Giáo án Tiếng Anh Lớp 10 (Hệ đổi mới) - Chương trình học kỳ II - Năm học 2019-2020 - Đỗ Bình

Date of planning: 01/01/2020 Date of teaching: 07/01/2020
PERIOD 55/105 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. Methods. - Integrated, mainly communicative.
III. Teaching aids.	- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil 
IV. Procedures:
1. Class organization:
2. Old lesson checking (Omitting)
3. New lesson:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
WARM UP
- Ask students what they think about when they see or hear the words “gender”, “equality” and “gender equality”. Elicit students’ answers.
- Elicit sts’ answers.
- Listen to the sts and give feedback.
- Lead sts into new lesson.
WARM UP
- 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 in the same way and given the same opportunities.
PRE – TEACHING Activity 1
- 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.
PRE – TEACHING Activity 1
- Look at the picture and answer the questions about it.
- Give the answers.
- Listen to the recording and read silently after the recording.
WHILE TEACHING Activity 2
- 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.
- Suggested answer:
1. F 2. F 3. T 4. NG 5. T
WHILE TEACHING Activity 2
- Work individually first and then in pairs to decide if the statements are true (T), false (F) or not given. 
- Provide reasons for their answers.
- Give the answers.
- Check and correct.
POST TEACHING
- 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.
- 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.
POST TEACHING
- Read the conversation again and answer to the questions.
- Work in pairs to do the task.
- Give the answers.
- Check and correct.
3. There are slightly more boys than girls in both primary and secondary schools.
4. Women do.
5. Gender discrimination should be eliminated so that everyone has equal opportunities in education.
4. Consolidation: - Practice the conversation
5. Homework: - Do the task again	- Read Unit 6 - Language at home
V. SELF EVELUATION: 
Date of planning: 01/01/2020 Date of teaching: 08/01/2020
PERIOD 56/105 UNIT 6: GENDER EQUALITY
LANGUAGE
I. Objectives.
1. Knowledge.	By the end of this unit, Ss can:
- 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.
- 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. Methods.	- Integrated, mainly communicative.
III. Teaching aids.	- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil 
IV. Procedures:
1. Class organization:
2. Old lesson checking	- Checking new words in Getting started section.
3. New lesson:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
VOCABULARY Activity 1
- 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.
- Suggested answers:
1. D 2. F 3. E 4. A 5. C 6. B
Activity 2
- 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.
- Suggested answers:
1. Enroll 2. Force 3. Eliminate
4. Discrimination 5. Equal 6. Gender
PRONUNCIATION Activity 1
- 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 syllable.
- Ask students to work in pairs and take turns reading the words.
GRAMMAR Activity 1
- 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.
- 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
Activity 2
- Ask students to read the sentences. 
- Have them underline the passive voice with modals. 
- Let them work with a partner before checking answers as a class.
- Expected answers:
1. May be kept 2. Might be forced
3. Shouldn’t be allowed 4. Should be eliminated
Activity 3
- Have students work in pairs first, and then write down the correct answers. 
- Observe and offer help if necessary.
- Expect answers:
Lan might be chosen to represent us in the School Youth Union.
Will Korean be taught in our school next year?
The instructions must be followed strictly by the students.
Sugary food shouldn’t be eaten by very young children.
Men and women should be given equal rights to education and employment.
Hopefully, a planet similar to Earth will be discovered by scientist.
VOCABULARY Activity 1
- Work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f).
- Give the answers.
- Check and correct.
Activity 2
- Work individually first, and then check with a partner. 
- Give the answers.
- Check and correct.
Activity 2
- Play the recording again. 
- Ask students to put a mark ‘ before the stressed syllable in each word.
Activity 3
- Have students work individually to put the words in the right box according to their stress patterns. 
- Check as a class.
GRAMMAR Activity 1
- Listen to the T
- Read the sentences individually and ask them to pay attention to all modal verbs used in the sentences. 
- Give the answers.
- Check and correct.
Activity 2
- Read the sentences.
- Underline the passive voice with modals.
- Check the answers in pairs.
- Give the answers.
- Check and correct.
Activity 3
- Work in pairs to do the task.
- Give the answers.
- Check and correct.
4. Consolidation - Practice: + Pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in context
+ Modal verbs in passive voice
5. Homework - Do the task again	 Read Unit 6 – Reading.
V. SELF EVELUATION: 
Date of planning: 01/01/2020 Date of teaching: 10/01/2020
PERIOD 57/105 UNIT 6: GENDER EQUALITY
SKILLS – READING
I. Objectives.
1. Knowledge. By the end of this unit, Ss can:
- 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. - 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. Methods.	- Integrated, mainly communicative.
III. Teaching aids.	- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil 
IV. Procedures:
1. Class organization:
2. Old lesson checking	- Checking new words in Getting started section.
3. New lesson:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
WARM UP
- Show some pictures of some famous women in some aspects like politic, economic : Hillary Clinton, Teresa May, Nguyen Thi Kim Tien 
- Have sts name these women.
- Lead sts into new lesson.
WARM UP
- Look at the pictures.
- Name the women.
- Listen to the T
PRE – READING
Activity 1
- Have students look at the symbols and answer the questions.
Activity 2
- Have students match each of the words with its meaning.
- Encourage them to work individually first, and then check with a partner. Let students use a dictionary, if necessary.
- Go over all the answers to make sure they have the correct answers.
- Expected answers:
1. C 2. E 3. D 4. B 4. A
PRE – READING
Activity 1
- Look at the symbols and give the answers.
- Possible answers:
“They are the symbols of genders, gender equality and gender discrimination.”
Activity 2
- Firstly, work individually to do the task, then work in pairs to compare the answers.
- Give the answers.
- Check and correct.
WHILE READING
Activity 3: Quickly read the text and choose the best title for it
- 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.
- Expected answers:
The best title of the text is "A woman who did a man's job.
Activity 4: Read the statements, decide whether it is T, F or NG
- Ask Ss to work in pairs and do the task.
- Elicit the answers from the sts.
- Check and correct.
- Expected answers:
1. F 2. NG 3. F 4. T 5. T 6. F
Activity 5: Answer the questions
- Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words
-Let Ss read the text again and locate the parts of the text where they can get the answers.
- Elicit the answers from the sts.
- Check and correct.
WHILE READING
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.
- Give the answers.
- Check and correct.
Activity 4: Read the statements, decide whether it is T, F or NG
- Wor in pairs to do the task.
- Give the answers.
- Check and correct.
Activity 5: Answer the questions
- Work in groyps of 3 to do the task.
- Give the answers.
- Check and correct.
- Expected answers:
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
POST READING
Discus with a partner: should a woman do a man's job?
- 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 .
POST READING
Discus with a partner: should a woman do a man's job?
- Work in groups of 4 to discuss the question.
+ I do not think woman can .
+ They have the same qualifications as men do.
4. Consolidation	- Vocabulary related to gender equality
- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context
5. Homework	- Vocabulary related to gender equality
- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Do the task again	- Read Unit 6 - Speaking at home
V. SELF EVELUATION: 
Date of planning: 01/01/2020 Date of teaching: 11/01/2020
PERIOD 58/105 UNIT 6: GENDER EQUALITY
SKILLS: SPEAKING
I. Objectives.
1. Knowledge. By the end of this unit, Ss can:
- 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. - 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. Methods. - Integrated, mainly communicative.
III. Teaching aids. - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil 
IV. Procedures:
1. Class organization:
2. Old lesson checking - Checking new words in Getting started section.
3. New lesson:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
WARM UP
- 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.
WARM UP
- Look at the pictures and answers to the T’s questions.
PRE – SPEAKING
Activity 1
- Write Equal job opportunities on the board. 
- Give students time to read through the useful expressions. 
- Let them work in pairs. 
- Check students’ answers as a class.
PRE – SPEAKING
Activity 1
- Read the phrase on the board.
- Study the useful expressions. 
- Discuss in pairs.
WHILE SPEAKING
Activity 2
- Have a student read the example, and then ask all students to share their opinions in pairs. 
- Walk around and offer help if necessary.
WHILE SPEAKING
Activity 2
- Some sts share their ideas in class.
- Others give comments.
POST SPEAKING
Activity 3
- Ask one student to read aloud the opinion “Married women should not pursue a career” and explain the activity to the class. 
- Divide students into groups of three/ four students. 
- Ask one group to model the activity using the example conversation. 
- Get all students to discuss and note down their group’s discussion.
- After 3-4 minutes, have some students from different groups report the results of their group work back to the class.
POST SPEAKING
Activity 3
- 1 st reads aloud the opinion “Married women should not pursue a career”.
- Give the requirement.
- Work in groups of 3-4.
- Some students from different groups report the results of their group work back to the class.
4. Consolidation	- Vocabulary related to gender equality
- Speaking skills: give opinions and present.
5. Homework	- Vocabulary related to gender equality
- Do the task again	- Read Unit 6 - Listening at home
V. SELF EVELUATION: 
Date of planning: 01/01/2020 Date of teaching: 14/01/2020
PERIOD 59/105 UNIT 6: GENDER EQUALITY
SKILLS – LISTENING
I. Objectives.
1. Knowledge.	By the end of this unit, Ss can:
- 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
3. Educational aims.	- To provide Ss some motivation
- Students are more aware of the importance of eliminating gender discrimination.
II, Methods.	- Integrated, mainly communicative.
III, Teaching aids.	- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil 
IV. Procedures:
1. Class organization:
2. Old lesson checking	- Check the new words of the previous lesson.
3. New lesson:
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
WARM UP
- 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?
- Listen to the sts’ answers.
- Give feedback.
- lead sts into the new lesson
WARM UP
- Answer to the T’s questions.
POSSIBLE ANSWERS:
1. Everybody in my family share the housework equally.
2+3. Both my parents go to work to support 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.
- Listen to the T.
PRE – LISTENING Activity 1:
- Let students look at the picture and elicit their answers to the question. 
- Ask them to use the caption as suggestion.
- Expected answer: The man looks happy but the woman looks sad because she gets less pay/ money.
- Preteach new words.
PRE – LISTENING Activity 1:
- Work in pairs.
- Do as T’s guide.
- Some sts present their ideas.
- Other sts listen and give additions.
- Listen to the T’s feedback.
- Practice new words
WHILE LISTENING Activity 3:
- 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.
- Possible answers:
1. F 2. T 3. F 4. T 5. F 6.T
Activity 4:
- Have Ss work in pairs to match the words/ phrases with its appropriate meaning
- Ask them to guess the part of speech of the word given
- Ask some of them to tell the answer 
- Give comments
WHILE LISTENING Activity 3:
- Listen to the T’s explanation.
- Read through the 6 statements to make sure they understand.
- Work in pairs and identify the key works in each statement.
- Listen to the recording.
- Finish the task.
- Give the answers.
- Check the answers with the T
Activity 4:
- Work in pairs to match the words/ phrases with its appropriate meaning
- Guess the part of speech of the word given
Answers:
1. Discrimination happens
2. Paid more 3. Perform 60%
4. Own 1% 5. Encourage women
6. Like nursing
POST LISTENING Activity 5:
- Explain the task’s requirement.
- Get sts to read the 3 questions carefully 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.
POST LISTENING Activity 5:
- Listen to the T’s explanation.
- Read the 3 questions carefully to make sure they understand.
- Work in pairs and identify the key works in each statement.
- Listen to the recording.
- Finish the task.
- Give the answers.
- Check the answers with the T
4. Consolidation	- Vocabulary related to the topic of Gender equality - Listening skills
5. Homework	- Vocabulary related to the topic of Gender equality 
- Listening skills	- Do the task again	- Read Unit 5 - Writing at home
V. SELF EVELUATION: 
Date of planning: 02/01/2020 Date of teaching: 15/01/2020
PERIOD 60/105 UNIT 6: GENDER EQUALITY
SKILLS: WRITING
I, Objectives.
1. Knowledge.	By the end of the lesson, students are able to:
- Know about the advantages and disadvantages of working mothers
- Students know how to add supporting ideas for these opinions.
- Arrange the information correctly.
- Write explanations for supporting ideas.
- Write a paragraph about the disadvantages of being a working mother.
2. Skills	- Writing: write a paragraph about Advantages and disadvantages of being a working mother.	- To provide Ss some motivation
II. Methods.	- Integrated, mainly communicative.
III. Teaching aids.	- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil 
IV. Procedures:
1. Class organization:
2. Old lesson checking (Omitted)
3. New lesson:
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
WARM UP Matching game
 A B C D
WARM UP Matching game
- Work in pairs to play the game.
1. Washing the clothes
 2. Cleaning the house
 3. Cooking the meal 
 4. Going to the supermarket
* Keys: 1.D 2.B 3.A 4. C 
-Lead sts into new lesson.
PRE – WRITING Activity 1
- Write the phrase Working mothers on the board. 
- Focus on the pictures and the instructions. 
- Elicit students’ 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 housewives? Do they work? Etc. - Explain that writers often provide/give detailed explanations to support ideas in a text.
- Give students time to read the sample writing about the advantages of a working mother and put the detailed explanations in the appropriate blanks.
- Expected answers: 1. B 2. C 3. A
Activity 2
- Ask students to read the sample writing again and complete the outline. 
- Help students analyse the structure of the text.
- Expected answers:
A. 2. Life is getting expensive, so women’s salaries are becoming important.
B. 2. They discover strengthens 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.
Activity 3
- Give students some time to read the text again and discuss the words in pairs. 
- Offer help if students cannot give the answer. 
E.g. These words are used to link/ connect or sequence the ideas in writing.
PRE – WRITING Activity 1
- Work in pairs to do the task.
- Students can talk about the good sides/ advantages as well as the bad sides/ disadvantages of being a working mother.
- Give the answers.
- Check and correct the answers.
Activity 2
- Work in groups of 3
- Read the sample writing again and complete the outline.
- Give the answers.
- Check and correct the answers.
Activity 3
- Discuss in pairs.
WHILE WRITING Activity 4
- Focus on the instructions and the pictures. 
- Give students time to read the suggestions.
- Call on some students to say what they will write as the topic sentence, supporting ideas 1,2, 3 and concluding sentence.
- Tell students to write a draft first, then write a short text (of about 150 words) about the disadvantages of being a working mother.
- Have students write the text in class. 
WHILE WRITING Activity 4
- Listen to the T
- Read the suggestions.
- Write a draft first, then write a short text (of about 150 words) about the disadvantages of being a working mother.
POST WRITING
- When they finish, ask them to exchange it with a partner for peer comments/ correction. 
- 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.
POST WRITING
- Exchange it with a partner for peer comments/ correction. 
4. Consolidation	- Vocabulary related to the topic of Gender equality
- Writing skills: advantages and disadvantages.
5. Homework	- Vocabulary related to the topic of Gender equality 
- Writing skills	- Do the task again - Read Unit 6 – Communication and culture
V. SELF EVELUATION: 
Date of planning: 02/01/2020 Date of teaching: 15/01/2020
PERIOD 61/105 UNIT 6: GENDER EQUALITY
COMMUNICATION AND CULTURE
I. Objectives.
1. Knowledge.	By the end of the lesson, students are able to:
- Broaden their knowledge of the topic.
- Express their own ideas of gender equality in Vietnam.
- Practise speaking skills
- Reading a passage about gender equality in the UK and answer some questions.
2. Skills	- To provide Ss some motivation
II. Methods.	- Integrated, mainly communicative.
III. Teaching aids.	- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil 
IV. Procedures:
1. Class organization:
2. Old lesson checking(Omitted)
3. New lesson:
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
COMMUNICATION
Gender equality in Vietnam
Lead-in: Inform the class of the lesson objectives: further skill development.
Activity 1
Focus on the instructions and the pictures. Inform students that they will have more chances to practice speaking.
- Give them some time to read about the achievements Vietnam had made in addressing gender equality.
- Give students more freedom by allowing them to add more achievements from reliable sources.
Activity 2
- Have two students model the example. 
- Ask students to work in pairs to talk about achievements in addressing gender equality in Vietnam, using the information given in Activity 1 and from the other available sources.
- Invite some pairs to practice their dialogues in the class.
- Elicit comments from the other sts.
- Give fina feedback.
COMMUNICATION
- Listen to the T
Activity 1
- Work individually.
- Read about the achievements Vietnam had made in addressing gender equality.
- Add some more achievements that sts may know.
Activity 2
- Work in pairs using the given information in Act 1 to talk about achievements in addressing gender equality in Vietnam.
- Some pairs practice their dialogues in the class.
- Others give comments.
- Listen to the t
CULTURE
- Focus on the instructions and the pictures.
- Elicit answers from students by asking the class questions like 
1, Who do you see in the pictures? 
2, What is the man doing? 
3, Are there many men teaching young kids? 
4, What is the woman doing? 
5, Is her job popular with women?
- Give students time to read the text. 
- Pre-teach some words that might be new to students (e.g. high-income, remarkable, undergraduate courses). 
- Walk round to monitor the class and offer help, if necessary.
- Have students check their answers with a partner first, then check as a class.
CULTURE
- Listen to the T.
- Answer to the T’s qs.
- Firstly, work individually to do the task, then work in pairs to check the answers.
- Expected answers:
1. Girls perform better than boys at all levels of education in United Kingdom.
2. Women make up 47 percent 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 percent and most of the people in low-paid jobs are women.
4. Consolidation	- Vocabulary related to the topic of Gender equality
5. Homework	- Vocabulary related to the topic of Gender equality 
- Do the task again	- Read Unit 6 – Looking back and project.
V. SELF EVELUATION: 
Date of planning: 02/01/2020 Date of teaching: 18/01/2020
PERIOD 62/105 UNIT 6: GENDER EQUALITY
LOOKING BACK AND PROJECT
I. Objectives.
1. Knowledge.	By the end of the lesson, students are able to:
- Read correctly words with stress on the first syllable and words with stress on the second syllable.
- Review new words they have learnt in previous parts individually or in context.
- Practise passive voice with modal verbs.
2. Skills	- To provide Ss some motivation
II. Methods.	- Integrated, mainly communicative.
III. Teaching aids.	- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil 
IV. Procedures:
1. Class organization:
2. Old lesson checking (Omitted)
3. New lesson:
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
PRONUNCIATION Activity1
- Ask students to put the two-syllable words in the box in the correct columns according to their stress patterns. 
- Help them review the stress patterns of two-syllable words.
- Expected answers:
Stress on the 1st syllable
Stress on the 2nd syllable
Symbol, letter, healthcare
Challenge, income
Workforce, army
Complete
Infect, suggest
Improve, become
Activity 2 - Play the recording
- Ask students to listen and repeat the words.
PRONUNCIATION Activity1
- Work individually first to do the task then work in pairs to give the answers.
- Give the answers.
- Check and correct the answers.
Activity 2
- Listen to the recording.
- Re