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 feedback if necessary, then introduces the lesson.
T - S
S – S
S – S
T - S
5 mins
PRONUNCIATION
To help Ss understand the concept and identify the stress in three-syllable words.
LEAD-IN
* T introduces the stress in three-syllable adjectives and verbs to Ss and lets them watch a video about how to pronounce these words.
Link: https://www.youtube.com/watch?v=nh3GZHf1GuA
** Ss watch the video and repeat after the speaker.
*** T asks Ss to give some three-syllable words and point out their stress.
**** T gives feedback and comments if necessary.
T - S
S
T - S
5 mins
To help Ss recognise and practise stress patterns in three-syllable adjectives and verbs in isolation.
TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO THE STRESSED SYLLABLE IN EACH WORD. (p.67)
* T focuses Ss’ attention on the words in the table and asks Ss if they know the words and elicit their meanings if necessary.
** T plays the recording and has Ss listen and pay attention to the stress patterns.
- T plays it again pausing after each word for Ss to repeat chorally.
- Ss focus on the stress patterns. T elicits 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. T calls on some Ss to read them out loud.
**** T observes and corrects Ss’ pronunciation.
T - S
S
S -S
T-S
To help Ss recognise and practise stress patterns in three-syllable adjectives and verbs in sentences.
TASK 2: LISTEN AND MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD. (p.67)
* T asks Ss to read quickly through the sentences and mark the stressed syllables in the words in bold.
** T plays the recording for Ss to check if they have correctly marked the stressed syllables. If necessary, T makes sure Ss can categorize the words based on stress in syllables.
*** T checks answers with the class.
- T plays the recording again, pausing after each sentence for Ss to repeat.
- T asks Ss to work in pairs and take turns to practise reading the sentences.
**** T observes and gives feedback.
Key:
1. Well celebrate her success with a party.
2. They hope to discover new ways to promote gender equality.
3. The job requires both physical and mental strength.
4. Equal opportunities in education bring important changes in society.
T - S
S
T-S
S-S
T-S
5 mins
VOCABULARY
To make sure that Ss understand the meanings of some topic-related words introduced in Getting Started.
TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. (p.67)
* T asks Ss to match the words with their suitable meanings.
** S first works on the exercise individually.
*** T puts Ss in pairs to compare their answers and discuss the meaning of each word.
- T encourages Ss to find the words in the conversation and use the context clues there to work out their meanings.
**** T checks answers with the class.
Key:
1. e
2. a
3. b
4. c
5. d
T-S
S
S-S
T-S
4 mins
To give Ss practice in using the words in meaningful contexts.
TASK 2: COMPLETE THE FOLLOWING SENTENCES WITH THE WORDS IN TASK 1. (p.68)
* T reminds Ss to use the context clues to help them decide on each word, e.g. The word teachers in sentence 1 suggests that the answer is related to schools (1. kindergarten).
** Ss work individually to complete the sentences.
*** 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.
Key:
1. kindergarten
2. surgeon
3. treat
4. gender
5. equal
T-S
S
S-S
T-S
5 mins
GRAMMAR
- To have Ss revise the passive voice with modal verbs
- To help Ss understand the use of the passive voice with modal verbs
TASK 1: CHOOSE THE BEST ANSWERS.
* T has Ss recall the passive voice from Unit 2: Elicit when we use it, e.g. when we do not want to indicate the person who does the action.
- We can also use the passive voice with modal verbs (with examples in the 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 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
- T focuses Ss’ attention on the structures and examples in Remember! box and gives more 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.
Key:
1. shouldn’t be allowed
2. can work
3. may be offered
4. could join
5. must be prepared
T-S
S-S
S-S
T-S
6 mins
To give Ss more practice in using the passive voice with modals.
TASK 2: REWRITE THE FOLLOWING SENTENCES USING THE PASSIVE VOICE. (p.68)
* T asks Ss to read the sentences and checks their understanding.
- T reminds Ss of the use of the preposition by mentioning the doer of the action. If the subject in the active voice is they or we, they don’t need to indicate who does the action in the passive voice.
** Ss work individually first.
*** Ss work in pairs and have them compare their answers.
**** T checks answers with the class.
Key:
1. The report on gender equality may be completed by April.
2. More jobs for girls and women can be created (by businesses).
3. All girls must be provided with access to education.
4. Education in rural areas should be improved (by governments).
5. Men and women ought to be given equal rights.
T-S
S
S-S
T-S
5 mins
EXTRA ACTIVITY
To give Ss opportunities to produce learned language by themselves.
GAME: JACK OF ALL TRADES
* T divides Ss into groups of four, gives each group a piece of paper, and asks them to write sentences that include three features: gender equality topic, three-syllable words, and passive voice with modal verbs.
(e.g.: Gender discrimination must be eliminated.)
** Ss work in groups for 3 minutes.
*** T 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.
T-S
S-S
T-S
T-S
5 mins
CONSOLIDATION
To revise what they have learnt and prepare for the next lesson:
Reading.
WRAP-UP
T asks Ss to talk about what they have learnt in the lesson.
HOMEWORK
- Workbook exercises
- Project preparation
T-S
5 mins
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

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