Tiếng AnhLớp 10Phần 8. Unit 6: Gender equality

Giáo án Listening

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to extract the gist of an original recording.
By the end of the lesson, Ss will be able to identify specific information, including contrasts (e.g., first woman vs. first person) and conditions in the recording.
By the end of the lesson, Ss will be able to pronounce stress in three-syllable adjectives and verbs (GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age).
By the end of the lesson, Ss will be able to use the modal passive (modal + be + past participle) and its negation in short sentences.

2. Competences

a) General competences

Self-control and independent learning: Ss predict the kind of information needed from the questions before listening, listen for gist first, and answer without opening the explanation until they have finished.
Communication and collaboration: Ss compare their answers in pairs, give reasons for their choices, and ask for repetition or confirmation when information is unclear.
Problem-solving and creativity: Ss separate similar pieces of information (such as a meeting time and a departure time) and explain why a distractor option does not fit the recording.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to an en-US announcement to get gist and specific details, explain their answers orally and in writing, and use the language in a short role-play.
Language knowledge (pronunciation, vocabulary, grammar): Ss apply stress patterns to three-syllable words, use the key vocabulary (equality, opportunity, qualification, stereotype, candidate, fair) and form modal passive sentences correctly.

3. Personal qualities

Honesty: Ss answer the listening questions based only on what they hear and do not read the explanation before answering.
Responsibility: Ss record only the information required and check their own answers carefully before reporting.
Kindness: Ss listen respectfully to classmates' answers and give constructive feedback during pair and group work.

II. Teaching aids and materials

1. Teacher

Audio recording (en-US) for Unit 6 Listening, with the ability to replay
Projector or interactive board to display questions and key vocabulary
Lesson slides with the stress patterns and modal passive examples
NeoEdu online lesson page with the interactive listening exercises: neoedu.vn/learn/10/english/unit-6-listening
Worksheet No. 1 (printed for each pair)

2. Students

Student's book (Global Success 10, Unit 6)
Notebook, pen, pencil
Worksheet No. 1
Earphones or access to a device with NeoEdu (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Predicting the Listening Task

a) Aims

Ss activate prior knowledge about gender equality and predict the kind of information they will need from the questions.

b) Content

Ss look at the title "Gender equality" and the key words on the board: equality, opportunity, qualification, stereotype, candidate, fair. In pairs, Ss answer the questions: "What does gender equality mean?" and "Why do we need fair opportunities for everyone?" Then T asks Ss to look at the five listening questions (When? What? How many? Which claim?) and predict what kind of information they will listen for.

c) Expected outcomes

Ss can state that equality means fair access and treatment, not identical interests or skills. Ss predict that the listening will require names, dates, numbers and claims, and that they must listen for both gist and specific details.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the word "equality" in the centre of the board and asks: "What does equality mean to you? Give one example." T introduces the aim of the lesson and asks Ss to look at the question types in the exercises.
Students
Ss look at the board and the question types, and think about the answer to T's question.
Teacher
Step 2: Task performance
T asks Ss to work in pairs for 2 minutes to discuss the two questions and to predict what information the recording will give (e.g., a date, a name, a number). T monitors and helps with vocabulary.
Students
Ss discuss in pairs. Possible answers: "Equality means everyone has the same chance." "The recording will give a date and a number of something."
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their predictions. T asks: "Why is it important to know what kind of information you need before listening?"
Students
Ss share ideas. Possible answer: "We know what to listen for, so we don't waste time."
Teacher
Step 4: Conclusion and assessment
T confirms that predicting the kind of information (not the answer) helps Ss focus. T introduces the two listening aims: gist first, then specific information, contrasts and conditions.
Students
Ss note the two listening aims in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Listening Strategies and Key Vocabulary

a) Aims

Ss understand the listening strategies (gist, specific information, separating similar numbers) and the six key words.

b) Content

T presents the six key words: equality (bình đẳng), opportunity (cơ hội), qualification (trình độ chuyên môn), stereotype (khuôn mẫu định kiến), candidate (ứng viên), fair (công bằng). Ss match each word with its meaning and make a sentence about a job interview. T explains the strategy: "Numbers can refer to different things: separate a meeting time from a departure time." T asks Ss to look at the example: "A candidate's qualification should be judged fairly."

c) Expected outcomes

Ss match the six words correctly and write one sentence with each word. Ss state the strategy: listen once for gist, then again for specific details, and separate numbers that refer to different things.
Sample sentence: "Every candidate should have a fair opportunity, regardless of gender."

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the six words on the board and asks Ss to match them with the Vietnamese meanings. T explains that in the listening, Ss must check meaning, not isolated words.
Students
Ss read the words and copy them into their notebooks.
Teacher
Step 2: Task performance
T asks Ss to work individually for 3 minutes to match the words and then write one sentence with each word. T walks around and checks sentences.
Students
Ss match the words (e.g., equality – bình đẳng; candidate – ứng viên) and write their sentences individually.
Teacher
Step 3: Report and discussion
T calls 3 Ss to read their sentences. T asks: "If a number appears in the recording, how do you know what it refers to?"
Students
Ss read their sentences. Possible answer: "I check the context: is it a date, a time, or a number of things?"
Teacher
Step 4: Conclusion and assessment
T confirms the meanings and the listening strategy. T reminds Ss: "Do not read the solution until after answering."
Students
Ss write the strategy in their notebooks: gist first, then specific details; separate similar numbers.

Activity 2.2: Knowledge formation · 8 minutes

Stress and Modal Passive in Context

a) Aims

Ss pronounce stress correctly in three-syllable words and form modal passive sentences with negation.

b) Content

T models the stress in: GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age. T highlights that in "encourage" the middle syllable carries primary stress. T reads the sentence: "We encourage students to determine their own goals." Ss repeat in chorus and individually. T presents the modal passive: "Every applicant should be assessed fairly." and the negation: "A job must not be reserved for one gender." T explains that the passive focuses on the action and the receiver, not an unknown agent.

c) Expected outcomes

Ss mark the stress correctly on the four words and read the sentence with correct stress and short unstressed vowels. Ss form the modal passive from the active sentence "The company should assess every applicant fairly." → "Every applicant should be assessed fairly." Ss state the rule: modal + be + past participle; negation follows the modal (must not be / should not be).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four words on the board and asks Ss to listen and mark the stressed syllable. T plays the model or reads it aloud.
Students
Ss listen and watch T's model.
Teacher
Step 2: Task performance
T asks Ss to repeat the words in chorus, then in pairs, and to transform the active sentence "The company should assess every applicant fairly." into the passive form. T monitors pronunciation.
Students
Ss repeat the words and mark the stress. Ss transform: "Every applicant should be assessed fairly." They then build the negative: "A job must not be reserved for one gender."
Teacher
Step 3: Report and discussion
T invites 2 pairs to read the sentence "We encourage students to determine their own goals." T asks: "What is the form of the modal passive?"
Students
Ss read the sentence aloud. Possible answer: "Modal + be + past participle."
Teacher
Step 4: Conclusion and assessment
T confirms the stress pattern and the modal passive structure, and reminds Ss that equality means fair access and treatment, not identical interests or skills.
Students
Ss write the structure and stress rule in their notebooks.

Activity 3.1: Practice · 9 minutes

Listening for Gist and Specific Information

a) Aims

Ss extract gist and specific information (date, spacecraft, number, claim) from the recording.

b) Content

Ss listen to the recording and answer Exercises 2–5 in Worksheet No. 1 (in the textbook or on NeoEdu). Exercise 2: When was the flight? A. June 1963; B. June 1961; C. July 1969; D. June 1983. Exercise 3: What was the spacecraft? A. Apollo 11; B. Vostok 1; C. Soyuz 1; D. Vostok 6. Exercise 4: How many Earth orbits are stated? A. 6; B. 1; C. 48; D. 24. Exercise 5: Which claim is rejected? A. She orbited Earth.; B. She was the first person in space.; C. She was the first woman in space.; D. She travelled in 1963.

c) Expected outcomes

Exercise 2: A – June 1963 (The recording gives June 1963.)
Exercise 3: D – Vostok 6 (Vostok 6 carried Tereshkova.)
Exercise 4: C – 48 (Forty-eight is explicitly stated.)
Exercise 5: B – She was the first person in space. (First woman does not mean first person.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 1 and tells Ss: "Listen once for the gist, then listen again for specific information. You may replay the recording, but do not open the explanation until you have answered."
Students
Ss read the four questions and options silently and underline key words.
Teacher
Step 2: Task performance
T plays the recording (en-US). Ss listen and choose the answers individually. T replays the recording if needed. Then Ss compare answers with a partner.
Students
Ss listen and write the letters of their answers. Ss compare with partners.
Teacher
Step 3: Report and discussion
T asks: "What is your answer for Exercise 2? Why did you not choose B?" T invites Ss to explain the distractors in Exercise 5.
Students
Possible answers: "A – June 1963, because the recording gives June 1963." "Not B, because the year is 1961, not 1963." "B is rejected because first woman does not mean first person."
Teacher
Step 4: Conclusion and assessment
T gives the answer key after Ss have answered and confirms the answers. T emphasises the contrast: "first woman" is different from "first person".
Students
Ss check their answers and correct any mistakes in red pen.

Activity 3.2: Practice · 6 minutes

Explaining the Answers

a) Aims

Ss explain why each answer fits the recording, using the key information from the audio.

b) Content

Ss answer Exercises 6–9 by explaining the reasons for their answers in full sentences. Exercise 6: Explain why this answer fits the recording: When was the flight? Exercise 7: What was the spacecraft? Exercise 8: How many Earth orbits are stated? Exercise 9: Which claim is rejected? Ss must not merely repeat a single word.

c) Expected outcomes

Exercise 6: June 1963. The recording gives June 1963.
Exercise 7: Vostok 6. Vostok 6 carried Tereshkova.
Exercise 8: 48. Forty-eight is explicitly stated.
Exercise 9: She was the first person in space. First woman does not mean first person.
Acceptable answers may use different wording if the meaning is accurate.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the assessment criteria: correct information (5 points), a clear reason that distinguishes the answer (4 points), and clear expression (1 point). T displays the questions for Exercises 6–9.
Students
Ss read the questions and note the criteria.
Teacher
Step 2: Task performance
T asks Ss to write their explanations individually (3 minutes), then to read them to a partner. T circulates and checks accuracy.
Students
Ss write their explanations and share with their partners. Sample: "The answer is June 1963, because the recording says the flight was in June 1963."
Teacher
Step 3: Report and discussion
T invites 2–3 Ss to read their explanations aloud. T asks the class: "Is the explanation clear? Does it give the reason for the choice?"
Students
Ss read and listen. The class gives feedback on accuracy and clarity.
Teacher
Step 4: Conclusion and assessment
T confirms the model explanations and reminds Ss that the reason should show the distinguishing point, not just repeat the answer.
Students
Ss revise their own explanations if needed.

Activity 4: Application · 7 minutes

Real-life Announcement Role-play

a) Aims

Ss apply listening strategies and the modal passive in a realistic situation where they must confirm unclear information.

b) Content

Ss work in groups of three. One S plays a staff member who gives a short announcement about a job interview for a candidate (e.g., "Every candidate should be assessed fairly. The interview must not be scheduled for one gender only. The meeting is at 9 a.m., and the departure time for the trip is 2 p.m."). The other Ss listen, note the specific information, and ask for confirmation of any unclear time or number. Then each group reports the key information.

c) Expected outcomes

Each group records the main information (meeting time and departure time, separated correctly) and uses at least two modal passive sentences (e.g., "Every candidate should be assessed fairly." / "A job must not be reserved for one gender."). Ss use at least one confirmation question (e.g., "Did you say 9 a.m. or 9 p.m.?").

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the situation and models a short announcement with a confirmation question: "Sorry, did you say the meeting is at 9 a.m.?" T assigns roles in each group.
Students
Ss listen to the model and understand the task.
Teacher
Step 2: Task performance
T asks groups to prepare and perform the role-play (about 3 minutes), then to report the key information to the class. T monitors pronunciation and the use of modal passive.
Students
Ss prepare and perform the role-play. The listeners note the times and ask for confirmation when needed.
Teacher
Step 3: Report and discussion
T invites 2 groups to present. T asks: "What did you need to confirm? Why?"
Students
Possible answer: "We confirmed the meeting time because 9 a.m. and 9 p.m. sound similar."
Teacher
Step 4: Conclusion and assessment
T summarises: listen for gist and specific details, separate numbers that refer to different things, and ask for confirmation when safety, time or permission is unclear. T closes the lesson with the summary sentence: "Extract gist and specific information from an original recording, including contrasts and conditions."
Students
Ss write the summary in their notebooks.

Worksheets

Phiếu học tập số 1

Listening Worksheet No. 1 – Unit 6: Gender equality

Part A. Listen and choose the best answer (Exercises 2–5).

Exercise 2. When was the flight? A. June 1963 B. June 1961 C. July 1969 D. June 1983
Exercise 3. What was the spacecraft? A. Apollo 11 B. Vostok 1 C. Soyuz 1 D. Vostok 6
Exercise 4. How many Earth orbits are stated? A. 6 B. 1 C. 48 D. 24
Exercise 5. Which claim is rejected? A. She orbited Earth. B. She was the first person in space. C. She was the first woman in space. D. She travelled in 1963.

Part B. Listen again and explain your answer in one or two full sentences (Exercises 6–9).

Exercise 6. Explain why this answer fits the recording: When was the flight?
Exercise 7. Explain why this answer fits the recording: What was the spacecraft?
Exercise 8. Explain why this answer fits the recording: How many Earth orbits are stated?
Exercise 9. Explain why this answer fits the recording: Which claim is rejected?

Part C. Vocabulary check. Match the words with their meanings.

equality – ?
opportunity – ?
qualification – ?
stereotype – ?
candidate – ?
fair – ?
(Options: công bằng; khuôn mẫu định kiến; ứng viên; cơ hội; trình độ chuyên môn; bình đẳng)

Homework

Listen to the Unit 6 Listening recording on NeoEdu (neoedu.vn/learn/10/english/unit-6-listening) at least twice. Write down the gist in one sentence and two specific details.
Write a short paragraph (5–6 sentences) about gender equality in the workplace. Use at least two modal passive sentences (e.g., "Every applicant should be assessed fairly." / "A job must not be reserved for one gender.").
Practise the stress pattern of the words: GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age. Record your reading of the sentence "We encourage students to determine their own goals." and listen to your recording to self-check.

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