THE SECOND TERM
********************
Preparing date:16/1/ 2022
Teaching date: 18/1/ 2022

Unit 6: GENDER EQUALITY
Distributive period: 55
Lesson 1 : Getting started
A. Objectives:
1. Knowledge
Students will be able to:
+ Use some lexical items related to the topic Gender Equality.
+ Make simple dialogues using the given expressions.
1.1. Vocabulary:
• - memorize and use vocabulary related to words and phrases related to about gender equality
• 1.2. Grammar:
• stress in two - syllablewords
• passive voice with modals
2. Competences: Through the lesson students will:
- listen and read a conversation about gender equality and do tasks: True false exercise and questions and answers.
- improve communication skills and team cooperation with other members.
- apply information technology to finish the tasks given
3. Quality:
- express their love of custom and traditional values in VietNam
- Use some lexical items related to the topic Gender Equality.
- encourage children to express their opinions through group learning, seminars, debates by making simple dialogues using the given expressions
B. Preparations
1. Teacher: Textbook, lesson plan, Power Point lesson.
2. Students: Textbooks
C. Methods
- Mainly communicative, student – centered
- Skills: Reading and listening
+ Deciding on True, False or Not given statements.
+ Listening and repeating word.
D. Procedures:
Stage /Time
Teacher's activities
Students' activities
I/ Warm up:
7 minutes






II. New lesson
1. Activity 1:
12 minutes






2. Activity 2:
8 minutes









3. Activity 3:
15 minutes















III. Consolidation
2 minutes

IV. Homework
1 minute
- 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?
- Ask some Ss to give their opinions.
-Lead in the new lesson: Gender Equality.

Answer the questions
- Get Ss look at the picture page 6 then answer some questions:
1. Who do you see in the picture?
2. Where do you think they are?
3. What are they doing?
- T plays the recording.
- Ss listen and read the conversation at the same time.
- Get Ss in pairs read the dialogue again/ then ask two pairs to act out the conversation.

-Make sense of the sentences in the text.
- Have Sts find out the answers for the questions individually.
- Go round and give help if needed.
- Check Sts by calling some Sts to read sentences aloud and decide if the statements are true, false or not given, the other Sts give comment.
- Ask Sts to refer back to the conversation to get necessary information.
- Provide final feedback and correction.

Answer the questions
- 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.
- Check the answers and provide the correct ones if necessary.








- Ask Ss to consolidate the main contents.
- Give feedback.

Ask students to write a passage about Gender Equality in their village.
(50 words)
- Prepare for the next lesson.
- Sts share their own thoughts about teacher's questions.







- Pay attention and listen to teacher's instructions. Ss work in pair or in group of 3 and share their opinion







- Sts work individually and pay attention
* Suggested answers:
1. F 2. F 3. T
4. NG 5. T





-Students read the conversation again and answer the questions
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.
4. Women do.
5. Gender discrimination should be eliminated so that everyone has equal opportunities in education.

- Do as required


Summarise



- Note down homework requirement
E. Experience …………………………………………………………………………………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………


Distributive period : 56
Preparing date: 16/1/ 2022
Teaching date: 20/1/ 2022

Unit 6: GENDER EQUALITY
Lesson 2 : Language
A. Objectives:
1. Knowledge
Students 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.
1.1. Vocabulary:
- memorize and use vocabulary related to words and phrases related to about gender equality
1.2. Grammar:
• stress in two - syllablewords
• passive voice with modals
2. Competences: Through the lesson students will:
- pronounce two- syllable words with stress on the first or second syllable in isolation and in context.
- use the passive voice with modals
- apply information technology to finish the tasks given
3. Quality:
- Understand and use the passive voice with modals
- Use some lexical items related to the topic Gender Equality.
- Pronounce two-syllable words with stress on the first or second syllable in isolation and in context.
B. Preparations
1. Teacher: Textbook, lesson plan, Power Point lesson.
2. Students: Textbooks
C. Methods
- Mainly communicative, student – centered
- Skills: Reading and listening
+ Deciding on True, False or Not given statements.
+ Listening and repeating word.
D. Procedures:

Time/Stages
Teacher's activities
Student's activities
I. Homework-checking
5 minutes
- T asks Ss to tell the whole class about their opinions about Gender Equality.
- T listens and gives marks.
Students prepare and take turn to talk about the thing they can remember from the previous lesson
II. New lesson
1. Vocabulary
12 minutes

















2. Pronunciation
8 minutes




























3. Grammar
17 minutes





Activity 1: Matching
- 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.
Activity 2:
- 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.

Activity 1: Listen and repeat
- 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.
Activity 2: Listen and mark
- Play the recording and ask Ss to put a mark (') before the stressed syllable in each word.
- Ask Ss to take turns reading the words.
- Invite some Ss to read the sentences in front of the class. Correct mistakes if any.
Activity 3:
- Have Ss work individually to put the words in the right box according to their stress patterns.
- Exchange the answers with their partner.
- Check as a class.

Activity 1:
- 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
- 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.

Activity 2:
- 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.


Activity 3:
- Have Ss work in pairs first, and then write down the correct answers. Observe and offer help if necessary.




- Sts listen and discuss with friends
Key
1. d 2. f 3. e 4. a 5. c 6. b

- Sts work alone and the work in pairs and practice to read the words in the table

1. enroll
2. force
3. eliminate
4. discrimination
5. equal
6. gender


Students listen and repeat











Students listen and mark the stress






Students do the task then peer check with friends

• Students pay attention to teachers and note down needed information
- Students do the exercise
Key:
1. shouldn't (advice)
2. must (duty)
3. May (permission)
4. might ( possibility)
5. Will (request)
6. mustn't (prohibition)
7. can (ability)

- Students read and underline the passive voice
* Key:
1. may be kept
2. might be forced
3. shouldn't be allowed
4. should be eliminated

- Students work in pairs
* 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?
III.
Consolidation
2 minutes
- Ask Ss to consolidate the main contents.
- Give feedback.

Give feedback.
4. Homework
1 minute
T asks Ss to do exercise 2 page 8 at home.
- Prepare for the next lesson.

- Note down homework
III. Experience:
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

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Distributive period : 57
Preparing date: 16/1/ 2022
Teaching date: 22 /1/ 2022

Unit 6: GENDER EQUALITY
Lesson 3 : Reading
A. Objectives:
1. Knowledge
Students will be able to:
1.1. Vocabulary:
• - memorize and use vocabulary related to words and phrases related to about gender equality
• 1.2. Grammar:
• stress in two - syllablewords
• passive voice with modals
2. Competences: Through the lesson students will:
- read for general ideas and for specific information about gender equality in employment and answer the questions and decide whether the sentences are true, false or not given.
- apply information technology to finish the tasks given
3. Quality:
- Read for general ideas and for specific information about gender equality in employment and answer the questions and decide whether the sentences are true, false or not given.
B. Preparations
1. Teacher: Textbook, lesson plan, Power Point lesson.
2. Students: Textbooks
C. Methods
- Mainly communicative, student – centered
- Skills: Reading and listening
+ Deciding on True, False or Not given statements.
+ Listening and repeating word.
D. Procedures:

Time/Stages
Teacher's activities
Student's activities

I. Warm-up

7 minutes
Gender equality in employment
Activity 1:
- 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.




- Students answer the questions
- Expected answer:
They are the symbols of genders, gender equality and gender discrimination.
II. New lesson
1. Activity 2
8 minutes







2. Activity 3:
7 minutes












3. Activity 4:
8 minutes









5. Activity 5:
12 minutes








- 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.

- 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.

- 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.

- Ask Ss to scan the text to find answers to the questions.
- 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.

- Pay attention and note down some key points in the note book



* Key:
1. c 2. e 3. d
4. b 5. a

- Read the text and repeat the vocabulary





* Key: b. A woman Who Did a 'Man's Job




- Students work individually and do the task




Key:
1.F 2 .NG 3.F
4.T 5.T 6F

- Students read the text and do the task in pairs
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.
III.
Consolidation
2 minutes
- Ask Ss to consolidate the main contents.
- Give feedback.
- Speak out.

- Listen
IV. Homework
1 minute
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- Note down and do at home
E. Experience:
..................................................................................................................................................................................
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

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Distributive period : 58
Preparing date:24/1/2022
Teaching date:25/1/2022


Unit 6: GENDER EQUALITY
Lesson 4 : Speaking & Communication and culture
A. Objectives:
1. Knowledge
Students will be able to:
1.1. Vocabulary:
• - memorize and use vocabulary related to words and phrases related to about gender equality
• 1.2. Grammar:
• stress in two - syllablewords
• passive voice with modals
2. Competences: Through the lesson students will:
- read for general ideas and for specific information about the present situation of gender equality in the United Kingdom.
- talk about equal job opportunities.
3. Quality:
- know more about the present situation of gender equality in the United Kingdom.
- talk about equal job opportunities.
B. Preparations
1. Teacher: Textbook, lesson plan, Power Point lesson.
2. Students: Textbooks
C. Methods
- Mainly communicative, student – centered
- Skills: Reading and listening
+ Deciding on True, False or Not given statements.
+ Listening and repeating word.
D. Procedures:



Stage/Time
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
I. Warm up:
3 minutes
- 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.


- Look at the pictures and answers to the T's questions.



II. New lesson
1. Pre-speaking
+ Activity 1
Discuss in pairs.
5 minutes




- Write Equal job opportunities on the board.
- Give students time to read through the useful expressions.
- Let them work in pairs.
- Check students' answers as a class.


- Read the phrase on the board.
- Study the useful expressions.
- Discuss in pairs.
2. While- speaking
+ Activity 2
share their opinions in pairs.
10 minutes

- Have a student read the example, and then ask all students to share their opinions in pairs.
- Walk around and offer help if necessary.

- Some sts share their ideas in class.
- Others give comments.
3. Communication

+ Activity 1
- Read about the achievements Vietnam had made in addressing gender equality
7 minutes




+ Activity 2
Talk about achievements in addressing gender equality in Vietnam.

10 minutes
Gender equality in Vietnam
Lead-in: Inform the class of the lesson objectives: further skill development.

Focus on the instructions and the pictures. Inform students that they will 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.

- 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 1 and from the other available sources.
- Invite some pairs to practice their dialogues in the class.
- Elicit comments from the other sts.
-Give final feedback.




- Listen to the T



- Work individually.





- Read about the achievements Vietnam had made in addressing gender equality.
- Add some more achievements that sts may know.

- Work in pairs using the given information in Act 1 to talk about achievements in addressing gender equality in Vietnam.
- Some pairs practice their dialogues in the class.
- Others give comments.
- Listen to the t
2. Culture
+ Activity 1
Answer to the questions.

8 minutes



- Focus on the instructions and the pictures.
- Elicit answers from students by asking the class questions like
1, Who do you see in the pictures?
2, What is the man doing?
3, Are there many men teaching young kids?
4, What is the woman doing?
5, Is her job popular with women?
- 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.


- Listen to the T.
- Answer to the T's questions.
- Firstly, work individually to do the task, then work in pairs to check the answers.
Expected answers:
1. Girls perform better than boys at all levels of education in UK
2. Women make up 47 percent 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 percent and most of the people in low-paid jobs are women.
III. Consolidation
1 minute

T asks Ss to learn the structures and vocabulary

-Listen carefully
- Do as requested.

IV. Homework
1 minute



-Learn by heart the new words and do exercises on Workbook
- Prepare for the next lesson: Listening and writing

Listen and take notes
E. Experiences: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

****************************************************************************************
Preparing date:25/1/2022
Teaching date: 26/1/2022
Unit 6: GENDER EQUALITY
Distributive period : 59
Lesson 5 : Listening & Writing

A. Objectives:
1. Knowledge
Students will be able to:
1.1. Vocabulary:
- memorize and use vocabulary related to words and phrases related to about gender equality
1.2. skill
- Listen to a talk about gender equality in wages
- Listen for specific information and to fill in the gaps.
- 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.

2. Competences: Through the lesson students will:
- 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.
3. Quality:
- know more 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.
B. Preparations
1. Teacher: Textbook, lesson plan, Power Point lesson.
2. Students: Textbooks
C. Methods
- Mainly communicative, student – centered
- Skills: Reading and listening
+ Deciding on True, False or Not given statements.
+ Listening and repeating word.
D. Procedures:
Stage/Time
TEACHER'S ACTIVITIES
STUDENTS'ACTIVITIES
I. Warm up:
4 minutes
- Ask Ss to answer some questions:
1. How does your family share the household chores?
2. Is your mother a homemaker?
3. Is your father a breadwinner?
4. Do you think that both parents now should work to contribute the family finances?
- Listen to the sts' answers.
- Give feedback.
- Lead sts into the new lesson
- Answer to the T's questions.
POSSIBLE ANSWERS:
1. 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.
4. I think that both parents should work to contribute the family finances.
- Listen to the T.
II. New lesson
LISTENING
1. Pre-listening
+ Activity 1
Look at the picture and elicit their answers to the question.
7 minutes



- Let students look at the picture and elicit their answers to the question.
- Ask them to use the caption as suggestion.
- Expected answer: The man looks happy but the woman looks sad because she gets less pay/ money.
- Preteach new words.


- Work in pairs.
- Do as T's guide.
- Some sts present their ideas.
- Other sts listen and give additions.
- Listen to the T's feedback.

- Practice new words
2. While- listening
+ Activity 2
Listen and check Tor F
7 minutes








+Activity 3
Listen and complete sentences
7 minutes




- Explain the task's requirement.
- Get sts to read through the 6 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 2 times for sts to listen to and do the task.
- Invite sts to give their anwers.
- Play the recording again and pause at the answers to check the sts' answers.
Possible answers:
1. 1. F 2. T 3. F 4. T 5. F 6.T

- 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


- Listen to the T's explaination.
- Read through the 6 statements to make sure they understand.
- Work in pairs and identify the key works in each statement.

- Listen to the recording.
- Finish the task.
- Give the answers.
- Check the answers with the T
- Work in pairs to match the words/ phrases with its appropriate meaning
- Guess the part of speech of the word given

- Give the answers.
- Check the answers and take notes
Answers:
1. Discrimination happens 2. Paid more
3. Perform 60% 4. Own 1%
5. Encourage women 6. Like nursing

WRITING

1. Pre-writing
+ Activity 1
Matching
5 minutes






+ Activity 2
Complete the outline

3 minutes





+ Activity 3
Discussing

2 minutes

- Focus on the pictures and the instructions.
- Elicit students' 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 housewives? Do they work? Etc.
- Give students time to read the sample writing about the advantages of a working mother and put the detailed explanations in the appropriate blanks.

- Ask students to read the sample writing again and complete the outline.
- Help students analyze the structure of the text.
- Call on some students to answer and give feedback.




- Give students some time to read the text again and discuss the words in pairs.
- Offer help if Ss cannot give the answer.
E.g. These words are used to link/ connect or sequence the ideas in writing.

- Listen to the T's explaination.
- Read the 3 questions carefully to make sure they understand.
- Work in pairs and identify the key works in each statement.



Expected answers: 1. B 2. C 3. A



Work in pairs and give th answers
- Expected answers:
A. A. 2. Life is getting expensive, so women's salaries are becoming important.
B. B. 2. They discover strengthens and weaknesses, become more knowledgeable and look for good ways to educate children.
C. C. 1. Children see parents work hard and share domestic responsibilities, and they learn from them

Listen and take notes
2. While- writing
+ Activity 4 : 10'
Write a short text (of about 150 words) about the disadvantages of being a working mother


- Focus on the instructions and the pictures.
• - - Tell students to write a draft first, then write a short text (of about 150 words) about the disadvantages of being a working mother.
• - 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.



III.Consolidation
1 minute



IV. Homework
1 minute
•
Review the lesson
- Vocabulary related to the topic of Gender equality
- Writing skills: advantages and disadvantages

- Do the task again
- Read Unit 6- Looking back and project


DoListen and remember


Listen and take notes

E.Experiences:……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

******************************************************************************************
Distributive period : 60

Preparing date:26/1/2022
Teaching date:27/1/2022
Unit 6: GENDER EQUALITY
Lesson 6:Looking back and project

A. Objectives:
1. Knowledge
Students will be able to:
1.1. Vocabulary:
- memorize and use vocabulary related to words and phrases related to about gender equality
1.2. Grammar:
• stress in two - syllablewords
• passive voice with modals
2. Competences: Through the lesson students will:
- pronounce two- syllable words with stress on the first or second syllable in isolation and in context.
- use the passive voice with modals
- apply information technology to finish the tasks given
3. Quality:
- Understand and use the passive voice with modals
- Use some lexical items related to the topic Gender Equality.
- Pronounce two-syllable words with stress on the first or second syllable in isolation and in context.
B. Preparations
1. Teacher: Textbook, lesson plan, Power Point lesson.
2. Students: Textbooks
C. Methods
- Mainly communicative, student – centered
- Skills: Reading and listening
+ Deciding on True, False or Not given statements.
+ Listening and repeating word.
D. Procedures:
Time/Stages
Teacher's activities
Students' activities
I. Homework
checking
7 minutes
- 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.

-Do as required



II. New lesson
1. Pronunciation
8 minutes










2. Vocabulary

5 minutes





3. Grammar
Activity 1

5 minutes





Activity 2
8 minutes












Project: 10'






- 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.




- Play the recording. Ask Ss to listen and repeat the words.

- 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

- 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.

- 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







Students do the survey in PROJECT in groups at break time. Teacher design the form and students hand in the results in written form as assignment.
Have Ss present and give comments

Students do the task
Key:
Stress on the first syllabus
Stress on the second syllabus
symbol, letter, healthcare, challenge, income, workforce, army
symbol, letter, healthcare, challenge, income, workforce, army

- Students listen and repeat

- Students work in pairs and do the task
Key:
1. gender equality 2. preference
3. eliminated 4. right
5. access 6. caretaker
7. discrimination 8. progress



- Students focus
Key: 1. c 2. f 3. e
4. d 5. a 6. b

Check and take notes



- Students work individually and do the task
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.

- Students work in group
- Present orally
III.
Consolidation
1 minutes


- Ask Ss to consolidate the main contents.
- Give feedback.

- Do as required
- Listen

IV. Homework
1 minute
Do all exercise and prepare the next part .

- Take notes and do at home

E. Experience:
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
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Preparing date:7/2/2022
Teaching date:8/2/2022
Unit 7: CULTURAL DIVERSITY
Period: 61 Lesson 1: Getting started

A. Objectives:
1. Knowledge
Students will be able to:
- For vocabulary, that is words and phrases related to traditions, cultural characteristics and superstitions.
- For pronunciation, that is stress in two - syllable words
- For grammar, that is the comparative and superlative
1.1. Vocabulary:
• - memorize and use vocabulary related to words and phrases related to about cultural diversity.
• 1.2. Grammar:
• Stress in two - syllablewords with derivatives.
• Comparison and articles.
2. Competences: Through the lesson students will:
- listen and read a conversation about cultural diversity and do tasks: Listen for specific information about wedding traditions of a small community in the USA
- improve communication skills and team cooperation with other members.
- apply information technology to finish the tasks given
3. Quality:
- express their love of custom and traditional values in VietNam
- Use some lexical items related to the topic Cultural Diversity.
- encourage children to express their opinions through group learning, seminars, debates by making simple dialogues using the given expressions
B. Preparations
1. Teacher: Textbook, lesson plan, Power Point lesson.
2. Students: Textbooks
C. Methods
- Mainly communicative, student – centered
- Skills: Reading and listening
+ Deciding on True, False or Not given statements.
+ Listening and repeating word.

D. Procedures:

Time/Stages
Teacher's activities
Students' activities
I. Warm up

8 minutes
- 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, and decorations….
- Encourage and accept different comments and opinions
- Students look at the photos and make comparison






II. New lesson
1. Activity 1
7 minutes













2. Activity 2
7 minutes




3. Activity 3

12 minutes













4. Activity 4

8 minutes

- Introduce the topic of the lesson:Wedding in Vietnam
Listen and read
- 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
Answer the question
What is the conversation about?
- Have Ss discuss their answers in pairs. Then check their answers.
Read the conservation again, and give answers to the following questions.
- 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









- 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



- Students listen and predict












- Students discuss and answer what is the main topic
a. The Vietnamese wedding




- Students read and answer the 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

- Students work in groups and make presentation
III.
Consolidation
2 minutes


- Ask Ss to summarize the main contents.
- Give feedback.

- Do as required

- Listen

IV. Homework
1 minute
- Ask students to write a passage about a wedding in Vietnam (50 words)
- Prepare for the next lesson.

- Take notes and do at home

E. Experience:
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

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Preparing date:8/2/2022
Teaching date:9/2/2022
Period: 62
Unit 7: Cultural diversity
Lesson 2: Language
A. Objectives:
1. Knowledge
Students will be able to:
- For vocabulary, that is words and phrases related to traditions, cultural characteristics and superstitions.
- For pronunciation, that is stress in two - syllable words
- For grammar, that is the comparative and superlative
1.1. Vocabulary:
- memorize and use vocabulary related to words and phrases related to about cultural diversity
1.2. Grammar:
• stress in two - syllablewords
• superlative comparative
• articles
2. Competences: Through the lesson students will:
+ 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.
3. Quality:
Be more confident, hard-working
B. Preparations
1. Teacher: Textbook, lesson plan, Power Point lesson.
2. Students: Textbooks
C. Methods
- Mainly communicative, student – centered
- Skills: Reading and listening
+ Deciding on True, False or Not given statements.
+ Listening and repeating word.
D. Procedures:
Stage /Time
Teacher's activities
Students' activities
I/ Warm up: 3'


II. New lesson 40'
1. Vocabulary:
* Activity 1
Matching













* Activity 2.
choose the better word






2. Pronunciation
* Activity 1
Listen and repeat






* Activity 2
listen and say






3. Grammar:
Comparative and superlative adjectives


*Activity 1:
agree or disagree















*Activity 2
write sentences










*Activity 3:
choose the best answer







III.Consolidation
(1')

IV. Homework 1'
- T informs the class of the lesson objectives: Getting to know comparative and superlative adjectives and articles, pronounce

- 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
- 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
- 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

- 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.
- Invite individuals Ss at random to read the words. Correct them, if necessary

- 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.
- 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.
- Listen to the S and give remarks.
- Explain the activity
- Ask Ss to read through the six statements
- Help them to understand the meaning of these statements. Explain any new words that they don't know
- Call on some groups at random to report their opinions.
- Ask Ss to study words or phrases in italics and work out the rules for comparative and superlative adjectives
- Go through the examples in Do you know…? box and provide any explanations

- 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
* Presentation: Articles
+We use a/an with a 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

- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.

- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- Complete Exercises in workbook

individually







Pair work
* Key: 1. g 2. e 3. d 4. b 5. a 6. c 7. f







Pair work
* Key: 1. wedding
2. groom 3. bride
4. reception 5. guests 6. before 7. engaged






Pair work


individual

























work in groups




work in groups
Answers:
1. Mr Smith's wedding was more crowded than Mr Long's (wedding)
2. 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


work in groups
Key: 1. a 2. a 3. the 4. the 5. the6. the 7. a 8. the 9. The





Repeat and remember


Listen and take notes
E. Experience:
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

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Preparing date: 9/2/2022
Teaching date:10/2/2022
UNIT 7. CULTURAL DIVERSITY
Period: 63 Lesson 3: READING

A. OBJECTIVES:
1. Knowledge
- To teach Ss to read for general ideas and for specific information about superstitions in Viet Nam and do tasks: answer the questions and discuss.
- To teach Ss some words and phrases related to traditions, cultural characteristics and superstitions
- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
2. Skills:
By the end of this lesson, Ss will be able to:
- Reading for gist and for specific information.
- Skimming and scanning reading
3. Competence and qualification
To increase students' communication, self-study skills, critical thinking, problem-solving and creativeness
To increase students' hard work, science awareness, self-study spirits, enthusiasm, challenge acceptation, self-respecting, self-relience, self-control and overcoming difficulties
B.TEACHING AIDS AND MATERIALS
Cassette player, tape, board, chalks, textbook and notebook, poster,
C. METHODS : - The whole lesson: Integrated, mainly communicative.
D.TEACHING PROCESS
Stage /Time
Teacher's activities
Students' activities
I/ Warm up:3'





II. New lesson 38'
Are you superstitious?
* Activity 1: Are the following statement true for you?












* Activity 2
read and choose













* Activity 3
discussion








III.Consolidation
(2')

IV. Homework 2'
* 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 are laid on the altar?

- 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.
Pre-teaching vocabulary:
+ superstition (n) sự mê tín, dị đoan
+ superstitious (a) mê tín
+ mystery (n) bí ẩn
+ legend (n) truyền thuyết
+ ritual (n) lễ nghi
+ prestigious (a) có uy tín
+ fortune (n) vận may
+ ancestor (n) tổ tiên

- 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

* The aim of this activity is for Ss to reflect on their experience and express
- 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

- Summarize the main points of the lesson

- Ask students to learn by heart the new words.
- Prepare for the next lesson.

individually








Pair work
















Pair work

*Key:
1.C 2.B 3.D 4.A










Pair work












E. Experience (Teaching note) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………...

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Preparing date:14/2/2022
Teaching date:15/2/2022

Period 64 Unit 7: Cultural diversity
Lesson 4: Speaking & Communication and culture
A. Objectives:
1. Knowledge
STs 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.
+ Understand and communicate about the gift-giving in the UK and the ideas of success in the USA and Viet Nam.
+ Talk about the gift-giving in the UK and the ideas of success in the USA and Viet Nam.
1.1. Vocabulary:
- memorize and use vocabulary related to words and phrases related to about superstitions in different countries, the gift-giving in the UK and the ideas of success in the USA and Viet Nam.
1.2. Grammar:
• stress in two - syllable words
• superlative comparative
• articles
2. Competences: Through the lesson students will:
+ 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.
+ Understand and communicate about the gift-giving in the UK and the ideas of success in the USA and Viet Nam.
+ Talk about the gift-giving in the UK and the ideas of success in the USA and Viet Nam.
3. Quality:
Be more confident, hard-working
B. Preparations
1. Teacher: Textbook, lesson plan, Powe...