Lesson plan UNIT6 : Gender equality Date of planning :

Period: Lesson 8: Looking back & project Date of teaching : /2/2023

I. Objectives
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 6
- Apply what they have learnt (vocabulary and grammar) into practice through a project
2. Core competence
- Develop communication skills and creativity
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Develop presentation skills
3. Personal qualities
- Understand more about students’ career choices
- Develop self-study skills
II. Materials
Grade 10 textbook, Unit 6, Looking back and Project
Computer connected to the internet
Projector,pictures and handouts
sachmem.vn
Procedures

Stage Stage aim Procedure Time

Warm-up To revise the Game: Premier League’s final match. 5

vocabulary This game has 2 teams: Liverpool & Manchester United. mins
related to the - 2 teams play 2 rounds, who have higher score is the winner.
topic and lead in Round 1 : Choose the numbers and do as directed
the next part of 1.Where did the first recorded football matches between women
the lesson. took place?
S_______ and _________d
Key: Scotland and England.
2. What are the three main qualities of the surgeon’s job? ( choose
3 answers)
A. Performing operations on patients
B. Medical knowledge
C. Be persistent in advocating for their patients.
D. Excellent eyesight and skillful hands
E. Be good communicators.
F. Good teamwork and communication skills
Key: B,D,F
3. Rewrite this sentence using passive voice with the modals.
We shouldn’t force girls to get married before the age of 18.
 _________________________________________
Key: Girls shouldn’t be forced to get married before the age of 18.

Lesson plan: Unit 6: Gender equality

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Looking back To help Ss revise
- stress in three-
Pronunciation syllable
adjectives and
verbs
Lesson plan: Unit 6: Gender equality
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4. Choose the word that has the different stress
A. Parachute
B. Cosmonaut
C. Journalist
D. Engineer
Key: D
5. A red card (-2 points)
6. Look at the picture and guess the word:
Hint : providing very little money
L__-__y__
Key: Low-paying
7. A yellow card (-1 point)
8. Fill in the blank with a correct word
___________ is a Russian or the Soviet Union astronaut
Key: Cosmonaut is a Russian or the Soviet Union astronaut.
Round 2: Scramble the words.
Example : egneeir => engineer
1.orsgeur
2.topli
3.gedner
4.etaherc
Key: 1. Surgeon 2. Pilot 3. Gender 4. Teacher
- T divides Ss into 2 teams
- T lets Ss in each team to play one, two, three to decide who is
the first.
- In round 1, each team chooses 3 numbers to answer the question.
Each right answer is 1 point.
- In round 2, T makes Ss work in groups of four, the first two
groups in each teams that finish their work go to the board and
write their answers. One right word is 1 point.
Task 1: Listen and mark the stressed syllables in the words in 5
bold. mins
* T tells Ss to review the stress patterns of three-syllable
adjectives and verbs they have learnt in this unit.
** Ss work individually by reading the sentences silently and
marking the stressed syllables in the words in bold before T plays
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 the recording.
- T plays the recording, pausing after each word in bold so that Ss
can listen and check if they have marked the stress correctly.
**** T checks answers as a class by asking individual Ss to write
the words on the board and mark the stress. T plays the recording
again for Ss to repeat each sentence chorally.
Key + Audio script – Track 50:
1. The surgeon’s job is quite 'difficult.
2. Soviet cosmonauts learnt how to 'parachute to safety.
3. I’m proud of my sister. She’s studying at a 'medical school.
4. We need to con'tinue fighting for equal rights.

Looking back To help Ss revise Task 2: Do the crossword. Use the words you have learnt in 5
- Vocabulary topic-related this unit. mins
words. * T ask Ss to do the crossword individually
*** T lets Ss compare their answers with a partner.
**** T checks the answers as a class.
Key: 1. kindergarten 2. gender 3. surgeon 4. equal 5. treat

Looking back To help Ss revise Task 3: Each of the following sentences has a mistake. 5
- Grammar the use of the Underline it and write the correct word(s) in the space given. mins
passive voice ** S work individually to find the mistakes and correct them.
with modals. *** T asks Ss to work in pairs to compare answers.
**** T checks answers as a class and has Ss explain why each
sentence is wrong and correct it.
Key: 1. One paragraph about gender equality ought to write by
each student. → ought to be written
2. Action to stop domestic violence must take immediately. →
must be taken
3. Should all people be provide with equal access to information?
→ be provided
4. Young girls mustn’t force into marriage. → mustn’t be forced
5. Can men and women given equal opportunities in the
workplace? → be given

Project To provide an * T has Ss work in their groups and gives them a few minutes to 23
opportunity for get ready for the presentation. mins
Ss to develop - T gives Ss a checklist for peer and self-assessment, and explains
their that they will have to tick (√) the appropriate items while listening
communication to their classmates’ presentations and write comments if they have
and collaboration any. The presenters should complete their self-assessment
skills, and to checklist after completing their presentation. - If necessary, T goes
practise reporting through the criteria for assessing their talk to make sure Ss are
survey results in familiar with them.
an oral Suggested checklist:
presentation. DELIVERY
– The presenters greeted the audience.
– The presenters spoke clearly and naturally.

Lesson plan: Unit 6: Gender equality

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 – The presenters cooperated when delivering their talk.
– The presenters interacted with the audience.
– The presenters used some visual to show the survey results.
– The presenters concluded their talk appropriately.
CONTENT: The presentation includes the following information
about students’ future jobs:
– class
– number of students surveyed (boys, girls)
– consolidated numbers of each job for each gender (boys, girls)
– other jobs (boys, girls)
– good use of charts, graphs or other diagrams to consolidate
survey results
– well-formulated conclusions (e.g. most / least popular jobs for
each gender and reasons)
** T invites two or three groups to give their presentations.
*** T gives praise after each presentation, and encourages the rest
of the class to ask questions at the end.
**** T asks Ss to give peer comments and fill in the self-
assessment checklist, then T gives the final feedback.

Homework _ Prepare for Unit 7 : Getting started

Lesson plan: Unit 6: Gender equality

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