Giáo án môn Tiếng Anh Lớp 10 Global - Unite 6: Gender Equality

UNIT 6: GENDER EQUALITY
Lesson 1: Getting started – Equal job opportunities
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Gain an overview of 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
Language analysis 
Form
Pronunciation
Meaning
Vietnamese equivalent 
1. kindergarten (n)
/ˈkɪndəɡɑː(r)tn/
a school for children between the ages of about two and five
trường mẫu giáo
2. surgeon (n)
/ˈsɜː(r)dʒən/
a doctor who is trained to perform surgery
bác sĩ phẫu thuật
3. medical school (n.phr.)
/ˈmedɪkl skuːl/
a college or a department of a university where students study to obtain a degree in medicine
trường y
4. pilot (n)
/ˈpaɪlət/
a person who operates the controls of an aircraft, especially as a job
phi công

Assumptions 
Anticipated difficulties
Solutions
- Ss may not know the meaning of job names presented in English.
- Ss may not know how to work in teams. 
- Use pictures/ photos or some activities involved in the jobs to show them in the class. 
Give short, clear instructions and help if necessary.

Board Plan
Date of teaching
Unit 6: GENDER EQUALITY
Lesson 1: Getting started 
* Warm-up: Charades
I. Vocabulary
1. kindergarten (n) /ˈkɪndəɡɑː(r)tn/: trường mẫu giáo
2. surgeon (n) /ˈsɜː(r)dʒən/: bác sĩ phẫu thuật
3. medical school (n.phr) /ˈmedɪkl skuːl/: trường y
4. pilot (n) /ˈpaɪlət/: phi công
II. Practice
Task 1: Listen and read.
Task 2: True or false.
Task 3: Match the words.
Task 4: Complete the summary.
* Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following 
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
To activate Ss’ knowledge on the topic of the unit. 
To create a lively atmosphere in the classroom.
- To lead into the new unit.
GAME: CHARADES
* T divides Ss into 2 large groups. Every round a representative from each team goes to the board, facing the class. After T shows a word describing a job, the rest of the class uses their gestures to hint at that word without saying it out loud. The team whose representative guesses the word faster wins one point.
** 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 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.

T-S
S-S
T-S
7 mins

PRESENTATION
To help Ss use key language more appropriately before they listen and read
VOCABULARY
* T asks Ss to look at the explanation and the photos to guess the meaning of new words. 
** Ss say the Vietnamese meaning of the words.
1. kindergarten (n) /ˈkɪndəɡɑː(r)tn/: a school for children between the ages of about two and five
2. surgeon (n) /ˈsɜː(r)dʒən/: a doctor who is trained to perform surgery 
3. medical school (n) /ˈmedɪkl skuːl/: a college or a department of a university where students study to obtain a degree in medicine
4. pilot (n) /ˈpaɪlət/: a person who operates the controls of an aircraft, especially as a job
*** Other Ss correct if the previous answers are incorrect.
**** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them. 

T-S
S
S-S
T-S
5 mins
PRACTICE
- To get Ss interested in the topic
- To get Ss to learn some vocabulary to be learnt in the unit
TASK 1. LISTEN AND READ. (p.66)
* T asks Ss to look at the pictures and answer the questions: 
What are their jobs? Are these jobs traditionally done by men or women?
- T focuses Ss’ attention on the conversation, and elicits who the speakers are and what Ss think they are talking about.
- T plays the recording twice for Ss to listen and read along. Ss underline words and phrases describing gender equality while they are listening and reading.
** Ss do the task individually.
*** Ss share their answers with a partner.
**** T checks their answers with the whole class. 
Suggested answers: treated equally, same job opportunities
* T has the Ss read the conversation in pairs.
** Ss read the conversation and practice with their partner.
*** T asks one pair to read aloud to the class.
**** T collects common mistakes and gives comments. 

T-S
S
S-S
T-S
T-S
S-S
S-S
T-S
7 mins
- To practise reading for specific information.
- To practise scanning. 
- To check Ss’ comprehension of the conversation.
TASK 2: READ THE CONVERSATION AGAIN. DECIDE WHETHER THE FOLLOWING STATEMENTS ARE TRUE (T) OR FALSE (F). (p.67)
* T asks Ss to work individually first and decide whether the statements are true or false.
** Ss do Task 2 individually.
*** Ss work in pairs and compare their answers.
**** T checks the answers with the class. T asks Ss to provide evidence from the conversation and corrects the false statements.
Key:
1. F
2. F
3. T

T-S
S-S 
T-S
10 mins
To help Ss revise job-related words and phrases
TASK 3: MATCH THE WORDS TO MAKE MEANINGFUL PHRASES IN 1. (p.67)
* T asks Ss to locate the phrases in the conversation to do the matching.
** Ss work individually.
*** Ss share their answers with a partner.
**** T checks and shares the correct answers with the whole class, asking them to say the meaning of each phrase. 
Key:
1. c
2. a
3. b

T-S
S
S-S
T-S
5 mins
To help Ss identify the use of passive voice with modals.
TASK 4: COMPLETE THE SUMMARY. USE THE VERB PHRASES FROM THE CONVERSATION IN 1. (p.67)
* T has Ss to read the incomplete text and predict what to fill in the blanks.
** Ss do the task individually and find the verb phrases in the conversation to complete the summary.
*** Ss share the answers with a peer.
**** T checks answers by having individual Ss read the sentences.
Key:
1. may not be allowed
2. mustn’t be kept
3. should be treated
- T asks Ss if they can identify the grammar structure, i.e. 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.

T-S
S
S-S
T-S
6 mins
 CONSOLIDATION
- To help Ss memorise the target language and skills that they have learned
- To inform Ss of the details for the Project and how Ss can prepare for it.
WRAP-UP
- Some lexical items about Gender equality 
- Reading for specific information
- Scanning 
HOMEWORK
- Exercises in the workbook 
- Project preparation
PROJECT PREPARATION – JOB CHOICE SURVEY
- Ask Ss to open their books at the last page of Unit 6, the project section, and read the task given.
- Tell Ss about the Project requirements: Ss will have to choose a class at school and do a survey to find out how many boys and how many girls would like to work as surgeons, airline pilots, nurses, shop assistants (or do other jobs) in the future. Then Ss give an oral presentation of their survey in the last lesson of the unit.
- Ss pick their own group members to make a group of 4-5 and choose their group leader. Then the group leader assigns tasks for each group member, making sure that all group members contribute to the group work, e.g. decide which class / age group to survey, prepare the survey forms, create a spreadsheet to consolidate, and find some photos or other visuals to illustrate each job, prepare a brief description of each job, think about the structure of the presentation, decide how the results will be presented: raw data in a table, bar graphs, pie charts or infographics.
- The groups discuss and decide on the class they want to survey, so that there is no overlap.
T-S
5 mins

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. MATERIALS
- Grade 10 textbook, Unit 6 – Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards	
- sachmem.vn
Language analysis 
Rule
Modal verbs
Use
Modal + be + past participle
can, could
Express ability
should, ought to
Express advice or duty
must
Express duty
can, could, may
Express permission
can, could, may, might
Express possibility
can’t, mustn’t, may not
Express prohibition
may, will, would
Express request
 
 Assumptions 
Anticipated difficulties
Solutions
- Ss may be confused between the active voice and the passive voice.
- Ss may not know how to work in teams. 
- Give short and clear explanations with detailed examples for each case. 
- Give short, clear instructions and help if necessary.

Board plan
UNIT 6: GENDER EQUALITY
Lesson 2: Language
* Warm-up
Game: Tag team
I. Pronunciation
Task 1: Listen and repeat. 
Task 2: Mark the stressed syllables in the words.
II. Vocabulary
Task 1: Match the words with their meanings.
Task 2: Complete the following sentences.
III. Grammar
Task 1: Choose the best answers.
Task 2: Rewrite the sentences.
* Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following 
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback 
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
- To get Ss interested in the topic
- To activate Ss’ knowledge of the lesson
GAME: TAG TEAM
* T divides the class into two teams. 
** Each round, both teams have 2 minutes to write on the board as many three-syllable words of a given topic as possible. The team 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  ... 
Stage aim
Procedure
Interaction
Time
WARM-UP
To activate Ss’ knowledge of the topic.
VIDEO WATCHING
* T plays a video of two people having a small debate.
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.

T - S
S
S - S
T - S
5 mins
EVERYDAY ENGLISH
To provide Ss with an example conversation in which people express agreement and 
disagreement.
TASK 1: LISTEN AND COMPLETE A CONVERSATION WITH THE EXPRESSIONS FROM THE BOX. THEN PRACTISE IT IN PAIRS. (p.7.3)
* 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 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

T - S
S-S
T-S
5 mins
To help Ss practise expressing agreement and disagreement.
TASK 2: WORK IN PAIRS. HAVE SIMILAR CONVERSATIONS EXPRESSING AGREEMENT AND DISAGREEMENT ABOUT OTHER JOBS. USE THE EXPRESSIONS BELOW TO HELP YOU. (p.73)
Role-playing: Asian parents and child
* T puts Ss into pairs and has them brainstorm different jobs and reasons why parents may object to their children doing these jobs. 
- T asks some pairs to share their ideas and write them on the board.
- T asks Ss to look at the list of expressions and encourages Ss to add more to the table, e.g. That’s exactly how I feel. You have a point here. I totally disagree. I beg to differ...
- 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 provides 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.

T-S
S-S
S-S
T-S
15 mins
CLIL
To help Ss learn about women's football through CLIL
TASK 1: READ THE TEXT AND FILL THE TIMELINE ABOUT WOMEN’S FOOTBALL. (p.73)
* T shows some images of women playing football or displays 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 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

T-S
S
S-S
T-S
7 mins
To help Ss relate what they have learnt about women's football to Viet Nam.
TASK 2: WORK IN GROUPS. FILL THE TIMELINE ABOUT WOMEN’S FOOTBALL IN VIET NAM. (p.74)
* T shows a video about Vietnamese women’s football team to show how women’s football in Vietnam has developed. 
- T has Ss look for information on the Internet to fill in the timeline about women’s football in Vietnam, then make a mindmap using the information. Ss can add more information if they want to.
Link: https://www.youtube.com/watch?v=9A-O_6A80a8
** Ss work in groups of four to do the task.
*** T calls some groups to go to the board and present their mind maps.
**** Ss give feedback to other groups’ mind maps and T gives the final comments.

T-S
S-S
T-S
12 mins
CONSOLIDATION
To review the lesson Ss have learnt and prepare for the next lesson – Looking back and project
WRAP-UP
T asks Ss what they have learned in this lesson.
HOMEWORK
- Project preparation
- Exercise in the workbook

T-S
1 min

UNIT 6: GENDER EQUALITY
Lesson 8: Looking back & Project
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.
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. MATERIALS 
- Grade 10 textbook, Unit 6 – Looking back and Project
- Computer connected to the internet
- Projector/ TV/ pictures and cards, Handouts	
- sachmem.vn
Assumptions
Anticipated difficulties
Solutions
- Ss may have underdeveloped speaking, writing and co-operating skills when doing the project.
- 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.
- Provide feedback and help if necessary.
- Some students will excessively talk in the class.
- Explain expectations for each task in detail.
- Have excessively talking students practise.
- Continue to explain task expectations in small chunks (before every activity). 
Board plan
Date of teaching
UNIT 6: GENDER EQUALITY
Lesson 8: Looking back & Project
*Warm-up
Game: Last man standing
Looking back
- Pronunciation: Listen and mark the stressed syllables.
- Vocabulary: Do the crossword. 
- Grammar: Underline the mistake and write the correct word(s).
Project 
Students’ future jobs
*Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following 
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback 
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
To revise the vocabulary related to the topic and lead in the next part of the lesson.
GAME: LAST MAN STANDING
* T announces that Ss will compete individually.
** Ss take turns saying one word/ grammar point they have learned so far in Unit 6, then T writes it on the board. Ss will be eliminated from the game if they repeat what was said or cannot remember anything else.
- After the whole class has finished, T goes back to the first student until there is only one student left. T announces the winner.
*** Ss discuss the vocabulary and grammar points on the board and add more if necessary.
**** T reviews everything and gives comments.

T-S
S-S
T-S
5 mins
PRONUNCIATION
To help Ss revise stress in three-syllable adjectives and verbs
LISTEN AND MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD. (p.74)
* T tells Ss to review the stress patterns of three-syllable adjectives and verbs they have learnt in this unit. 
** Ss work individually by reading the sentences silently and marking the stressed syllables in the words in bold before T plays the recording. 
- T plays the recording, pausing after each word in bold so that Ss can listen and check if they have marked the stress correctly. 
**** 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. 
Key:
1. The surgeon’s job is quite 'difficult. 
2. Soviet cosmonauts learnt how to 'parachute to safety. 
3. I’m proud of my sister. She’s studying at a 'medical school. 
4. We need to con'tinue fighting for equal rights.

T-S
S
T-S
5 mins
VOCABULARY
To help Ss revise topic-related words.
DO THE CROSSWORD. USE THE WORDS YOU HAVE LEARNT IN THIS UNIT. (p.74)
* T asks Ss to do the crossword, using the words they have learnt in the unit. 
** Ss read each sentence and guess the word that best completes it. T reminds Ss that they should also refer to the number of letters of each word in the crossword.
*** Ss compare their answers with a partner. 
**** T checks the answers as a class.
Key: 
1. kindergarten 
2. gender 
3. surgeon 
4. equal 
5. treat

T-S
S
S-S
T-S
5 mins
GRAMMAR
To help Ss revise the use of the passive voice with modals.
EACH OF THE FOLLOWING SENTENCES HAS A MISTAKE. UNDERLINE IT AND WRITE THE CORRECT WORD(S) IN THE SPACE GIVEN.
* T asks Ss to read each sentence and decide on the mistake and correct it. 
** S work individually to find the mistakes and correct them. T walks round the class to provide help if necessary. 
*** If time allows, T asks Ss to work in pairs to compare answers. 
**** T checks answers as a class and has Ss explain why each sentence is wrong.
Key: 
1. One paragraph about gender equality ought to write by each student. 
→ ought to be written 
2. Action to stop domestic violence must take immediately. 
→ 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

T-S
S
S-S
T-S
5 mins
PROJECT
To provide an opportunity for Ss to develop their communication and collaboration skills, and to practise reporting survey results in an oral presentation.
PRESENTATION
* T has Ss work in their groups and gives them a few minutes to get ready for the presentation. 
- T gives Ss a checklist for peer and self-assessment, and explains that they will have to tick (√) the appropriate items while listening to their classmates’ presentations 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. 

S-S
T-S
S-S
S-S
T-S
23 mins
CONSOLIDATION
To review the lesson they have learnt and prepare for the next lesson
WRAP-UP
T asks Ss what they have learned from the unit.
HOMEWORK
- Workbook exercises
- Prepare for the next lesson: Unit 7
T-S
2 mins