Tiếng AnhLớp 10Phần 11. Review 3

Giáo án Skills

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: identify the main ideas and supporting details of the careers fair text; use key vocabulary on gender equality, careers and training (stereotype, qualification, nursery, training, patience, inequality, supervised, optional); recognise contrast structures (Neither… ; Rather than…; Instead, …); analyse the structure of a model paragraph (topic sentence, supporting ideas, concluding sentence); and take notes from a recording to write a paragraph supported by evidence.

2. Competences

a) General competences

Self-control and independent learning: Ss retrieve answers independently before checking explanations and use the explanations to find their own errors.
Communication and collaboration: Ss discuss in pairs and groups about career choices and share evidence-based answers with the class.
Problem-solving and creativity: Ss decide which career-related facts are relevant to a personal choice and organise them into an original paragraph.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read a text on gender stereotypes in careers, listen to a recording to complete notes, discuss their own career interests and write a short paragraph with supporting evidence.
Language knowledge (vocabulary, grammar): Ss use topic vocabulary from the text and contrast structures (Neither… ; Rather than…; Instead, …) accurately in speaking and writing.

3. Personal qualities

Responsibility: Ss complete the reading and listening tasks individually before pair checking and keep accurate notes of key facts.
Honesty: Ss support every answer with evidence from the reading text or the recording and do not invent details.

II. Teaching aids and materials

1. Teacher

Lesson plan, textbook Tiếng Anh 10 (Global Success), Review 3 Skills
Audio recording for Exercises 6–10 (play at least twice; hidden recording in the exercise sequence)
Projector or interactive board to display the reading text, the writing model and the answer key
Worksheets No. 1 and No. 2 (printed or projected)
NeoEdu online learning page: neoedu.vn/learn/10/english/review-3-skills (lesson presentation, examples and interactive exercises)
Sticky notes or small slips of paper for the warm-up and the evidence check

2. Students

Textbook, notebook, pen, pencil and eraser
Earphones or a device to listen to the recording (if the class has no speakers)
Worksheets No. 1 and No. 2

III. Procedures

Activity 1: Warm-up · 10 minutes

Warm-up: Jobs for Everyone?

a) Aims

Ss activate prior knowledge about gender stereotypes in careers and predict the topic of the reading text.

b) Content

Ss look at two short descriptions on the board: (1) a poster showing only men working as engineers; (2) a poster showing only women caring for young children. T asks: 'Do you think these jobs are only for men or only for women? Why?' Ss work in pairs and think of one job they would like to do and whether gender should matter for that job.

c) Expected outcomes

Each pair writes on a sticky note one job they think is 'for everyone' and one job they think is 'a stereotype'. Ss give a short reason, e.g., 'Nurses can be men and women because the skills are patience and care.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the two poster descriptions and asks: 'Are these jobs only for men or only for women? Why do you think so?' T introduces the word stereotype (a fixed, often unfair belief about a group of people).
Students
Ss listen and read the two descriptions, then look at the new word stereotype and repeat it after T.
Teacher
Step 2: Task performance
T puts Ss into pairs and monitors. T prompts: 'What skills does this job need?'
Students
Pairs discuss. Expected answer: 'Engineers need problem-solving and maths skills, so men and women can both do it.' / 'Teachers need patience, so anyone can be a good nursery teacher.'
Teacher
Step 3: Report and discussion
T invites 3 pairs to share and writes the key ideas on the board.
Students
Pairs read out their sticky notes. Expected answer: 'We think all jobs can be for everyone if people have the skills.'
Teacher
Step 4: Conclusion and assessment
T summarises: 'Careers should depend on interests, skills and training, not gender. Today we will read a text about this idea.'
Students
Ss write the lesson title in their notebooks and copy the key word stereotype with its meaning.

Activity 2.1: Knowledge formation · 20 minutes

Reading: A School Careers Fair

a) Aims

Ss understand the main ideas and details of the reading text and recognise contrast structures used to show a change of thinking.

b) Content

Ss read the text 'At a school careers fair…' and do the following tasks in Worksheet No. 1: (1) match the vocabulary words (stereotype, qualification, nursery, training, patience, inequality, supervised) with their meanings; (2) find the sentences that show the two speakers' views (Neither claimed… ; Instead, they argued…); (3) identify the contrast in the last sentence: 'Rather than asking whether a job was for boys or girls, Mai began asking what skills she would need…'. Then Ss read the paragraph 'I would consider engineering…' and discuss in groups of four: 'Which of these requirements are about skills, and which are about gender?'

c) Expected outcomes

Worksheet No. 1 completed: vocabulary matched; the main idea 'Interests and qualifications should matter more than gender stereotypes' written in one sentence; the contrast structure 'Rather than + V-ing, … ' and 'Instead, …' identified. Group answer: 'Demanding training, safety habits and preparation are skills and requirements. They do not depend on gender.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T pre-teaches the vocabulary with examples: 'A nursery is a place where very young children are cared for.' 'A qualification is a certificate or ability that you need for a job.' T explains the task on Worksheet No. 1.
Students
Ss copy the new words and their meanings and read the task instructions on Worksheet No. 1.
Teacher
Step 2: Task performance
T asks Ss to read the text silently in 4 minutes, then answer the first question individually: 'What is the main idea of the text?' T monitors and helps weaker Ss find key sentences. Groups of four use the jigsaw technique: each member reads one part (paragraph 1: the posters; paragraph 2: the speakers; paragraph 3: Mai's new question), then teaches the others.
Students
Ss read and underline the key sentences. Expected answer: 'The main idea is that interests and qualifications should matter more than gender stereotypes.' Groups share their parts and complete Worksheet No. 1.
Teacher
Step 3: Report and discussion
T invites one group to report the contrast structure. T asks: 'Why does the writer use Rather than and Instead?' Other groups add evidence.
Students
A representative says: 'Rather than asking whether a job was for boys or girls, Mai asks about skills. The writer uses Rather than to show a change from one idea to another.' Other Ss respond with evidence from the text.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and writes on the board: Neither … nor … / Rather than + V-ing, … / Instead, … . T emphasises: 'Every answer must be supported by the text, not by your own opinion alone.' This is the key idea of evidence.
Students
Ss correct their worksheets and write the three contrast structures in their notebooks with one example each.

Activity 2.2: Knowledge formation · 15 minutes

Writing: From Notes to a Model Paragraph

a) Aims

Ss analyse the structure and language of a model paragraph on blended learning and understand how to support ideas with evidence.

b) Content

Ss read the completed writing model 'Blended learning can help students prepare more effectively for class…' and complete Worksheet No. 2, Part A: (1) underline the topic sentence; (2) list the supporting ideas and the linking words; (3) identify the concluding sentence; (4) identify the contrast in the sentence 'The benefit comes from connecting the two stages thoughtfully, not from adding technology to every activity.'

c) Expected outcomes

Worksheet No. 2, Part A completed. Expected outline: Topic sentence: 'Blended learning can help students prepare more effectively for class.' Supporting ideas: (1) pausing and reviewing a short reading or video at their own pace; (2) classroom time for discussion and feedback; (3) access through printed copies and downloaded files. Linking words: However, Instead, Then. Concluding sentence: 'The benefit comes from connecting the two stages thoughtfully…'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the model paragraph and reads it aloud once. T asks Ss to read it again and complete Worksheet No. 2, Part A individually in 4 minutes.
Students
Ss read the model silently and start to fill in Part A on Worksheet No. 2.
Teacher
Step 2: Task performance
T monitors and asks guiding questions: 'Which sentence tells the reader the main idea?' 'Which sentence shows a limitation?' Pairs compare their outlines and check the Evidence concept: 'Does every idea come from the supplied text?'
Students
Pairs compare. Expected answer: 'The second sentence starts with However, it shows a limitation: it works only if everyone can access the preparation.'
Teacher
Step 3: Report and discussion
T calls on 2 pairs to present their outlines and writes the structure on the board as: Topic sentence – Supporting ideas (with evidence) – Limitation (However…) – Concluding sentence.
Students
Pairs present. Expected answer: 'Our supporting ideas are pausing and reviewing, classroom discussion and access through printed copies.'
Teacher
Step 4: Conclusion and assessment
T confirms the structure and stresses: 'A good paragraph is not a list of facts. Each idea must be linked and supported by evidence.' T gives the Evidence rule: a response must be supported by the supplied stimulus, not an invented detail.
Students
Ss write the structure of a paragraph in their notebooks and mark the linking words they can use later.

Activity 3: Practice · 25 minutes

Checking Reading and Listening Comprehension

a) Aims

Ss answer comprehension questions from the reading text and the recording, and check their answers using explanations to diagnose specific errors.

b) Content

Part 1 (Exercises 2–5, Worksheet No. 1, Part B): Ss answer four multiple-choice questions on the reading text individually: 2. What troubled Mai about the posters? 3. Who spoke at the fair? 4. What should guide a career choice? 5. What changed in Mai's questions? Part 2 (Exercises 6–10): Ss listen to the recording and complete Worksheet No. 2, Part B. T plays the recording twice; Ss answer Exercises 7–10 after each listening. Ss must answer before reading the explanation.

c) Expected outcomes

Answer key (Ss check after answering): Ex 2: A (Each job was represented by only one gender). Ex 3: D (A woman engineer and a man nursery teacher). Ex 4: C (Interests and qualifications). Ex 5: B (She asked about skills rather than gender labels). Ex 7: A (Two pages). Ex 8: D (Two claims needing evidence). Ex 9: C (After classroom discussion). Ex 10: B (No, it is optional). Ss record the number of correct answers and write one sentence explaining each wrong answer.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains that Ss will answer the reading questions individually first, then listen to the recording. T reminds Ss: 'Do not open the explanation until you have answered.'
Students
Ss read the questions on Worksheet No. 1, Part B and Worksheet No. 2, Part B.
Teacher
Step 2: Task performance
T gives 5 minutes for reading questions. Then T plays the recording for Exercises 7–10 and allows a replay. T circulates to check which Ss need support.
Students
Ss answer individually, then listen and write their answers. Ss who finish early underline the evidence sentence in the reading text for each answer.
Teacher
Step 3: Report and discussion
T displays the answer key and asks Ss to check their answers in pairs. T asks: 'Which answer was the hardest? Why?'
Students
Pairs check and discuss. Expected answer: 'Question 8 was difficult because we had to identify the two claims that needed evidence.'
Teacher
Step 4: Conclusion and assessment
T reviews the common errors and gives feedback. T says: 'Retrieve the answer first, then use the explanation to find your specific mistake.'
Students
Ss write one sentence about their most common error and one way to avoid it next time.

Activity 4: Application · 20 minutes

Writing a Paragraph about My Future Career

a) Aims

Ss apply the structure of the model paragraph and the notes from the recording to write a short paragraph about a career they would consider, supported by evidence.

b) Content

Ss use the model paragraph structure and the paragraph 'I would consider engineering…' as a guide. Ss complete Worksheet No. 2, Part C: write notes about (1) one career they would consider; (2) why they would consider it (interests, skills); (3) what requirements or preparation they would need; (4) one contrast sentence using Rather than or Instead. Then Ss write a paragraph of about 80–100 words in their notebooks.

c) Expected outcomes

A written paragraph of about 80–100 words with: a topic sentence about the career; at least two supporting ideas based on skills, interests or training; one contrast sentence with Rather than or Instead; one concluding sentence. Example opening: 'I would consider becoming an engineer because I enjoy solving design problems.' Ss must not refer to gender as a reason for the choice.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the writing task and shows the four steps on the board. T says: 'Use your own ideas, but support each one with a reason from the text or the recording.'
Students
Ss read the instructions in Worksheet No. 2, Part C and copy the four steps into their notebooks.
Teacher
Step 2: Task performance
T gives 10 minutes for notes and 5 minutes for drafting. T monitors and provides sentence frames: 'I would consider ___ because ___.' 'Rather than ___, I would ___.'
Students
Ss write notes and draft their paragraph individually. Expected sentence: 'I would consider becoming a nursery teacher because I am patient and I enjoy working with children.'
Teacher
Step 3: Report and discussion
T invites 2–3 Ss to read their paragraphs aloud. The class checks the structure against the model on the board.
Students
Ss read their paragraphs. Classmates give feedback: 'Your supporting idea is clear.' 'Can you add evidence for your second idea?'
Teacher
Step 4: Conclusion and assessment
T praises the work and points out one strong example and one common error. T assigns the final revision for homework.
Students
Ss note the feedback and write the final version at home.

Worksheets

Phiếu học tập số 1

Worksheet No. 1: Reading – A School Careers Fair

Part A: Match each word with its meaning.

stereotype: ___
qualification: ___
nursery: ___
training: ___
patience: ___
inequality: ___
supervised: ___
(Meanings to match: a place where very young children are cared for; a fixed, often unfair belief about a group of people; the ability to stay calm while waiting or helping others; a certificate or skill needed for a job; the state of being unequal; work done with someone checking it; the process of learning skills for a job.)

Part B: Choose the best answer (A, B, C or D). Do not look at the explanation until you have answered.

2. What troubled Mai about the posters?
A. They showed gender stereotypes. B. They lacked job titles. C. They listed too many courses. D. They used no photographs.
1. Who spoke at the fair?
  A. Two bridge customers. B. Only male engineers. C. Two current nursery pupils. D. A woman engineer and a man nursery teacher.
1. What should guide a career choice?
  A. A poster's colour. B. Friends' guesses. C. Interests and qualifications. D. Gender alone.
1. What changed in Mai's questions?
  A. She asked only about salary. B. She asked about skills rather than gender labels. C. She stopped considering training. D. She chose no career.

Part C: Find and write the contrast structures in the text.

Neither + ___ : ___
Instead, ___ : ___
Rather than + ___ : ___

Part D: Group discussion (in groups of four)

Which requirements in the paragraph 'I would consider engineering…' are about skills and preparation?
Which requirements, if any, depend on gender?

Phiếu học tập số 2

Worksheet No. 2: Writing and Listening

Part A: Analyse the model paragraph 'Blended learning can help students prepare more effectively for class…'

Topic sentence: ___
Supporting idea 1 (with evidence): ___
Supporting idea 2 (with evidence): ___
Supporting idea 3 (with evidence): ___
Linking words used: ___
Limitation sentence (starts with However): ___
Concluding sentence: ___

Part B: Listening (Exercises 7–10). Listen to the recording and answer.

7. How long is the reading sheet? A. Two pages B. Five pages C. One page D. Ten pages
1. What should learners underline? A. Every unfamiliar word B. Only the title C. The teacher's name D. Two claims needing evidence
1. When is the group conclusion written? A. At home tonight B. During the optional video C. After classroom discussion D. Before reading
1. Is the video compulsory? A. It replaces the sheet. B. No, it is optional. C. Yes, for every student. D. Only for offline students.

Part C: Writing plan

Career I would consider: ___
Reason 1 (skills or interests): ___
Reason 2 (training or preparation): ___
Contrast sentence (Rather than / Instead): ___
Concluding sentence: ___

Homework

Finish the paragraph 'My Future Career' (80–100 words) from Worksheet No. 2, Part C. Check that your paragraph has a topic sentence, at least two supporting ideas with evidence from the text or recording, one contrast sentence with Rather than or Instead, and one concluding sentence.
Reread the careers fair text and write three sentences that show the main idea in your own words.
Use the NeoEdu page neoedu.vn/learn/10/english/review-3-skills to retake the interactive exercises. Write down the questions you got wrong and explain each error in one sentence.
Prepare to share your paragraph in the next lesson.

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