UNIT 6 GENDER EQUALITY Lesson 1 Getting started – Equal job opportunities I Objectives By the end of this lesson, Students (Ss) will be able to 1 Knowledge Gain an overview of the topic Gender Equalit[.]
UNIT 6: GENDER EQUALITY Lesson 1: Getting started – Equal job opportunities I Objectives By the end of this lesson, Students (Ss) will be able to: Knowledge - Gain an overview of the topic Gender Equality - Identify and use words and phrases related to the topic Gender Equality - Identify and use the passive voice with modals Core competence - Develop communication skills and problem-solving skills - Be collaborative and supportive in pair work and teamwork - Actively join in class activities Personal qualities - Develop an awareness of gender equality in job choices and opportunities - Be respectful towards all genders II Materials - Grade 10 textbook, Unit 6, Getting started - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent kindergarten (n) /ˈkɪndəɡɑː(r)tn/ a school for children between the ages of about two and five trường mẫu giáo surgeon (n) /ˈsɜː(r)dʒən/ a doctor who is trained to perform surgery bác sĩ phẫu thuật medical school (n.phr.) /ˈmedɪkl skuːl/ a college or a department of a university where Ss study to obtain a degree in medicine trường y pilot (n) /ˈpaɪlət/ a person who operates the controls of an aircraft, especially as a job phi công Assumptions Anticipated difficulties - Ss may not know the meaning of job names presented in English - Ss may not know how to work in teams Solutions - Use pictures/ photos or some activities involved in the job to show them in the class - Give short, clear instructions and help if necessary Board Plan Date of teaching Unit 6: GENDER EQUALITY Lesson 1: Getting started – Equal job opportunities * Warm-up: Charades I Vocabulary kindergarten (n) /ˈkɪndəɡɑː(r)tn/: trường mẫu giáo surgeon (n) /ˈsɜː(r)dʒən/: bác sĩ phẫu thuật medical school (n.phr) /ˈmedɪkl skuːl/: trường y pilot (n) /ˈpaɪlət/: phi công II Practice Task 1: Listen and read Task 2: Read the conversation again and decide whether the following statements are true (T) or false (F) Task 3: Match the words to make meaningful phrases in Task Task 4: Complete the summary using the verb phrases from the conversation in Task * Homework Procedures Notes In each activity, each step will be represented as following * Deliver the task ** Implement the task *** Discuss **** Giving comments or feedback Vocabulary pre-teach To help Ss use key language more appropriately before they listen and read how young people these days discuss gender equality in choosing their jobs * T asks Ss to look at the explanation and the photos to guess the meaning of new words ** Ss say the Vietnamese meaning of the word kindergarten (n) /ˈkɪndəɡɑː(r)tn/: a school for children between the ages of about two and five surgeon (n) /ˈsɜː(r)dʒən/: a doctor who is trained to perform surgery medical school (n) /ˈmedɪkl skuːl/: a college or a department of a university where Ss study to obtain a degree in medicine pilot (n) /ˈpaɪlət/: a person who operates the controls of an aircraft, especially as a job *** Other Ss correct if the previous answers are incorrect **** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them T-S mins Listen and read Controlled practice - To get Ss interested in the topic - To get Ss to learn some vocabulary to be learnt in the unit - To practise reading for specific information - To practise scanning - To check Ss’ comprehension of the conversation Task (p.66) Listen and read: * T asks Ss to look at the pictures (p.66) and answer the questions: What are their jobs? Are these jobs traditionally done by men or women? T focuses Ss’ attention on the conversation, and elicit who the speakers are and what Ss think they are talking about T plays the recording twice for Ss to listen and read along Ss underline words and phrases describing gender equality while they are listening and reading ** Ss the task individually *** Ss share their answers with a partner **** T checks their answers with the whole class Suggested answers: treated equally, same job opportunities * T has the Ss read the conversation in pairs ** Ss read the conversation and practice with their partner *** T asks one pair to read aloud to the class **** T collects common mistakes and gives comments Task 2: (p.67) Read the conversation again Decide whether the following statements are true (T) or false (F): * T asks Ss to work individually first and decide whether the statements are true or false ** Ss Task individually *** Ss work in pairs and compare their answer **** T checks the answers with the class T asks Ss to provide evidence from the conversation and correct the false statements Key: F F T To help Ss revise jobTask 3: (p.67) Match the words to make meaningful phrases in related words and phrases * T asks Ss to locate the phrases in the conversation to the matching ** Ss work individually *** Ss share their answers with a partner **** T checks and shares the correct answers with the whole class, asking mins T-S S S-S T-S T-S S-S S-S T-S 10 mins T-S S-S T-S mins T-S S S-S T-S To help Ss identify the use of passive voice with modals Less controlled practice - To inform Ss of the details for the Project and how Ss can prepare for it - To give Ss opportunities for authentic practice in using target language them to say the meaning of each phrase Key: c a b Task 4: (p.67) Complete the summary using the verb phrases from the conversation in * T has Ss to read the incomplete text and predict what to fill in the blanks ** Ss the task individually and find the verb phrases in the conversation to complete the summary *** Ss share the answers with a peer **** T checks answers by having individual Ss read the sentences Key: may not be allowed mustn’t be kept should be treated T asks Ss if they can identify the grammar structure, i.e the passive voice with modals If necessary, T explains what a modal verb is, e.g an auxiliary verb usually used with another verb to express possibility, necessity or permission Task 5: Project preparation – Job choice survey * T asks Ss to open their books at the last page of Unit 6, the project section, and read the task given T tells Ss about the Project requirements: Ss will have to choose a class in school and a survey to find out how many boys and how many girls would like to work as surgeons, airline pilots, nurses, shop assistants (or other jobs) in the future Then Ss give an oral presentation of their survey in the last lesson of the unit ** Ss pick their own group members to make a group of 4-5 and choose their group leader Then the group leader assigns tasks for each group member, making sure that all group members contribute to the group work, e.g decide which class / age group to survey, prepare the survey forms, create a spreadsheet to consolidate, and find some photos or other visuals to illustrate each job, prepare a brief description of each job, think about the mins T-S S S-S T-S 10 mins T-S S-S Wrap-up Homework To help Ss memorise the target language and skills that they have learned structure of the presentation, decide how the results will be presented: raw data in a table, bar graphs, pie charts or infographics *** T calls the group representatives to report their plans The groups discuss and decide on the class they want to survey, so that there is no overlap **** Teacher gives feedback on the groups’ plans and help Ss set deadlines for each task - Some lexical items about Gender equality - Reading for specific information - Scanning Homework: - Exercises in the workbook - Project preparation T-S T-S UNIT 6: GENDER EQUALITY Lesson 2: Language I OBJECTIVES By the end of this lesson, Ss will be able to: Knowledge - Use lexical items related to the topic Gender Equality - Pronounce three-syllable adjectives and verbs with correct stress - Use the passive voice with modals Core competence - Access and consolidate information from a variety of sources - Be collaborative and supportive in pair work and teamwork - Actively join in class activities Personal qualities - Develop an awareness of gender equality - Be respectful towards all genders II MATERIALS - Grade 10 textbook, Unit 6, Language - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis: Passive voice with modals Rule Modal verbs Modal + be + past participle Use can, could Express ability should, ought to Express advice or duty must Express duty can, could, may Express permission can, could, may, might Express possibility can’t, mustn’t, may not Express prohibition may, will, would Express request Assumptions Anticipated difficulties - Ss may be confused between the active voice and the passive voice - Ss may not know how to work in teams Solutions - Give short and clear explanations with detailed examples for each case - Give short, clear instructions and help if necessary BOARD PLAN UNIT 6: GENDER EQUALITY Lesson 2: LANGUAGE * Warm-up I Pronunciation Task 1: Listen and repeat Pay attention to the stressed syllable in each word Task 2: Listen and mark the stressed syllables in the words in bold II Vocabulary: Gender equality Task 1: Match the words with their meanings Task 2: Complete the following sentences with the words in Task III Grammar: Passive voice with modals Task 1: Choose the best answers Task 2: Rewrite the following sentences using the passive voice * Homework Procedures Notes In each activity, each step will be represented as following * Deliver the task ** Implement the task *** Discuss **** Giving comments or feedback Stage Stage aim Procedure Interaction Time Warm-up - To get Ss interested in the topic - To activate Ss’ knowledge of the lesson Presentation To help Ss understand the (Pre-teach the concept and identify the stress stress in in three-syllable words three-syllable adjectives and verbs) Practice Game: Tag team * T divides the class into two teams ** Each round, both teams have minute to write on the board as many three-syllable words of a given topic as possible The team that could write more words wins that round Round topic: Adjectives Round topic: Verbs *** Ss discuss how the written words are pronounced, emphasizing the stress position of each word **** T calls some Ss to pronounce the words, gives feedback if necessary, then introduces the lesson T-S S–S PRONUNCIATION * Teacher introduces the stress in three-syllable adjectives and verbs to Ss and lets them watch a video about how to pronounce these words https://www.youtube.com/watch? v=nh3GZHf1GuA ** Ss watch the video and repeat after the speaker *** Teacher asks Ss to give some three-syllable words and point out their stress **** T gives feedback and comments if necessary T-S To help Ss recognise and practise Task 1: Listen and repeat Pay attention to the stressed stress patterns in three-syllable syllable in each word adjectives and verbs in isolation * T focuses Ss’ attention on the words in the table and asks Ss if they know the words and elicit their meanings if necessary ** T plays the recording and has Ss listen and pay attention to the stress patterns T plays it again pausing after each word for Ss to repeat chorally • Ss focus on the stress patterns T elicits that some are stressed on the first syllable while others on the second syllable mins S–S T-S mins S T-S T-S S mins ... instructions and help if necessary Board Plan Date of teaching Unit 6: GENDER EQUALITY Lesson 1: Getting started – Equal job opportunities * Warm-up: Charades I Vocabulary kindergarten (n) /ˈkɪndəɡɑː(r)tn/:... vocabulary to be learnt in the unit - To practise reading for specific information - To practise scanning - To check Ss’ comprehension of the conversation Task (p .66 ) Listen and read: * T asks... comprehension of the conversation Task (p .66 ) Listen and read: * T asks Ss to look at the pictures (p .66 ) and answer the questions: What are their jobs? Are these jobs traditionally done by men or women?