Giáo án Looking back

Ss activate prior knowledge of the unit topic and recall the meaning of equality before the review.

Ss work in pairs and answer two questions on the board: (1) What does equality mean in the workplace? (2) Should a job be reserved for one gender? Why or why not? Ss write their ideas on sticky notes and place them on the board.

A short list of pair ideas on the board, for example: equality = fair access to jobs; equality = fair treatment at work; a job should not be reserved for one gender because the decision should depend on skills and qualification. The key understanding recorded: Equality means fair access and treatment, not the claim that every person has identical interests or skills.

Ss recall and systematise the form and use of the modal passive and its negation.

T writes a table on the board with three columns: Structure, Example, Focus. Ss complete the table from the grammar notes in their books. Then T asks two questions: (1) Who performs the action in "Every applicant should be assessed fairly"? (2) Why do we use the passive here? Ss also study the negative: "A job must not be reserved for one gender."

Completed table:

• Structure: modal + be + past participle, e.g., should be assessed, must be followed, can be contacted, will be asked, ought to be changed
• Negation: modal + not + be + past participle, e.g., must not be reserved, should not be limited
• Focus: the action and the receiver, not an unknown agent (the agent is not mentioned because it is unknown or unimportant).
  Key takeaway: A modal passive uses modal + be + past participle, and negation follows the modal.

Ss recognise and produce the primary stress in three-syllable adjectives and verbs from the unit.

T plays the model words from the NeoEdu lesson page (or reads them aloud). Ss listen, repeat and mark the stressed syllable in capitals: GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age. T asks: "Which syllable is stressed in each word? Is the stress the same in adjectives and verbs?"

Stress pattern recorded by Ss:

• GEN-er-ous (adjective): stress on the first syllable
• DIF-fi-cult (adjective): stress on the first syllable
• de-TER-mine (verb): stress on the middle syllable
• en-COUR-age (verb): stress on the middle syllable
  Key takeaway: Stress in three-syllable adjectives and verbs does not follow one fixed position; learn each word's stress pattern. Unstressed vowels are short.

Ss apply the modal passive correctly in context and check each other's answers.

Ss work in teams of four (two pairs). Using Worksheet 1, teams complete eight multiple-choice gap-fill items. Each Ss in the team completes one or two items in turn, then the team checks together. T uses the answer key to confirm.

Answer key for Worksheet 1:

1. C (should be assessed)
2. B (must be followed)
3. A (should not be limited)
4. D (can be contacted)
5. C (must provide)
6. B (be held)
7. A (ought to be changed)
8. D (will be asked)
   Each team's completed worksheet with a short explanation for each correct answer, e.g., "Applicants receive the contact, so use the passive."

Ss read the unit practice aloud with correct stress, rhythm and pronunciation, then assess their own performance.

Ss read the practice sentence "We encourage students to determine their own goals." aloud twice: first slowly, then at a natural pace. Ss then use the 10-point rubric to self-assess: content focus (4 points), clarity of sounds and meaning (3 points), rhythm and intonation (2 points), and self-correction after the first attempt (1 point). Partners give one piece of feedback.

Ss' self-assessment score on the 10-point rubric, with one specific point to improve, e.g., "I stressed encourage on the middle syllable, but I need to keep the unstressed vowels shorter." Partner feedback recorded in one sentence.

Ss use the unit's modal passive, vocabulary and stress knowledge to write a connected paragraph about their own career choice, free from gender stereotypes.

Ss work individually to write a paragraph of five to six sentences about a career they would consider. Ss must include at least three modal passive sentences (one negative), and at least four unit vocabulary items (equality, opportunity, qualification, stereotype, candidate, fair). Ss may follow the model: "I would consider engineering because I enjoy solving design problems. The training can be demanding, and site work needs strong safety habits. Those requirements concern skills and preparation, not gender. I would compare courses, speak to qualified engineers and try a supervised school design project before deciding." Then pairs exchange paragraphs and check the modal passive forms.

A five to six sentence paragraph by each Ss, for example: "I would consider nursing because I enjoy helping people. Applicants should be assessed by their qualification and experience, not by their gender. A job must not be reserved for one gender. I would compare courses and speak to qualified nurses before deciding." Partner checklist: at least three modal passives, one negative modal passive, correct stress on the four model words, and no gender stereotype in the content.