KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512

KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512

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PERIOD 55

DATE OF PLANNING: 03/ 01/ 2021

DATE OF TEACHING:

UNIT 6: GENDER EQUALITY GETTING STARTED

I, Objectives.

1 Knowledge.

By the end of this unit, Ss can:

- Use lexical items related to the topic Gender Equality

- Know deeper about that topic

- Listening to a conversation with new words, agreement and disagreement among three characters.

- Practice the conversation

- Enhance reading techniques

- Understand and use the passive voice with modals

2 Skills.

- To help learners get started with 4 skills in Unit 1

- Reading: Read about the topic Gender Equality

- Speaking: Exchange opinions about women’s going to work

- Listening: Listen to to a conversation with new words, agreement and disagreement among

three characters

- Writing: Write about advantages and disadvantages of women’s going to work.

3 Educational aims.

- To provide Ss some motivation.

- Students are more aware of the drawbacks of gender discrimination.

II, Teaching aids.

- Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

III Procedures:

1 Activity 1 WARM UP

a Aim: Visualize what they think of when they hear or see such words as:

gender, equality or gender equality

b Content: Ask students what they think about when they see or hear the words

“gender”, “equality” and “gender equality”

c Outcome: Possible answers:

+ I think of men and women

+ I think of the word same

+ I think that men and women should be treated in the same way and given the same opportunities

d Organization: Elicit sts’ answers.

- Listen to the sts and give feedback

- Lead sts into new lesson

2 Activity 2 PRESENTATION

a Aim: elicit new words, listen to the conversation

b Content: Look at the picture and answer the questions about it

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c Outcome:

- Give the answers

- Listen to the recording and read silently after the recording

d Organization

Ask students to look at the picture and answer the questions about it: Suggested questions:

+ Who do you see in the picture?

+ Where do you think they are?

+ What are they doing?

- Play the recording

- Ask students to listen and read

Explain new words if necessary

3 Activity 3 PRACTICE

a Aim: practise skills

b Content: Work individually first and then in pairs to decide if the statements

are true (T), false (F) or not given

c Outcome: Suggested answer:

1 F 2 F 3 T 4 NG 5 T

d Organization:

- Ask students to work individually first and then in pairs to decide if the

statements are true (T), false (F) or not given

- Encourage students to provide reasons for their answers

- Ask them to refer back to the conversation to get the necessary information Check students’ answers and give explanations

4 Activity 4 APPLICATION

a Aim: use languages to practice in pairs/groups

b Content: Read the conversation again and answer to the questions.

c Outcome: Suggested answers:

1 Only 82 girls enrolled per 100 boys in secondary school

2 Because they might be forced to work at home and in the fields

3 There are slightly more boys than girls in both primary and secondary schools

4 Women do

Gender discrimination should be eliminated so that everyone has equal opportunities in education

d Organization:

- Ask students to read the conversation again and think of the answers to the questions

- Have them work with a partner and switch roles to ask and answer

- Check the answers and provide the correct ones if necessary

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PERIOD 56

DATE OF TEACHING

UNIT 6: GENDER EQUALITY

LANGUAGE

I, Objectives.

1 Knowledge.

- Pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in

context

- Understand new words related to the topic

- Master modal verbs use

- Understand more about passive voice

2 Skills.

- To help learners get started with 4 skills in Unit 1

- Reading: Read about the topic Gender Equality

- Speaking: Exchange opinions about women’s going to work.

three characters

III Procedures:

b Content: Match each word with its definition Then practice reading the word

out loud

1 D 2 F 3 E 4 A 5 C 6 B

d Organization:

- Ask students to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f)

- If students need support, ask them to use the context of the conversation to help them choose the correct meaning for each word

- Check answers as a class

a Aim: elicit new words

b Content: Complete the following sentences using the words given in 1.

c Outcome:

- Suggested answers:

1 Enroll 2 Force 3 Eliminate

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4 Discrimination 5 Equal 6 Gender.

d Organization

Ask students to work individually first, and then check with a partner

- Make sure that student have the right answers by going over all the answers in class

- Allow students to look up the words in the glossary, if necessary

b Content:

Task 1 Listen and repeat Task 2 Listen again and put a mark before stress syllable

c Outcome:

2 WOman 3 GENder 4 perFORM

5 HOUSEhold 6 aGREE 7 TREATment

8 Equal 9 SYStem 10 COllege

11 aLLOW 12 proMOTE

d Organization:

- Play the recording and let students listen and follow

- Play it again with pauses for students to repeat each word chorally

- Give the meaning of the words if necessary Help students distinguish two-syllable words with stress on the first or second two-syllable

- Ask students to work in pairs and take turns reading the words

b Content: The passive voice: S + be + V_pp.

The passive voice with modals: S + must + be + V_pp.

c Outcome:

- Task 1: Expected answers:

1 Shouldn’t – advice 2 Must - duty

3 May - permission 4 Might - possibility

5 Will – request 6 Mustn’t - prohibition

7 Can - ability

- Task 2: Expected answers:

1 May be kept 2 Might be forced

3 Shouldn’t be allowed 4 Should be eliminated

d Organization:

- Explain to students 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

- Let students read the sentences individually and ask them to pay attention to all modal verbs used in the sentences

- Have them choose the answers and discuss the meaning of each modal with a partner

- Go over all the answers in class

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PERIOD 57

UNIT 6: GENDER EQUALITY SKILLS – READING

I, Objectives.

1 Knowledge.

- Read for general ideas and specific information about gender equality in employment

- Know more about Brenda Berkman- a brave woman daring to fight for her own desire

- Discuss about the topic

- Answer comprehensive questions

2 Skills.

three characters

III Procedures:

b Content: Show some pictures of some famous women in some aspects like politic, economic…: Hillary Clinton,

Teresa May, Nguyen Thi Kim Tien…

c Outcome:

- Look at the pictures

- Name the women

d Organization:

- Have sts name these women

a Aim: elicit some new words and reading skills/strategies

b Content: Look at the symbols What do they stand for?

c Outcome:

1 c 2 e 3 d 4 b 5 a

*Vocab

be in favor of: agree with

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physical test: kiem tra suc khoe come + adj

heavy price/ fine:

will (n):

d Organization

- Have them guess the meaning of the vocab appearing in the context

- Ask them if they have any new words

- Supply them with the words they asked

- Read and understand the text about a volunteer

b Content:

Task 1 Read the statements, decide whether it is T, F or NG

Task 2 Answer the questions

c Outcome:

Task 1 Read the statements, decide whether it is T, F or NG

1 F 2 NG 3 F 4 T 5 T 6 F Task 2 Answer the questions

1 She wanted to become a firefighter

2 She sued New York City and the DNY for gender discrimination and won

3 They were unwelcomed at meals, faced loneliness and even violence

d Organization:

- Let Ss read the three heading a, b, c first and make sure they understand all

of them

- Ask Ss to read through the text once without stopping at the words that they don't know the meaning

- Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text

- Help them eliminate the choice that is only one aspect of the text

- Elicit the answers from the sts

- Check and correct

b Content: Discus with a partner: should a woman do a man's job?

c Outcome:

- Expected answers:

Yes: because of their talent, love, and attempt No: because of the particular characteristics and social attitudes

d Organization:

- Put Ss in groups of four and let them discuss the questions freely

- Useful languages:

+ I think/ In my opinion…

+ Woman should be strongly encouraged to….

+ I do not think woman can…

+ They have the same qualifications as men do

PERIOD 58

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UNIT 6: GENDER EQUALITY SKILLS: SPEAKING

I, Objectives.

1 Knowledge.

- Know how to express agreement and disagreement

- Discuss in pair and in groups about whether married women should pursue a career

- Report the discussing result in front of the class

2 Skills.

three characters

III Procedures:

b Content: Give some pictures of some women.

c Outcome:

Look at the pictures and answers to the T’s questions

d Organization:

- Give some pictures of some women

- Ask sts to tell who these women are and what their jobs are

- Introduce the topic by asking questions such as Whose parents both work? Which of them is more qualified? Which of them earns more money? Which of them does more housework? And Do you think they should have equal opportunities for jobs?

- Lead sts into new lesson.

a Aim: pick out (dis)agreement expressions and add two more expressions

b Content: Look at some (dis)agreement expressions.

c Outcome:

1 D

2 A

3 D

4 A

5 A

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6 D

7 Right/ True but….It's wrong./ You may be right but…./ I'm supposed to it… D

8 That's for sure./ Exactly./ I couldn't agree more./ It's great./ It's right./I'm for it A

d Organization

- Ask some sts to pick out (dis)agreement expressions and add two more expressions

b Content:

Work in pairs Do you agree or disagree with the following ideas?

A: I think men are better leaders than women

B: I disagree that women may become trouble-makers because they are too talkative

A: That's true that men are not good with children as women

d Organization:

Ask some sts to express their opinions on the following statements with their friend in 5'

b Content: Discuss if you are agree or disagree with the statement "Married

women should not pursue a career"

c Outcome:

- Expected answers:

C: In my opinion, married women should not pursue a career because they are physically weaker than men

D: Yes, but It's boring and tiring to do only housework

d Organization:

- Ask sts to express their opinion of the discrimination with their group-mates

- Let sts work in groups, and give their choice with suitable explanations

- Supply them with some vocab they need

- Get two or three representatives from different groups to go to the board and give their presentations

- Ask the rest to listen to the representatives and take notes

- Tell sts to give their votes to the best decision as well as the fluency of the

presentation

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PERIOD 59

UNIT 6: GENDER EQUALITY SKILLS – LISTENING

I, Objectives.

1 Knowledge.

- Describe a picture in their own language

- Learn more new words related to the topic

- Listen to a talk about gender equality in wages

- Listen for specific information and to fill in the gaps.

2 Skills.

- To promote Ss to develop their listening skills

- To help Ss develop the skill of working in pairs and groups

- To provide Ss some motivation

- Students are more aware of the importance of eliminating gender discrimination.

III Procedures:

b Content: Ask Ss to answer some questions:

1 How does your family share the household chores?

2 Is your mother a homemaker?

3 Is your father a breadwinner?

4 Do you think that both parents now should work to contribute the family finances?

1 Everybody in my family share the housework equally

2+3 Both my parents go to work to suppot the family, and they join hand to make us a happy family

4 I think that both parents should work to contribute the family finances

d Organization:

- Listen to the sts’ answers

- Give feedback

a Aim: Use the picture in the textbook to introduce the listening lesson

b Content: Ask sts to work in pairs, discuss the questions

c Outcome:

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- The man looks happy but the woman looks sad because she gets less pay.

Listen and repeat the following words.

Vocab

- property (n): - income (n):

- address (v): - qualified (a):

- wage (n) x 4 weeks = salary

- negatively (adv) > < positively

d Organization

- Use the picture in the textbook to introduce the listening lesson

- Ask sts to work in pairs, discuss the questions

- Ask sts to work in pairs, discuss and answer the questions

- Play the tape twice

b Content:

Listen to the recording Check whether the following statements are true or false Tick the correct box

- Possible answers:

1 F 2 T 3 F 4 T 5 F 6.T

d Organization:

- Explain the task’s requirement

- Get sts to read through the 6 statements to make sure they understand

- Ask sts to work in pairs and identify the key works in each statement

- Explain the new words if needed

- Play the recording 2 times for sts to listen to and do the task

- Invite sts to give their anwers

- Play the recording again and pause at the answers to check the sts’

answers

b Content: Listen again and complete the following sentences by writing no

more than three words or numbers

c Outcome:

- Expected answers:

- Discrimination happens

- Paid more

- Perform 60%

- Own 1%

- Encourage women

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