Giáo án Tiếng Anh Lớp 10 (Thí điểm) - Unit 6: Gender equality skills - Lesson 4: Speaking

Teacher’s name: .................................................
Date: ...........................
Class: ............
UNIT 6: GENDER EQUALITY SKILLS
Lesson 4 – SPEAKING – Equal job opportunities
CLASS DESCRIPTION:
There are 40 students (20 boys, 20 girls), class 10A1 at Thai Nguyen high school. They have learnt English for 8 years. Most of them are average to be good at English. Some of the students are eager to learn and pay attention to the lesson. However, some students are still a bit quiet and find hard in the class. All of them enjoy playing games during the lesson.
ASSUMED KNOWLEDGE:
Ss have learnt about several words related to the topic gender equality in the getting started lesson.
Ss learn how to express agreements or disagreements about equal job opportunities for men and women.
OBJECTIVES:
Educational aim: 
By the end of this lesson, Ss will be able to:
Get some phrases and new words related to the topic “gender equality” - Perform their viewpoints to other people in real life.
Talk about equal job opportunities. 
Skill: Speaking skills: 
+ talk and exchange opinions about equal job opportunities.
+ express agreements or disagreements about equal job opportunities for men and women.
3. Attitude:
Active to broaden and percept the knowledge. 
TEACHING AIDS:
1. Teacher:
Teaching aids: textbook, lesson plan, computer, powerpoint.
Teaching method: Communicative language teaching.
Students:
Textbook.
Reading new lesson and looking up new words before going to class
TIME : 45 minutes
ANTICIPATED PROBLEMS:
Misunderstanding or incomprehension about what the teacher says in English.
Explaining in Vietnamese (if necessary) or call others student to explain.
Confusion with some words (What are their definitions? or How to pronounce correctly?)
Put the words in the situations, give definitions, read aloud to help Ss understand the text.
PROCEDURES
Activities + Time
Steps
Purpposes
Materials
Interactions
Warm up
(4 mins)
- T greets “How are you doing?”
- T checks class attendance.
- T asks Ss look at the T
- T divides the class into two big groups
- T gives the rules of the activity“I will show the word cards upside down. You will read aloud the correct words quickly after raising your hands.” 
- T gives time and controls the activity. 
- The whole class work. 
- T leads in “Ok, we are going to begin the lesson today.”
Activity: 
Reading words upside down 
Words: 
1- GENDER EQUALITY 
2- DISCRIMINATION 
3- ELIMINATE 
4- EDUCATION 
5- ENROL 
Wake up students,
get the students’ motivation
Zoom, powerpoint
T – S
Pre – speaking
(13 mins)
1.Vocabulary
- T gives some new words related to the lesson.
- Let’s Ss to guess the meaning of words.
New words:
+ natural role /ˈnætʃrəl rəʊl / (n) 
 vai trò tự nhiên
2. caregiver /ˈkeəɡɪvə(r)/ (n) 
 người chăm sóc
3, bread-winner /ˈbredwɪnə(r)/ (n)
người trụ cột gia đình
4, trouble-maker /ˈtrʌblmeɪkə(r)/ (n) 
 người gây rối
5, pursue /pəˈsjuː/ (v) theo đuổi
- T reads and asks Ss to listen and repeate.
- T asks Ss to do the activity to check understand of Ss.
Link: 
Help Ss know more words to practice speaking.
-eg: Women were and still are viewed to be mothers, nurturers and household caretakers
-Someone who takes care of another
The person in the family who makes the money
Someone who breaks a lot of rules and gets into a lot of trouble.
to continue something, to follow someone or something
Check understand of Ss
Powerpoint
Eg: I heard John got suspended, he's such a trouble maker.
Eg: John worked very hard to pursue his dream of becoming rich.
T – S
S – S
T – S
S – S
2. Activity 1. Read the following phrases and sentences. Write A if it expresses an agreement and write D if it expresses a disagreement. Add two more expressions / sentences.
- Give students time to read through the useful expressions.
- Before Ss do the task, T asks them to tell T what expressions they can use to give the opinions. - Ss give their ideas
- T explains how to do the task.
- T asks Ss to work in individual
Link to do the activity:
-T feedbacks and gives correct answers.
- T asks Ss to repeat after the T these expressions in several time.
Suggested answer:
1. D - I don’t think that... (Tôi không nghĩ rằng...)
2. A - I agree that... (Tôi đồng ý rằng...)
3. D - Yes, but... ( Có nhưng...)
4. A - that's true. ( Đúng vậy.)
5. A - I guess so. Tôi đoán.)
6. D - Actually, I think... ( Thật sự tồi nghĩ...)
7. D - Very true, but... Rất thực nhưng; Sure, but... ( Chắc chắn nhưng.)
8. A - That’s for sure. / Exactly. /I couldn’t agree more. (Chắc chắn. / Chính xác. / Tôi không thể đồng ý hơn.)
- T asks Ss which agreements are and which disagreements are.
- T asks Ss to give some examples.
Example:
+ Agreement: I agree that women should pursue a career
+ Disagreement: I don’t agree that women should pursue a career
Improve the personal work skill for Ss.
Introduce Ss to the content of the lesson.
T – S
S – S
T – S
T – S
T – S
S – S
While - Speaking
(20 mins)
Activity 2: Do you agree or disagree with the following statements? Tell your partner, using the phrases and sentences in 1.
-T asks Ss to look at task 2 on page 10 and read the requirements of the task
-T asks them to read through the sentences.
-T uses the printed example in the textbook to show how to do the task. 
-T practices the example with one good student as an example in class
-Example: I don’t think that men are better leaders than women.
-T calls some Ss to give their answers. 
- T feedbacks and comments. 
Link to do: 
Suggested answer:
2. I don’t think that women’s natural roles are care-givers and housewives.
3. That’s true. Men are traditional decision-makers and bread-winners.
4. That’s for sure. Women are more hard-working than men although they are physically weaker.
5. I don’t think women may become trouble-makers because they are too talkative.
6. Exactly. Men are not as good with children as women.
Helps Ss to remember the theory.
Improve the speaking skill.
T – S
T – S
T – S
Activity 3. Work in groups. Discuss the statement “Married women should not pursue a career”, using sentences 1-6 as reasons for your agreement or disagreement.
- Ask one Ss to read aloud the opinion “Married women should not pursue a career” and explain the activity to the class.
-T uses the printed example in the text book to show how to do the task (by calling some Ss to model the conversation).
- T divides the class into groups of 3-4 students.
-T reminds Ss of using the phrases in task 1 for expressing opinions of agreement or disagreement.
For example:
+ Ss A: I think married women 	 	should not pursue a career
+ Ss B: I agree. I believe they should 	stay at home, doing housework 	and looking after their husbands and children 
+ Ss C: Actually, I think they should continue pursuing a career. It is boring and tiring doing housework.
- Get all students 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.
- T checks and gives feedback.
Suggested answer:
+ Ss A: I disagree with that statement. It is boring and tiring to do housework. Men should share housework tasks with their wives. Women should have a job although women usually get less pay than men for doing the same job.
+ Ss B: I think married women should not pursue a career.
+ Ss C: I agree. I believe they should stay at home, doing housework and look after their husbands and children.
+ Ss D: No. I agree with A. I believe they should stay at home, doing housework and look after their husbands and children.
Using knowledge to make the discussion.
Improve the team work skill.
Improve speaking skill.
T – S
T – S
S – S
T – S
Post - Speaking
(8 mins)
Note down group’s discussion. Report the results to the class.
-T gives the handouts and structure of the report by analysing an example on the poster.
Example report: 
In our group, two people agree with the statement. They think women will be exhausted if they have to do two jobs. One person doesn’t agree. He thinks housework should be shared by men, and women should go to work and develop their carrer. 
Structure for group’s report: 
- Group’s introduction 
- How many people agree with the statement? Why?Give their reasons?
 - How many people disagree with the statement? Why? Give the reasons? 
-T calls some Ss from different groups report the result of their group work back to the class. The others listen to the group’s 
reoport and give comments. 
-T calls some Ss to make questions and give their comments.
-T gives feedback and comments.
Help Ss to remember the theory.
Improve the speaking skill.
Improve the team work skill for Ss.
T – S
T – S
S – S
T – S
CONSOLIDATION:
T asks Ss to remind the new knowledge that they have just studied.
T summarises some main points: 
+ Phrases to express someone’s agreement or disagreement.
+ Structure of a group’s report after doing group’s discussion.
Structure for group’s report: 
Group’s introduction
How many people agree with the statement? Why?Give their reasons?
How many people disagree with the statement? Why? Give the reasons?
HOMEWORK:
T instructs homework for the Ss.
Do task writing at home: Write a short paragraph to give your opinion about the topic “Married women should not pursue a career” by using their group’s discussion and group’s report. 
Prepare the next lesson: Unit 6: Gender equality - Lesson 5: Listening
EVALUATION: