GA CV5512 HKII TIẾNG ANH 10 mới

b Content Activity 2 Work individually first and then in pairs to decide if the statements are true T, false F or not given c Products -Reading: Read about the topic Gender - Step 1- Tr

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Date of preparation: 26/12/2020

Period 55 Unit 6: GENDER EQUALITY GETTING STARTED

- Have solving; communication, cooperation, using language,

self-managing, creation, hard-working, modest, responsibility, patriotism,

humanism, responsibility

II TEACHING AIDS

1 Equipments: computer, projector.

2 Learning materials: textbook, pictures, videos.

III TEACHING PROCESS

Objectives students' interest Introduce the topic of the lesson and to raise

b) Content -Ask students what they think about when they see

or hear the words “gender”, “equality” and “genderequality”

c) Products - Visualize what they think of when they hear or see

such words as: gender, equality or gender equality

- Possible answers:

+ I think of men and women

+ I think of the word same

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

-Elicit sts’ answers

-Listen to the sts and give feedback

Lead sts into new lesson

ACTIVITY 2: KNOWLEDGE BUILDING

a) Use lexical items related to the topic Gender Equality

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b) Content Activity 1

- Look at the picture and answer the questions about it.

Give the answers questionsabout it:

c) Products Suggested questions:

+ Who do you see in the picture?

+ Where do you think they are?

+ What are they doing?

d)

Implementatio

n

-Play the recording

Ask students to listen and read

-Practice the conversation

-Enhance reading techniques

Work individually first and then in pairs to decide if

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

c) Products -Reading: Read about the topic Gender

- Step 1- Transfer the tasks

State the requirements for each activity for thestudents Make sure the students have a clearunderstanding of the task for each activity beforeperforming the task

- Step 2- Perform the tasks

Students work individually, in pairs, or in groups inthe process of performing tasks Teachers do generalobservations and help if necessary

- Step 3- Report and discuss

Ask a few students or group representatives topresent their answers Other groups comment Teachergeneral comments

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- Step 4: Draw conclusion and judgments

Teacher presents specific learning productsthat the student must complete as required andclarify the problem to be resolved / explained; Learningtasks must be performed next

ACTIVITY 4: APPLICATION

a)

Objectives

- To provide Ss some motivation.

- Students are more aware of the drawbacks ofgender discrimination

b) Content - Activity 3: Read the conversation again and

answer to the questions

c) Products -Suggested answers:

1.Only 82 girls enrolled per 100 boys in secondary school.

2.Because they might be forced to work at home and

1 address (v) /əˈdres/ giải quyết

2 affect /əˈfekt/ (v) ảnh hưởng

3 caretaker /ˈkeəteɪkə(r)/(n) ngư

ời trông nom nhà

4 challenge /ˈtʃælɪndʒ/ (n) thách

thức

5 discrimination /dɪˌskrɪmɪˈneɪʃn/

(n) phân biệt đối xử

6 effective /ɪˈfektɪv/(adj) có hiệu

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10 equal /ˈiːkwəl/ (adj) ngang

20 property /ˈprɒpəti/ (n) tài sản

21 pursue /pəˈsjuː/(v) theo đuổi

22 qualified /ˈkwɒlɪfaɪd/(adj) đủ

khả năng/ năng lực

23.remarkable /rɪˈmɑːkəbl/

(adj) đáng chú ý, khác thường

25 right /raɪt/ (n) quyền lợi

26 sue /suː/(v) kiện

4.Consolidation: Summarize the main points of the lesson.

Vocabulary related to Gender Equality

5 Homework:

Ask students to learn by heart new words and collocations in the text

Period 56 Unit 6: GENDER EQUALITY

LANGUAGE

I OBJECTIVES

1 Knowledge:

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

- Understand and use the passive voice with modals

2 Competence:

- Have positive attitude toward the lesson

3 Quality:

self-managing, creation, hard-working, modest, responsibility, patriotism, humanism, responsibility

Objectives interestIntroduce the topic of the lesson and to raise students'

b) Content Vocabulary checking

c) Products Understand new words related to the topic

Activity 2

Work individually first, and then check with a partner

c) Products Suggested questions:

+ Who do you see in the picture?

+ Where do you think they are?

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+ What are they doing?

-If students need support, ask them to use the context

of the conversation to help them choose the correctmeaning for each word

- Check answers as a class

1 Enroll 2 Force 3 Eliminate

4 Discrimination 5 Equal 6 Gender

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

- Read the sentences

- Underline the passive voice with modals

1 May be kept 2 Might be forced

3 Shouldn’t be allowed 4 Should be eliminated

c) Products - Master modal verbs use in passive voice

d)

Implementatio

n

Students work individually, in pairs, or in groups in theprocess of performing tasks Teachers do general

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observations and help if necessary.

Teacher presents specific learning products that thestudent must complete as required and clarify theproblem to be resolved / explained; Learning tasks must

2 Will Korean be taught in our school next year?

3 The instructions must be followed strictly by the students.

4 Sugary food shouldn’t be eaten by very young children.

5 Men and women should be given equal rights to education and employment.

Hopefully, a planet similar to Earth will be discovered by scientist.

d)

Implementatio

n

Students work individually, in pairs, or in groups in theprocess of performing tasks Teachers do generalobservations and help if necessary

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be performed next

4 Consolidation: Teacher summarizes the main points of the lesson.

- Put stress in two-syllable words

- Use modal verbs correctly

5 Homework: - Ask Ss to finish the uncompleted exercises.

- Ask students to review the vocabulary at home.

b) Content - Look at the pictures and name the women

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c) Products -Understand new words related to the topic

Gender equality in employment (Bình đẳng giới trong việc làm)

-Have sts name these women

-Lead sts into new lesson

Firstly, work individually to do the task, then work inpairs to compare the answers

c) Products - Possible answers 1:

- “They are the symbols of genders, gender equalityand gender discrimination.”

Objectives passive voice- Understand more about modal verbs use in

b) Content Activity 3: Quickly read the text and choose the

best title for it

- Firstly, work individually to do the task, then work in

pairs to compare the answers

Activity 4: Read the statements, decide whether it

is T, F or NG

-Work in pairs to do the task

-Give the answers

-Check and correct

Activity 5: Answer the questions

-Work in groups of 3 to do the task

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-Give the answers.

Check and correct

c) Products Activity 3: Quickly read the text and choose

the best title for it

1 She wanted to become a firefighter

2 She sued New York City and the DNY for genderdiscrimination and won

3 They were unwelcomed at meals, faced lonelinessand even violence

d)

Implementatio

n

Teacher presents specific learning productsthat the student must complete as required and clarifythe problem to be resolved / explained; Learning tasksmust be performed next

Work in groups of 4 to discuss the question

c) Products Discuss with a partner: should a woman do a

man's job?

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

-Useful languages:

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+ 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

d)

Implementatio

n

1 Turn Students Into Instructors

2 Plan Time for Students to Interact

3 Encourage Higher-Level Thinking

4 Let Students Record Themselves Speaking

5 Give Students a Format for Their Explanations

4.Consolidation: Teacher summarizes the main points of the lesson.

- Vocabulary related to the topic of the unit and some techniques to guess the meaning in context, skim for general idea and scan for specific details

5 Homework: Teacher asks Ss to do the exercise in the workbook and the vocabulary of the

reading text Teacher provides support if necessary by guiding Ss to do the exercises

- Ask students to prepare for the next lesson, Speaking.

Kí duyệt BCM từ tiết 55 đến tiết 57 , Ngày 2 tháng 1 năm 2021

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b) Content - - Look at the pictures and answers to the T’s

-Give some pictures of some women

-Ask sts to tell who these women are and what theirjobs 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

-Read the phrase on the board

-Study the useful expressions

Discuss in pairs

c) Products Discuss in pair and in groups about whether married

women should pursue a career

d)

Implementatio

n

Activity 1

-Write Equal job opportunities on the board.

Give students time to read through the usefulexpressions

-Let them work in pairs

Check students’ answers as a class

ACTIVITY 3: PRACTICE

a)

Objectives Exchange opinions about women’s going to work.

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- Some sts share their ideas in class

Others give comments

c) Products - Know how to express agreement and

-Divide students into groups of three/ four students

-Ask one group to model the activity using theexample conversation

-Get all students to discuss and note down theirgroup’s discussion

After 3-4 minutes, have some students fromdifferent groups report the results of their groupwork back to the class

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4.Consolidation: Teacher summarizes the main points of the lesson: talk about equal job opportunities

5 Homework: Ask students to prepare for the next lesson, Speaking

b) Content Ask Ss to answer some questions:

1.How does your family share the householdchores?

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?

c) Products POSSIBLE ANSWERS:

1 Everybody in my family share the housework equally.2+3 Both my parents go to work to suppot thefamily, and they join hand to make us a happy family

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4 I think that both parents should work tocontribute the family finances.

-lead sts into the new lesson

a)

Objectives Introduce the listening topic Same work - same pay

b) Content Activity 1 Look at the picture The man and the

woman do the same work, but they look different Why?Tell your partner

Activity 2: Listen and repeat the following words Do

you know each word's meaning? Use a dictionary ifnecessary

c) Products -Learn more new words related to the topic

1 wage (n): lương

2 inequality (n): không công bằng, bất bình đẳng

3 qualified (adj): đủ khả năng, đủ điều kiện

-Ask them to use the caption as suggestion

Expected answer: The man looks happy but the womanlooks sad because she gets less pay/ money

- Pre teach new words

Activity 4: Listen again and complete the following

sentences by writing no more than three words ornumbers

c) Products Activity 3:

Possible answers:

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

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a)

Objectives -Report the discussing result in front of the class.

b) Content Activity 5:

Writing: Working Mothers (Công việc của mẹ)

1 The following text about the advantages of — 3.being a working mother is missing the detailedexplanations Put the explanations (a-c) in the yellowbox in the appropriate blanks (1-3)

c) Products Writing: Working Mothers (Công việc của mẹ)

Advantages of being a working mother

Mothers should be greatly encouraged to work outsidethe home

First, working mothers contribute to householdincome They help their husbands pay householdexpenses and satisfy their children's growing needs Life

is getting more and more expensive, so women'ssalaries are becoming important to their householdbudgets

Second, working mothers are good educators for theirchildren Experiences at work widen their knowledge

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and gradually mature them Through working theydiscover their strengths and weaknesses, become moreknowledgeable and can find good ways to educate theirchildren.

Finally, working mothers set good examples for theirchildren When children see how their parents work hard

to support the families and share domesticresponsibilities they will learn from them Such familyvalues as hard work, responsibilities and love are likely

to pass down from generation to generation

Clearly, mothers should be strongly supported to workoutside the home

d)

Implementatio

n

-Explain the task’s requirement

-Get sts to read the 3 questions carefully to makesure they understand

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

-Explain the new words if needed

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

-Invite sts to give their answers

Play the recording again and pause at the answers

to check the sts’ answers

4 Consolidation: Teacher summarizes the main points of the lesson: Vocabulary of Gender equality; Some techniques to listen for specific details

5 Homework: Teacher asks Ss to sum up the main point of listening part

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-Lead sts into the new lesson

a)

Objectives việc của mẹ)Introduce the writing topic Working Mothers (Công

- Work in pairs to do the task.

- Students can talk about the good sides/ advantages aswell as the bad sides/disadvantages of being a workingmother

Activity 2

-Work in groups of 3

-Read the sample writing again and complete the

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Activity 3

- Discuss in pairs c) Products - Know about the advantages and disadvantages of

-Give suggestions if necessary by asking questions like

Who are these people in the pictures? What are the women doing? Are they housewives? Do they work? Etc.

-Explain that writers often provide/give detailedexplanations to support ideas in a text

-Give students time to read the sample writing aboutthe advantages of a working mother and put thedetailed explanations in the appropriate blanks

-Offer help if students cannot give the answer

E.g These words are used to link/ connect orsequence the ideas in writing

a)

Objectives disadvantages of being a working mother- Write a paragraph about Advantages and

b) Content Activity 4: Discuss with a partner how the following

words are used in the text in 2

c) Products Mothers should be strongly discouraged from working

outside the home First, women have traditional roles as housewives and housekeepers They should stay home,

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caregivers for elderly people Secondly, working mothers do not have enough time Men’s work finish at the office, bu: women’s work is extended to their households After an eight-hour working day, these exhausted women have to do household chores, take care of their husbands and children without having time

to relax Finally, working mothers can not be good workers Tiring and boring chores at home negatively affect women’s tasks in their working place They can not concentrate or work effectively as those who do not have to worry about taking kids to school, picking them

up after school and doing housework Clearly, mothers should not be encouraged to work outside the home

d)

Implementatio

n

-Walk around and offer help if necessary

-Alternatively, have students write the text at home

T collects students’ papers in the next lesson

Give feedback in class

4 Consolidation: Summarize the main points of the lesson.

- Writing a text about advantages and disadvantages with details or examples as supporting ideas

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5 Homework: Complete writing and prepare new lesson

Kí duyệt BCM từ tiết 58 đến tiết 60 , Ngày 09 tháng 01 năm 2021

Period 61 Unit 6: GENDER EQUALITY COMMUNICATION AND CULTURE

there the gendergap in education inVietnam?

c) Products Giving opinion about the gender gap in education

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Objectives - Know / recall words and phrases related to topic

b) Content 1 Communication: Gender equality in Viet Nam

Activity 1: Read the following statements about

achievements in addressing gender equality in VietNam Do you want to add any achievements? Tell yourpartner

Activity 2: Exchange your opinion

Activity 2

Example:

Student A: I think the Vietnamese government has

made considerable progress in gender equality

Student B: I agree Seventy-three percent of

Vietnamese women participate in the labour force No doubt that we have one of the highest rates in the world

d)

Implementatio

n

a)

Objectives Do Project

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b) Content 2 Culture: Gender equality in the United

Kingdom Activity 1: - Read the following text about gender

equality in the United Kingdom and answer thequestions

c) Products

Activity 1

1 How do girls and boys perform at school in theUnited Kingdom?

(Nam và nữ học ở Anh Quốc như thế nào?)

=> Girls perform better than boys at all levels ofeducation in the United Kingdom

(Nữ học tốt hơn nam ở tất cả các bậc giáo dục ở Anh Quốc.)

2 How many women participate in the Britishworkforce?

( Bao nhiêu nữ tham gia vào lực lượng lao động ở Anh Quốc?)

=> Women take up 47 percent of British workforce

(Phụ nữ chiếm 47% lực lượng lao dộng Anh.)

3 What challenges does the United Kingdom still face

in achieving gender equality?

(Anh Quốc đang đối mặt với thử thách nào trong việc đạt được bình đẳng giới?)

=> Millions of women and girls still experiencedomestic violence, and the gap in full- wage betweenmen and women is 10% and most of people in low-paidjob are women

(Hàng triệu phụ nữ và các bé gái có trải qua bạo lực gia đình hàng năm Khoảng cách về Lương toàn thời gian giữa đàn ông và phụ nữ là 10% và hầu hết những người làm công việc lương thấp là nữ.)

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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

d)

Implementatio

n

-Walk around and offer help if necessary

-Alternatively, have students write the text at home

T collects students’ papers in the next lesson

Give feedback in class

4 Consolidation: use the vocabulary related to gender equality to talk and express their views

about gender equality in the United kingdom In addition, they can talk about a gender equality

in their community and his/ her contributions to community development

5 Homework: revise new words and make examples on reference book

Period 62 Unit 6: GENDER EQUALITY LOOKING BACK AND PROJECT

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a)

Objectives - Know / recall words and phrases related to topic

b) Content Pronunciation:

Activity 1: - Ask Ss to put the two-syllable words in

the box in the correct columns according to their stresspatterns

Activity 2: - Play the recording Ask Ss to listen and

repeat the words

Vocabulary:

c) Products Activity 1:

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Stress on the first syllable Stress on the second syllablesymbol, letter, healthcare,

challenge, income, workforce,army

complete, infect, suggest,improve, become

c) Products 1-Do a survey Find out

1 How many boys and girls there are in your class

and your schools?

2 How many class monitors are boys and how many

are girls in your school?

3 How many form teachers are male and how many

are female in your school?

4 How many teachers of literature are male and how

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many are female in your school?

5 How many teachers of mathematics are male and

how many are female?

d)

Implementatio

n

a)

Objectives

-Discussion

b) Content 2- Compare your findings with your partners'.

Present the final results with your comments to the class.

c) Products

Hi everybody, I have conducted a survey on gender equality and what I have found out may surprise all of you here First of all, the number of girls in our class is higher than that of boys In our school, the girls are 50 more than boys Besides, the number of girl monitors doubles the number of boy-monitor because most of the teachers think that girls will be more careful than boys and much more disciplined Most of the form teachers are female, there are only 3 form teachers are male All literature teachers are female while there are 9 mathematics teachers and all of them are male.

To sum up, in our school, the female gender seems to

be more prominent than male gender though, in some

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certain subjects, men are better than women Do you find it interesting?

Thanks for listening.

1 Turn Students Into Instructors

2 Plan Time for Students to Interact

3 Encourage Higher-Level Thinking

4 Let Students Record Themselves Speaking

5 Give Students a Format for Their Explanations

4 Consolidation: review the vocabulary and grammar of unit 6 and carry out the plans to help

someone in need in my gender equality project

5 Homework:

Revise passive voice with modal verb and give examples to make it clear

Period 63 Unit 7: CULTURAL DIVERSITY

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ACTIVITY 1: INTRODUCTION

a)

b) Content

c) Products - Look at the pictures and tell about the similarities

and differences between a traditional Vietnamesewedding and a modern one

d)

Implementatio

n

a)

Objectives diversityUse lexical items related to the topic Cultural

b) Content - Introduce the topic of the lesson: Wedding in

Vietnam Activity 1: Listen and read

Vocabulary teaching c) Products Master of using words related to the topic

d)

Implementatio

n

Step 1: Explain—Provide a student-friendly

description, explanation, or example of the new term

Step 2: Restate—Ask students to restate the

description, explanation, or example in their ownwords

Step 3: Show—Ask students to construct a picture,

symbol, or graphic representation of the term

Step 4: Discuss—Engage students periodically in

structured vocabulary discussions that help them add

to their knowledge of the terms in their vocabulary

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notebooks

Step 5: Refine and reflect—Periodically ask

students to return to their notebooks to discuss andrefine entries

-Practice the conversation

-Enhance reading techniques

b) Content Activity 2: Answer the question

What is the conversation about?

Activity 3: Read the conservation again, and give answers to the following questions.

c) Products Activity 2: a The Vietnamese wedding

Activity 3:

1 Because he is preparing for his presentation about the similarities and differences between a traditional Vietnamese wedding and a modern one.

2 They follow the same core procedure which consists of the proposal ceremony, the engagement ceremony and the wedding ceremony

3 The modern weddings are less complicated

4 Yes, they get some help from their parents and the attending guests

5.Students’ answers

d)

Implementatio

n

a)

Objectives

- To provide Ss some motivation.

- Students are more aware of the drawbacks of

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Wedding in Vietnam.

b) Content Activity 4:

- Ask Ss what they know about Vietnameseweddings, based on the conversation and theirbackground knowledge as well

c) Products The wedding is one of the most important

ceremonies in Vietnamese culture It includes the proposal ceremony, the engagement ceremony, and the wedding ceremony Today, Vietnamese weddings tend to be held at big hotels, which costs quite a lot of money However, the couple also receives support from their parents and guests It can be said that the groom and bride are surely the happiest people on their big day no matter what the costs are.

d)

Implementatio

n

UNIT 7 CULTURAL DIVERSITY

Đa dạng văn hóa

1 alert /əˈlɜːt/ (adj) tỉnh táo

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15 export /ˈekspɔːt/ (n) sự xuất

hoặc công việc kinh doanh

44 wealth /welθ/ (n) sự giàu có,

giàu sang, của cải

Định dạng
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