Giáo án tiếng anh 10 thí điểm sách mới hay và chi tiết. Bao gồm tất cả các unit trong học kỳ 2, kèm theo các bài kiểm tra và ôn tập ở học kỳ 2. Giáo an hay và có hình ảnh minh học cụ thể, đặc biệt là phong phú qua từng bài.
Trang 1By the end of the lesson, Ss will be able to:
+ Use some lexical items related to the topic “Gender equality”
+ Use more useful expressions to state agreements and disagreements
I think of men and women
I think of the adjective 'equal'
I think that men and women should be equal
- 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?
- Lead in the new lesson
1 Task 1: Listen and read (10 mins)
- Ask students questions about the picture:
Eg
- Who do you see in the picture?
- Where do you think they are?
- What are they doing?
- Play the recording, and ask Ss to read the conversation
- Let Ss, in pairs, practice reading the dialogue aloud
- Call on some pairs, give comment on Ss’ pronunciation
2 Task 2: Read the conversation and decide if the statements are true (T) or false (F) (12 mins)
- Ask Ss to work individually first and then in pairs to decide if the statements are true (T), false (F) or not given (NG) Ss can provide reasons for their answers They may refer back to the conversation to get the necessary information
- Check Ss' answers and gives explanations
Key
1 F 2 F 3 T 4 NG 5 T
3 Task 3: Answer the questions (12 mins)
- 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
- Assist Ss to understand the questions and key words in Activity 2
- Get Ss, in pairs, to ask and answer questions about the conversation
- Call several pairs to read the questions and their answers Ask the others to give comment
- Check the answers and provide the correct ones if necessary
- Provide final feedback
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
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4 Women do
5 Gender discrimination should be eliminated so that everyone has equal opportunities in education
Homework
- Complete your project at home
- Prepare for the next lesson
* Notes:
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By the end of the lesson, Ss will be able to:
+ Understand and use the passive voice with modals
+ Pronounce two-syllable words with stress on the first or second syllable in isolation and in context
+ Use some lexical items related to the topic Gender Equality
1 Match each word with its definition
- 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
- Check answer as a class
Key:
1 d 2 f 3 e 4 a 5 c 6 b
2 Complete the following sentences using the words given in box
- 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
B PRONUNCIATION (10 mins)
1 Listen and repeat
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- 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
- Ask Ss to listen again and put a mark (‘) before the stressed syllable
2 Put the words in the right box according to their stress patterns
- Play the recording and ask Ss to Put the words in the right box according to their stress patterns
- Ask Ss to share their answers
- Invite some Ss to read the words in front of the class Correct mistakes if any
Key:
Stress on first syllable Stress on second syllable
woman gender treatment housework equal college system
enroll perform agree allow promote
C GRAMMAR (20 mins)
1 MODAL VERBS
a Presentation
- Elicit form, usage from Ss
- 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 (Động từ khuyết
can, could (có thể) ability (khả năng) I can't work as hard as she does should, ought to (nên) advice or duty (lời khuyên, bổn phận)
Boys should / ought to do housework
We should / ought to meet more often
can, could, may (có thể) permission (cho phép) You can have a day off if you're tired
May I go out?
may, might, can, could (có lẽ,
có thể) possibility(khả năng) We can / could / may / might / go out for dinner tonight
can't, mustn't, may not (không
thể, không được, có lẽ không) prohibition (cấm)
She can't go out in such cold weather
You mustn't cheat in the exams You may not wear slippers to school may, will, would request (yêu cầu) Would you mind if I sat here? Will you please take a message?
b Practice
Trang 5* Choose the right modals in brackets to complete the sentences Work individually
- 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)
c Production
Choose one of the modals to make sentences related to the pictures on the board Work in teams
- Divide the class in two groups
- Take turn to send a representative to describe the pictures using target language
- Control and judge Ss’ work
2 THE PASSIVE VOICE WITH MODALS
a Presentation
- Elicit form, usage from Ss
Ex: A new bridge may be built by the local people
Example They may build a new bridge A new bridge may be built
- Notes: + We use the passive voice when the agent of the action is not known or not important
+ If the agent is known, it can be indicated by a phrase beginning with by
b Practice
*Activity 1 Read the following sentences from GETTING STARTED Underline the passive voice with modals Check with your partner Work individually
- 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 2 Rewrte the following sentences, using the passive voice
- 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 Both women and men 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 (by us)
c Production
Make 3 sentences using the passive voice with modals Work individually
- Ask Ss to do the task
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- Go around, observe and help
- Call some Ss to present
- Correct and feedback
Homework
- Do all exercises again at home
- Prepare for the next lesson
* Notes:
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By the end of the lesson, Ss will be able to:
+ Read for general ideas and for specific information about gender equality in employment
+ Practice reading skill by answering the questions and deciding whether the sentences are true, false
or not given
TEACHING AIDS
- Handouts, textbook
PROCEDURE
Warm- up (5 mins) Guessing
Look at the symbols, What do they stand for?
- Focus Ss’ attention on the heading of the section Gender equality in employment Ask Ss to guess what the
text 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
- pursue (v): theo đuổi
- loneliness (n): sự cô đơn
* Checking vocabulary: ROR
2 Match each of the words with its meaning Use a dictionary if necessary
- 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
II While-reading (15 mins)
1 What is the most suitable title of the text?
a Brenda Berkman's Childhood
b A Woman Who Did a'Man's Job'
c Gender Equality in Employment
- 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
2 Decide if they are true (T) of false (F) or not given (NG) Work in pairs
- 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
3 Answer the questions about the text Work in groups
- Ask Ss to scan the text to find answers to the questions
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- 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 cannot prevent a person from pursuing a job
III Post-reading (10 mins)
Discussion
Should a woman do a ‘man’s job? Why/ Why not?
- Have Ss work in groups of three or four to discuss the questions and decide which of the four inventions is the best imitation of the nature And explain their choice
- Check some groups’ work and comment
Ex: Yes, she should Because I think women are more concentrated and devoted to the job than men are
Homework
- Do all exercises again at home
- Prepare for the next lesson
* Notes:
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By the end of the lesson, Ss will be able to:
+ talk about equal job opportunities
+ use expressions of agreements or disagreements to express their opinions about equal job opportunities for men and women
- Ask Ss to call out some phrases to express their point of view
- Lead in the new lesson
- Ask Ss some questions:
'Whose parents both work?', 'Which of them is more qualified?', 'Which of them earns more money?', 'Which of them does more housework?' and 'Do you think they (should) have equal opportunities for jobs?'
- Lead in: Inform the class of the lesson objectives: Exchanging opinions about equal job opportunities for men and women
I Pre-speaking (10 mins)
1 Read the following phrases and sentences Which ones express agreement and which ones express disagreement
- 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)
II While-speaking (15 mins)
1 Work in pairs Do you agree or disagree with the following statements? Tell your partner, using the phrases and sentences in 1
- 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
2 a Work in groups Discuss if you agree or disagree with the statement 'Married women should not pursue a career', using sentences 1-6 as reasons for your agreement or disagreement
b Note down your group's discussion Report the results 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
Example:
Student A: I think married women should not pursue a career
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Student B: I agree I believe they should stay at home, doing housework and looking after their husbands
and children
Student C: Actually, I think they should
continue pursuing a career It is boring and tiring doing housework
III Post-speaking (10 mins)
Work in pairs or groups to make a list of what jobs women should and should not pursue Share the list with others and report to the class
- Have Ss develop their ability in free speaking
- Ask work in pairs or in groups to to make a list of what jobs women should and should not pursue
- Let Ss share their lists with each other and report to the class
Example: How to kick "Staying up late."
teacher
worker
doctor
…
mechanic
pilot
astronaut
Homework - Ask Ss to consolidate the main contents - Prepare for the next lesson * Notes:
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By the end of the lesson, Ss will be able to:
+ Listen and do the tasks
+ Develop the listening skills for specific details
+ Talk about gender equality/ inequality in wages and employment
“Same work-same pay?”
- Ask Ss to braimstorm to guess what the saying means
- Exchange opinions with class
- Then, lead into the lesson by explaining the saying: The topic implies that those who are equally qualified and perform the same work should be given the same pay (regardless of their genders).”
I Pre-listening (10 mins)
1 Vocabulary
2 inequality (n) sự bất công 6 address (v) biên trên bức thư
3 qualified (adj) có đủ năng lực, đủ tư cách 7 income (n) thu nhập
4 affect (v) tác động, có ảnh hưởng đến 8 encourage (v) khuyến khích
2 Look at the picture The man and the woman do the same work, but they look different Why? Tell your partner
- Let Ss look at the picture and elicit their answers to the questions
- Ask them to use the caption as suggestion
- Tell Ss that they're going to listen to a talk on (gender) discrimination
Key: (The man looks happy but the woman looks sad) because she gets less pay / money
II While-listening (15 mins)
1 Listen to the recording Check if the following statements are true (T) or false (F)
- 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
2 Listen again and complete the following sentences by writing no more than three words or numbers
- 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
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- 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
III Post-listening (10 mins)
Work with a partner Talk about Vietnamese women’s job opportunities nowadays
- Go around and observe
- Ss work in pairs to discuss their ideas
- Call on a few Ss to present their opinions
Homework
- Ask students to Exercises in workbook
- Prepare for the next lesson
* Notes:
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By the end of the lesson, Ss will be able to:
+ Learn about the disadvantaged of being a working mother
+ Write about the disadvantaged of being a working mother
+ Develop the writing skills in general Build up vocabulary supported for writing
- Write the phrase Working mothers on the board
- Focus on the pictures and the instructions
- Elicit Ss’ opinions about the pictures Give suggestions if necessary by asking questions like:
Who are these people in the pictures?
What are the women doing?
Are they busy?
Are they housewives?
Do they work?
- Ss can talk about the good sides/ advantages as well as the bad sides/ disadvantages of being a working mother
“What are the advantages and disadvantages of a working mother?”
- Let Ss discuss and then lead into the lesson
- Inform Ss of the lesson objectives: Writing a short text with detailed explanations as supporting ideas
I Pre-writing (10 mins)
1 The following text about the advantages of being a working mother is missing the detailed
explanations Put the explanations (1-3) in the right column in the appropriate blanks (a-c)
- The focus of this task is to develop a paragraph, already taught in Unit 5 Explain that writers often provide/give detailed explanations to support ideas in a paragraph
- Give Ss time to read the sample writing about the advantages of working mothers and put the detailed
explanations in the appropriate blanks
Key: 1b 2 c 3 A
2 Read the text in previous activity again Complete the following outline
- Ask Ss to read the sample writing again and complete the outline Help Ss analyse the structure of the text
- Call on some students to answer and give feedback
Key:
A 2 Life is getting expensive, so women’s salaries are becoming important
B 2 They discover strengths and weaknesses, become more knowledgeable and look for good ways to educate children
C 1 Children see parents work hard and share domestic responsibilities, and they learn from them
II While-writing (15 mins)
Write a similar paragraph about the disadvantages of working mothers
- Focus on the instructions and the pictures Give Ss time to read the suggestions
- Call on some Ss to say what they will write as the topic sentence, supporting ideas 1, 2, 3, and concluding sentence
- Tell Ss to write a draft first, then write a short text about the disadvantages of being a working mother
- Have Ss write the text in class When they finish, ask them to exchange it with partner for peer comments/ correction
- Walk around and offer help if necessary
- Get students' answers and comments
- Get some outputs to highlight and comment and correct the possible mistakes of students
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III Post-writing (10 mins)
CORRECTION
- Ss exchange their writing for peer correction and comment
- T collects 5 paragraphs to mark in class so that all Ss feel the need to do the task
- Give feedback on these papers
Suggested writing
Mothers should be strongly discouraged from working outside the home
First, women have traditional roles as housewives and housekeepers They should stay at home, doing housework and looking after their husbands and children In extended families where more than two generations live together, women are also main caregivers for elderly people
Second, working mothers do not have enough time Men's work finish at the office, but women's work is extended to their households After an eight-hour working day, these exhausted women have to do household chores, take care of their husbands and children without having any time to relax Finally, working mothers cannot be good workers Tiring and boring chores at home negatively affect women's tasks in their working place They cannot concentrate or work as effectively as those who do not have to worry about taking kids to school, picking them up after school and doing housework
Clearly, mothers should not be supported to work outside the home
Homework
- Rewrite your paragraph at home
- Prepare for the next lesson
* Notes:
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By the end of the lesson, Ss will be able to:
+ Understand and talk about the present situation of gender equality in the United Kingdom
+ Talk about Viet Nam’s achievements in addressing gender equality development
- Let Ss play the game
- Lead into the lesson
I COMMUNICATION (20 mins)
1 Read the following statements about achievements in addressing gender equality in Viet Nam Do you want to add any achievements? Tell your partner
- Focus on the instructions and pictures Inform Ss that they will have more chances to practice speaking
- Give them some time to read about the achievements Viet Nam has made in addressing gender equality
- Give Ss more freedom by allowing them to add more achievements from reliable sources
* Suggested answers:
1 Seventy per cent of all public school teachers are women
2 Forty-nine per cent of lecturers of two-year-colleges and forty-three per cent of university lecturers are women
2 Work in pairs Talk about achievements in addressing gender equality in Viet Nam, using the
statements in 1
- Have students work in pairs to talk about achievements in addressing gender equality in Viet Nam, using the information given in Activity 1 and from other sources
- Have two Ss model the example
- Ss work in pairs to exchange their points of view based on the example
- Go around to offer helps and comments
- Check answers with the whole class
Notes
The data in 1 are taken from 'Vietnam Case Study (Preliminary Findings): Women in Educational
Leadership and Management'written by K Kelly, Columbia University (SEM313 17eng) available at www.iiep.unesco.org: from the 2012 United Nations Viet Nam report'Achieving the MDGs with Equity: MDG 3: Promote Gender Equality and Empower Women' (30549_MDG_3), available at www.un.org.vn
II CULTURE (20 mins)
1 Look at the picture and answer the questions
- Focus on the instructions and pictures Elicit answers from Ss by asking the class questions like:
Who do you see in the pictures?
What is the man doing?
Are there many man teaching young kids?
What is the woman doing?
Is her job popular with women?
2 Read the following text about gender equality in the United Kingdom and answer the questions Check your answers with your partner
- Tell the students to read a text and answer the questions
- Give Ss time to read the text Pre-teach some words that might be new to Ss
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- Walk round to monitor the class and offer help, if necessary
- Read the text on their own, find information to answer questions, and compare with other students
- Take notes if necessary
- Check students' answers and comments
* Key:
1 Girls perform better than boys at all levels of education in the United Kingdom
2 Women make up 47 per cent of the British workforce
3 Millions of women and girls still experience domestic violence, and the gap in full-time wage between men and women is 10 per cent and most of the people in low-paid jobs are women
Homework
- Do all exercises again at home
- Prepare for the next lesson
* Notes:
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By the end of the lesson, Ss will be able to:
+ Pronounce correctly two-syllable words related to the topic Gender Equality
+ Use some key words of the same topic and the passive voice with modals
- Ask students to recall what they have learnt in Unit 6
- Speak out their ideas and opinions, knowledge that they have learnt in Unit 6
A LOOKING BACK (30 mins)
I Pronunciation
1 Listen and repeat
- Ask Ss to put the two-syllable words in the box in the correct columns according to their stress patterns
- Help Ss review the stress patterns of two-syllable words
2 Listen and write down the words
- Ask Ss to listen and repeat the words
II Vocabulary
Decide which words in brackets best complete the sentences
- T has Ss work in pairs, read the sentences carefully and choose the words to complete the sentences
- T goes around and gives helps if necessary
- T checks with the class by saying the number
Key: 1 gender equality 2 preference 3 eliminated
4 right 5 access 6 caretaker
7 discrimination 8 progress
III Grammar
1 Choose the correct passive forms a-f to complete the sentences 1-6 Work individually
- Remind Ss to use the forms of the passive voice
- Give time for Ss to make their own choice
- Have them check in pairs
- Call on some Ss to read their sentences for the class to comment
- Correct the errors, if necessary
Key: 1 c 2 f 3 e 4 d 5 a 6 b
2 Rewrite the following sentences, using the passive voice
- Remind Ss to use the forms of the passive voice
- Ask Ss to work in individually first
- Elicit the answers and correct the answers
- Give explanations, if necessary
Key:
1 An essay on gender equality must be written (by each student)
2 This exit door can be opened in case of emergency
3 Men and women should be given equal pay for equal work
4 My mother might be given an award
5 More progress will be made (by the Vietnamese government) in gender equality
6 Obesity may be considered as serious health problem
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B PROJECT (12 mins)
Do a survey Find out
1 how many boys and girls there are in your class and your school;
2 how many class monitors are boys and how many are girls in your school;
3 how many form teachers are male and how many are female in your school;
4 how many teachers of literature are male and how many are female in your school;
5 how many teachers of mathematics are male and how many are female in your school
Compare your findings with your partners' Present the final results with your comments to the class
Students do the survey in PROJECT in groups at break time Teacher designs the form and students hand in the results in written form as a homework exercise
Homework
- Complete your project
- Prepare for the next lesson
Trang 19By the end of the lesson, Ss will be able to:
+ Use some lexical items related to the topic Cultural diversity
+ Make simple dialogues using the given expressions
+ Get to know the topic: Cultural diversity
+ Master some vocabularies about wedding traditions and customs in Vietnam
+ Get to know two grammar points
- Ask Ss to compare the two photos of a traditional wedding and a modern one
- Elicit more ideas from Ss’ background knowledge
- Elicit any topic-related words that Ss may know: ritual, costumes, decorations…
- Encourage and accept different comments and opinions
1 Listen and read (10 mins)
- Tell Ss that they are going to listen to a conversation in the school library between two friends: Kevin and Maria
- Have Ss predict what Kevin and Maria are talking about
- Encourage all kinds of predictions
- Tell Ss not to worry about new words or grammar points because these will be dealt with later
- Play the recording
2 Answer the question (10 mins)
What is the conversation about?
- Have Ss discuss their answers in pairs Then check their answers
Answers:
a The Vietnamese wedding
3 Read the conservation again, and give answers to the following questions (10 mins)
- Tell Ss to focus on the instructions
- Checks Ss' understanding of the questions
- Set time for this activity, base on Ss’ level proficiency
- Get Ss to work in pairs or groups to discuss the answers
- Call on different Ss to answer these questions
Key:
1 Because he is preparing for his presentation about the similarities and differences between a traditional Vietnamese wedding and a modern one
2 They follow the same core procedure which consists of the proposal ceremony, the engagement
ceremony and the wedding ceremony
3 The modern weddings are less complicated
4 Yes, they get some help from their parents and the attending guests
5 Students’ answers
4 Prepare a short talk about weddings in Viet Nam and report to the whole class (10 mins)
- Ask Ss to work in small groups
- Ask Ss what they know about Vietnamese weddings, based on the conversation and their background knowledge as well
- Encourage Ss to take notes and plan a short report
- Ask one or two groups at random to present their report to the whole class
- Give feedback on Ss’ presentations
Homework
- Do all exercise again at home
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- Prepare for the next lesson
* Notes:
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By the end of the lesson, Ss will be able to:
+ Understand and use the passive voice with modals
+ Pronounce correctly two –syllable words of different parts of speech but with the same spelling in isolation and in context
+ Use some lexical items related to the topic Cultural diversity in context
- Let Ss play the game
- Lead into the lesson
A VOCABULARY (10 mins)
1 Read the conversation in GETTING STARTED again Match the words/phrases with their definitions
- Ask Ss to read the conversation again to find and underline the seven words
- Have Ss identify the part of speech of these words (they are all nouns)
- Ask Ss to study the words and phrases around these seven words and predict their meanings
- Tell Ss to match these words with their given definitions
- Let Ss work on their own first, then compare their answers with a partner
- Check the answer as a class
- Teacher may teach some related words or phrases depending on Ss’ level of proficiency
+ to be/ get engaged to sb +to propose to sb: to ask sb to marry you
+to arrange / plan a wedding +to make a toast to the bride and groom
+the newly-wedded couple
* Key: 1 g 2 e 3 d 4 b 5 a 6 c 7 f
2 Circle the correct words in brackets to complete the sentences
- Introduce and explain the requirement of this activity is to choose the correct word for the context in each sentence
- Set a time limit for completing the activity
- Encourage Ss to exchange their answers with a partner to see if they understand the contexts and meaning
of each sentence
- Elicit answers from the whole class and give more explanation to help Ss understand correctly, if
necessary
* Key: 1 wedding 2 groom 3 bride
4 reception 5 guests 6 before 7 engaged
B PRONUNCIATION (10 mins)
1 Listen and repeat, paying attention to the stress patterns
- Tell Ss to listen and repeat sets of words with the same spelling
- Ask Ss to pay attention to the stress patterns
- Encourage Ss to say how the stress patterns are different in these words
- Give them the meaning of these words, if necessary
- Ask Ss to work in pairs and take turns reading these words in columns and in rows
- Invite individuals Ss at random to read the words Correct them, if necessary
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2 Listen to the sentences and practice saying them correctly Pay attention to the stress pattern of the underlined words
- Ask Ss to listen to the sentences and practice saying them correctly
- Pay attention to the stress of the underlined words consisting of two syllables
- Have Ss listen and put a mark (’) before the stressed syllable
- Check if Ss have marked the stress correctly and let them practice in pairs saying these sentences
- Invite some Ss to read these sentences in front of the class and correct mistakes, if there are any
C GRAMMAR (20 mins)
1 Presentation
* Comparative and superlative adjectives
- Firstly ask Ss to look at the examples and revise the comparative and superlative form of the adjectives
E.g: My house is smaller than your house
My house is the smallest in this street
Exercise 1 is more difficult than exercise 2
Exercise 1 is the most difficult in this book
- Ask Ss to tell the T the comparative and superlative form of the adjectives
Adjectives Comparatives Superlatives
Short adjs .- er the - est
long longer the longest
hot hotter the hottest
Long adjs more the most
expensive more expensive the most ex
- Listen to the S and give remarks
- Notes:
Irregular adjectives
good => better => the best
bad => worse => the worst
far => further/farther => the furthest/farthest
* Articles
+We use a/an with c countable noun when we first mention it and the after that
Eg: He is planning a wedding reception
He has invited 100 people to the wedding reception
+ We use the when it is clear in the situation which thing or person we mean
Eg: The bride looks very happy
2 Practice
Task 1 Write five sentences comparing the two weddings in the table below Use the comparative form
of the adjectives in the box and than
- Explain the activity: write five sentences comparing the two weddings
- Ask Ss to work in groups Give each group a large size piece of paper to write down their sentences
- Set a time limit for this activity When time is up, ask all the groups to stick their paper on the board or around the classroom
- Give Ss time to look at other groups’ sentences to see if they have interpreted and presented the
information from the table in the same way
- Check all groups’ sentences and encourage Ss to come up with sentences using other comparatives in addition to the suggested answers
- Give Ss time to write the correct sentences into their notebook
Answers:
1 Mr Smith’s wedding was more crowded than Mr Long’s (wedding)
Trang 232 Mr Smith’s wedding reception was more expensive than Mr Long’s
3 Mr Smith was older than Mr Long when he got married
4 Mr Long’s engagement period was longer than Mr Smith’s
5 The service at Mr Smith’s wedding was better than at Mr Long’s wedding
Task 2 Choose the correct answers
- Tell Ss that in this activity they are expected to choose the correct articles from the ones given in brackets
- Let Ss work individually first Set a time limit for this activity and assist Ss if they have any problems understanding the information from the text
- Ask Ss to check with a partner to see if they have the same answers If they have different answers, ask them
to explain their choices
- Check the answers with the whole class and ask Ss to refer to Do you know… ? box for further explanation
Key: 1 a 2 a 3 the 4 the 5 the
6 the 7 a 8 the 9 the
3 Production
Make three sentences using comparative and superlative adjectives
- Ask Ss to do the task
- Go around, observe and help
- Call some Ss to present
- Correct and feedback
Homework
- Do exercises again at home
- Prepare for the next lesson
* Notes:
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24
Trang 25By the end of the lesson, Ss will be able to:
+ read for general ideas and for specific information about superstitions in Viet Nam and do tasks: answer the questions and discuss
+ know some words and phrases related to traditions, cultural characteristics and superstitions
- Ask Ss to look at the picture and describe it
- Ask some guiding questions to facilitate them
(?) Is this an altar?
(?) How do you know that?
(?) Can you see the peach blossoms?
(?) What is it laid on the altar?
I Pre-reading (10 mins)
1 Vocabulary
+ superstition (n) sự mê tín, dị đoan
superstitious (a) mê tín
2 Are you superstitious?
Are the following statement true for you?
- Ask Ss to read the statements and help them to understand the meaning
- Ask Ss to work in groups and exchange their answers
- Encourage Ss to give explanations or reason for their behaviour
- Elicit answers from the whole class Encourage different viewpoints and explanations
- Tell Ss that they will read a text on a topic related to the things they have just discussed
II While-reading (15 mins)
Read the text and answer the following questions by choosing the best option A, B, C or D
- Ask Ss to read the questions Help them to understand the questions if necessary
- Get Ss to look at the options and predict the answers based on the answer options given and Ss’
background knowledge
- Set a time limit for Ss to read the text and answer the questions
- Ask Ss to exchange their answers in pairs or groups and encourage them to discuss the reasons for their options if necessary
- Ask Ss to read the text again to see if they still find it difficult to understand any part of the reading text and assist them if necessary
- For stronger class, ask Ss to summarize the main content of the reading and present their summaries to the whole class
*Key: 1.C 2.B 3.D 4.A
III Post-reading (10 mins)
Discuss with a partner
Are you superstitious person? Why/ Why not?
* The aim of this activity is for Ss to reflect on their experience and express
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- Tell Ss to work in pairs
- Have Ss read the questions and practice asking and answering them
- Encourage Ss to give reason to support their opinions
- Ask several Ss to report what they learn about their partners from their discussion in pairs
Homework
- Ask Ss to write their answers for task 6 page 9 at home
- Prepare for the next lesson
* Notes:
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By the end of the lesson, Ss will be able to:
+ Express their opinion about superstitions in different countries
+ Compare traditions and customs in two countries and discuss those in Vietnam
+ Perform their viewpoints to other people in real life
+ Pic 1: Superstitions about black cats,
+ Pic 2: samovar – a traditional way of making tea
+ Pic 3: skating – a national sport
+ Pic 4: fish and chips – a traditional food, figure
I Pre-speaking (10 mins)
Do the quiz Then read the information in 2 and check your answers
- Tell Ss that they will do a quiz about two countries: the UK and Russia Elicit any background knowledge about cultural aspects of these two countries
- Ask Ss to do the quiz individually and then check their answers in pairs Encourage Ss to explain their choice
*Key: 1.b 2.a 3.b 4.a
II While-speaking (15 mins)
1 Work in groups Each group reads about one country, either the UK or Russia, noting down the most interesting things about that country Share the information with other members of your group
- Divide the whole class into two big teams of equal number of members: Team A and Team B
- Each team (then further divided into smaller groups) will read about one country, either the UK or Russia
- Set a time limit for this activity and walk around the classroom to monitor, facilitate and assist Ss when necessary
- Have Ss note down the most interesting things about the country that they read and then share the
information with other members of their group
- Encourage them to use the superlative adjectives
- Call several groups at random to report their viewpoints
Example:
A: I think the most interesting thing about….is that……
B: Do you? I think…… is more interesting
C: I agree with B I find ……the most interesting
2 Work with a partner from a different group Share with each other what you have learnt about traditions and customs of either the UK or Russia
- Ask Ss to share information with members of other group
- Have Ss study the example carefully
- Ask them to practice in pairs as the example
- Move around to assist or listen to different pairs to detect errors /problems
- Call on several Ss at random and have them tell the whole class what they learnt about the other country from the conversation with their partners
-Give feedback on Ss’ performance: eg Pronunciation, ideas, using body language, turn-taking
Example:
Student A: I read about the UK What I find interesting about the British is that In addition, they The
most interesting/ strangest thing about them is that
Student B: Sounds interesting I read about Russia What I like about their traditions and customs is
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III Post-speaking (10 mins) Work in groups Each group makes a list of popular foods and drinks, popular sports, and festivals in Viet Nam Rank them in the order of popularity and present them to the whole class
- Ask Ss work in 4 groups Each group will cover one of the four fields: Foods, Drinks, Sports, Festivals
- Members of each group brainstorm and then rank the stuffs of these fields in the order of popularity
- Call on several groups to report their group's opinions
- Then, give feedback
Example:
Homework
- Summarize your discussion into your notebook
- Prepare for the next lesson
* Notes:
Student A: I think the most popular food for Vietnamese people is Pho.It tastes better than any other food
Student B: Oh really? For me, Nem (spring rolls) is the best
Student C: I don't really think so Chung cake is more popular than Nem
Trang 29By the end of the lesson, Ss will be able to:
+ Listen and do the tasks
+ Develop the listening skills for specific details
+ Talk about the wedding traditions of a small community in the USA
- Let Ss play the game
- Inform Ss of the lesson objectives: Listening for specific information about the wedding traditions of a small community in the USA
I Pre-listening (10 mins)
1 Vocabulary
+ approval (n): sự đồng thuận
+ newly-wed (n): cặp vợ chồng mới cưới
+ signify (v): báo hiệu
+ beard (n): râu
+ take place (v): diễn ra
2 You are going to listen to a talk about the wedding traditions of the Amish community living in Pennsylvania, the USA Make your own predictions about them by deciding whether the following statements are true (T) or false (F)
- Ask Ss to look at the photo of an Amish wedding and elicit Ss’ impression about this community
- Ask Ss to read a number of statements about the Amish community
- Help Ss to understand these statements if necessary
- Ask Ss to work in pairs and exchange their predictions
- Elicit Ss’ predictions about this community, accepting different opinions
II While-listening (15 mins)
1 Listen to the talk and check your answers in 1
- Have Ss listen to the CD for the first time and try to note down the information that helps them to check their answers
- Ask Ss to share with their friends to see if they have the same answers or not
- Let Ss listen to the CD for the second time and try to note down information they didn’t understand for the first time
- Elicit answers from Ss and ask them to give clues to their answers
- Let Ss listen again and pause at certain places if necessary to help Ss hear the information they need
*Key: 1 F 2 F 3 T 4 T 5 T
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2 Listen to the talk again and complete the missing information, using no more than three words
- Ask Ss to skim the given text, paying attention to the context around the gaps, and predict the information needed for each gap: eg parts of speech; their meaning
- Ask Ss to share their prediction in pairs
- Elicit Ss’ predictions
- Let Ss listen and fill in the gaps Let them again if necessary
- Elicit Ss’ answers and give them the correct ones
Key:
1 December 2 two or three 3 Approval 4 wedding meal 5 visiting relatives
III Post-listening (10 mins)
DISCUSSION
Work in pairs Name three things you have learnt about the Amish wedding customs Did you find anything unusual or interesting? Tell your partner
The aim of this activity is for Ss to reflect orally on the information they have just listened to
- Let Ss work in pairs to name the things they have learnt about the Amish wedding customs and whether they find anything usual or interesting
- Ask Ss practise speaking in pairs, exchanging their opinions
- Cal on some Ss at random to express their opinions to the whole class
Homework
- Write a paragraph (30 words) about your opinions on the above question
- Prepare for the next lesson
* Notes:
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By the end of the lesson, Ss will be able to:
+ Learn about the typical characteristics of the Vietnamese people
+ Write about the typical characteristics of the Vietnamese people
+ Develop the writing skills in general Build up vocabulary supported for writing
- Ask Ss to brainstorm about the typical characteristics of Vietnamese people and then lead into the lesson
- Inform Ss of the lesson objectives: Writing about the typical characteristics of the Vietnamese people
I Pre-writing (10 mins)
1 The following jumbled-up paragraphs are from a text about typical American characteristics Put them in order to make a meaningful text
- Ask Ss to rearrange the jumbled paragraphs to make a meaningful text
- Ask Ss to do this activity individually
- Set a time limit for this activity and assist Ss if necessary
Key: 1-b 2-c 3- d 4- a
2 Read the text again and complete the outline for it
- Explain the activity The aim of this activity is to help Ss work out the outline of a well-developed text
- Ask Ss to work in small groups
- Give each group a paper of big size
- Read the text and study the outline sketch Ss discuss in groups and complete the outline on the big size paper
- Ask all groups to put their outline on the board or around the classroom
- Encourage Ss to move around to look at the outlines of other groups
- Give feedback
II While-writing (15 mins)
Work in groups Think of three typical characteristics of the Vietnamese people and examples to support each one of them Then write a short text of 150-180 words about these characteristics
- Explain the activity The aim of this activity is for Ss to develop an outline and then practise writing a paragraph/text of 150-180 words about the characteristics of Vietnamese people
- Ask Ss to form groups to develop an outline Ss may narrow the broad topic to: characteristics of Vietnamese men; characteristics of Vietnamese women; characteristics of Vietnamese teenagers;
characteristics of Vietnamese old-aged people
- Walk around and assists if necessary
Typical characteristics of Vietnamese people
skillful
l
dedicated patient
…
hospitable
…
… Hard-working
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- Ask Ss to practise writing individually and then exchange their writing with their friends for peer
feedback
- Collect Ss' writings for further comments or marking
III Post-writing (10 mins)
CORRECTION
- Ss exchange their writing for peer correction and comment
- T collects 5 paragraphs to mark in class so that all Ss feel the need to do the task
- Give feedback on these papers
Evidence: household chores like cooking, sewing,
or decorating the house
Characteristic 3: devoted to family
Evidence: biggest concerns about family matters
is at dealing with all these jobs Finally, she is really devoted to her family Her biggest concerns are always about family matters like jobs, hobbies, and the health of her family members That is why the majority of Vietnamese women immediately rush home after their working day to be with their children and take care of them and other people in their family In short, the above mentioned characteristics are typical of the majority
of Vietnamese women (172 words)
Homework
- Rewrite your paragraph at home
- Prepare for the next lesson
* Notes:
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By the end of the lesson, Ss will be able to:
+ Learn about the typical characteristics of the Vietnamese people
+ Write about the typical characteristics of the Vietnamese people
+ Develop the writing skills in general Build up vocabulary supported for writing
TEACHING AIDS
- Handouts, textbook, pieces of papers
PROCEDURE
Warm- up (5 mins)
- Show some pictures of gift-giving custom in some celebrations and festivals
- Ask Ss on what occasions people often give and receive presents
Key
a Christmas b Valentine c Tet holiday
d Teacher’s Day e Mother’s Day f Birthday
- Inform the class of the lesson objectives: Further skill development
+ symbolise: (v) tượng trưng
+ Santa Claus: (n) ông già Noen
- Have Ss study the sample conservation, assisting them if necessary
- Ask Ss to work in pairs and role-play a conversation, using the information that they have highlighted
- Call on some pairs at random to perform their conversations in front of the whole class
- Give feedback on their performance
2 Put the following jumbled-up words and phrases to make questions about giving and receiving
presents Practise asking and answering the questions in pairs
+ Ask Ss to work individually to put the jumped words and phrases to make questions about giving and receiving presents
- Call some Ss to read aloud or write on the board those questions and correct any mistakes
+Have Ss take turns asking and answering these questions in pairs
- Walk around to facilitate Ss when they need help
- Call on several Ss at random to report what they have learnt about their partner, and then give feedback
Key: 1 Who do you often buy presents for?
2 On what occasions do you buy presents?
3 Which shop do you usually go to when you’re shopping for presents?
4 What’s the most expensive present you’ve given?
5 On what occasions do you receive presents?
6 What presents do you normally get?
7 What is the best present you’ve ever received?
II CULTURE (20 mins)
Trang 34+ high-status (a) địa vị cao
- Divide the class into two big groups Each group will read one reading passage to get the main idea
- Ask one student from group A to work with one student from group B to form a pair and exchange the information that they have just read
- Have each pair find out the similarities and differences of the idea of success between these two nations
- Ask several pairs to report their findings
*Key:
1 For the Americans, success means providing their family with a decent standard of living and ending their career in a higher and more prosperous position than when they began it Success is also the result of hard work and self-reliance
2 For Vietnamese, success goes along with a high-status job with good income and respect at work
3 Both the American and Vietnamese associate success with earning a lot of money
4 The Americans rely more on themselves, while the Vietnamese expect more respect from other people
Homework
- Rewrite your paragraph at home
- Prepare for the next lesson
* Notes:
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By the end of the lesson, Ss will be able to:
+ Pronounce correctly two-syllable words related to the topic Cultural diversity
+ Use some key words of the topic Cultural diversity
+ Do the exercises on comparative and superlative adjectives as well as articles
- Ask students to recall what they have learnt in Unit 6
- Speak out their ideas and opinions, knowledge that they have learnt in Unit 7
A LOOKING BACK (30 mins)
I Pronunciation
1 Listen to some sentences and put the mark (') before the stressed syllable in the words
below
- Ask Ss to tell the differences in stress patterns of the words that have the same spelling, but belong to
different parts of speech
- Play the CD once and ask S to put the mark before the stressed syllable in the words given
- Let them listen again if necessary
- Ask Ss to check their answer with other classmates
- Elicit answers from the whole class
- Let Ss listen again and pause to help them to notice the stress of the target words
*Key: 1 ex’port 2 ‘protest 3 ‘contrast
4 im’port 5 ob’ject
II Vocabulary
Complete the passage with one of the words/ phrases from the box
- Ask Ss to work on their own first
- Then ask Ss to compare answers with a partner to see if they have the same answer
- After that, elicit answers from the whole class and correct the wrong ones
- Ask Ss to read the text again and practice retelling the story in pairs or groups if there is enough time
*Key: 1 wife 2 get married 3 engaged
4 reception 5 honeymoon 6 wedding
7 bridegroom 8 best man 9 bride 10 bridesmaids
III Grammar
1 Fill in the gaps with the correct form of the adjective in brackets Add any other words if necessary
- Elicit the rule of forming comparative and superlative of adjective from Ss
- Ask Ss to work individually and then exchange with others
*Key: 1 harder, easier 2 more/less dangerous
3 the most famous 4 more polluted 5 the most delicious
2 Correct the sentences, adding articles where necessary
- Ask Ss name the grammar point
- Ask them to do the activity to reinforce these grammar points
- Check the answers with the whole class and explain any points if necessary
* Key: 1 We are having a great time in Hanoi
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2 Let’s go to Nha Trang for a week next summer
3 Where’s the money I gave you on the first of this month?
4 For my birthday, I got a book, a DVD, and the latest CD by my favourite band
5 On the radio, I heard a/the song that I really liked
Example:
Don't be the first visitor to someone's house on the first day of theTet holiday unless you're invited
Remember to invite other people to share the meal/snack with you before you start eating it
Students do the survey in PROJECT in groups at break time Teacher designs the form and students hand in the results in written form as a homework exercise
Homework
- Complete your project
- Prepare for the next lesson
* Notes:
Trang 37
Preparing date: 12/1/
Period: 74
REVISION – UNITS 6, 7 (1)
I Objectives: - These exercises consolidate and review skills and knowledge of Unit 6, 7 for Ss:
+ Skills: Use of English, reading and writing
+ Language: vocabulary, the passive voice with modals, comparatives and superlatives, articles
+ Knowledge: Gender equality, Cultural diversity
- Students practice doing exercises and are sometimes put to the test
II Teaching aids: The lesson plan, handouts…
III Procedure:
1 Ask Ss if there’s any knowledge of unit 6, 7 that is not clear to them to give help
2 Ask Ss to do the exercises and encourage Ss to guess the meaning of some vocabulary in the test that they don’t know before
3 Call on some Ss to give and explain their answers in front of the class
4 Feedback and give correct answers
5 Evaluate Ss’ work
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Trang 39Preparing date: 12/1/
Period: 74
REVISION – UNITS 6, 7 (1)
I Circle A, B, C or D to choose the words with the underlined part pronounced differently
1 A project B information C opportunity D suppose
3 A employment B secondary C eliminate D women
5 A discrimination B eliminate C primary D employment
II Circle A, B, C or D to choose the words with different stress
1 A woman B agree C topic D equal
2 A carry B enroll C supply D prefer
3 A affect B perform C housework D suppose
4 A collect B decide C relax D travel
5 A nation B intend C allow D improve
III Read the following passage Put a circle round the letter of the correct word to use in each blank
Janet got married to Pedro last Saturday, and we went to the wedding, which (1) …… place in a lovely little church in the country Janet, the (2) ……, wore a beautiful white dress; it had a long train made of silk, and it was carried by a young (3) ……, who was the daughter of her elder sister At the start, her husband-to-be, the (4) ……, was waiting for her at the front of the church She walked down the aisle to the front with her father, and after the (5) ……, she came back down again with her husband
Afterwards, people (6) …… photos outside the church, and all the guests were invited to a (7) …… in a hotel nearby, where we all had a meal During the meal, the (8) …… man, who was Pedro's oldest friend, made a lovely (9) ……, and told everyone about how they had met, what it was like when they first started going out, and what Pedro had said when he had (10) …… Then a few hours later, they set off on their honeymoon, which they were going to spend in Bali
3 A bridesmaid B bridegroom C bride D groom
5 A ceremony B party C celebration D custom
7 A reception B meeting C greeting D date
9 A talk B lecture C story D Speech
10 A Proposed B engaged C suggested D intended
IV Give the correct form of the word
1 My mother always chooses a favorable time for the important occasion She is rather _ _
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7 Cultural _ _ is obvious because each country in the world has various traditions and customs (diverse)
8 It is believed that there are some _ _ shared by most American (characterize)
9 Americans value _ and do not like to be dependent on other people (free)
10 Gender discrimination should be _(ELIMINATION) so that everyone has equal
opportunities in education
11 Equality for everyone in _ _(EDUCATE), (EMPLOY) and medical care is the target of every government
12 My mother gave to boys over girls (PREFER)
13 She sued the authority for the gender _ (DISCRIMINATE)
14 She paid a heavy price to win at work (EQUAL)
15 There is no discrimination in _ in our company Everyone is equal (EMPLOY)
16 Women’s _ roles are care-givers and homemakers (NATURE)
17 Wage _ had a negative effect on women (DISCRIMIATE)
18 Now women and men spend _ amounts of time working and doing housework together (EQUALITY)
19 Brenda and other female firefighters faced _ _ and even _ when working at FDNY (LONELY/ VIOLENT)
V Choose the best answer
1 When I _for an examination, I always try to avoid crossing the path of a woman
A set out B set up C set about D set apart
2 I never the floor during the first three days of the New Year
3 Superstitions still an important part of life for many people in Vietnam
4 _ is a ceremony or service which is held shortly after a person’s death
A funeral B wedding C house moving day D farewell party
5 People not only _ the table for meals, but they also food on the altar so their ancestors will join them for meal
6 You should attention to what your teacher is saying
7 Chung Cake (square sticky rice cake), pho (rice noodles), Nem (spring rolls) are the _food in Vietnam
A Tradition B traditional C traditionally D traditionalism
8 Table are always paid attention to by the British
A Meaning B meals C manners D decoration
9 Amish’s wedding in the spring
A Takes after B takes over C takes place D takes along
11 The newly-wedding couple plan to spend their in India
A Honeymoon B ceremony C bride D groom
12 Some people think that married women pursue a career
A shouldn’t B might not C mustn’t D might not
13 We _ stop when traffic lights are red
14 Remember to bring your raincoat It rain
15 You pick those flowers Don’t you see the sign?
A mustn’t B don’t need to C can’t D needn’t
16 It’s late I think we better go now