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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 8. Unit 6: Gender equality

Giáo án Reading

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the main ideas and specific details of the reading text on gender equality in careers.
    • Distinguish a stated fact, a reasonable inference and an unsupported claim, using evidence from the text.
    • Use six key words: equality, opportunity, qualification, stereotype, candidate, fair.
    • Pronounce stress correctly in three-syllable adjectives and verbs (GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age).
    • Form and use the modal passive (modal + be + past participle, with negation after the modal).

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text once for the central question and then locate the exact sentence that supports each answer without depending on the teacher.
  • Communication and collaboration: Ss work in pairs to compare answers, justify their choices with evidence and give feedback to each other respectfully.
  • Problem-solving and creativity: Ss analyse why the posters' message is a habit rather than a rule and propose a fair, evidence-based summary of the text.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the text for main ideas, details and justified inference, discuss the topic orally and write a three-sentence summary using only information from the text.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce word stress correctly, use the six target words in context and recognise the form and meaning of the modal passive in the text.

3. Personal qualities

  • Diligence: Ss complete every reading and writing task on time and check their answers against the text.
  • Responsibility: Ss take responsibility for their own answers and explain their reasoning to classmates.
  • Honesty: Ss admit when a statement is not supported by the text and do not add information that is not in it.
  • Kindness: Ss listen respectfully to classmates who hold different views on gender roles and give constructive comments.
  • Patriotism: Ss show pride in equal opportunity and fair treatment for all people in Vietnamese society.

II. Teaching aids and materials

1. Teacher

  • Projector, slides with the reading text, target vocabulary, stress patterns and practice questions
  • NeoEdu learning page for Unit 6 Reading (neoedu.vn/learn/10/english/unit-6-reading) for the interactive examples and exercises
  • Board, markers, timer

2. Students

  • Student's book English 10 (Global Success), Unit 6
  • Notebook, pen, pencil, highlighter
  • Worksheet 1 and Worksheet 2 (printed or copied)

III. Procedures

Activity 1: Warm-up · 5 minutes

Two Posters, One Question

a) Aims

Ss activate prior knowledge about gender and careers and get ready to read for the main idea.

b) Content

T describes two posters: one shows only men working as engineers, the other shows only women caring for young children. T asks: 'Do you think these posters show a rule or a habit? Why?' Ss answer in pairs and predict what the text is about.

c) Expected outcomes

Ss' predictions, for example: 'The posters show a habit, because they only show a few jobs and nothing says it is a rule.' Ss also predict that the text is about gender equality in choosing a career.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the poster descriptions on the projector and asks: 'What is the difference between a rule and a habit?' T gives a 30-second think time.

    Students

    Ss listen and look at the descriptions, then think about the question silently.

  2. Teacher

    Step 2: Task performance

    T asks Ss to discuss in pairs: 'Do these posters show a rule or a habit? What do you think the reading is about?'

    Students

    Pairs discuss for about 2 minutes and note their ideas in their notebooks. Sample answer: 'It is a habit, not a rule, because it only shows one gender in each job.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to share their predictions and writes key ideas on the board.

    Students

    Representative pairs share ideas. Sample answer: 'The text is about whether jobs should be only for men or only for women.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the reading is about gender equality in career choices and introduces the lesson aim: read for main ideas, details and justified inference. T writes the title 'Gender equality' on the board.

    Students

    Ss write the lesson title and the aim in their notebooks.

Activity 2.1: Knowledge formation · 6 minutes

Key Vocabulary in Context

a) Aims

Ss understand and use six key words from the reading text.

b) Content

Ss match six words (equality, opportunity, qualification, stereotype, candidate, fair) with their Vietnamese meanings: bình đẳng, cơ hội, trình độ chuyên môn, khuôn mẫu định kiến, ứng viên, công bằng. Ss then find each word in the reading text and read the sentence aloud.

c) Expected outcomes

Vocabulary matching:

  • equality: bình đẳng
  • opportunity: cơ hội
  • qualification: trình độ chuyên môn
  • stereotype: khuôn mẫu định kiến
  • candidate: ứng viên
  • fair: công bằng
    Example sentences from the text: 'they argued that interests and qualifications should matter more than gender stereotypes'; 'Every applicant should be assessed fairly' (word fair in the sense of fairly).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words with the meanings in scrambled order on the slide and asks Ss to match them within 2 minutes.

    Students

    Ss copy the words into their notebooks and match them with the meanings.

  2. Teacher

    Step 2: Task performance

    T asks Ss to find each word in the reading text and underline the sentence in which it appears. T monitors and helps pairs who are stuck.

    Students

    Ss work in pairs to locate the words in the text and read the sentences aloud to each other.

  3. Teacher

    Step 3: Report and discussion

    T calls on some Ss to read one sentence and explain the meaning of one word in their own words. T asks: 'What does stereotype mean in this sentence?'

    Students

    Ss answer. Sample answer: 'Stereotype means a fixed, unfair idea about what men or women can do.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and pronounces each word. T asks Ss to repeat chorally and individually.

    Students

    Ss repeat the words and write one example sentence for each word in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Reading for Evidence

a) Aims

Ss read the original text for the central question and distinguish stated facts, reasonable inferences and unsupported claims.

b) Content

Step 1: Ss read the text once and answer: 'What is the central question of the text?' Step 2: Ss work in pairs with Worksheet 2 to sort statements into three groups: Stated fact, Reasonable inference, Unsupported claim. Step 3: Ss locate the exact sentence in the text that supports each answer.

c) Expected outcomes

Central question: Whether gender should decide a career choice, or whether it is only a habit. The fair changed the questions students asked.
Stated fact: 'Students then revised the posters to include a wider range of people.'
Reasonable inference: Mai's questions changed because she began to focus on skills and training rather than on gender.
Unsupported claim: 'Everyone should choose the same career.' (The text says that the speakers did NOT claim this.)
Key evidence: 'Neither claimed that everyone should choose the same career.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to read the text once quickly and answer the question: 'What is the central question?' T hands out Worksheet 2 and explains the three categories with one example each.

    Students

    Ss read the text for 3 minutes and write their answer to the central question in one sentence.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to complete Worksheet 2 and find the exact sentence that supports each answer. T circulates and checks for accuracy.

    Students

    Pairs complete Worksheet 2 and underline the evidence in their copies of the text. Ss discuss any disagreement and check the evidence together.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their answers. T asks: 'Why is 'everyone should choose the same career' an unsupported claim?'

    Students

    Pairs report. Sample answer: 'It is not in the text. The speakers said that neither of them claimed this.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains: a fact is stated directly, an inference is a reasonable conclusion from evidence, and an unsupported claim has no evidence in the text. T reminds Ss: 'Do not turn an example into a general claim.'

    Students

    Ss correct their worksheets and write the key definitions in their notebooks.

Activity 2.3: Knowledge formation · 5 minutes

Stress and the Modal Passive

a) Aims

Ss pronounce stress correctly in three-syllable words and recognise the form of the modal passive.

b) Content

Pronunciation: Ss listen to and repeat GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age and the sentence 'We encourage students to determine their own goals.' Grammar: T presents the modal passive: modal + be + past participle, for example 'Every applicant should be assessed fairly' and 'A job must not be reserved for one gender'.

c) Expected outcomes

Ss can mark the stressed syllable in each word: GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age.
Ss can make the form: modal + be + past participle. Negative form: modal + not + be + past participle (must not be reserved).
Ss can rewrite 'Employers should assess every applicant fairly.' as 'Every applicant should be assessed fairly.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four words on the board and asks Ss to mark the stress. T plays or models the words and asks Ss to clap on the stressed syllable.

    Students

    Ss listen and mark the stressed syllable in their notebooks.

  2. Teacher

    Step 2: Task performance

    T writes the two modal passive example sentences on the board and asks Ss to find the modal, the be form and the past participle. T then asks Ss to rewrite the active sentence in the passive form.

    Students

    Ss work in pairs to identify the three parts and rewrite the active sentence: 'Applicants should be assessed fairly.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 or 3 Ss to say the sentence 'We encourage students to determine their own goals.' with correct stress and to explain the modal passive form.

    Students

    Ss read the sentence aloud and explain: 'Modal + be + past participle, and not comes after the modal.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the stress patterns and the form of the modal passive. T reminds Ss that the passive focuses on the action and the receiver, not on the unknown agent.

    Students

    Ss write the rule and the stress patterns in their notebooks.

Activity 3: Practice · 9 minutes

Comprehension Questions

a) Aims

Ss answer multiple-choice questions about the text and justify each answer with evidence.

b) Content

Ss answer questions 2–5 in pairs (Worksheet 2, Part B) and write the letter of the correct answer. Then Ss find the evidence sentence in the text.
Q2: 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.
Q3: 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.
Q4: What should guide a career choice? A. A poster's colour. B. Friends' guesses. C. Interests and qualifications. D. Gender alone.
Q5: 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.

c) Expected outcomes

Q2: A. They showed gender stereotypes. Evidence: each job was represented by only one gender.
Q3: D. A woman engineer and a man nursery teacher. Evidence: their careers challenge the images.
Q4: C. Interests and qualifications. Evidence: the speakers emphasise relevant interests and preparation.
Q5: B. She asked about skills rather than gender labels. Evidence: 'The final contrast marks a more informed approach.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays Questions 2–5 on the slide and reminds Ss to find the evidence for each answer, not just the answer itself.

    Students

    Ss read the four questions and the options carefully.

  2. Teacher

    Step 2: Task performance

    T asks pairs to answer the questions within 5 minutes and write the evidence sentence for each one. T monitors and checks the evidence.

    Students

    Pairs discuss and write their answers and the evidence sentences on Worksheet 2, Part B.

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to give one answer each and read the evidence aloud. T asks the class: 'Do you agree? Is there other evidence?'

    Students

    Pairs report. Sample answer for Q3: 'D, because the speakers were a woman engineer and a man nursery teacher.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers: 2-A, 3-D, 4-C, 5-B. T emphasises that every answer must be supported by evidence from the text.

    Students

    Ss correct their answers and check the evidence.

Activity 4: Application · 10 minutes

Summary Writing and Real-Life Choice

a) Aims

Ss write a three-sentence summary using only information from the text and apply the modal passive to their own career thinking.

b) Content

Task 1: Ss write a three-sentence summary of the text using only information from the text. Keep any essential condition or limit, for example 'Neither claimed that everyone should choose the same career.'
Task 2: Ss think about a job they are interested in and write one sentence with a modal passive, for example 'Every candidate should be judged by skills and qualifications.'

c) Expected outcomes

Sample summary:

  • At a school careers fair, two posters attracted Mai's attention because they showed only men as engineers and only women caring for young children.
  • The speakers, a woman engineer and a man nursery teacher, argued that interests and qualifications should matter more than gender stereotypes, and neither claimed that everyone should choose the same career.
  • Rather than asking whether a job was for boys or girls, Mai began asking what skills she would need and how she could develop them.
    Sample modal passive sentence: 'Every candidate should be judged by skills and qualifications, not by gender.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and reminds Ss: 'Use only information from the text. Do not add new results or opinions.' T shows the criteria: main idea, accurate facts, and essential limits.

    Students

    Ss read the task and the criteria and plan their three sentences in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write individually for 5 minutes, then check their partner's work with the criteria. T circulates and gives individual feedback.

    Students

    Ss write their summary and one modal passive sentence. They then swap notebooks with a partner and check accuracy and the use of the passive.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 Ss to read their summaries aloud. T asks the class: 'Does this summary include any claim that is not in the text?'

    Students

    Ss read their summaries. The class comments on whether each sentence is supported by the text.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate and concise summaries and highlights the common mistake: turning an example into a general claim. T reviews the main idea: read for main ideas, detail and justified inference.

    Students

    Ss revise their summaries and write the final version in their notebooks.

Worksheets

Worksheet 1: Vocabulary and Stress

Part A. Match each word with its meaning.

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

Part B. Mark the stressed syllable in each word and write the word with capital letters for the stressed syllable.

  • generous
  • difficult
  • determine
  • encourage

Part C. Rewrite each active sentence in the modal passive form.

  • Employers should assess every applicant fairly.
  • Companies must not reserve jobs for one gender.

Worksheet 2: Reading for Evidence

Part A. Read the text once. What is the central question of the text? Write one sentence.

Part B. Answer the questions and write the evidence sentence from the text.

  • Q2: 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.
  • Q3: 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.
  • Q4: What should guide a career choice?
    A. A poster's colour.
    B. Friends' guesses.
    C. Interests and qualifications.
    D. Gender alone.
  • Q5: 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. Sort each statement into one group: Stated fact / Reasonable inference / Unsupported claim.

  • Students then revised the posters to include a wider range of people.
  • Mai's questions changed because she began to focus on skills and training.
  • Everyone should choose the same career.

Homework

  • Write a short paragraph (about 60–80 words) about a job you are interested in. Include at least one sentence in the modal passive form, for example: 'Every candidate should be judged by skills and qualifications.'
  • Answer Questions 6, 7 and 8 from the textbook in your notebook. For each answer, give one piece of evidence from the reading text.
  • Practise the stress patterns: GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age. Record yourself reading the sentence 'We encourage students to determine their own goals.' and listen to check your stress.
  • Look at the NeoEdu page neoedu.vn/learn/10/english/unit-6-reading to review the examples and do the interactive exercises before the next lesson.

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