Giáo án Language

• Activate Ss' prior knowledge about gender equality.
• Lead Ss into the topic and the vocabulary of the unit.

T writes the word equality in the centre of the board and asks: "What does equality mean to you? Give me one word or one example." Ss brainstorm in pairs for 2 minutes, then share ideas with the class.
T then asks: "Should a woman and a man have the same chance to apply for a job? Why?"

• A list of 6–8 ideas on the board, such as: equal pay, fair interviews, same opportunities, no stereotypes about jobs.
• Ss' short answers to the question: "Yes, because everyone should have a fair chance to apply for a job."

• Ss can pronounce and understand six key words of the unit.
• Ss can use these words in simple sentences.

T presents six words: equality (bình đẳng), opportunity (cơ hội), qualification (trình độ chuyên môn), stereotype (khuôn mẫu định kiến), candidate (ứng viên), fair (công bằng).
T models the pronunciation, and Ss repeat in chorus and then individually.
In pairs, Ss make one sentence for each word, for example: "Every candidate should have an equal opportunity."
Phiếu học tập số 1 (Worksheet 1) is used for the grammar task later in the lesson, so Ss keep their notes for it.

• A completed vocabulary list in Ss' notebooks:
  • equality – bình đẳng
  • opportunity – cơ hội
  • qualification – trình độ chuyên môn
  • stereotype – khuôn mẫu định kiến
  • candidate – ứng viên
  • fair – công bằng
• Six example sentences in pairs, for example: "A stereotype can stop people from applying for a job."

• Ss can identify the primary stress in three-syllable adjectives and verbs.
• Ss can read sentences with the correct stress.

T writes four words on the board: GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age.
T explains: In three-syllable adjectives and verbs, the stress falls on one syllable. In encourage, the middle syllable carries the primary stress.
T models the words and asks Ss to clap the stressed syllable. T then reads the sentence: We encourage students to determine their own goals. Ss repeat.
T reminds Ss: keep unstressed vowels short. British and American vowels may differ, but the stress stays the same.

• Ss' notebooks show the stressed syllable marked in capital letters:
  • GEN-er-ous (adjective)
  • DIF-fi-cult (adjective)
  • de-TER-mine (verb)
  • en-COUR-age (verb)
• Ss can read the sentence We encourage students to determine their own goals with the stress on -COUR- and -TER-.

• Ss can form the modal passive with modal + be + past participle.
• Ss can form negative modal passives and explain why the passive is used.

T writes the structure on the board: modal + be + past participle, and gives two examples: Every applicant should be assessed fairly. A job must not be reserved for one gender.
T asks Ss to complete Phiếu học tập số 1 (Worksheet 1), which contains the active-to-passive table.
T explains: The passive focuses on the action and the receiver, not on an unknown agent.
T asks: "Is equality the same as every person having identical interests or skills?"

• Worksheet 1 completed with these answers:
  1. The interview should be held online. (Form: should + be + past participle)
  2. Applicants must not be rejected because of their gender. (Form: must not + be + past participle)
  3. Every job can be applied for by candidates. (Use: the receiver of the action is the subject)
• Ss' understanding: Equality means fair access and treatment, not that everyone has the same interests or skills.

• Ss can choose the correct modal passive form in context.
• Ss can complete passive sentences with the correct verb form.

Ss do exercises 1–8 from the textbook Practice section, in pairs. Each pair checks their answers with another pair.
T writes the answer key after Ss finish. The exercises focus on: Every application should be assessed fairly. Safety rules must be followed by everyone. Applicants can be contacted by email.

• Answer key:
  1. A (should be assessed)
  2. D (must be followed)
  3. C (should not be limited)
  4. B (can be contacted)
  5. A (must provide – active, the school performs the action)
  6. D (Can the interview be held online?)
  7. C (ought to be changed)
  8. B (will be asked)
• Ss' corrected sentences in their notebooks.

• Ss can match each topic word with its meaning.
• Ss can read aloud a passage with correct word stress and sentence rhythm.

Ss do exercise 9 in Worksheet 2 (Phiếu học tập số 2): match the six words with their meanings.
Then Ss do exercise 10: read the practice text aloud twice, first slowly and then at a natural pace, in pairs. Partners give one piece of feedback on stress.
T reminds Ss: the stress is on -COUR- in encourage and on -TER- in determine.

• Worksheet 2 completed:
  • equality – bình đẳng
  • opportunity – cơ hội
  • qualification – trình độ chuyên môn
  • stereotype – khuôn mẫu định kiến
  • candidate – ứng viên
  • fair – công bằng
• Ss read the text aloud twice and correct one stress error after the first reading. Peer feedback example: "Your stress in determine is clear. Try to make the vowel in unstressed syllables shorter."

• Ss can use modal passives and unit vocabulary to write a short job advertisement.
• Ss can show equal opportunities and fair treatment in the context of recruitment.

Ss work in groups of four. Each group writes a short job advertisement (4–5 sentences) for a school or company job. The sentences must use at least three modal passives, such as: Every candidate should be assessed fairly. Applications must not be rejected because of gender. Candidates can be contacted by email.
Each group reads its advertisement to the class.

• A short job advertisement of 4–5 sentences, using at least three modal passives and at least three unit words (equality, opportunity, qualification, candidate, fair, stereotype).
• Example product: "We are hiring a English teacher. Every candidate should be assessed fairly. Applicants must not be rejected because of their gender. Qualifications can be checked by the school. Equal opportunity must be given to all candidates."