Giáo án Tiếng Anh - Unit 6: Gender equality

 topic Gender Equality.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, cassette.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 5 minutes 
- T asks Ss to tell the whole class about their opinions about Gender Equality.
- T listens and gives marks.
T Ss
2. New lesson
37 minutes
A. Vocabulary:
Task 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.
* Key:
1. d 2. f 3. e 4. a 5. c 6. b
Task 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.
* Key:
1. enroll 2. force 3. eliminate
4. discrimination 5. equal 6. gender
2. Pronunciation
Task 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.
Task 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.
Task 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.
Stress on the first syllable
Stress on the second syllable
Woman, gender, treatment, household, equal, college
Enroll, perform, agree, allow, promote
2. Grammar
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.
Modals
Functions
Can, could
Ability
Should, ought to
Advice or duty
Must 
Duty 
Can, could, may
Permission 
May, might, can, could
Possibility 
Can’t, mustn’t, may not
Prohibition
May, will, would
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.
Key:
1. shouldn’t (advice) 2. must (duty) 3. May (permission)
4. might ( possibility) 5. Will (request) 
6. mustn’t (prohibition) 7. can (ability)
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.
* Key:
1. may be kept 2. might be forced 
3. shouldn’t be allowed 4. should be eliminated
Activity 3: 
- Have Ss work in pairs first, and then write down the correct answers. Observe and offer help if necessary.
* 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?
Individually
T Ss
Pair work
Individual
Ss Ss
T Ss
 Ss Ss
Individually
T Ss
Pair work
Ss Ss
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
T Ss
4. Homework
1 minute
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
T Ss
E. Experience:
..................................................................................................................................................................................................................................................................................................................................................................................
Date of preparation: November, 1st 2014	 Date of signing: November, 3rd 2014
Distributive period: 33	 Date of teaching:
 Unit 6 gender equality
Lesson 2	Reading
A. Aims and Objectives: 
 - To teach Ss to 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.
 - By the end of the lesson, students will be able to: 
 + 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:
 - Teacher: Handouts, textbook, pieces of papers, cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 8 minutes 
Gender equality in employment
Activity 1:
- Focus Ss’ attention on the heading of the section Gender equality in employment. Ask Ss to guess what the text about.
- Inform the class of the lesson objectives: Read for general ideas and for specific information about gender equality in employment.
- T elicits the answers and leads Ss in the lesson.
Key:
They are the symbols of genders, gender equality and gender discrimination.
T Ss
2. New lesson
34 minutes
Activity 2:
- Ask Ss to match each of the words with its meaning.
- Have Ss work individually first, and then check with a partner. Let Ss use a dictionary, if necessary.
- Go over all the answers to make sure they have the correct answers.
* Key: 1. c 2. e 3. d 4. b 5. a
Activity 3:
- Ask Ss to read the text quickly and find the repeated words and their collocations (e.g. firefighter, firefighter’s, female, women, women’s, male, man’s, gender, discrimination, gender differences) 
- Explain to Ss that repeated vocabulary in the text may imply its main idea or title.
- Have Ss skim the text to choose the best title.
* Key: b. A woman Who Did a ‘Man’s Job
Activity 4:
- Ask Ss to look back at the reading text to check if the statements are true, false or not given.
- Ask Ss to underline the key words in the statements and relevant words/ phrases in the text.
- Check Ss' answer and give feedback.
Key: 1.F 2 .NG 3.F 4.T 5.T 6F
Activity 5:
- Ask Ss to scan the text to find answers to the questions.
- Let them highlight the key words both in the questions and in the text.
- Have Ss take turns asking and answering in pairs.
- Check answers as a class.
Key: 1. She wanted to become a firefighter.
2. She sued New York City and the FDNY for gender discrimination and won.
3. They became the targets of laughter and anger from the co-workers and local people. They were unwelcomed at meals, faced loneliness and even violence.
4. They had to do exactly the same jobs as all other male firefighters.
Pair work
T Ss
Individually
T Ss
Pair work
T Ss
3.
Consolidation
2 minutes 
- Summarize the main points of the lesson
T Ss
4. Homework
1 minute
- Ask students to learn by heart the new words.
- Prepare for the next lesson.
T Ss
E. Experience:
..................................................................................................................................................................................................................................................................................................................................................................................
Date of preparation: October, 11th 2014	 Date of signing: October, 13th 2014
Distributive period: 34	 Date of teaching:
 Unit 6 gender equality
Lesson 3	Speaking
A. Aims and Objectives:
 - To teach Ss to talk about equal job opportunities.
 - To teach Ss to express agreements or disagreements about equal job opportunities for men and women.
 - By the end of the lesson, students will be able to: 
 + Express their opinion about equal job opportunities for men and women.
+ Perform their viewpoints to other people in real life.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 8 minutes 
-Ask Ss to call out some phrases to express their point of view.
- Lead in the new lesson.
- T informs Ss of the lesson objectives: Exchanging opinions about equal job opportunities for men and women. 
T Ss
2. New lesson
34 minutes
 Task 1:
- Write Equal job opportunities on the board. Give Ss time to read through the useful expressions.
- Let Ss work in pairs.
- Go round and help if necessary.
- Have them compare the answer with others.
Check Ss' answers.
- Call on individual Ss to read aloud these activities and the reasons why they are important.
* Key:	
1. A 2.A 3.D 4. A 5.A 6. D
7. Very true, but; Sure, but (D)
8. That’s for sure. / Exactly. / I couldn’t agree more (A)
 Task 2:
- Have Ss in pairs read the example, and then ask all Ss to share their opinions.
- Guide Ss to prepare the ideas to support their reasons.
- Invite some students to perform their opinion in front of the class.
- Give feedback.	
Task 3:
- Ask one student to read out loud the opinion Married women should not pursue a career and explain the activity to the class.
- Divide Ss into groups of three/ four Ss.
- Ask one group to model the activity using the example conversation. Then ask all Ss to discuss and note down their group’s discussion.
- After 3-4 minutes, have some Ss from different groups report the results of their group work back to the class.
Pair work 
T Ss
Pair work
T Ss
Group work
Ss Ss
3.
Consolidation
2 minutes 
- Summarize what they have learnt by asking Ss some questions
T Ss
4. Homework
1 minute
- Ask students to learn by heart the expressions.
- Prepare for the next lesson.
T Ss
E. Experience:
..................................................................................................................................................................................................................................................................................................................................................................................
......................................................................................................................................................................................... 
Date of preparation: October, 18th 2014	 Date of signing: October, 20th 2014
Distributive period: 35	 Date of teaching:
 Unit 6 gender equality
Lesson 5	Listening
A. Aims and Objectives: 
 - To teach Ss listen for specific information about wage discrimination.
 - To teach Ss about wage discrimination against women.
 - By the end of the lesson, students will be able to:
	 + Listen and do the tasks.
 + Develop the listening skills for specific details. 
 + Talk about gender equality/ inequality in wages and employment.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 5 minutes 
- Inform Ss of the lesson objectives: Listening for specific information about wage discrimination.
- Ask Ss to explain “Same work-same pay ?”
- Explain “Same work-same pay ?” 
T Ss
2. New lesson
37 minutes
Task 1: 
- Let Ss look at 
Key: a. public service announcement (noun phrase)
 b. donate (v)
 c. non-profit (adj)
Task 3: 
- Tell students that they are going to listen to the announcement by the director of Heart to Heart Charity and decide whether the statements are true (T) or false (F). 
- Have students guess their answers before listening. 
- Play the recording and let students do the activity. Possibly play the recording again. 
- Check students' answers and comments. 
Key: 1. T 2. F 3. F 4. F 5. T
Task 4: 
- Ask Ss to read the instruction and the sentences 1-4. Make sure that they understand the sentences.
- Provide help with the new vocabulary, if necessary.
- Play the recording once or twice again for Ss to fill the gaps.
- Ask Ss to work with a partner to compare their answer.
- Check students' answers and comments. 
Key
1. discrimination happens 2. paid more
3. perform 66% 4. own 1%
5. encourage women 6. like nursing
T Ss
T Ss
T Ss
Ss Ss
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.
T Ss
4. Homework
1 minute
- Prepare for the next lesson.
T Ss
E. Experience:
..................................................................................................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................Date of preparation: October, 18th 2014	 Date of signing: October, 20th 2014
Distributive period: 36	 Date of teaching:
 Unit 6 gender equality
Lesson 6	Writing
A. Aims and Objectives: 
 - To teach Ss to write about the disadvantaged of being a working mother.
 - By the end of the lesson, students will be able to:
 + Learn about the disadvantaged of being a working mother.
 + Write about the disadvantaged of being a working mother.
 + Develop the writing skills in general. Build up vocabulary supported for writing. 
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 7 minutes 
- Inform Ss of the lesson objectives: Writing a short text with detailed explanations as supporting ideas.
T Ss
2. New lesson
35 minutes
Task 1:
- Write the phrase Working mothers on the board.
- Focus on the pictures and the instructions.
- Elicit Ss’ opinions about the pictures. Give suggestions if necessary by asking questions like:
Who are these people in the pictures?
What are the women doing?
Are they busy?
Are they housewives?
Do they work?
- Ss can talk about the good sides/ advantages as well as the bad sides/ disadvantages of being a working mother.
Answer: 1b 2. c 3. a
Task 2: 
- Ask Ss to read the sample writing again and complete the outline. Help Ss analyse the structure of the text.
- Call on some students to answer and give feedback. 
Key:
A. 2. Life is getting expensive, so women’s salaries are becoming important.
B. 2. They discover strengths and weaknesses, become more knowledgeable and look for good ways to educate children.
C. 1. Children see parents work hard and share domestic responsibilities, and they learn from them.
Task 3:
- Tell students to read the letter again and discuss the words in pairs. - Offer help if Ss cannot give the answer.
- If necessary, explain to students. 
Task 4:
- Focus on the instructions and the pictures. Give Ss time to read the suggestions.
- Call on some Ss to say what they will write as the topic sentence, supporting ideas 1, 2, 3, and concluding sentence.
- Tell Ss to write a draft first, then write a short text about the disadvantages of being a working mother.
- Have Ss write the text in class. When they finish, ask them to exchange it with partner for peer comments/ correction.
- Walk around and offer help if necessary.
- Get students' answers and comments. 
- Get some outputs to highlight and comment and correct the possible mistakes of students. 
T Ss
Pair work
Ss Ss
Group work
T Ss
Individually
T Ss
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.
T Ss
4. Homework
1 minute
- Write the text again at home.
- Prepare for the next lesson.
T Ss
E. Experience:
..................................................................................................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................
Date of preparation: September, 25th 2014	 Date of signing: September, 27th 2014
Distributive period: 37	 Date of teaching:
 Unit 6 gender equality
 Lesson 7	 Communication and culture
A. Aims and Objectives: 
 - To teach Ss about the present situation of gender equality in the United Kingdom.
 - To teach Ss to talk about Viet Nam’s achievements in addressing gender equality.
 - By the end of the lesson, students will be able to:	
 + Understand and talk about the present situation of gender equality in the United Kingdom.
 + Talk about Viet Nam’s achievements in addressing gender equality development. 
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 4 minutes 
- Inform the class of the lesson objectives: Further skill development
T Ss
2. New lesson
38 minutes
1. Communication: 
 Gender equality in Viet Nam
Activity 1: 
- Focus on the instructions and pictures. Inform Ss that they will have more chances to practice speaking.
- Give them some time to read about the achievements Viet Nam has made in addressing gender equality.
- Give Ss more freedom by allowing them to add more achievements from reliable sources.
* Suggested answers:
1. Seventy per cent of all public school teachers are women.
2. Forty-nine per cent of lecturers of two-year-colleges and forty-three per cent of university lecturers are women.
Activity 2: Exchange your opinion
- Have students work in pairs to talk about achievements in addressing gender equality in Viet Nam, using the information given in Activity 1 and from other sources.
- Have two Ss model the example.
- Ss work in pairs to exchange their points of view based on the example. 
- Go around to offer helps and comments. 
- Check answers with the whole class.
2. Culture: Gender equality in the United Kingdom
Activity 1: 
- Focus on the instructions and pictures. Elicit answers from Ss by asking the class questions like:
Who do you see in the pictures?
What is the man doing?
Are there many man teaching young kids?
What is the woman doing?
Is her job popular with women?
Activity 2:
- Tell the students to read a text and answer the questions.
- Give Ss time to read the text. Pre-teach some words that might be new to Ss.
- Walk round to monitor the class and offer help, if necessary.
- Read the text on their own, find information to answer questions, and compare with other students. 
- Take notes if necessary. 
- Check students' answers and comments. 
* Key:
1. Girls perform better than boys at all levels of education in the United Kingdom.
2. Women make up 47 per cent of the British workforce.
3. Millions of women and girls still experience domestic violence, and the gap in full-time wage between men and women is 10 per cent and most of the people in low-paid jobs are women.
Pair work
T Ss
Pair work
T Ss
Pair work
T Ss
Individually
T Ss
3.
Consolidation
2 minut