Giáo án Tiếng Anh Lớp 10 (Thí điểm) - Chương trình học kì 2

Distributive period: 55	
 Date of teaching:
Unit 6 GENDER EQUALITY
Lesson 1	Getting started
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- apply vocabulary related to the topic of the lesson on reading, speaking or writing.
	- read a passage comprehensively
	- arrange the sequence of an event
	2/ Skills: 	- reading skill as well as speaking and writing skill
	- work in groups effectively
	3/ Attitudes: - Students know about inventions.
 	 - be willing to cooperate with other classmates
	4/ Orientation for ability and character development:
	-improve reading comprehension
	-improve analyzing and observing capacity 
	-verbalize thoughts of volunteer work by using vocabulary and expression for describing gender equality
	-gain more vocabulary of topic of gender equality
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Match the vocabulary comprehension
For a specific context, it is necessary to use specific word. 
Context helps find out meaning of a word or a phrase 
Finding out the correct answer in task 1
Reading thoroughly without hesitating about meaning of a new word
Question: Can you find out the word to fill in the uncompleted sentence?
2. Read for specific information in process of reading
It is possible to decide whether statements are true or false by searching required information in the passage.
To decide whether statements are true or false, students need to know key words in statements and scan for those key words in the passage.
Identifying specific and necessary information effectively by scanning skill
Recognizing specific information in a passage to understand the main idea of that passage 
Question: Can you decide whether these statements are true or false?
3. Apply vocabulary and expressions gained by reading in speaking and writing
Vocabulary and expression gained through reading may be applied in speaking and writing
To speak and write about a topic, students need to read more about that topic
Writing about gender equality
Talking about gender equality
Question: Can you write or talk about gender equality?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURES
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
1. Warm up
- Ask Ss to discuss the questions: 
1. Why do some couples prefer a son to a girl?
2. Do you think so? Why? Why not?
- Ask some Ss to give their opinions.
-Lead in the new lesson: Gender Equality.
2. New lesson
Task 1: Answer the questions
- Get Ss look at the picture page 6 then answer some questions:
1. Who do you see in the picture?
2. Where do you think they are?
3. What are they doing?
- T plays the recording.	
- Ss listen and read the conversation at the same time.
- Get Ss in pairs read the dialogue again/ then ask two pairs to act out the conversation.
Task 2: 
-Make sense of the sentences in the text.
- Have Ss find out the answers for the questions individually.
- Go round and give help if needed.
- Check Ss by calling some Ss to read sentences aloud and decide if the statements are true, false or not given, the other Ss give comment.
- Ask Ss to refer back to the conversation to get necessary information.
- Provide final feedback and correction.
* Suggested answers:
1. F 2. F 3. T 4. NG 5. T
Task 3: Answer the questions
- Ask Ss to read the conversation again and think of the answers to the questions.
- Have Ss work with a partner and switch roles to ask and answer.
- Check the answers and provide the correct ones if necessary.
Key:
1. Only 82 girls enrolled per 100 boys in secondary school.
2. Because they might be forced to work at home and in the field.
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.
3. Homework
- Ask students to write a passage about Gender Equality in their village. (50 words)
- Prepare for the next lesson.
- look at the picture 
-answer some questions
-guess the words
- Listen to the recording.
- Read the conversation
-Do the reading task number 2
 + read the requirement of task1
 +discuss in pairs to find out the correct answers
 +present and explain the correct answers and why they are chosen
-Get feedback.
-Work in pairs
-Present their ideas
-Discussing with the whole class
- take notes 
- text books
Board, pictures, postcard
CD player
Board, textbook
Board, textbook
Board
-analyzing
-oral answering
-Observing
-Analyzing
-Vocabulary
-analyzing requirement
-working in pairs
-reading comprehension
-presenting
-Discussing
-Teamwork
-Communicating
-Writing
Distributive period: 56	
Date of teaching:
Unit 6 GENDER EQUALITY
 	 Lesson 2	Language
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge: - identify the stress patterns of compound nouns and noun groups.
	 - use the gerunds and infinitives to talk about the uses or purposes of something. 
	2/ Skills:	- improve pronunciation as well as speaking skill
	- work in groups effectively
	3/ Attitudes: 	-understand gender equality 
. 	- cooperate with other students readily
	- be confident to present in front of classmates and teacher 
	4/ Orientation for ability and character development:
	-improve pronunciation
	-improve analyzing and observing capacity 
	-improve speaking skill as well as writing skill
	-verbalize thoughts of gender equality by applying the passive voice with modals
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Identify the stress in two-syllable words
identify the stress in two-syllable words
It is important to pronounce words correctly 
Identify the stress in two-syllable words 
Speaking English fluently and correctly
Question: Could you the stress in two-syllable words?
2. Use the passive voice with modals
It is possible to use the passive voice with modals
Using the passive voice with modals
Expressing the situations using the passive voice with modals
Speaking cohesively and fluently
Question: Could you express these situations using the passive voice with modals?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. Warm up
- T asks Ss to tell the whole class about their three opinions about Gender Equality.
- T listens and gives marks.
II. New lesson
1. 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.
- T gives the correct answers.
* 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
3. 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?
3. The instructions must be followed by the students strictly
4. Sugary food shouldn’t be eaten by very young children
5. Men and women should be given equal rights to education and employment
6. Hopefully, a planet similar to Earth will be discovered by scientists
7. I think discrimination against women and girls can be reduced .
III. Homework
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- express their ideas
-match
-identify
- Listen to the recording.
- Read the words
- Listen to the recording.
- Read the words
- complete the sentences 
- use the passive voice with modals
- Understand the task
- work individually
- Get feedback.
- choose the correct verb tense
- Understand the task
- work in pairs
- Get feedback.
-take notes
Textbooks
Textsbooks
Textsbooks
Textsbooks, CD player
Textsbooks, CD player
Board, textbook
textbook
Board
textbook
textbook
board
-analyzing
-oral answering
-analyzing
-oral answering
-analyzing
-oral answering
-Accuracy
-Fluency
-Confidence
-Accuracy
-Fluency
-analyzing requirement
-working in pairs
-presenting
-analyzing the requirement
-presenting 
-grammar
-grammar
-vocabulary
-grammar
Distributive period: 	57	
Date of teaching:
 	Unit 6 GENDER EQUALITY
Lesson 2	Reading
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- apply vocabulary related to the topic of the lesson on reading, speaking or writing.
	- read a passage comprehensively
	- arrange the sequence of an event
	2/ Skills: 	- reading skill as well as speaking and writing skill
	- work in groups effectively
	3/ Attitudes: - Students know about gender equality.
 	 - be willing to cooperate with other classmates
	4/ Orientation for ability and character development:
	-improve reading comprehension
	-improve analyzing and observing capacity 
	-verbalize thoughts of inventions by using vocabulary and expression for gender equality
	-gain more vocabulary of topic of gender equality
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Match the vocabulary comprehension
For a specific context, it is necessary to use specific word. 
Context helps find out meaning of a word or a phrase 
Finding out the correct answer in task 1
Reading thoroughly without hesitating about meaning of a new word
Question: Can you find out the word to fill in the uncompleted sentence?
2. Read for specific information in process of reading
It is possible to decide whether statements are true or false by searching required information in the passage.
To decide whether statements are true or false, students need to know key words in statements and scan for those key words in the passage.
Identifying specific and necessary information effectively by scanning skill
Recognizing specific information in a passage to understand the main idea of that passage 
Question: Can you decide whether these statements are true or false?
3. Apply vocabulary and expressions gained by reading in speaking and writing
Vocabulary and expression gained through reading may be applied in speaking and writing
To speak and write about a topic, students need to read more about that topic
Writing about the benefits of gender equality
Talking about gender equality
Question: Can you talk about gender equality?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. Warm up
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 is 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.
II. PRE-READING
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
III. WHILE-READING
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.
5. It is a documentary made in 2006 in which Brenda Berkman and other female firefighters were the subjects
6. It shows that gender differences can not prevent a person from pursuing a job.
IV. POST-READING
- Summarize the main points of the lesson
V. Homework
- Ask students to learn by heart the new words.
- Prepare for the next lesson.
- look at the pictures
- answer the questions 
- match each of the words with its meaning.
-Get feedback and write them down
-Do the reading task number 1 
 + read the requirement of task1
 +discuss in pairs to find out the correct answers
 +present and explain the correct answers and why they are chosen
-Get feedback.
- underline the key words
-Work in pairs
-Read the text again
-answer the questions
-Work in groups
-Present their ideas
-Take note
- text books
Board, pictures, postcard
Board, textbook
Board, textbook
Board, textbook
Board, textbook
-observing
-analyzing
-oral answering
-Observing
-Analyzing
-Vocabulary
-analyzing requirement
-working in pairs
-reading comprehension
-presenting
analyzing requirement
-working in pairs
-reading comprehension
-presenting
-Teamwork
-Communicating
Optional Period 19: REVIEW OF PRONUNCIATION, VOCABULARY, GRAMMAR UNIT 6
Objectives: By the end of the lesson students can practise more about the passive with modals
Skills: Writing, speaking
Teaching aids: Handouts, poster
PROCEDURE
I. PRONUNCIATION
TASK 1: Find the word with a stress pattern that is different from the others
1. A. inspire	B. person	C. major	D. female
2. A. support	B. window	C. pursue	D. employ
3. A. party	B. workforce	C. accept	D. student
4. A. freedom	B. fighter	C. image	D. admire
5. A. problem	B. open	D. correct	D. follow
II. VOCABULARY
TASK 2: Complete the following sentences, using the phrases given in the box in the correct form. Make changes to the word forms when necessary.
get more important
join the army
become a childcare worker
satisfy their children’s needs
promote gender equality
have a preference
1. My cousin is thinking of ______________ because he loves young children
2. The gorvement has done a lot to _____________ in eaducation, employment and healthcare
3. The old man _____________ during the war and left one arm on the battlefield.
4. In the past , some parents ______________ for boys over girls
5. Women’s salaries are _______________ to their household income.
6. Working mothers help their husbands ___________________
III. GRAMMAR
TASK 3: Complete the incomplete sentence so that it means the same as the one above it. Use the passive voice.
1. They might give her an opportunity to go abroad to study
à She______________________________________________
2. We must eliminate gender discrimination
à gender discrimination________________________________
3. They will sue the company for wage discrimination
à The company ______________________________________
4. Goverments should offer poor women more help
à Poor women _______________________________________
5. They can encourage married woman to pursue a career of their preference
à Married woman _____________________________________
KEY
I. PRONUNCIATION
TASK 1: Find the word with a stress pattern that is different from the others
1. A. inspire	B. person	C. major	D. female
2. A. support	B. window	C. pursue	D. employ
3. A. party	B. workforce	C. accept	D. student
4. A. freedom	B. fighter	C. image	D. admire
5. A. problem	B. open	D. correct	D. follow
II. VOCABULARY
TASK 2: Complete the following sentences, using the phrases given in the box in the correct form. Make changes to the word forms when necessary.
get more important 
join the army
become a childcare worker
satisfy their children’s needs
promote gender equality
have a preference
1. My cousin is thinking of becoming a childcare worker because he loves young children
2. The gorvement has done a lot to promote gender equality in eaducation, employment and healthcare
3. The old man joined the army during the war and left one arm on the battlefield.
4. In the past , some parents had a preference for boys over girls
5. Women’s salaries are getting more important to their household income.
6. Working mothers help their husbands satisfy their children’s needs
III. GRAMMAR
TASK 3: Complete the incomplete sentence so that it means the same as the one above it. Use the passive voice.
1. They might give her an opportunity to go abroad to study
à She might be given an opportunity to go abroad to study
2. We must eliminate gender discrimination
à gender discrimination must be eliminated
3. They will sue the company for wage discrimination
à The company will be sued for wage discrimination
4. Goverments should offer poor women more help
à Poor women should be offered more help
5. They can encourage married woman to pursue a career of their preference
à Married woman can be encouraged to pursue a career of their preference
Distributive period: 	58	
Date of teaching:
 	Unit 6 GENDER EQUALITY
Lesson 3	Speaking
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- talk about music
	 - express their ideas about gender equality. 
	 - apply vocabulary and expression for describing gender equality
	2/ Skills: 	- speaking skill as well as listening and writing skill
	 	 	- work in groups effectively
	3/ Attitudes: 	- understand some facts about gender equality
	- cooperate with other students readily
	 - be confident to speak in front of classmates and teacher 
	4/ Orientation for ability and character development:
	-improve speaking skill
	-improve analyzing and observing capacity 
	-improve pronunciation
	 -verbalize thoughts of gender equality
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Select suitable information to speak about gender equality
Not all information is necessary for presenting orally an issue. 
Selecting suitable information to present is a strategy to effectively speak. 
Talking about gender equality
Talking about an issue effectively by choosing suitably information
Question: Could you choose the things which apply to gender equality?
2. Build up questions for inventions
When talking about an issue, speaker is required to supply thoughtfully and logical information.
Information from a table helps speaker systemize information to talk logically.
Building up questions for gender equality
Talking about problem or an issue by organizing information from a table
Question: Can you build up some questions by using cues in the table?
3.Ask and answer the questions about gender equality
Conversation is required to be natural and logical.
To make a successful conversation, people need to take turn to ask and answer
Making a conversation about gender equality by using cues in the table.
Talk to anyone about gender equality
Question: Can you make a conversation about gender equality by using cues in the table?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. Warm up
-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. 
 II. PRE-SPEAKING
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.	
III. WHILE-SPEAKING
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.
IV. Homework
- Ask students to learn by heart the expressions.
- Prepare for the next lesson.
- express their point of view
- read the conversation
- complete the table 
-discuss
- make a similar conversation
-Take note
-postcard
Board, pictures, postcard
Board, textbook
textbook
board 
-observing
-analyzing
-answering
-observing
-analyzing
-vocabulary
-analyzing requirement
-working in pairs
-presenting
-analyzing requirement
-working in groups
-presenting
Distributive period: 	59	
Date of teaching:
 	Unit 6 GENDER EQUALITY
Lesson 5	Listening
I. OBJECTIVES:
	-By the end of the lesson, students are expected to be able to:
1/ Knowledge:- listen to the conversation to get detail information about gender equality.
 	- decide on True or False statements
	- listen questions comprehensively
	- apply vocabulary and expression for describing gender equality
	2/ Skills: 	- improve listening skill as well as speaking skill
	- work in groups effectively
	3/ Attitudes: 	- cooperate with other students readily
	- be confident to speak in front of classmates and teacher 
	4/ Orientation for ability and character development:
	-improve listening comprehension skill
	- improve analyzing and observing capacity 
	- improve pronunciation
	 - verbalize thoughts of gender equality
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Identify key words for listening comprehension
In a conversation, there is a topic and there are key words relating to that topic.
Identifying those key words is very important to listening thoroughly.
Identifying key words in a conversation
Understanding main meaning of a conversation
Question: Could you find out key words in each following sentences?
2. Listen to the conversation to identify specific information 
Specific information in a conversation is found out easily if you listen to the conversation carefully
Identifying key words in each question before listening to specific information is very necessary 
Identifying specific information in a conversation
Understanding main meaning of a conversation
Question: Could you listen to the conversation?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. Warm up
- 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 ?” 
II. PRE-LISTENING
Task 1: 
- Let Ss look at the picture and elicit their answers to the questions. Ask them to use the caption as suggestion.
Suggested answer: The man looks happy but the woman looks sad because she gets less pay/ money.
III. WHILE-LISTENING
Task 2: 
- Have students tell the meaning before listening to make sure they know the meaning of each word. 
- Play the recording and ask Ss to repeat the words one by one. Possibly play the recording again. 
- Check students' answers and comments. 
Task 3: 
- Tell Ss that they are going to listen to a talk on (gender) discrimination.
- Ask Ss to read all the statements and guess if they are true (T) or false (F).
- T explains if there are any new words to make sure Ss understand all the statements.
- Play the recording and let Ss do the activity.
- Check their answers.
- Play the recording again and pause at the place where they can get correct information.
Key: 1 F 2. T 3. F 4. T 5. F 6. T
IV. POST-LISTENING
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
V. Homework
- Prepare for the next lesson.
- Look at pictures on the board
- Answer those questions.
-answer the questions
- listen to the conversation 
- work in pairs to tick what is true or false about them.
- Get feedback.
-Listen again and answer the questions
-get feedback
-complete the information
-discuss
- work in groups
- take notes
-postcard
Board, pictures, postcard
Board, textbook, CD player
Board, textbook, CD player
Board, textbook
board
-Discussing
-Observing
-Analyzing
-Vocabulary
-analyzing requirement
-working in pairs
-presenting
- analyzing the requirement
-listening
- analyzing the requirement
-listening
Distributive period: 	60	
Date of teaching:
 	Unit 6 GENDER EQUALITY
Lesson 6	Writing
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- write an application letter for volunteer work
	 	- apply voca