KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512

KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512KẾ HOẠCH BÀI DẠY TIẾNG ANH MỚI THEO CÔNG VĂN 5512

PERIOD 55 DATE OF PLANNING: 03/ 01/ 2021 DATE OF TEACHING: UNIT 6: GENDER EQUALITY GETTING STARTED I, Objectives Knowledge By the end of this unit, Ss can: Use lexical items related to the topic Gender Equality Know deeper about that topic - Listening to a conversation with new words, agreement and disagreement among three characters Practice the conversation Enhance reading techniques Understand and use the passive voice with modals Skills To help learners get started with skills in Unit Reading: Read about the topic Gender Equality Speaking: Exchange opinions about women’s going to work - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters - Writing: Write about advantages and disadvantages of women’s going to work Educational aims - To provide Ss some motivation - Students are more aware of the drawbacks of gender discrimination II, Teaching aids - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… III Procedures: Activity WARM UP a Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality b Content: Ask students what they think about when they see or hear the words “gender”, “equality” and “gender equality” c Outcome: Possible answers: + I think of men and women + I think of the word same + I think that men and women should be treated in the same way and given the same opportunities d Organization: Elicit sts’ answers - Listen to the sts and give feedback - Lead sts into new lesson Activity PRESENTATION a Aim: elicit new words, listen to the conversation b Content: Look at the picture and answer the questions about it c Outcome: - Give the answers - Listen to the recording and read silently after the recording d Organization Ask students to look at the picture and answer the questions about it: Suggested questions: + Who you see in the picture? + Where you think they are? + What are they doing? - Play the recording - Ask students to listen and read Explain new words if necessary Activity PRACTICE a Aim: practise skills b Content: Work individually first and then in pairs to decide if the statements are true (T), false (F) or not given c Outcome: Suggested answer: F F T NG T d Organization: - Ask students to work individually first and then in pairs to decide if the statements are true (T), false (F) or not given - Encourage students to provide reasons for their answers - Ask them to refer back to the conversation to get the necessary information Check students’ answers and give explanations Activity APPLICATION a Aim: use languages to practice in pairs/groups b Content: Read the conversation again and answer to the questions c Outcome: Suggested answers: Only 82 girls enrolled per 100 boys in secondary school Because they might be forced to work at home and in the fields There are slightly more boys than girls in both primary and secondary schools Women Gender discrimination should be eliminated so that everyone has equal opportunities in education d Organization: - Ask students to read the conversation again and think of the answers to the questions - Have them work with a partner and switch roles to ask and answer - Check the answers and provide the correct ones if necessary PERIOD 56 DATE OF PLANNING: 03/ 01/ 2021 DATE OF TEACHING UNIT 6: GENDER EQUALITY LANGUAGE I, Objectives Knowledge By the end of this unit, Ss can: - Pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in context - Understand new words related to the topic - Master modal verbs use - Understand more about passive voice Skills - To help learners get started with skills in Unit - Reading: Read about the topic Gender Equality - Speaking: Exchange opinions about women’s going to work - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters - Writing: Write about advantages and disadvantages of women’s going to work Educational aims - To provide Ss some motivation - Students are more aware of the drawbacks of gender discrimination II, Teaching aids - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… III Procedures: Activity WARM UP a Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality b Content: Match each word with its definition Then practice reading the word out loud c Outcome: Suggested answers: D F E A C B d Organization: - Ask students to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f) - If students need support, ask them to use the context of the conversation to help them choose the correct meaning for each word - Check answers as a class Activity PRESENTATION a Aim: elicit new words b Content: Complete the following sentences using the words given in c Outcome: - Suggested answers: Enroll Force Eliminate Activity Activity 4 Discrimination Equal Gender d Organization Ask students to work individually first, and then check with a partner - Make sure that student have the right answers by going over all the answers in class - Allow students to look up the words in the glossary, if necessary PRACTICE a Aim: practise skills b Content: Task Listen and repeat Task Listen again and put a mark before stress syllable c Outcome: WOman GENder perFORM HOUSEhold aGREE TREATment Equal SYStem 10 COllege 11 aLLOW 12 proMOTE d Organization: - Play the recording and let students listen and follow - Play it again with pauses for students to repeat each word chorally - Give the meaning of the words if necessary Help students distinguish twosyllable words with stress on the first or second syllable - Ask students to work in pairs and take turns reading the words APPLICATION a Aim: use languages to practice in pairs/groups b Content: The passive voice: S + be + V_pp The passive voice with modals: S + must + be + V_pp c Outcome: - Task 1: Expected answers: Shouldn’t – advice Must - duty May - permission Might - possibility Will – request Mustn’t - prohibition Can - ability - Task 2: Expected answers: May be kept Might be forced Shouldn’t be allowed Should be eliminated d Organization: - Explain to students 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 - Let students read the sentences individually and ask them to pay attention to all modal verbs used in the sentences - Have them choose the answers and discuss the meaning of each modal with a partner - Go over all the answers in class PERIOD 57 DATE OF PLANNING: 05/ 01/ 2021 DATE OF TEACHING: UNIT 6: GENDER EQUALITY SKILLS – READING I, Objectives Knowledge By the end of this unit, Ss can: Read for general ideas and specific information about gender equality in employment Know more about Brenda Berkman- a brave woman daring to fight for her own desire Discuss about the topic Answer comprehensive questions Skills To help learners get started with skills in Unit Reading: Read about the topic Gender Equality Speaking: Exchange opinions about women’s going to work - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters - Writing: Write about advantages and disadvantages of women’s going to work Educational aims - To provide Ss some motivation - Students are more aware of the drawbacks of gender discrimination II, Teaching aids - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… III Procedures: Activity Activity WARM UP a Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality b Content: Show some pictures of some famous women in some aspects like politic, economic…: Hillary Clinton, Teresa May, Nguyen Thi Kim Tien… c Outcome: - Look at the pictures - Name the women d Organization: - Have sts name these women - Lead sts into new lesson PRESENTATION a Aim: elicit some new words and reading skills/strategies b Content: Look at the symbols What they stand for? c Outcome: - Suggested answers: c e d b a *Vocab be in favor of: agree with Activity Activity PERIOD 58 physical test: kiem tra suc khoe come + adj heavy price/ fine: will (n): d Organization - Have them guess the meaning of the vocab appearing in the context - Ask them if they have any new words - Supply them with the words they asked - Read and understand the text about a volunteer PRACTICE a Aim: practise skills b Content: Task Read the statements, decide whether it is T, F or NG Task Answer the questions c Outcome: Task Read the statements, decide whether it is T, F or NG F NG F T T F Task Answer the questions She wanted to become a firefighter She sued New York City and the DNY for gender discrimination and won They were unwelcomed at meals, faced loneliness and even violence d Organization: - Let Ss read the three heading a, b, c first and make sure they understand all of them - Ask Ss to read through the text once without stopping at the words that they don't know the meaning - Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text - Help them eliminate the choice that is only one aspect of the text - Elicit the answers from the sts - Check and correct APPLICATION a Aim: use languages to practice in pairs/groups b Content: Discus with a partner: should a woman a man's job? c Outcome: - Expected answers: Yes: because of their talent, love, and attempt No: because of the particular characteristics and social attitudes d Organization: - Put Ss in groups of four and let them discuss the questions freely - Useful languages: + I think/ In my opinion… + Woman should be strongly encouraged to… + I not think woman can… + They have the same qualifications as men DATE OF PLANNING: 06/ 01/ 2021 DATE OF TEACHING: UNIT 6: GENDER EQUALITY SKILLS: SPEAKING I, Objectives Knowledge By the end of this unit, Ss can: Know how to express agreement and disagreement Discuss in pair and in groups about whether married women should pursue a career Report the discussing result in front of the class Skills To help learners get started with skills in Unit Reading: Read about the topic Gender Equality Speaking: Exchange opinions about women’s going to work - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters - Writing: Write about advantages and disadvantages of women’s going to work Educational aims - To provide Ss some motivation - Students are more aware of the drawbacks of gender discrimination II, Teaching aids - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… III Procedures: Activity WARM UP a Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality b Content: Give some pictures of some women c Outcome: Look at the pictures and answers to the T’s questions d Organization: - Give some pictures of some women - Ask sts to tell who these women are and what their jobs are - Introduce the topic by asking questions such as 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 sts into new lesson Activity PRESENTATION a Aim: pick out (dis)agreement expressions and add two more expressions b Content: Look at some (dis)agreement expressions c Outcome: - Suggested answers: D A D A A Activity Activity D Right/ True but….It's wrong./ You may be right but…./ I'm supposed to it… D That's for sure./ Exactly./ I couldn't agree more./ It's great./ It's right./I'm for it A d Organization - Ask some sts to pick out (dis)agreement expressions and add two more expressions PRACTICE a Aim: practise skills b Content: Work in pairs Do you agree or disagree with the following ideas? c Outcome: Suggested answers: A: I think men are better leaders than women B: I disagree that women may become trouble-makers because they are too talkative A: That's true that men are not good with children as women d Organization: Ask some sts to express their opinions on the following statements with their friend in 5' APPLICATION a Aim: use languages to practice in pairs/groups b Content: Discuss if you are agree or disagree with the statement "Married women should not pursue a career" c Outcome: - Expected answers: C: In my opinion, married women should not pursue a career because they are physically weaker than men D: Yes, but It's boring and tiring to only housework d Organization: - Ask sts to express their opinion of the discrimination with their group-mates - Let sts work in groups, and give their choice with suitable explanations - Supply them with some vocab they need - Get two or three representatives from different groups to go to the board and give their presentations - Ask the rest to listen to the representatives and take notes - Tell sts to give their votes to the best decision as well as the fluency of the presentation PERIOD 59 DATE OF PLANNING: 10/ 01/ 2021 DATE OF TEACHING: UNIT 6: GENDER EQUALITY SKILLS – LISTENING I, Objectives Knowledge By the end of this unit, Ss can: - Describe a picture in their own language - Learn more new words related to the topic - Listen to a talk about gender equality in wages - Listen for specific information and to fill in the gaps Skills - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups Educational aims - To provide Ss some motivation - Students are more aware of the importance of eliminating gender discrimination II, Teaching aids - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… III Procedures: Activity WARM UP a Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality b Content: Ask Ss to answer some questions: How does your family share the household chores? Is your mother a homemaker? Is your father a breadwinner? Do you think that both parents now should work to contribute the family finances? c Outcome: Suggested answers: Everybody in my family share the housework equally 2+3 Both my parents go to work to suppot the family, and they join hand to make us a happy family I think that both parents should work to contribute the family finances d Organization: - Listen to the sts’ answers - Give feedback - Lead sts into new lesson Activity PRESENTATION a Aim: Use the picture in the textbook to introduce the listening lesson b Content: Ask sts to work in pairs, discuss the questions c Outcome: - Suggested answers: - The man looks happy but the woman looks sad because she gets less pay Listen and repeat the following words Vocab - property (n): - income (n): - address (v): - qualified (a): - wage (n) x weeks = salary - negatively (adv) > < positively d Organization - Use the picture in the textbook to introduce the listening lesson - Ask sts to work in pairs, discuss the questions - Ask sts to work in pairs, discuss and answer the questions - Play the tape twice Activity PRACTICE a Aim: practise skills b Content: Listen to the recording Check whether the following statements are true or false Tick the correct box c Outcome: Suggested answers: - Possible answers: F T F T F 6.T d Organization: - Explain the task’s requirement - Get sts to read through the statements to make sure they understand - Ask sts to work in pairs and identify the key works in each statement - Explain the new words if needed - Play the recording times for sts to listen to and the task - Invite sts to give their anwers - Play the recording again and pause at the answers to check the sts’ answers Activity APPLICATION a Aim: use languages to practice in pairs/groups b Content: Listen again and complete the following sentences by writing no more than three words or numbers c Outcome: - Expected answers: - Discrimination happens - Paid more - Perform 60% - Own 1% - Encourage women Like nursing d Organization: - - Have Ss work in pairs to match the words/ phrases with its appropriate meaning - Ask them to guess the part of speech of the word given - Ask some of them to tell the answer - Give comments PERIOD 60 DATE OF PLANNING: 11/ 01/ 2021 DATE OF TEACHING: UNIT 6: GENDER EQUALITY SKILLS: WRITING I, Objectives Knowledge By the end of the lesson, students are able to: - Know about the advantages and disadvantages of working mothers - Students know how to add supporting ideas for these opinions - Arrange the information correctly - Write explanations for supporting ideas - Write a paragraph about the disadvantages of being a working mother Skills - Writing: write a paragraph about Advantages and disadvantages of being a working mother - To provide Ss some motivation Educational aims - To provide Ss some motivation - Students are more aware of the importance of eliminating gender discrimination II, Teaching aids - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… III Procedures: Activity WARM UP a Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality b Content: Matching game A Activity B C Washing the clothes Cleaning the house Cooking the meal Going to the supermarket c Outcome: Suggested answers: 1.D 2.B 3.A C d Organization: - Ask Ss to the task - Give feedback - Lead sts into new lesson PRESENTATION a Aim: Giving useful language for writing task D b Content: The following text about the advantages of being a working mother is missing the detailed explanations Put the explanations (a-c) in the yellow box in the appropriate blanks (1-3) c Outcome: - Suggested answers: b: pay/ expenses/ salaries 2-c: educate/ mature 3-a: learn from/ pass down *Vocab: - generation (n) - value (n) - budget (n) - gradually (n)- knowledgeable(a) d Organization - Write the phrase Working mothers on the board - Focus on the pictures and the instructions - Elicit students’ opinions about the pictures - Explain that writers often provide/give detailed explanations to support ideas in a text Activity - Give students time to read the sample writing about the advantages of a working mother and put the detailed explanations in the appropriate blanks PRACTICE a Aim: practise skills b Content: Read the letter and answer questions c Outcome: Suggested answers: Life is getting expensive, so women’s salaries are becoming important -2 They discover strengthens and weaknesses, become more knowledgeable and look for good ways to educate children -1 Children see parents work hard and share domestic responsibilities, and they learn from them d Organization: -Ask students to read the sample writing again and complete the outline -Help students analyse the structure of the text Activity APPLICATION a Aim: use languages to practice individually b Content: Write a similar text about the disadvantages of being a working mother c Outcome: - Expected answers: 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 They, moreover, usually see to the family's members' from daily meals to mental issues In extended families where more than two generations live together, women are also the main caregivers for elderly people Besides, it's their job to run the family's activities: what to buy and what to sell Therefore they usually wish they had more than 24 hours a day to accomplish all their jos.Second, working mothers 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 household chores, take care of their husbands and children without having anytime 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 not have to worry about taking kids to school, picking them up after school and doing housework Clearly, mothers should not be encouraged to work outside the home d Organization: - Have students write the text in class - When they finish, ask them to exchange it with a partner for peer comments/ correction - Alternatively, have students write the text at home T collects students’ papers in the next lesson - Give feedback in class PERIOD 61 DATE OF PLANNING: 13/ 01/ 2021 DATE OF TEACHING: UNIT 6: GENDER EQUALITY COMMUNICATION AND CULTURE I, Objectives Knowledge By the end of the lesson, students are able to: - Broaden their knowledge of the topic - Express their own ideas of gender equality in Vietnam - Practise speaking skills - Reading a passage about gender equality in the UK and answer some questions Skills - To provide Ss some motivation Educational aims - To provide Ss some motivation - Students are more aware of the importance of eliminating gender discrimination II, Teaching aids - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… III Procedures: Activity WARM UP a Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality b Content: watching videos and discuss the topic c Outcome: watch the video and discuss in group d Organization: - Ask Ss to the task - Give feedback - Lead sts into new lesson Activity PRESENTATION a Aim: Giving useful language for COMMUNICATION b Content: Read the following statements about achievements in addressing gender equality in Viet Nam Do you want to add any achievements? Tell your partner c Outcome: - Suggested answers: 1- The gender gap in primary education has been eliminated 2- More women than men earn college degrees, although there are slightly more boys than girls at primary and secondary levels 3- Seventy-three percent of Vietnamese women participate in the labor force, which is one of the highest rates in the world More girls/ women are good taxi-drivers More boys are concerned with sharing household chores d Organization - Focus on the instructions and the pictures Inform students that they will Activity Activity have more chances to practice speaking - Give them some time to read about the achievements Vietnam had made in addressing gender equality - Give students more freedom by allowing them to add more achievements from reliable sources PRACTICE a Aim: practise skills b Content: Talk about achievements in addressing gender equality in Viet Nam c Outcome: Suggested answers: A: I think the Vietnamese government has made considerable progress in gender equality B: I agree Seventy-three per cent of Vietnamese women participate in the labor force, which is one of the highest rates in the world d Organization: - Have two students model the example - Ask students to work in pairs to talk about achievements in addressing gender equality in Vietnam, using the information given in Activity and from the other available sources - Invite some pairs to practice their dialogues in the class APPLICATION a Aim: use languages to practice individually b Content: Read the following text gender equality in United Kingdom and answer the questions c Outcome: - Expected answers: * Vocab - make up: account for - low-paid > < high-paid job - work force: - first class degree In the United Kingdom, girls perform better than boys at all levels Women make up 47 percent of the British workforce Millions of women … low - paid jobs are women d Organization: - Give students time to read the text - Pre-teach some words that might be new to students (e.g high-income, remarkable, undergraduate courses) - Walk round to monitor the class and offer help, if necessary - Have students check their answers with a partner first, then check as a class PERIOD 62 DATE OF PLANNING: 17/ 01/ 2021 DATE OF TEACHING: UNIT 6: GENDER EQUALITY LOOKING BACK AND PROJECT I, Objectives Knowledge By the end of the lesson, students are able to: - Read correctly words with stress on the first syllable and words with stress on the second syllable - Review new words they have learnt in previous parts individually or in context - Practise passive voice with modal verbs Skills - To provide Ss some motivation Educational aims - the unit is to help build sts’ positive attitude towards the topic "gender equality" - it helps sts recognize gender discrimination and raise their awareness of fighting against it - they’ll finish the activities given in each lesson - they’ll recognize stress in two-syllabled words and remember the rules II, Teaching aids - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… III Procedures: Activity WARM UP a Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality b Content: watching videos and discuss the topic c Outcome: watch the video and discuss in group d Organization: - Ask Ss to the task - Give feedback - Lead sts into new lesson Activity PRESENTATION a Aim: Giving language background b Content: - Pronunciation and vocabulary c Outcome: Pronunciation Stress on the first syllable Stress on the second syllable symbol, letter, healthcare, complete, infect, challenge, income, workforce suggest, improve, become Vocabulary Decide which words in blackets best complete the sentences gender equality challenge eliminate rights access caretaker discrimination progress d Organization - Play the recording and let sts listen and on the word that has the first stressed syllable sound Then, put sts in pairs to practise reading the sentences - Give them an oral feedback - Let sts work in pairs to write the answers to activity - Get their answers back orally - Ask them if anyone has a different answer - Give them an oral feedback Activity PRACTICE a Aim: review grammar b Content: passive voice c Outcome: Suggested answers: Task Choose the correct passive form a-f to complete the sentences can be seen should be made must be written might postponed may be asked should allowed be not be Task Rewrite the following sentences, using the passive voice Activity An essay on gender equality must be written by each student This exist door can be opened in case of emergency Men and Women should be given equal pay for equal work My mother might be given an award More progress in gender equality will be made by the Vietnamese government Obesity may be considered a serious health problem d Organization: -Ask sts to work in pairs to finish these sentences - Ask them if anyone has a different answer - Give them a feedback APPLICATION a Aim: use languages to practice in groups b Content: PROJECT c Outcome: Do a survey There are 31 girls in my class but boys There 15 male teachers but 65 female ones … Equality in areas: education/ military/ navy/ fishing/ transportation/ possession of treasures d Organization: - Ask sts to the survey - Let sts to present the findings in front of the class - Get the peer correction - Give them a feedback