs to role-play their
conversations in front of the class. The others listen
and give comments on their peers’ performance.
**** T gives feedback and adds bonus points for good
effort and fluent delivery.
4. ACTIVITY 4.
CLIL 1
Task 1: Read the text and fill the timeline about women’s football. (p. 73 )(5 minutes)
Aims of the Content, techniques for organizing Expected products and
activity students’learning activities assessment of students
work
To help Ss learn WOMEN’S FOOTBALL Expected answers:
about women's Task 1: Read the text and fill the timeline about Ss find more
football through women’s football. information, encourage
CLIL them to make questions
and give answer.

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* T shows some images of women playing football or

display them on the board electronically.
- T asks Ss to look at the pictures and answer
questions about them, e.g. Who are the women in the
pictures? What sport do they play?
- T elicits that Ss are going to read a text about
women's football and fill the timeline using the
information given in the text.
- T explains or elicits any new or difficult words, if
necessary, e.g. Which organisation do people join
together for a particular purpose? (association); What
rule that says that something is not allowed? (ban)
** Ss work individually to read through the text
quickly and complete the timeline with the
information mentioned in the text.
*** Ss check their answers with a partner.
**** T checks the answer with the class.
Key
1. 1890s
2. 1921
3. 1971
4. 1971
5. 1991

Task 2: Work in groups. Fill the timeline about women’s football in Viet Nam. (p. 74 )(10
minutes)
Aims of the Content, techniques for organizing Expected products and
activity students’learning activities assessment of students
work
To help Ss relate Task 2: Work in groups. Fill the timeline about Expected answers:
what they have women’s football in Viet Nam. Ss know more about
learnt about women's football to Viet
women's football to Nam.
Viet Nam.
* T shows a video about Vietnamese women’s
football team to show how women’s football in
Vietnam has developed:
https://www.youtube.com/watch?v=9A-O_6A80a8
** Ss work in groups of four and look for information
on the Internet to fill in the timeline about women’s

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PHU QUOI HIGH SCHOOL LESSON PLAN ENGLISH 10
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football in Vietnam, then make a mindmap using the
information. They can add more information if they
want to.
*** T calls some groups to go to the board and present
their mindmap.
**** Ss give feedback to other groups’ mindmap and
T gives the final comments.
Key
1. 1990 2.1997 3. 4. 2006 5. 2019
2001
Women’s First First gold First AFF Most recent AFF
football team official medal in Women’s Women’s Championship
establishment match the SEA Championship
Games

5. CONSOLIDATION: (5 minutes)
Aims of the Content, techniques for organizing Expected products and
activity students’learning activities assessment of students
work
To help students WRAP-UP (1 minutes) Expected answer
memorise the Teacher asks: What have you learnt today? SS will learn more
content of the expressions and agreement
lesson disagreement.

To review the HOMEWORK (1 minutes)

lesson Ss have - Exercises in the workbook.
learnt and prepare - Prepare for writing lesson.
for the next lesson - T asks Ss what they have learned in this lesson.
– Looking back and
project

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Week 21- Period 62

Date of teaching: 08/02/2023

UNIT 6: GENDER EQUALITY

Lesson 8: LOOKING BACK

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.
presentation about it.
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. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 6 – Looking back and Project
- Computer connected to the internet
- TV/ pictures and cards, Handouts
- sachmem.vn

III. PROCEDURES
1. WARM UP ACTIVITY: 5 minutes

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
To revise the GAME: LAST MAN STANDING
vocabulary related to * T announces that Ss will compete * Vocabulary:
the topic and lead in the individually. - equal
next part of the lesson. ** Ss take turns saying one word/ grammar - medical
point they have learned so far in Unit 6, then - treat
T writes it on the board. Ss will be eliminated - surgeon
from the game if they repeat what was said or * Grammar:
cannot remember anything else. - ca
- After the whole class has finished, T goes - could
back to the first student until there is only one - may
student left. T announces the winner. - might
*** Ss discuss the vocabulary and grammar - must
points on the board and add more if - should
necessary. - ought to
**** T reviews everything and gives - modals + Vo

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 PHU QUOI HIGH SCHOOL LESSON PLAN ENGLISH 10
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comments. - modals + be + V3/ed
LOOKING BACK: 20 minutes
ACTIVITY 1: LISTEN AND MARK THE STRESSED SYLLABLES IN THE WORDS IN
BOLD. (p.74)

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
To help Ss revise stress * T tells Ss to review the stress patterns of Expected answers:
in three-syllable three-syllable adjectives and verbs they have
adjectives and verbs learnt in this unit. 1. The surgeon’s job is quite
** Ss work individually by reading the 'difficult.
sentences silently and marking the stressed 2. Soviet cosmonauts learnt how
syllables in the words in bold before T plays to 'parachute to safety.
the recording. 3. I’m proud of my sister. She’s
- T plays the recording, pausing after each studying at a 'medical school.
word in bold so that Ss can listen and check if 4. We need to con'tinue fighting
they have marked the stress correctly. for equal rights.
**** T checks answers as a class by asking
individual Ss to write the words on the board
and mark the stress. T plays the recording
again for Ss to repeat each sentence chorally.

ACTIVITY 2: VOCABULARY:
DO THE CROSSWORD. USE THE WORDS YOU HAVE LEARNT IN THIS UNIT. (p.74)

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
To help Ss revise topic- * T asks Ss to do the crossword, using the Expected answers:
related words. words they have learnt in the unit. 1. kindergarten
** Ss read each sentence and guess the word 2. gender
that best completes it. T reminds Ss that they 3. surgeon
should also refer to the number of letters of 4. equal
each word in the crossword. 5. treat
*** Ss compare their answers with a partner.
**** T checks the answers as a class.

ACTIVITY 3. GRAMMAR: EACH OF THE FOLLOWING SENTENCES HAS A

MISTAKE. UNDERLINE IT AND WRITE THE CORRECT WORD(S) IN THE SPACE
GIVEN. (p.74)
Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
To help Ss revise the * T asks Ss to read each sentence and decide Expected answers:
use of the passive voice on the mistake and correct it.
with modals. ** S work individually to find the mistakes 1. One paragraph about gender

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and correct them. T walks round the class to equality ought to write by each
provide help if necessary. student.
*** If time allows, T asks Ss to work in pairs → ought to be written
to compare answers. 2. Action to stop domestic
**** T checks answers as a class and has Ss violence must take immediately.
explain why each sentence is wrong. → must be taken
3. Should all people be provide
with equal access to
information?
→ be provided
4. Young girls mustn’t force into
marriage.
→ mustn’t be forced
5. Can men and women given
equal opportunities in the
workplace?
→ be given
PROJECT: (15 minutes)
Do a survey on the least popular job among boys and the most popular job among girls
and give a group presentation about it.

Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
To provide an * T has Ss work in their groups and gives Expected answers:
opportunity for Ss to them a few minutes to get ready for the - Present their survey on the
develop their presentation. least popular job among boys
communication and - T gives Ss a checklist for peer and self- and the most popular job among
collaboration skills, and assessment, and explains that they will have girls.
to practise reporting to tick (√) the appropriate items while
survey results in an oral listening to their classmates’ presentations
presentation. and write comments if they have any. The
presenters should complete their self-
assessment checklist after completing their
presentation. - If necessary, T goes through
the criteria for assessing their talk to make
sure Ss are familiar with them.
** T invites two or three groups to give their
presentations.
*** T gives praise after each presentation,
and encourages the rest of the class to ask
questions at the end.
**** T asks Ss to give peer comments and fill
in the self-assessment checklist, then T gives
the final feedback.

CONSOLIDATION: (5 minutes)

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Aims of the activity Content, techniques for organizing Expected products and
students ‘learning activities assessment of students work
- To consolidate what WRAP-UP Expected answers:
students have learnt in T asks: What have you learnt today? - Revise stress in three-syllable
the lesson. words.
- To prepare for the - Revise words/ phrases related
next lesson. to the topic gender equality.
- Revise passive voice with
HOMEWORK modals
- Exercises in the workbook
- Prepare for Unit 7 lesson 1

Trần Thị kim Thùy school year: 2022- 2023