Giáo án English 12 - Unit6 to 10 - Năm học 2021-2022

THE SECOND TERM
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 Preparing date:16/1/ 2022
 Teaching date: 18/1/ 2022 
	Unit 6: GENDER EQUALITY
Distributive period: 55
Lesson 1 : Getting started
A. Objectives: 
1. Knowledge 
Students will be able to: 
+ Use some lexical items related to the topic Gender Equality.
 + Make simple dialogues using the given expressions. 
1.1. Vocabulary:
- memorize and use vocabulary related to words and phrases related to about gender equality 
1.2. Grammar:
stress in two - syllablewords
passive voice with modals 
2. Competences: Through the lesson students will:
- listen and read a conversation about gender equality and do tasks: True false exercise and questions and answers.
- improve communication skills and team cooperation with other members.	
- apply information technology to finish the tasks given 
3. Quality: 
- express their love of custom and traditional values in VietNam
- Use some lexical items related to the topic Gender Equality.
- encourage children to express their opinions through group learning, seminars, debates by making simple dialogues using the given expressions
B. Preparations 
1. Teacher: Textbook, lesson plan, Power Point lesson. 
2. Students: Textbooks
C. Methods
 - Mainly communicative, student – centered
 - Skills: Reading and listening
 + Deciding on True, False or Not given statements.
 + Listening and repeating word.
D. Procedures: 
Stage /Time
 Teacher’s activities 
Students’ activities 
I/ Warm up:
7 minutes
II. New lesson 
1. Activity 1:
12 minutes
2. Activity 2:
8 minutes
3. Activity 3:
15 minutes
III. Consolidation 
2 minutes
IV. Homework 
1 minute
- Ask Ss to discuss the questions: 
1. Why do some couples prefer a son to a girl?
2. Do you think so? Why? Why not?
- Ask some Ss to give their opinions.
-Lead in the new lesson: Gender Equality.
Answer the questions
- Get Ss look at the picture page 6 then answer some questions:
1. Who do you see in the picture?
2. Where do you think they are?
3. What are they doing?
- T plays the recording.	
- Ss listen and read the conversation at the same time.
- Get Ss in pairs read the dialogue again/ then ask two pairs to act out the conversation.
-Make sense of the sentences in the text.
- Have Sts find out the answers for the questions individually.
- Go round and give help if needed.
- Check Sts by calling some Sts to read sentences aloud and decide if the statements are true, false or not given, the other Sts give comment.
- Ask Sts to refer back to the conversation to get necessary information.
- Provide final feedback and correction.
Answer the questions
- Ask Ss to read the conversation again and think of the answers to the questions.
- Have Ss work with a partner and switch roles to ask and answer.
- Check the answers and provide the correct ones if necessary.
- Ask Ss to consolidate the main contents.
- Give feedback.
 Ask students to write a passage about Gender Equality in their village. 
(50 words)
- Prepare for the next lesson.
- Sts share their own thoughts about teacher’s questions.
- Pay attention and listen to teacher’s instructions. Ss work in pair or in group of 3 and share their opinion
- Sts work individually and pay attention
* Suggested answers:
1. F 2. F 3. T 
4. NG 5. T
-Students read the conversation again and answer the questions
1. Only 82 girls enrolled per 100 boys in secondary school.
2. Because they might be forced to work at home and in the field.
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.
- Do as required
Summarise
- Note down homework requirement
E. Experience ..
Distributive period : 56
Preparing date: 16/1/ 2022
Teaching date: 20/1/ 2022 
Unit 6: GENDER EQUALITY
Lesson 2 : Language
A. Objectives: 
1. Knowledge 
Students will be able to: 
+ Understand and use the passive voice with modals.
+ Pronounce two-syllable words with stress on the first or second syllable in isolation and in context.
 + Use some lexical items related to the topic Gender Equality.
1.1. Vocabulary:
- memorize and use vocabulary related to words and phrases related to about gender equality 
1.2. Grammar:
stress in two - syllablewords
passive voice with modals 
2. Competences: Through the lesson students will:
- pronounce two- syllable words with stress on the first or second syllable in isolation and in context.
- use the passive voice with modals
- apply information technology to finish the tasks given 
3. Quality: 
- Understand and use the passive voice with modals
- Use some lexical items related to the topic Gender Equality.
- Pronounce two-syllable words with stress on the first or second syllable in isolation and in context.
B. Preparations 
1. Teacher: Textbook, lesson plan, Power Point lesson. 
2. Students: Textbooks
C. Methods
 - Mainly communicative, student – centered
 - Skills: Reading and listening
 + Deciding on True, False or Not given statements.
 + Listening and repeating word.
D. Procedures:
Time/Stages
Teacher’s activities
Student’s activities
I. Homework-checking 
 5 minutes
- T asks Ss to tell the whole class about their opinions about Gender Equality.
- T listens and gives marks.
Students prepare and take turn to talk about the thing they can remember from the previous lesson
II. New lesson
1. Vocabulary 
12 minutes
2. Pronunciation
8 minutes
3. Grammar
17 minutes
Activity 1: Matching
- Ask Ss to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them
- T checks some Ss.
- Check answer as a class.
Activity 2: 
- Ask Ss to work individually in 5 minutes then have them compare their answer with their partner.
- Check Ss' answers and give explanation if any.
- Exchange the answers with their partner.
- Make sure that Ss have the right answers by going over all the answers in class. Allow Ss to look up the words in the glossary, if necessary.
Activity 1: Listen and repeat
- Play the recording and let Ss listen and repeat.
- Play it again with pauses for Ss to repeat each word chorally.
- Have Ss work in pairs.
- Invite two or three Ss read again and then give comment
- Give the meaning of the words if necessary. Help Ss distinguish two-syllable words with stress on the first or second syllable.
- Ask Ss to work in pairs and take turns reading the words.
Activity 2: Listen and mark
- Play the recording and ask Ss to put a mark (’) before the stressed syllable in each word.
- Ask Ss to take turns reading the words.
- Invite some Ss to read the sentences in front of the class. Correct mistakes if any.
Activity 3: 
- Have Ss work individually to put the words in the right box according to their stress patterns. 
- Exchange the answers with their partner.
- Check as a class.
Activity 1:
- Explain to Ss that modal verbs are special verbs that behave differently from other verbs. They are used to express ability, advice, duty, permission, possibility, prohibition or request
- Ask Ss to read the sentences, check if they understand.
- Ss work individually first and pay attention to all modal verbs used in the sentences.
- Ask Ss to work in pairs to check the answer.
- Go over all the answers in class.
Activity 2: 
- Ask Ss to read the sentences. Have them underline the passive voice with modals. Let them work with a partner before checking answers as a class.
Activity 3: 
- Have Ss work in pairs first, and then write down the correct answers. Observe and offer help if necessary.
- Sts listen and discuss with friends
Key 
1. d 2. f 3. e 4. a 5. c 6. b
- Sts work alone and the work in pairs and practice to read the words in the table
1. enroll 
2. force 
3. eliminate
4. discrimination 
5. equal 
6. gender
Students listen and repeat
Students listen and mark the stress
Stress on the first syllable
Stress on the second syllable
Woman, gender, treatment, household, equal, college
Enroll, perform, agree, allow, promote
Students do the task then peer check with friends
Students pay attention to teachers and note down needed information
- Students do the exercise 
Key:
1. shouldn’t (advice) 
2. must (duty) 
3. May (permission)
4. might ( possibility) 
5. Will (request) 
6. mustn’t (prohibition) 
7. can (ability)
- Students read and underline the passive voice
* Key:
1. may be kept 
2. might be forced 
3. shouldn’t be allowed 
4. should be eliminated
- Students work in pairs
* Key:
1. Lan might be chosen (by our class) to represent us in the School Youth Union.
2. Will Korean be taught in our school next year?
III.
Consolidation
2 minutes
- Ask Ss to consolidate the main contents.
- Give feedback.
Give feedback.
4. Homework
1 minute
T asks Ss to do exercise 2 page 8 at home.
- Prepare for the next lesson.
- Note down homework 
III. Experience:
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Distributive period : 57
 Preparing date: 16/1/ 2022
Teaching date: 22 /1/ 2022 
Unit 6: GENDER EQUALITY
Lesson 3 : Reading
A. Objectives: 
1. Knowledge 
Students will be able to: 
1.1. Vocabulary:
- memorize and use vocabulary related to words and phrases related to about gender equality 
1.2. Grammar:
stress in two - syllablewords
passive voice with modals 
2. Competences: Through the lesson students will:
- read for general ideas and for specific information about gender equality in employment and answer the questions and decide whether the sentences are true, false or not given.
- apply information technology to finish the tasks given 
3. Quality: 
- Read for general ideas and for specific information about gender equality in employment and answer the questions and decide whether the sentences are true, false or not given.
B. Preparations 
1. Teacher ...  correct forms of the verbs in the box. You can use a modal verb in the main clause if necessary.
Activity 2: Put the verbs in brackets in the correct form.
b. Conditional sentence Type 2
Activity 3: Match the first part in column A with the second part in column B to complete the unreal conditional sentences (Type 2). Put the verbs in brackets in the correct form.
Activity 4: Read the situations and make conditional sentences. You can use could where possible.
Explain to Ss that some suffixes can be added to verbs (V + ing, -ed, -able) or nouns (N + -al, -ial, -ical) to 
form adjectives.
- Have Ss use a dictionary to look for the adjective form of the given words.
- Ask Ss to read the sentences and pay attention to the context, that is, the words surrounding the missing adjectives. For examples, for sentences 1,3,4 and 5, they should consider which adjectives can go with the nouns that follow. For sentences 2 and 6, they should decide whether to use the adjectives ending in –ing or -ed.
- Activities 1 and 2 focus on the stress patterns of words of more than three syllables.
- Have Ss listen and put a mark (’) before the syllable with the primary stress. Explain to them that when an affix is added to a word, the primary stress may shift to another syllable
- Play the recording for Ss to repeat chorally and individually.
- Check answers as a class.
Exercise 1: 
Explain to Ss that conditional sentences Type 1 are used to describe present/ future activities or events that are real/ very likely to happen. In the main clause, different modal verbs (can, may, might, will) can be used, which can modify the meaning of the main verb.
- Have Ss first choose a suitable verb for each sentence from the word box, and then use the correct form of this verb (present tense in the if-clause or modal verb in the main clause to complete sentence).
- Have Ss discuss the meaning of sentences 2,4,6 and 8, and explain the difference between the modals.
Exercise 2: 
- Ask Ss to read the sentences carefully, identify the if-clauses and use the correct forms of the verbs in brackets. 
- Ask Ss to read Watch out! and discuss with a partner. Check for comprehension. Elicit explanations from Ss about the two examples.
Explain to Ss that conditional sentences Type 2 are used to describe present of future activities or events that are unreal or unlikely to happen. 
- Ask Ss to join the first part and second part together and make a meaningful sentence. Then have them decide on the correct verb form in each case.
Exercise 3: 
- Explain to Ss that conditional sentences Type 2 are used to describe present of future activities or events that are unreal or unlikely to happen. 
- Ask Ss to join the first part and second part together and make a meaningful sentence. Then have them decide on the correct verb form in each case.
- Have Ss discuss the meaning of each sentence, and explain the difference between would and could.
Exercise 4: 
- Ask Ss to read each situation carefully and decide which statement is the cause, and which is the effect. 
- Explain that ‘effect’ should be the main clause of the conditional sentence. 
For example, in sentence 1, he can’t get a job is the effect, so it is the main clause.
-Use dictionary to find out the adjectives form
Key:
Nouns/verbs
+ suffixes
Adjective
1.culture (n)
+ -al
cultural
2. nature (n)
+ al
natural
3. environment (n)
+ -al
environmental
4. ecology (n)
+ al
ecological
5. interest (v)
ing/-ed
interesting, interested
6. sustain (v)
+-able
sustainable
7. relax (v)
+-ing/ed
relaxing, relaxed
Key: 1. sustainable 
2. relaxing/ interesting 
3. cultural; natural 
 4. ecological 
5. environmental 
6. interested
Suggested answers: 
a. su’stainable 
b. preser’vation
c. en’vironment 
d. inviron’mental
e. e’cology
f. eco’logical 
g. rela’xation 
 h. ’scuba-diving
i. ’ecotourism 
 j. eco-’friendly* Key:
1. leaves 2. will/ may/ might not get 
3. fail
4. will/ may/ might get 
5. Pay 
 6. will/ may/ might eat 
7. will call 
8. can/ may/ might go
* Key: 1. will be; fail 
 2. will/ may/ might help; have
3. will/ may/ might feel; comes 
4. need; will you lend
5. throw; may/ might eat; die 
 6. will/ may/ might cause; make; leave
7. will/ may/ might be; fly; make 
8. will take; do not know
Key: 1. d lived; would/ could work 2.a were; would tell
3. f didn’t start; would be 
 4. b used; would be
5. g Would you change; had 
6. c were; would/ could travel
7. h would / could go; was/ were 
 8. e would be; stopped
Key: 2. If Nancy lived near the park, she would/ could go running three every morning.
3. If Nam could swim, he would/could go to swimming pool alone.
4. If tom had a passport, he would/ could travel abroad.
5. If there weren’t so many tourists visiting the national parks, the environment there would not be badly damaged.
6. If tourists didn’t throw litter in the river, the water would not be polluted.
7. If these students worked hard, they would/ could pass the exam.
8. If Hoa didn’t have so much homework, she would/ could go out with her friends tonight.
III. Consolidation
1 minute
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
Summarise and remember
IV. Homework
1 minute
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- Complete Exercises in workbook.
Listen and take notes
E. Experience:
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Date of preparation:17/4/2022 
Date of teaching: 23/4/2022
Distributive period : 91
UNIT 10 : ECOTOURISM
Lesson 3: Reading
A. Objectives: 
 1. Knowledge
 - To teach Ss to read for general ideas and for specific information about Ecotourism and do tasks: Questions and answers and discuss.
 - To teach Ss some words and phrases related to the topic Ecotourism
 - To teach some lexical items related to the importance, benefits and principles of ecotourism
2. Skills: By the end of the lesson, students will be able to: 
 + Read for general ideas and for specific information about Ecotourism and do tasks: Questions and answers and discuss
 + Use some lexical items related to the topic Ecotourism in context.
 3. Competence and qualification
 - To increase students’ communication, self-study skills, critical thinking, problem-solving and creativeness
- To increase students’ hard work, science awareness, self-study spirits, enthusiasm, challenge acceptation, self-respecting, self-relience, self-control and overcoming difficulties 
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers and cassette.
 - Students: Textbook 
C. Methods: - The whole lesson:Integrated, mainly communicative.
D. Procedures:
Time/Stages
Teacher’s activities
Students’ interactions
I. Homework
3 minutes
- Inform the class of the lesson objectives: skimming and scanning a text for main ideas and specific information.
Listen to the T
II. New lesson
 40 minutes
Activity 1: Prediction
Look at the tourist map of Costa Rica, a country in Central America. Work with a partner. Discuss what tourists can do or see in Costa Rica.
Activity 2: Read two opinions about ecotourism. Choose the best title for them.
Activity 3: Match these words with their meanings.
Activity 4: With a partner, make a list of the positive and negative effects of ecotourism according to the two speakers.
Activity 5: Who may say these things? Tick (v) the appropriate boxes.
- Ask Ss to look at the tourist map of Costa Rica and the details given in the legend (in the bottom left corner of the map).
- Have Ss work in pairs and guess what tourists can do or see in Costa Rica
- Ask Ss to read the two opinions quickly and find the main idea of each opinion.
- Have Ss choose the best title for the text from the three options.
- Ask Ss to read the text again and underline the five words from activity 3.
-
 Encourage Ss to guess the meaning of these words from the text and match them with the correct definitions in the table.
- Have Ss work in pair and list the positive and negative effects of ecotourism mentioned by the two speakers.
Explain Ss how to do the Activity 5: Read each statement, underline key words and then scan Marco’s and Pablo’s opinions to find similar ideas or synonyms. 
.
Individual and pair- work
Individual and pair- work
Check and take notes
Suggested answers: Tourists can swim in the sea, visit marine national parks, see the volcanoes, watch the monkeys in national parks, etc.
Key: b ( Pros andCorns of 
 Ecotourism
-Listen to the T and do the tasks
Key: 1. e 2.c 3.a 4. b 5.d
Work in pairs and list the effects of tourism
Individual and pair- work
Check and take notes
III.Consolidation
1 minute
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson	
Answer and take notes
IV. Homework
1 minute
- Ask students to learn by heart the new words.
- Prepare for the next lesson.
	Listen and take notes
E. Experience:
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