Unit 4 Sua

Tran De Upper and Lower Secondary school Lesson Plan 10
Date of preparing: Week: 13

Date of teaching:21/11- 26/11 Period: 39
UNIT 4: GENDER EQUALITY
Lesson 1- Unit Opener (Page 43)
1. Objectives
By the end of this lesson, students will be able to…
1.1. Language knowledge/ skills
- learn, review and practice vocabulary for women and jobs: nurse, pilot, computer
programmer, politician, scientist.
- practise pronunciation for 2 sounds /ɜ:/ and /ə/.
- listen for specific information.
- talk about famous women and their jobs.
1.2. Competences
- improve competences: communication, collaboration, critical thinking, creativity.
1.3 Attributes
- develop patriotism, diligence, accountability.
2. Teaching aids and materials
- Teacher’s aids: Student’s book and Teacher’s book, class CDs, IWB – Phần mềm tương tác
trực quan, projector / interactive whiteboard /TV (if any), PowerPoint slides.
- Students’ aids: Student’s book, Workbook, Notebook.
3. Assessment Evidence
- Fill in the gaps with the given words
- Answer questions about famous women’s jobs.
- Listen and practise 2 sounds /ɜ:/ and /ə/ .
- Listen and write people’s jobs.
- Talk about a famous woman in their place.
4. Procedure
Activity 1: Warm-up (Time: 5 minutes)
Goals / - what’s in this unit?
Aims - To know the content of the lesson they are going to learn.
Content What’s in this unit?
- Go through the What’s in this unit? box and tell Ss that these are the topics, skills and activities
this unit will cover.
Activity 2: Presentation (Time: 10 minutes)
Goals -To present vocabulary for women and jobs.
- To know and remember vocabulary for famous women and jobs.
Content Task 1: Fill in each gap with nurse, pilot, computer programmer, politician or scientist. Then
listen and check.
- Ask Ss to look at the pictures of the famous women and explain the jobs.
- Explain the task and give Ss time to complete it.
- Play the recording (use the IWB to check Ss’ answers).
Outcome - Look at the pictures of the famous women and explain the jobs.
- Do the task individually.
- Listen and check their answers.

Answer Key
1. computer programmer
Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -
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2. nurse
3. scientist
4. pilot
5. politician
Activity 3: Practice (Time: 18 minutes)
Goal -To practise vocabulary for women and jobs, practise pronunciation for 2 sounds /ɜ:/ and /ə/ and
improve their listening skills
- To remember vocabulary for women and jobs, pronounce 2 sounds /ɜ:/ and /ə/ correctly and
listen for specific information.
Content Task 2: Who in Exercise 1 works part-time/ full-time/ shifts/9-5? wears a uniform/ special
clothing? earn a high/ average/ low salary?
Pilots works shifts. They wear a uniform and earn a high salary.
- Elicit the jobs in Exercise 1 with Ss and explain the task (using the IWB).
- Give Ss time to complete the task in pairs.
- Check Ss’ answers.
Task 3. Circle the words with an /ɜ:/ sound and underline the words with an /ə/ sound.
Listen and check. Then practise saying them with a partner.
nurse pilot computer first famous

world average salary mother work
- Play the recording for Ss to listen and complete the task.

- Play the recording with pauses for Ss to listen and repeat chorally and/or individually (use the
IWB).
- Ask Ss to practise saying words in pairs.
- Monitor the activity around the class. Pay attention to Ss’ pronunciation and make corrections
as necessary.
Task 4. Listen to three people talking about their jobs. What does each do?
Mark _________________
Stacey _________________
Helen _________________
- Explain the task (using the IWB).

- Play the recording, twice if necessary.
- Use the IWB to check Ss’ answers. You can play the recording with pauses for Ss to check
their answers.
Outcomes
- Complete the task individually and then share with your partner.
Suggested Answer Key Task 2
Computer programmers work full-time or part-time. They don’t wear a uniform and they earn a
high salary.
Nurses work shifts. They wear a uniform and earn an average salary.
Scientists work full-time or part-time. They don’t wear a uniform and they earn a high salary.
Politicians work full-time. They don’t wear a uniform and they earn a high salary.
- Listen and complete the task.
Answer Keys: Task 3.

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- Listen and repeat chorally and/or individually.

- Practise saying the words in pairs.
- Listen and complete the task.

Answer Keys: Task 4.
Mark - pilot
Stacey - computer programmer
Danny - nurse
Activity 4: Application (Time: 10minutes)
Goal - To practise vocabulary
Content Discussion. Who is the famous woman in your place? Tell the class.
- Explain the task and give Ss time to do the task in pairs.
- Ask various Ss to share their answers with the class.
- Vocabulary for women and jobs: nurse, pilot, computer programmer, politician, scientist.
- Prepare the next lesson: 4a reading 1 (page 44).
- Do the exercises in Tiếng Anh 10 Bright notebook (pages 26,27)
Outcome
Procedure Task 3,4
- T explains the task.
- T gives Ss time to complete the task in groups. - Ss think of rules for your classroom.
- T asks various Ss around the class to share - Ss present the rules in front of the class.
their answers with the class.
Activity 5: Homework (Time: 2 minutes)
Goal - To use the language in the real situation.
- The famous woman in Ss’ place.
- To talk about a famous woman in their place
Content
Outcome
- Complete the task individually and then share with their friends.
- Ss’ own answer
Procedure - T asks Ss to take notes - Ss pay attention and take note
- T asks Ss to do exercise at home - Ss listen

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Date of teaching: 28/11-03/12 Period: 40
Lesson 4a: Reading 1 (Page 44)
1. Objectives
- learn and use vocabulary: barrier, heavy lifting, unpaid, qualification.
- practise reading for general and specific information.
- present their ideas about gender equality.
- improve listening skills and pronunciation.
1.2. Competences
- improve Ss’ communication, collaboration, analytical, critical thinking skills.
1.3. Attributes
- develop their patriotism, kindness, studiousness.
- Predict the content of the text.
- Read the text and write the name.
- Read the text and answer the questions
- Talk about gender equality in their family.
4. Procedures
Goals / -To help Ss brainstorm and introduce the topic.
Aims -To predict the content of the text based on the title and the pictures.
Content
Task 1a: Read the title and look at the pictures. What do you think the text is about?
Outcome Ss’ own answers:

Procedure Task 1a:
- Ask Ss to work in pairs and read the title and look at - SS work in pairs and read the title and look at the
the pictures Then answer the question. pictures Then answer the question.
- Give Ss some time to answer the question. - Ss look at the pictures and listen to the teacher.
- Call some Ss to give their answers. - Ss listen and check their answers.
Goals -To revise vocabulary for school subjects; talk about school subjects, revise vocabulary for
classroom language.
Content Task 1b: Listen and read to find out.
Vocabulary:

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+ barrier (n)
+ heavy lifting (n)
+ unpaid (adj)
+ qualification (n)
Outcome Answer Keys:
The text is about men’s jobs that women can also do and be good at it.
Procedur Task 1b:
e - Ask Ss to listen and read to check their answers by - SS to listen and read to check their answers.
using the IWB. - SS to read the text and underline the words.
- Ask Ss to read the text and underline the words - SS Try to guess their meanings in the context.
above. - SS to listen to the teachers and take notes the
- Get Ss to try to guess their meanings in the context meanings of those words.
first. - - SS to listen and repeat chorally and individually
- Explain the meanings of the words. - Answer the teacher.
- Ask Ss to listen and repeat chorally and individually
by using the IWB.
- Check if Ss remember the words.
- Check Ss’ answers around the class.

Goal - to answer the questions
Content Task 2: Read the text and write C for Caroline or E for Emma. Who…
1. understand why few women do her job? ______
2. believe women are better at her job than men? ______
3. found clients were more comfortable working with her? ______
4. has started her own garage? ______
5. thinks people need to be strong to do her job? ______
Outcomes Answer Keys:
1C 2E 3E 4E 5C
Procedur Task 2
e - Ask Ss to read the statements carefully and - SS to read the statements carefully and underline
underline the key words in each statement. the key words in each statement.
- Ask Ss to read the text and choose the correct - SS to read the text and choose the correct person.
person. - SS do the task individually and then share with
- Ask Ss to do the task individually and then share their friends.
with their friends. - Ss read the text
- Check Ss’ answers by using the IWB. - Ss answer
C
Activity 4: Application (Time: 8 minutes)
Goal - to help Ss to read the text again and answer the questions
Content Task 3: Read the text again and answer the questions.
1. What is Caroline’s job?
2. Where did people think Caroline worked when she started?
3. How much did Emma earn for her first job as a mechanic?
4. What qualities does Emma believe make women better than men as mechanics?
Outcome Answer Keys
1. She’s a grip — a type of camera assistant. She holds and moves the camera on a film or television set.
2. People thought Caroline worked in makeup or the art department.
3. Emma didn’t earn any money in her first job as a mechanic.
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4. Emma believes that women are calmer and more easily able to focus on problems.
Procedur Task 3
e - Ask Ss to read the questions and underline the key - SS to read the questions and underline the key
words in each question. words in each question.
- Get Ss to scan the text to find the key words. - SSto Scan the text to find the key words.
- Ask Ss to answer the questions and then share with - SS to oread the text again and answer the questions
their friends. SS and then share with their friends.
- Set the time and monitor the class. - Ss answer for your classroom.
- Check Ss’ answers by using the IWB. - Ss present the answers in front of the class.
- Play the video for Ss to watch. Then ask questions - SS towatch the video and answer the questions to
to consolidate information in the video by using the consolidate information in the video.
IWB.
Goal - to review vocabulary
Content - Vocabulary: barrier, heavy lifting, unpaid, qualification.
- Do exercises in workbook on page 30.
- Prepare the next lesson: 4a vocabulary, speaking and writing (page 45).
Outcome
- to review vocabulary in the reading
- T asks Ss to do reading at home - Ss listen

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Lesson 4a: Vocabulary, Speaking and Writing (Page 45)
1. Objectives
- learn and practise vocabulary for job descriptions: go into space, answer the phone and
make appointments, take care of passengers on planes, fix problems with water pipes, pose
for photos in fashionable clothes, look after young children, take goods and people from
place to place, perform operations.
- present their ideas about the difficulties for women who do “men’s job”.
- write a short paragraph about a dream job and prepare a poster.
- develop cultural awareness in Vietnam and other countries.
- practise research skills.
1.2. Competences
1.3. Attributes
- develop their patriotism, kindness, studiousness.
- Match the jobs to the job descriptions.
- Talk about the difficulties for women who do “men’s job”.
- Write a short paragraph.
- Compare with other countries’ similar organisations.
4. Procedures
Goals / -To lead to the lesson.
Aims - To learn and practise vocabulary for job descriptions.
Content
Task 4a: Listen and repeat. Match the job (1-8) to the job descriptions (a-h)

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1d 3h 5g 7a
2c 4f 6e 8b
Procedure - Direct Ss’ attention to the pictures.
- Play the recording with pauses for Ss to repeat - SS to look at the pictures and listen to the
chorally and/or individually. teacher’s instruction.
- Check Ss’ pronunciation. - SS to listen and repeat chorally and/or
- Ask Ss to look at the pictures and read job individually.
descriptions. Explain the task. - SS to look at the pictures and read job
- Give Ss time to complete the task. descriptions.
- Check Ss’ answers by using the IWB. - Complete the task individually.

Goals - To practise the vocabulary and develop Ss’ critical thinking skill.
- To use the vocabulary on their own and talk about the difficulties for women who do “men’s
jobs”.
Content Task 4b. Make sentences with the vocabulary in 4a:
*Option 1:
*Option 2:
Task 5. Think. Are there jobs mainly for men or women? What are the difficulties for women who
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do “men’s jobs”?
Outcome Suggested answers: task 4b
- A flight attendant takes care of passengers on planes.
- A surgeon performs operations.
- A nursery teacher looks after young children.
- A driver takes goods and people from place to place.
- A model poses for photos in fashionable clothes
- An astronaut goes into space.
- A secretary answers the phone and makes appointments.
Suggested Answer Key: Task 5
A: I don’t believe that there are jobs mainly for men or women.
B: I totally agree with you. We are all equal and anyone can do any jobs they love.
A: That’s true.
Procedure Task 4b: - SS to make sentences individually and then share
- Ask Ss to work in pairs and make sentences with with their partners.
the vocabulary in 4a. - SS to listen the descriptions and ask Ss to
- Go around and help Ss if necessary. recognise the jobs
- Check Ss’ answers
- Read the descriptions and ask Ss to recognise the - SS to work in pairs to complete the task.
jobs
Task 5:
- Explain the task (using the IWB). Give Ss time to
consider their answers in pairs.
- Monitor the activity around the class.
- Then ask various Ss around the class to share their
opinions with the class.

Goal - To answer the questions
Content Task 6. Write a short paragraph (about 120 words) describing your dream job. Include
information about the name of the job, where to work, what to do, why you love it and why you are
good at it.
Value gender equality

Outcomes Suggested Answer:
I’ve always wanted to become a surgeon who works in a hospital, takes care of people and performs
operations to save their lives. I love this job because I like helping sick people and I want to make them
feel better. To some people, this does not sound right as a surgeon always works under high pressure. It
is because if they make a mistake, they might end one’s life. In addition, surgeons have to work with
blood which might be scary to some people, however it is not a problem with me. In order to be a good
surgeon, you have to be calm, healthy and good at making decisions. I hope I can be a good surgeon in
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the future.
- Work in groups and discuss which statements they agree/don’t agree with.
- Ss’ own answers.
Procedure Task 6 -SS to write a short paragraph describing your
- Explain the task (using the IWB) and give Ss time dream job.
to complete the task in groups.
- Check Ss’ answers. - Finish the task individually
- Alternatively, assign the task as HW and check Ss’
answers in the next lesson.
- Ask Ss to work in groups and discuss which - Ss answer
statements they agree/don’t agree with.

Goal - to help Ss to read the text again and answer the questions
Content Culture Spot:
Outcome - Read the information in the box and research online and find out about similar organisations in other
countries.
Procedure Culture Spot: -SS to read the information in the box and research
- Ask Ss to read the information from the box online and find out about similar organisations in
and then give them time to research online and other countries.
find out about similar organisations in other - Ss answer for your classroom.
countries. - Ss present the answers in front of the class.
Goal - to review vocabulary
Content - Vocabulary for types of job descriptions: go into space, answer the phone and make
appointments, take care of passengers on planes, fix problems with water pipes, pose for photos
in fashionable clothes, look after young children, take goods and people from place to place,
perform operations.
- Prepare the next lesson: 4b Grammar 1 (page 46).
Outcome - to review vocabulary in the reading
- T asks Ss to do reading at home - Ss listen

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UNIT 4 : GENDER EQUALITY

Lesson 4 – GRAMMAR 4b (Page 46)
1. Objectives
- review and practice grammar point: expressing futurity will/ be going to/ present simple/ present
continuous.
- talk about their future predictions, their future plans and their fixed arrangements for the
weekend.
1.2. Competences
- improve competences: self-control, communication, collaboration, critical thinking, creativity.
1.3. Attributes:
- develop their kindness, diligence, honesty, accountability.
- Teacher’s aids: Student’s book and Teacher’s book, class CDs, IWB – Phần mềm tương tác trực quan,
projector / interactive whiteboard /TV (if any), PowerPoint slides.
- Match the sentences to the uses of their tenses.
- Fill in each gap using is/ are going to, will or won’t.
- Put the verbs in brackets in the Present Simple or the Present Continuous.
- Put the verbs in brackets into the Present Simple, Present Continuous, be going to, or will.
- Talk about your future predictions, your future plans and your fixed arrangements for the weekend
4. Procedures
Goals / -To revise will / be going to / Present Simple / Present Continuous (expressing futurity).
Aims -To recall the tenses they learnt before.
Content Task 1: Match the sentences (1–9) to the uses (a–i) of their tenses.

1b 3h 5e 7g 9i
2f 4c 6d 8a
Procedur - Explain the task and give Ss time to complete it. - SS to match the sentences to the uses of their
e tenses.
- T checks Ss’ answers
- Ss listen and check their answers.
Goals -To introduce and present future simple, be going to, present simple and present continuous with future
meaning.
-To understand the rules and the distinguish the tenses.
Content 1. Future Simple will
Form: subject + will + main verb

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UseTime words/phrases used with the Future
We use the Future Simple:
+ toSimple:
make predictions basednext
tomorrow, soon, on what we
week/month/
believe or think. We use will with the verbs
etc.,believe,
think, the day after tomorrow, etc.
expect, etc.; the expressions be sure, be afraid,
etc. and the adverbs perhaps, certainly, probably, etc.
I think/believe he will win the race.
+ to make on-the-spot decisions and offers.
I like these shoes. I’ll buy them. (on-the-spot
decision)
It’s your birthday, so I’ll take you out for
dinner. (offer)
+ to make promises/threats/warnings/
requests/hopes.
I’ll call you when I get home. (promise)
+ to talk about actions/events/situations which will definitely happen in the future and which
we cannot control.
My father will be 55 years old in two weeks. (We cannot control this future event; it will
definitely happen.)
2. be going to
Form: subject + verb to be (am/is/are) + going to + main verb
Use
We use be going to:
Time words/phrases used with the Future
Simple: tomorrow, soon, next week/month/
etc., the day after tomorrow, etc.
• to talk about plans, intentions or ambitions

we have for the future.
My parents are going to buy a new house.
(plan/intention)
+ to make predictions based on what we can see.
It’s cloudy outside – it’s going to rain. (prediction)
Notes:
+ We use will when we make a prediction based on what we think, believe or imagine.
In 2100, people will live on other planets.
+ We use be going to when we make a prediction based on what we can see (evidence).
That car is out of control – it’s going to crash!
3. Present Simple / Present Continuous
(future meaning)
+ We can use the present simple to talk about timetables and programmes.
The train leaves at 10:00.
+ We use the Present Continuous for fixed arrangements in the near future.
Jack is catching flight BA 394 to London
tomorrow morning.
Outcome - Listen to the teacher.
- Take notes.
Procedure Task 1b:
- T explains the grammar (using IWB). - Ss listen
- T asks various Ss around the class to share their
answers with the class.
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- Write down and explain the rules of the tenses.
- Ask Ss to take notes. - Take notes.

Goal - To understand the tenses and practise doing exercises.
-To understand and distinguish the three pairs of the tenses and do the exercises correctly.
- To help Ss to practice the exercises again
Content Task 2: Fill in each gap using is/ are going to, will or won’t:
1 Paul __________ arrange a meeting about gender equality next month.
2 Finish the report or the manager _________be happy with you.
3 I promise I _________ text you as soon as I finish the meeting.
4 Hurry up, Mary! The sky is very dark. It __________ rain soon.
5 It’s very hot in here. I open ________ the window.
6 I’m sure Kelly _________miss out on the promotion because she works very hard.
7 Hugo ___________ be 20 next May.
8 Be careful! You ___________ spill your coffee on your computer.
Task 3: Put the verbs in brackets in the Present Simple or the Present Continuous.
1. What time __________________ (the plane/depart)?
2. We _________________________ (have) a business meeting this afternoon.
3. The company _______________________ (open) at 9 o’clock every morning.
4. ______________________________ (you/see) the doctor today?
5. The shops here _______________________ (close) at 6 o’clock every Saturday.
6. The company ____________________ (hold) its Women at Work event this Friday.
Task 4: Put the verbs in brackets into the Present Simple, Present Continuous, be going to, or will.
1. Be careful! You _____________ (drop) the camera.
2. _____________ (Jane/spend) the summer working in the computer shop?
3. I promise I _____________ (not/ download) any files onto your computer.
4. The meeting _____________ (start) at 4:00 p.m. Be there on time, please.
5. Rachel thinks she _____________ (get) a promotion soon.
6. “I’m a bit hungry.” “I _____________ (order) you a sandwich.”
7. We _____________ (leave) for Hanoi tonight. Here are our tickets.
8. They _____________ (run) training sessions for women who want a career in science. It’s their plan
to start next May.
Outcomes Answer keys: task 2

1 is going to 2 won’t 3 will 4 is going to 5 will 6 won’t 7 will 8 are going to
Answer Keys task 3
1. does the plane depart 2. are having 3. opens 4. Are you seeing 5. close 6. is holding
Answer Keys: task 4
1. are going to drop 2. Is Jane going to spend
3. won’t download 4. starts
5. will get 6. will order
7. are leaving 8. are going to run
Procedure Task 2
- Ask Ss to read the sentences and fill in each gap - SS to read the sentences and fill in each gap
using is/ are going to, will or won’t. using is/ are going to, will or won’t.
- Give Ss time to complete it. - SS to work in pairs to check their answers.
- Have Ss work in pairs to check their answers. - Ss do the exercises

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- Check Ss’ answers (using the IWB).
Task 3 - Put the verbs in brackets in the Present Simple
- Explain the task and give Ss time to complete it. or the Present Continuous.
Task 4
- Explain the task and give Ss time to complete it. - Put the verbs in brackets into the Present
- Check Ss’ answers (using the IWB). Simple, Present Continuous, be going to, or will.
- Do the task individually and then share with
their partner.

Goal - To review vocabulary and grammar in the exercises
Content Task 5: Tell your partner about your future predictions, your future plans and your fixed
arrangements for the weekend as in the example.
I don’t think I will work as a graphic designer. (future prediction)
I am going to be a doctor. (future plan)
I am visiting my parents this weekend. (fixed
arrangement)
Outcome Suggested Answers:
I think I will fly cars in the future. (future prediction)
I am going to be a flight attendant. (future plan)
I am watching a film this weekend.
(fixed arrangement)
Procedure Task 5
- Explain the task and read out the example. - SS to review vocabulary and grammar in the
- Give Ss time to complete the task in pairs. exercises
- Monitor the activity around the class. - Ss answer for your classroom.
- Ask various Ss around the class to check Ss’ - Ss present the answers in front of the class.
answers.
Goal - To review vocabulary and grammar in the exercises
Content - Grammar: expressing futurity will/ be going to/ present simple/ present continuous.
- Prepare the next lesson: Grammar 4b (page 47).
- Do the exercises in Tiếng Anh 10 Bright notebook (page 30)
Outcome practise
- T asks Ss to do exercises at home - Ss listen

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UNIT 4 : GENDER EQUALITY
Lesson 4 – GRAMMAR 4b (cont) (Page 47)
1. Objectives
- learn and practise conditionals types 1 and 2.
- improve speaking skills by asking and answering questions using conditionals types 1 and
2.
1.2. Competences
1.3. Attributes
- develop their kindness, diligence, honesty, accountability.
- Match the first halves in column A with the second halves in column B.
- Read the theory box and answer the question.
- Put the verbs in brackets into the correct forms of the first conditional.
- Put the verbs in brackets into the correct forms of the second conditional. Add commas where
necessary.
- Complete the sentences so that they are true for you.
- Ask and answer questions using
conditional type 1 or 2.
4. Procedures
Goals / -To introduce conditionals types 1 and 2.
Aims -To have some ideas and recall the rules of conditionals.
Content
Match the first halves in column A with the second halves in column B.
A
1. If I join this firm,
2. If I got that job position,
3. If Josh were interested in the job
B
a. I would travel around the world.
b. I will get a good salary.
c. he would accept it.
Outcome Answer keys:
1. b 2. a 3.c
Procedure - Ask Ss to close their books and look at the task. - Close their books and look at the task.
- Ask Ss to match the first halves in column A - Match the first halves in column A with
with the second halves in column B. the second halves in column B.
- Check Ss’ answers. - Ss listen and check their answers.
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Goals - To present conditionals types 1 and 2.
-To learn how to use conditionals types 1 and 2.
Content Task 6: Read the theory box. How do the two conditionals differ?
Outcome
Answer Key:
We use conditional type 1 to talk about real
situations that are likely to happen in the present or future. We use conditional type 2 to talk
about unreal, imaginary situations in the present or future.
Procedure Task 6:
- Read out the theory box. - Ss repeat the theory box.
- Explain the task (using the IWB) and give Ss
time to complete it.
- T asks various Ss around the class to share their
answers with the class. - Answer the question.

Goal - to answer the keys
Content Task 7: Put the verbs in brackets into the
correct forms of the first conditional.
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1. Unless the company employs more women, it ___________________ (lose) its female
customers.
2. If I finish work early, we _________________ (have) dinner together.
3. She will accept the job offer unless she __________________ (have to) move abroad.
4. If you get the nurse’s job, you __________ (work) shifts.
5. They ______________ (offer) him a better salary if he proves he can do the job.
6. We will work in the garden if it _________ (not/rain).
Task 8: Put the verbs in brackets into the correct forms of the second conditional. Add
commas where necessary.
1 If you caught (catch) the bus to work, you wouldn’t be late.
2 If we printed on both sides we ____________ (save) paper.
3 If I ____________________ (be) you I’d study maths.
4 If Jenny were here she __________________ (help) you with the project.
5 We would get a higher salary if we _______________ (have) better qualifications.
6 If you typed the report it _______________ (be) easier to read.
7 It _________________ (help) the hospital if we had more nurses.
8 If Helen trained to be a cook, she _________ (find) a job in a restaurant easily.
Outcomes Answer Keys: Task 7
1 will lose 4 will work
2 will have 5 will offer
3 has to 6 doesn’t rain
Answer Keys: Task 8
2. would save (If we printed on both sides, we would save paper.)
3. were (If I were you, I’d study maths.)
4. would help (If Jenny were here, she would help you with the project.)
5. had
6. would be (If you typed the report, it would be easier to read.)
7. would help
8. would find (If Helen trained to be a cook, she would find a job in a restaurant easily.)
Procedure Task 7,8
- Ask Ss put the verbs in brackets into the correct
forms of the first conditional.
- Explain the task and give Ss time to complete - Ss practise
it.
C
Goal - to help Ss to read the text again and answer the keys
Content Task 9: Complete the sentences so that they are true for you.
1 My parents would be happy if I studied physics.
2 I will get a high mark if_________
3 If I forget to do my homework, _________.
4 I’d tell my teacher if_______________.
5 If I had more time, _____________.
Task 10. Ask and answer questions using
conditional type 1 or 2.
1 you / lost your tablet?
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What would you do if you lost your tablet?
If I lost my tablet, I’d save up to buy a new one.
2 you /can’t find a part-time job this summer?
3 it / rains tomorrow?
4 your mum / lost her job?
5 you / didn’t have enough money for a new laptop?
Outcome Suggested Answers: Task 9
2. I spend more time on studying
3. my teacher won’t be happy
4. if I had a problem with my project
5. I would visit SOS Children’s Village in Vietnam more often
Suggested Answer: Task 10
2. What will you do if you can’t find a part-time job this summer?
If I can’t find a part-time job this summer, I will volunteer at the animal shelter.
3. What will you do if it rains tomorrow?
If it rains tomorrow, I will stay home and read a book.
4. What would you do if your mum lost her job?
If my mum lost her job, I would find a parttime job at the local restaurant to help her with some
money.
5. What would you do if you didn’t have enough money for a new laptop?
If I didn’t have enough money for a new laptop, I would do a part-time job to save enough
money.
Procedure Task 9,10
- T explains the text
- T gives Ss time to complete the task in groups. - Ss answer for your classroom.
- T asks various Ss around the class to share - Ss present the answers in front of the class.
their answers with the class.
Goal - to review grammar
Content - Grammar: conditionals types 1 and 2.
- Prepare the next lesson: Listening 4c (page 48).
Outcome - Listen and read the example.

- Work in pairs to Ask and answer questions using conditional type 1 or 2.

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Listening 4c (Page 48)
1. Objectives
- learn and use phrasal verbs: fit in, fit out.
- practise listening for key and specific information.
- improve listening skills and pronunciation.
- develop reading skills for gist and specific information.
- talk about gender equality.
1.2. Competences
1.3. Attributes
- develop their patriotism, kindness and accountability.
3. Assessment evidence
- Look at the cartoon and circle the correct phrasal verb.
- Read the Note box about matching and true/ false statements.
- Listen to Mia answering questions about her job.
- Read the questions. Then listen to the answers and match the questions to the answers.
- Read the statements and underline the key words.
- Listen to the dialogue and decide if each of the statements is true or false.
- Talk about gender equality.
4. Procedures
Goals / - To introduce phrasal verbs and prepare for a listening task.
Aims
Content Fun time:
Look at the cartoon. Circle the correct phrasal verb.
Outcome Suggested Answer:

Fit in
Procedure - Ask Ss to read the upside down box. - SS to look at the cartoon and circle the
- Check Ss’ answers. correct phrasal verb.
- SS to read the upside down box.
Goals - To have some tips and strategies to do the listening tasks easier.
- Note box- matching.
- To know some tips and techniques to listen for information related to the main theme.
Content NOTE BOX!
Matching
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• Read the questions through before you listen to the recording.
• Underline the key words in each question.
• Listen to the recording and match the questions to the answers, paying particular attention
to the words you have underlined.
• Listen again and check.
Outcome - Read the Note box.
- Take notes.
Procedure - Read out the Note box.
- Ask Ss to read the Note box again and take - Ss to read the Note box.
notes. - Take notes.

Goal -To improve Ss’ listening for specific information.
-To listen for specific information.
Content Task 1. Listen to Mia answering questions about her job. What does she do?
Task 2. Read the questions (A–E). Then listen to the answers (0–4) and match the
questions to the answers.
There is one example.
Outcomes Answer Key: Task 1
C
Answer Keys: Task 2
1B 2A 3C 4E
Procedur Task 1 - Ss to listen to Mia answering questions
e - Explain the task. about her job.
- Play the recording, twice if necessary. -SS listen
- Check Ss’ answers. You can play the
recording with pauses for Ss to check their
answers (using the IWB).
Task 2
- Explain the task (using the IWB).
C - Play the recording, twice if necessary. - SS to read the questions.
- Check Ss’ answers. You can play the - SS to listen to the answers and match the
recording with pauses for Ss to check their questions to the answers.
answers (using the IWB).

Goal -To improve Ss’ listening for specific information.
- To listen for specific information.
Content Task 3. You are going to listen to a dialogue between two friends. Read the statements (1–
5) and underline the key words. What is the dialogue about?
1 The girl’s mum works in a café. ____
2 The boy’s father is a bus driver. ____
3 The boy’s mother works as a teacher. ____
4 They agree that it’s good that women work. ____
5 The boy thinks women should do all the housework. ____
Task 4. Now listen to the dialogue and decide if each of the statements (1–5) is T (true) or
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F (false).
Outcome
Answer Key: Task 3
1 The girl’s mum works in a café.
2 The boy’s father is a bus driver.
3 The boy’s mother works as a teacher.
4 They agree that it’s good that women work.
5 The boy thinks women should do all the housework.
The dialogue is about the jobs parents do for a living.
Answer Keys : Task 4
1F 2F 3T 4T 5F
Procedur Task 3
e - Ask Ss to read the statements and explain the - SS to read the statements.
task.
- Give Ss time to complete the task. - SS to underline key words.
Task 4
- Explain the task (using the IWB). - SS to listen and complete the task.
- Play the recording, twice if necessary.
Goal -To improve their speaking skills by talking about gender equality at home.
- Gender equality at home.
-To use their language in the real situation.
Content
What do you think about this saying: “Married women should stay at home to take care of
their family”? Explain your idea.
- Vocabulary: phrasal verbs: fit in, fit out.
- Prepare the next lesson: Speaking 4d (page 49).
Outcome - Work in pairs and discuss the question.

- Present their ideas.
- Listen to their friends and give comments
- Ss’ own answer.

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Date of teaching: 28/11-10/ 12 Period: 45
Speaking 4d (Page 49)
1. Objectives
- learn and use vocabulary for job qualities: organised, caring, inventive, healthy, careful,
determined.
- enhance everyday communication: Expressing opinions and Agreeing.
- practise pronouncing Intonation in Wh-questions and Yes-No questions.
- improve listening skills.
- develop speaking skills by Expressing opinions.
1.2. Competences
1.3. Attributes
- develop their patriotism, kindness, honesty, and accountability.
- Complete the sentences with the adjectives in the list.
- Listen and repeat.
- Say the questions aloud and record yourself.
- Listen and read the dialogue, then answer the question.
- Act out a similar dialogue.
4. Procedures
Goals / - To introduce vocabulary for job qualities.
Aims -To recall vocabulary for job qualities.
Content Task 1: Complete the sentences with the adjectives in the list. Then listen and check.
• organised • caring • inventive
• healthy • careful • determined
1. Nurses need to be _____________________ so that they can help people who are ill.
2. Office managers need to be _____________ as they have to plan their work efficiently.
3. Drivers need to be __________________ so that they prevent accidents on the road.
4. Pilots need to be ____________________ in order to complete their difficult training.
5. Computer programmers need to be_______________________ so that they can find ways to
make things work.
6. Security guards need to be ______________ so that they can protect clients.
1 caring 4 determined
2 organised 5 inventive
3 careful 6 healthy
Procedur - Elicit the meaning of the adjectives in the list - SS to listen to the teacher and take notes.
e and explain the task. - SS to complete the sentences with the
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- Give Ss time to complete the task. adjectives in the list

- Play the recording (using the IWB). - SS to listen and check their answers.
Goals -To learn and practise the intonation in Yes-No questions and Wh-questions.
-To learn and practise the intonation in Yes-No questions and Wh-questions.
Content Task 5.
a) Listen and repeat.
- Play the recording with pauses for Ss to listen and repeat chorally and/or individually.
b) Now say these questions aloud and record yourself. Listen to your intonation and
correct it where necessary.
- Ask Ss to record themselves, then pay attention to their pronunciation/intonation and make
corrections as necessary.
Outcome - Listen and repeat chorally and/or individually.
- Say the questions aloud and record themselves.
Procedur - Read out the Note box. - Ss to read the Note box.
e - Ask Ss to read the Note box again and take - Take notes.
notes.

Goal -To listen and read for specific information and learn synonymous phrases for expressing
opinions & agreeing
-To listen and read for specific information and learn synonymous phrases for expressing
opinions & agreeing
Content Task 2. Listen and read the dialogue.
What is Kelly’s mum’s job?
- Play the recording for Ss to listen to the
dialogue.
Task 3. Replace the underlined phrases/
sentences in the dialogue in Exercise 2 with
the ones from the Useful Language box.
Outcomes Answer Key:Task 2

Kelly’s mum is a nurse.
Answer Keys: Task 3
I think – I believe
I couldn’t agree more. – You’re right.
That’s true. – That’s for sure.
Procedur Task 2
e - Give Ss time to read the dialogue and elicit - Listen and read the dialogue.
answers to the question. - Answer the question.
Task 3
- Read out the phrases in the Useful Language - Read the phrases in the Useful Language
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box. - Box and listen to the teacher.

- Refer Ss back to the dialogue and explain the - Complete the task individually.
task.
- Give Ss time to complete the task. SS Work in pairs
- Ask Ss to work in pairs to practise the dialogue. SS to practise the dialogue.
- - Check Ss’ answers.

Goal -To practise the dialogue and use the expressions in a real situation.
- To practise the dialogue and use the expressions correctly.
Content Task 4: Act out a dialogue similar to the one in Exercise 2. Use the phrases/ sentences in
the Useful Language box and
the diagram below. Mind the intonation and rhythm.

A: Hey! What’s up?
B: I’m waiting for my mum. We’re going to the mall after she finishes work!
A: That’s nice! What does she do?
B: She’s a nurse. She’s very caring. How about your mum? Does she work?
A: Yes, she does. My mum is a nursery teacher.
She’s very caring too and she enjoys her job.
B: I believe it’s good that women work.
A: You’re right. Everyone considers it normal nowadays.
B: That’s for sure.
Procedure Task 4
- Explain the task and remind Ss that they can SS work in pairs.
use the dialogue in Exercise 3 as a model as well - Act out a dialogue similar to the one in
as any ideas of their own to complete the task. Exercise 2.
- Ss complete the task in pairs. To help Ss, - Use phrases from the Useful Language box
draw Ss attention to the Useful Language and the diagram below.
box and the diagram, which they can use while - Mind the intonation.
doing the task.
- Monitor the activity around the class and ask
some pairs to act out the dialogue in front of
the class. Mind Ss’ intonation and rhythm.
Goal -To improve their speaking skills by talking about gender equality at home.
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- Gender equality at home.
-To use their language in the real situation.
Content - Vocabulary for job qualities: organised, caring, inventive, healthy, careful, determined.
- Everyday English: Expressing opinions & agreeing.
- Pronunciation: Intonation in Wh-questions and Yes-No questions.
- Prepare the next lesson: Writing 4e (page 50).
- Do the exercises in Tiếng Anh 10 notebook (page 32)

- Ss’ own answer.

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Date of teaching: 28/11-17/ 12 Period: 46

Writing 4e (Page 50)
1. Objectives
- learn and use linking words: in my opinion, in my mind, next, in addition, also, last, in
conclusion, to sum up.
- enhance reading skills: reading for gist, specific information.
- practise writing an opinion paragraph.
1.2. Competences
1.3. Attributes
- develop their kindness, honesty and accountability.
- Read the paragraph and match the parts to their uses.
- Read the paragraph and underline the words/ phrases.
- Match the viewpoints to the examples/ reasons and join them using because.
- Make a plan for their writing
- Write an opinion paragraph
- Check your email for spelling/grammar mistakes.
4. Procedures
Goals / - To know a model paragraph and recognise parts of a paragraph
Aims
Content Task 1a. Read the paragraph and match the parts (A–D) to their uses (1–3).
1 ____expresses viewpoints with examples/ reasons
2 ____restates an opinion using different words
3 ____states a topic and expresses an opinion
Task 1b. What are the topic sentence, supporting sentences and concluding
sentence in the paragraph?
Outcome Answer Keys: Task 1a
1 B and C 2D 3A
Answer Keys: Task 1b
Topic sentence – A
Body sentences – B and C
Concluding sentence – D
Procedure Task 1a
- Explain the task. Then give Ss time to read the - Read the paragraph and match
paragraph and complete the task. theparts to their uses.
Task 1b - - Read the Note box.
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- Read out the Note box - Complete the task individually and
- Explain the task and give Ss time to complete it. their share with their friends.
Goals -To read for specific information, practise linking words in a paragraph, giving reasons
and prepare for a writing task.
Content Task 2. Read the paragraph again. Underline the words/phrases that the writer
uses to …
1 state his/her opinion.
2 introduce his/her viewpoints in order.
3 signal the end of the paragraph and summaries the main points.
b) Put the words/phrases below in the correct uses (1–3) in Exercise 2a.
• In my opinion • Next • In conclusion • Also
• In my mind • Last • In addition • To sum up
Task 3. Match the viewpoints (1–2) to the examples/ reasons (a–b). Then join them
using because.
1 Mothers who go to work are good role models.
2 Going to work allows women to be independent.
a It builds up their self-confidence.
b Children see that they can achieve what they want.
Task 4. You are going to write a paragraph
expressing your opinion on the topic: Should
mothers stay at home with their children?
Answer the questions below.
1 What is your opinion?
2 What is your first viewpoint? Think of a reason.
3 What is your second viewpoint? Think of a reason.
Outcome Answer Keys: Task 2
1 In my opinion, In my mind
2 Next, In addition, Also, Last
3 In conclusion, To sum up
Answer Keys: Task 3
1 b. Mothers who go back to work are good role models because children see that they
can achieve what they want.
2 a . Going to work allows women to be independent because it builds up their self-
confidence.
Suggested Answers: Task 4
1 .Women should go to work.
2. Mothers who go back to work are good role models because their children see that
they can achieve what they want.
3. Going to work allows women to be independent because it builds up their self-
confidence.
Procedure Task 2
- Explain the task and give Ss time to complete - Put the words/phrases below in the
it. correct uses in Exercise 2a.
- Check Ss’ answers (using the IWB). - Listen to the teacher and read the Note
Task 3 box.
- Read out the Note box. - Match the viewpoints to the examples/
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- Explain the task and give Ss time to complete reasons.

it - Join them using because.
Task 4 - Answer the questions individually and
- Explain the task and give Ss time to answer then share with their friend.
the questions.

Goal -To write a paragraph expressing opinion.
-To write a letter inviting a friend to an event.
Content Task 5. Write your paragraph (about 120–150 words).
Outcomes Suggested Answer
Should mothers stay at home with their children?
I believe that mothers should return to work after they have children if they want to.
Firstly, mothers who go back to work are good role models because their children see
that they can achieve what they want. That means, by looking at their mothers,
children can see how a woman can make her own choices in life. Secondly, going to
work allows women to be independent because it builds up their self-confidence and
they can help the family meet their financial needs. To sum up,
I believe that the benefits of working mothers are great. They can build up their self-
confidence by working and are good examples for their children.
Procedure Task 5
- Explain the task (using the IWB) and give Ss - Use the paragraph in Exercise 1 as a
time to answer the questions. model.
- Give Ss time to write their paragraph. - Use the ideas in Exercise 3 and their
- Remind Ss to use the plan and the paragraph answers in Exercise 4.
in Exercise 1 as a model to help them. - -Use the plan.
- Alternatively, assign the task as HW and
check Ss’ answers in the next lesson. -SS to rewrite
- - Check Ss’ answers.

Goal -To check and correct one’s writing.
-To improve their writing skills by correcting their friends’ writing.
Content Task 6. Check your paragraph for spelling/ grammar mistakes. Then, in pairs,
swap your paragraph and check each other’s work.
- Check and correct their paragraph.
- Swap their paragraph with their partners’.
- Try to correct the other S’ paragraph.
Procedure Task 6
- Give Ss time to check and correct their SS work in pairs.
paragraph. - Check and correct their paragraph.
- Then have Ss swap their paragraph with their
partners’.
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- Each S tries to correct the other S’ paragraph.

Goal -To rewrite a letter at home
Content - Grammar: linking words: in my opinion, in my mind, next, in addition, also, last, in
conclusion, to sum up.
- Writing: an opinion paragraph.
- Prepare the next lesson: Culture Corner B (page 51).
- Ss’ own answer.
- T asks Ss to do task at home - Ss listen

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Unit 4 Sua

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Tran De Upper and Lower Secondary school Lesson Plan 10

Date of preparing: Week: 13

- Listen and check their answers.

nurse pilot computer first famous

- Play the recording for Ss to listen and complete the task.

- Explain the task (using the IWB).

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

- Listen and repeat chorally and/or individually.

- Listen and complete the task.

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

Outcome Ss’ own answers:

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

Activity 3: Practice (Time: 20 minutes)

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

UNIT 4: GENDER EQUALITY

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

Outcome Answer Keys:

Activity 2: Presentation (Time: 10 minutes)

Activity 3: Practice (Time: 20 minutes)

Value gender equality

Activity 4: Application (Time: 8 minutes)

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

Date of preparing: Week: 13

UNIT 4 : GENDER EQUALITY

Outcome Answer Keys:

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

• to talk about plans, intentions or ambitions

Activity 3: Practice (Time: 20 minutes)

Outcomes Answer keys: task 2

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

Activity 4: Application (Time: 8 minutes)

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

Activity 3: Practice (Time: 20 minutes)

Outcome - Listen and read the example.

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

Look at the cartoon. Circle the correct phrasal verb.

Outcome Suggested Answer:

Activity 3: Practice (Time: 20 minutes)

Activity 4: Application (Time: 10 minutes)

Outcome - Work in pairs and discuss the question.

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

- Give Ss time to complete the task. adjectives in the list

Activity 3: Practice (Time: 20 minutes)

Outcomes Answer Key:Task 2

box. - Box and listen to the teacher.

Activity 4: Application (Time: 10 minutes)

Outcome Suggested Answers:

Outcome - Work in pairs and discuss the question.

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

UNIT 4: GENDER EQUALITY

- Explain the task and give Ss time to complete reasons.

Activity 3: Practice (Time: 20 minutes)

Activity 4: Application (Time: 8 minutes)

- Each S tries to correct the other S’ paragraph.

Teacher: Nguyễn Hoàng Bích Trâm School year: 2022 -

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