Tiếng AnhLớp 10Phần 8. Unit 6: Gender equality

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Identify the speaker intentions in the opening exchange (giving an opinion, agreeing, reporting others’ views, acknowledging concerns).
- Use the topic words: equality, opportunity, qualification, stereotype, candidate, fair.
- Form and use the modal passive (modal + be + past participle) with affirmative and negative sentences.
- Pronounce stress correctly in three-syllable adjectives and verbs (GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age).

2. Competences

a) General competences

Self-control and independent learning: Ss work on the worksheets alone before checking with their partners and monitor their own accuracy in the modal passive.
Communication and collaboration: Ss work in pairs and groups to discuss speaker intentions, share opinions on gender equality and give feedback respectfully.
Problem-solving and creativity: Ss discover the form of the modal passive from examples, and create their own sentences about fair access to jobs.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and respond to the opening exchange, state their opinions about gender equality using the modal passive, and write short sentences on the topic.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the stress patterns of three-syllable words, use the six topic words correctly, and apply the modal passive form.

3. Personal qualities

Responsibility: Ss complete their individual worksheet tasks before pair work and take responsibility for their group’s final report.
Kindness: Ss listen to classmates’ opinions respectfully, especially when they differ from their own, and express disagreement politely.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 10 (Global Success), Unit 6 Getting Started
Projector or interactive whiteboard with slides of the opening exchange and the modal passive examples
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/10/english/unit-6-getting-started
Worksheet 1 and Worksheet 2 (printed or projected)
Markers and whiteboard

2. Students

Textbook and notebook
Pen or pencil (bút chì, bút bi)
Dictionary or vocabulary list (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Opening Exchange: Predict the Topic

a) Aims

Ss activate prior knowledge about equal opportunities at work and predict the topic of the conversation.

b) Content

T writes the question on the board: “Should a job be open to everyone with the right training, regardless of gender?” Ss discuss in pairs (Think-Pair-Share) two questions: (1) What do you think the opening conversation is about? (2) Which words do you expect to hear?

c) Expected outcomes

Ss’ predictions, for example: “It is about gender equality in jobs.” Expected words: equal, job, training, gender, fair. Class agrees on the key idea: gender equality in jobs and training.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the question on the board and asks: “Look at the question. What do you think today’s conversation is about?” T gives 1 minute for pair discussion.
Students
Ss read the question silently and prepare their thoughts.
Teacher
Step 2: Task performance
T monitors pairs and encourages Ss to use simple English. T helps weaker pairs with prompts such as “Is it about jobs? Is it about boys and girls?”
Students
Pairs discuss. Expected answer: “I think it is about whether men and women can do the same jobs, like teaching young children.”
Teacher
Step 3: Report and discussion
T calls on 2–3 pairs to share predictions and writes key words on the board.
Students
Representative Ss report, for example: “We think it is about equal opportunities for teachers.” Other Ss add: “Maybe about training and qualification.”
Teacher
Step 4: Conclusion and assessment
T confirms: “Yes, the conversation is about gender equality in jobs. Today we will read the conversation and learn how to talk about it.” T writes the title “Gender equality” on the board.
Students
Ss copy the title and the key topic into their notebooks.

Activity 2.1: Knowledge formation · 9 minutes

Speaker Intentions and Topic Words

a) Aims

Ss identify the intention of each speaker in the opening exchange and understand the six topic words.

b) Content

T plays or reads the conversation twice: A: I think nursery teaching should be open to everyone with the right training. B: I agree. Patience is not limited to one gender. A: Some people still think otherwise. B: I see their concern about children’s safety, but fair safeguarding standards should apply to every teacher.
T presents the vocabulary: equality (bình đẳng), opportunity (cơ hội), qualification (trình độ chuyên môn), stereotype (khuôn mẫu định kiến), candidate (ứng viên), fair (công bằng).
Questions for Ss: (1) What does speaker A do in the first line? (2) What does speaker B do in the second line? (3) What does speaker B do in the last line? Complete Part A of Worksheet 1 in pairs.

c) Expected outcomes

Completed Part A of Worksheet 1. Expected answers:

Line 1 (A): giving an opinion (“I think…”).
Line 2 (B): agreeing and adding a reason (“Patience is not limited to one gender”).
Line 3 (A): reporting an opposing view (“Some people still think otherwise”).
Line 4 (B): acknowledging a concern and proposing a principle (“fair safeguarding standards should apply to every teacher”).
Vocabulary: Ss match the six words with their Vietnamese meanings and use them in one sentence each.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T introduces the six words with simple examples, for example: “Equality means fair access and treatment.” T distributes Worksheet 1 and asks Ss to read Part A.
Students
Ss listen, repeat the new words and read the task in Part A.
Teacher
Step 2: Task performance
T asks pairs to play the roles of A and B, read the conversation aloud and identify each speaker’s intention. T asks guiding questions: “What is the first speaker doing? Is B agreeing or disagreeing?”
Students
Pairs read the conversation, discuss and write the intention of each line. Expected: “A gives an opinion; B agrees; A reports others’ views; B accepts the concern but gives a principle.”
Teacher
Step 3: Report and discussion
T calls on one pair to read their answers and asks the class: “Do you agree? Why?”
Students
A representative pair reads answers. Other Ss confirm or add: “Yes, the last line says ‘but’, so B does not reject A’s concern.”
Teacher
Step 4: Conclusion and assessment
T confirms the intentions and explains that speakers use “I think”, “I agree”, “Some people still think” and “but” to express opinions and connect ideas. T reminds Ss that the topic words will appear in the Topic preview.
Students
Ss write the speaker intentions and the six topic words with meanings in their notebooks.

Activity 2.2: Knowledge formation · 11 minutes

Modal Passive: Form and Meaning

a) Aims

Ss discover the form and meaning of the modal passive and form negative sentences correctly.

b) Content

T writes four sentences on the board:

Every applicant should be assessed fairly.
A job must not be reserved for one gender.
Safety rules must be followed by everyone.
This opportunity should not be limited to one gender.
Questions: (1) What comes after the modal? (2) Who does the action in sentence 1? Is the agent mentioned? (3) Where does “not” go in sentence 2? (4) Does equality mean every person has identical interests or skills? Ss complete Part B of Worksheet 1 in pairs.

c) Expected outcomes

Completed Part B of Worksheet 1. Expected answers:

Form: modal + be + past participle (should be assessed, must be followed).
Negative: modal + not + be + past participle (must not be reserved, should not be limited).
Meaning: the passive focuses on the action and receiver (applicant, job, opportunity). The agent is unknown or not important.
Equality means fair access and treatment, not identical interests or skills.
Key rule written on the board: Modal + be + past participle; negation: modal + not + be + past participle.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four sentences on the board and asks Ss to underline the modal and circle the past participle. T distributes Part B of Worksheet 1.
Students
Ss read the sentences, underline the modals and circle the past participles.
Teacher
Step 2: Task performance
T asks pairs to discuss the questions and move from examples to the rule. T prompts: “Does the sentence say who assesses the applicant? No? Then the passive is used because the agent is unknown or not needed.”
Students
Pairs discuss and fill in Part B. Expected: “The modal is followed by be + past participle. For negation, not comes after the modal.”
Teacher
Step 3: Report and discussion
T invites one pair to explain the form and one pair to explain the meaning. T listens and asks: “Why do we say ‘must not be reserved’ and not ‘must reserve not’?”
Students
Pair 1: “Modal + be + past participle, with not after the modal.” Pair 2: “The passive focuses on the applicant and the job, not on who does the action.”
Teacher
Step 4: Conclusion and assessment
T writes the rule on the board, emphasises the form and negation, and confirms the meaning of equality. T corrects common mistakes such as “should assess” or “must reserved”.
Students
Ss copy the rule and the examples into their notebooks.

Activity 2.3: Knowledge formation · 5 minutes

Word Stress in Three-Syllable Words

a) Aims

Ss pronounce the stress in three-syllable adjectives and verbs correctly.

b) Content

T models the words with stress marks on the board: GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age. Ss listen, repeat and clap the rhythm. Then T models the sentence: “We encourage students to determine their own goals.” Ss repeat in chorus and then individually.

c) Expected outcomes

Ss pronounce the four words with the correct stressed syllables and say the sentence with natural rhythm. Ss note: keep unstressed vowels short. Expected: GEN-er-ous (first syllable), DIF-fi-cult (first syllable), de-TER-mine (second syllable), en-COUR-age (second syllable).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says, “Listen to the stress. Clap on the stressed syllable.” T models the first word.
Students
Ss listen and watch the stress marks.
Teacher
Step 2: Task performance
T asks Ss to repeat each word in chorus and then individually. T walks around and corrects stress by tapping the desk.
Students
Ss repeat, clap the stressed syllable and check with a partner.
Teacher
Step 3: Report and discussion
T calls on 3–4 Ss to say the words and the sentence aloud.
Students
Selected Ss pronounce, for example: “en-COUR-age”, “de-TER-mine”. Other Ss give feedback.
Teacher
Step 4: Conclusion and assessment
T summarises: “Some three-syllable words have stress on the first syllable, others on the second. Learn the stress with each word.” T plays the NeoEdu audio if available.
Students
Ss mark the stress in their vocabulary notes.

Activity 3: Practice · 7 minutes

Quick Check: Vocabulary and Modal Passive

a) Aims

Ss consolidate the topic vocabulary and the modal passive through guided exercises.

b) Content

Ss complete Worksheet 2, Exercises 2–5, individually for 3 minutes and then check with a partner. Exercise 2: match the words with their meanings. Exercises 3–5: choose the correct modal passive form.

c) Expected outcomes

Answers to Worksheet 2:

Exercise 2: equality – bình đẳng; opportunity – cơ hội; qualification – trình độ chuyên môn; stereotype – khuôn mẫu định kiến; candidate – ứng viên; fair – công bằng.
Exercise 3: A (Every application should be assessed fairly.)
Exercise 4: D (Safety rules must be followed by everyone.)
Exercise 5: C (This opportunity should not be limited to one gender.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays Worksheet 2 Exercises 2–5 and sets a 3-minute time limit. T reminds Ss that the modal passive needs be + past participle.
Students
Ss read the exercises and start individually.
Teacher
Step 2: Task performance
T monitors and gives hints such as “Look at the word after should.”
Students
Ss complete the exercises and check their answers with a partner. Expected difficulty: confusing D and C in Exercise 5.
Teacher
Step 3: Report and discussion
T asks Ss to show answers and asks for a reason for each choice.
Students
Ss answer, for example: “Exercise 4 is D because rules receive the action, so we use be followed.”
Teacher
Step 4: Conclusion and assessment
T confirms the answers and writes the correct sentences on the board. T emphasises the negative form “should not be limited”.
Students
Ss correct their answers and note any mistakes.

Activity 4: Application · 8 minutes

Our Own Opinion on Fair Access

a) Aims

Ss use the topic vocabulary and the modal passive to state and support their own opinion on gender equality in a job.

b) Content

Ss work in pairs. Using the Topic preview model as an example, Ss choose a job and prepare 3 sentences with a modal passive, for example: “I would consider ___ because I enjoy ___. The training should be assessed fairly. Those requirements concern skills, not gender.” Each pair reads its sentences to the class.

c) Expected outcomes

Each pair produces 3 short sentences with a modal passive and at least 2 topic words. Sample product:

“Every candidate should be assessed fairly, based on skills and qualifications.”
“The job must not be reserved for one gender.”
“Those requirements concern skills and preparation, not gender.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the Topic preview model aloud and asks Ss to notice the speaker’s opinion and reasons. T sets the task: “Choose a job you are interested in and write three sentences with should / must / should not.”
Students
Ss listen and note the structure: opinion, reason, supporting detail.
Teacher
Step 2: Task performance
T circulates and checks that the modal passive is correct. T helps with vocabulary by asking, “How do you say this in English?”
Students
Pairs write their sentences and practise saying them. Expected choice: engineering, nursing, teaching, or another job.
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to present their sentences and asks the class: “Is the sentence correct? Is the modal passive used correctly?”
Students
Pairs present, for example: “We think engineering should be open to everyone with training.” Classmates give feedback and clap.
Teacher
Step 4: Conclusion and assessment
T praises accurate sentences and corrects common errors, then summarises the key language of the lesson: modal + be + past participle; topic words; opinion and reason.
Students
Ss note the best sentences and write one improved sentence in their notebooks.

Worksheets

Worksheet 1

Part A: Speaker intentions
Read the opening exchange and write the intention of each line.

A: I think nursery teaching should be open to everyone with the right training.
B: I agree. Patience is not limited to one gender.
A: Some people still think otherwise.
B: I see their concern about children’s safety, but fair safeguarding standards should apply to every teacher.
Vocabulary: match each word with its meaning.
equality – ?
opportunity – ?
qualification – ?
stereotype – ?
candidate – ?
fair – ?
(Meanings: bình đẳng; cơ hội; trình độ chuyên môn; khuôn mẫu định kiến; ứng viên; công bằng)

Part B: Modal passive
Look at the sentences and answer.

Every applicant should be assessed fairly.
A job must not be reserved for one gender.
Safety rules must be followed by everyone.
This opportunity should not be limited to one gender.

What form follows the modal? Write the pattern.
Where does “not” go in the negative sentence?
Is the agent (who does the action) mentioned in sentence 1? Why is the passive used?
Does equality mean that every person has identical interests or skills? Explain.

Worksheet 2

Exercise 2: Match each topic expression with its meaning.

equality
opportunity
qualification
stereotype
candidate
fair

Exercise 3: Every application should ___ fairly.
A. be assessed B. assess C. be assess D. assessed

Exercise 4: Safety rules must ___ by everyone.
A. follow B. be following C. followed D. be followed

Exercise 5: This opportunity should not ___ to one gender.
A. be limit B. limiting C. be limited D. limit

Exercises 6–9 (homework): see the homework section.

Homework

Complete Exercises 6–9 of the textbook in writing (teacher-graded). Exercise 6: state the purpose and audience of the conversation and support your answer with one detail. Exercise 7: explain how the opening sentence introduces the topic. Exercise 8: select two useful details from the model and explain why they are better than only saying the topic is important. Exercise 9: write a three-sentence summary using only information from the model, keeping any essential condition or limit.
Write a short paragraph of 5–6 sentences about whether a job such as nursing or engineering should be open to everyone. Use at least two sentences with the modal passive (should / must / should not + be + past participle) and at least three topic words from this lesson.
Practise the stress of en-COUR-age, de-TER-mine, GEN-er-ous and DIF-fi-cult. Record yourself reading the sentence “We encourage students to determine their own goals” and listen to the NeoEdu audio on the lesson page to compare.

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