Giáo án Tiếng Anh Lớp 10 (Global success) - Period 52 to 59 - Unit 6: Gender Equality - Năm học 2022-2023

 Date of planning: December 30, 2022
 Date of teaching: January 02, 2023 
 Period: 52
 UNIT 6: GENDER EQUALITY
 Lesson: GETTING STARTED
 I. OBJECTIVES
 By the end of this lesson, Ss will be able to understand new language through a conversation about equal 
 job opportunities
 II. LANGUAGE KNOWLEDGE
 -Vocabulary: words related to gender equality: kindergarten, surgeon, medical school, pilot
 - Grammar: Passive voice with Modals
 - Pronunciation: Stress in three-syllable adjectives and verbs
 III. INSTRUCTIONAL RESOURSES
 - Grade 10 textbook, Unit 6, Getting started
 - Computer connected to the Internet
 - Projector/ TV/ pictures and cards
 - sachmem.vn
 IV. PROCEDURES
 Teacher and students’ activities Content
1/ Activity 1: Answer the questions (5ms)
-T asks ss some questions: Questions
1. Which jobs are usually done by men or women? 1. Which jobs are usually done by men or women?
2. Although there are traditionally male and female jobs, 2. Although there are traditionally male and female jobs, do 
do you think all jobs can be performed by both men and you think all jobs can be performed by both men and women?
women?
-T invites some Ss to answer the questions. 
-T introduces the lesson: “We’ll listen and read a 
conversation about two people, Nam and Minh. They’re 
talking about sharing the housework or the household 
chores in their family.
T leads in the lesson: “In this lesson we will find out 
how young people these days discuss gender equality 
in choosing their jobs”
2/ Activity 2: Listen and read (10ms) 1. kindergarten (n) /ˈkɪndəɡɑː(r)tn/: a school for children 
-T asks students to read the conversation quickly. between the ages of about two and five
-T gets ss to listen the conversation and underline words 2. surgeon (n) /ˈsɜː(r)dʒən/: a doctor who is trained to 
and phrases describing gender equality perform surgery 
- T uses pictures, explanation and actions to help ss 3. medical school (n) /ˈmedɪkl skuːl/: a college or a 
understand the conversation. department of a university where Ss study to obtain a degree 
- T says the words aloud and asks ss. To repeat them. in medicine
 4. pilot (n) /ˈpaɪlət/: a person who operates the controls of an 
 aircraft, especially as a job
 5. treated equally: 
 6. same job opportunities
3/ Activity 3: Comprehension check – 
TRUE/FALSE (5ms) Read the conversation and decide whether the following 
-T asks Ss to work individually to read the T/F statements are true (T) or false (F). (p.67)
statements and read through the conversation to find the 1. Linda would like to be a kindergarten teacher.
answers. 2. Lan wants to be a teacher of maths and physics in the 
- Ss do Activity 2 individually first. Then they discuss future.
their answers in pairs 3. Mark says that girls mustn’t be kept home in today’s 
-T invites some ss to share their answers and give world.
reasons for their choices. Key:
 1. F Linda would like to be a surgeon teacher.
 2. F Lan wants to be an airline pilot in the future.
 3. T Date of planning: December 30, 2022
 Date of teaching: January 02, 2023 
 Period: 53
 UNIT 6: GENDER EQUALITY
 Lesson: LANGUAGE
 I. OBJECTIVES
 By the end of this lesson, Ss will be able to:
 - Pronounce three-syllable adjectives and verbs with correct stress
 - Use lexical items related to the topic Gender Equality
 - Talk about Gender Equality using the passive voice with modals
 - Develop an awareness of gender equality 
 II. LANGUAGE KNOWLEDGE
 -Vocabulary: lexical items related to the topic Gender Equality 
 - Grammar: Passive voice with Modals
 - Pronunciation: Stress in three-syllable adjectives and verbs
 III. INSTRUCTIONAL RESOURSES
 - Grade 10 textbook, Unit 6, Language
 - Computer connected to the Internet
 - Projector/ TV/ pictures and cards
 IV. PROCEDURES
 Teacher and students’ activities Content
1. WARM-UP: Game (5ms)
- T divides the class into two teams and explain the rule of Key
game: - fantastic
 * Both teams have 1 minute to write on the board as many - athletic
three-syllable words of Adjectives or Verbs as possible. The - establish
team that could write more words wins that round. - consistent
- T asks ss discuss how the written words are pronounced, - celebrate
emphasizing the stress position of each word.
- T calls some Ss to pronounce the words, gives feedback if 
necessary, then introduces the lesson.
 Key
2. PRONUNCIATION: (7ms)
a/ Activity 1: Listening and repeating Three-syllable adjectives Three-syllable verbs
- T plays the recording and has Ss listen and pay attention to 
the stress patterns. ex'pensive 'organise
- T plays it again pausing after each word for Ss to repeat fan'tastic 'benefit
chorally. 'medical de'velop
- T elicits that some are stressed on the first syllable while 'opposite en'courage
others on the second syllable.
- T asks Ss to work in pairs and take turns to read the words. 
- T calls on some Ss to read them out loud.
- T observes and corrects Ss’ pronunciation. 
b/ Activity 2: Listen and mark the stressed syllables in the Key
words in bold 
- T asks ss to read quickly through the sentences and mark the 1. We'll 'celebrate her success with a party.
stressed syllables in the words in bold. 2. They hope to dis'cover new ways to promote 
- T plays the recording for ss to check if they have correctly gender equality.
marked the stressed syllables. 3. The job requires both 'physical and mental 
- T checks answers with the class. strength.
- T plays the recording again, pausing after each sentence for 4. Equal opportunities in education bring 
ss to repeat. im'portant changes in society.
- T asks ss to work in pairs and take turns to practice reading 
the sentences. 
- T observes and gives feedback.
3. VOCABULARY: (10ms) - T asks ss to write sentences that include three features: 
gender equality topic, three-syllable words, and passive voice 
with modal verbs. 
 (e.g.: Gender discrimination must be eliminated.)
- Teacher asks each group to hand in their paper and checks. 
The group with more correct sentences is the winner.
- T asks some ss to read the sentences out loud and gives 
feedback on their pronunciation.
5. WRAP-UP: (2’) 1. We have learnt:
- T asks: - lexical items related to the topic Gender Equality 
 + What have you learnt today? - Passive voice with Modals
 + What can you do now? - Stress in three-syllable adjectives and verbs
- SS answer. 2. We can talk about gender equality using Passive 
 voice with Modals
6. HOMEWORK: (1m)
- Do the exercises in Workbook 
 + Pronunciation– exercise 1, 2/67
 + Vocabulary – exercise 1, 2/67,68
 + Grammar- exercise 1, 2 /68 (whether it is a noun, verb or adjective ..) 
- Try to guess the general meaning (is it about people / things/ 
actions, does it have a good/ positive or a bad / negative 
meaning)
4. Activity 4: Read the text again and decide whether the 
following statements are True (T), False (F), Not given 
(NG)(10ms)
- T asks ss to read the statements in the table and underline the key Key 
words in each of them. 1. T
- T checks the key words and Ss’ understanding. 2. F
- T explains to ss what ‘Not given’ means, i.e. they can’t find all the 3. NG
information in the text or the text doesn’t contain sufficient 4. T
information to know if it is true or false. 5. F
- T asks ss to work individually to read the text again and decide if 
the statements are true, false or not given.
- Ss discuss and compare their answers with a partner.
- T checks answers with the class. T calls some ss to explain the 
answers by providing evidence from the text.
5. Activity 5: Discussing possible the solutions (15ms)
Roleplay: President election
- T asks ss to work in groups of four and roleplay as president Suggested answer:
candidates, making a speech about what they would do to solve one Some solutions to child marriage:
of the following problems: child marriage, a lack of education for (i) Educating girls: When girls can go to 
girls, and low pay for women. school and stay long there, they will get the 
- T tells Ss to brainstorm and suggest some possible solutions to one knowledge and skills necessary to support 
of the three problems mentioned in the text. themselves and their families. 
- Each group appoints a speaker (President candidate role) and a (ii) Giving girls the right to decide their 
group secretary to note down the group members’ ideas. future: If girls are knowledgeable and 
e.g. Girls should be allowed to go to school. They shouldn’t be forced independent, they won’t choose to get 
to get married early. married early.
- T asks representatives from different groups to share their ideas (iii) Educating parents and other adults: 
with the rest of the class. Without voting for themselves, all groups When parents and other adults know about 
must vote for the most persuasive group to become “President”. the negative impact of child marriage, they 
- T gives comments and bonus points for workable solutions and will change their views and support girls’ 
fluent delivery. rights.
Afterwards, T shares some sample answers.
 Some solutions to lack of girls’ 
 education: 
 (i) Keeping girls in school: Poverty can 
 prevent or stop girls from going to school. 
 Education should be free, and governments 
 and charity organizations should help poor 
 families pay for transport, textbooks and 
 uniforms. 
 (ii) Making school safe for girls: It’s not 
 safe for girls to travel long distances to 
 school. Also, at school, girls may become 
 victims of violence and bullying. 
 (iii) Reducing girls’ workload at home: In 
 developing countries, girls may be kept 
 home to do household chores like carrying 
 water, preparing food and washing clothes. 
 Sharing housework between all members of 
 the family helps girls succeed in getting an 
 education.
 Some solutions to wage gap: 
 (i) Supporting equal pay: Companies have 
 to commit to and provide equal pay for