Giáo án Speaking

Ss activate prior knowledge and vocabulary about gender equality and prepare to speak about the topic.

T asks Ss three quick questions:

• Can a man be a nursery teacher? Why or why not?
• Can a woman be an engineer? What skills does she need?
• Why do some people still think a job is only for one gender?
  Ss note two or three ideas in their notebooks, then share with a neighbour. T introduces the keywords equality (bình đẳng), opportunity (cơ hội), stereotype (khuôn mẫu định kiến), and fair (công bằng) by writing them on the board.

Ss have a list of 3–4 short ideas on the board, such as: 'Patience is not limited to one gender'; 'Skills and training matter more than gender'; 'Some people worry about safety, but the same standards should apply to everyone'. Ss can use the keywords equality, opportunity, stereotype and fair in a full sentence.

Ss identify and produce the primary stress in three-syllable adjectives and verbs in connected speech.

T models four words and asks Ss to mark the stressed syllable:

• GEN-er-ous (adjective, generous)
• DIF-fi-cult (adjective, difficult)
• de-TER-mine (verb, determine)
• en-COUR-age (verb, encourage)
  T reads the sentence 'We encourage students to determine their own goals.' Ss listen, repeat chorally and then individually. T reminds Ss to keep unstressed vowels short.

Ss mark the stress correctly: GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age. The middle syllable of encourage (COUR) carries the primary stress. Ss read the sentence with the correct stress and short unstressed vowels.

Ss recognise the form and meaning of the modal passive and negation with a modal in statements about fair access and treatment.

T writes two model sentences on the board:

• Every applicant should be assessed fairly.
• A job must not be reserved for one gender.
  T asks Ss to identify modal + be + past participle, then to find where negation goes. T explains that the passive focuses on the action and the receiver, not on an unknown agent. T also notes that equality means fair access and treatment, not identical interests or skills.

Ss can state the form: modal + be + past participle (should be assessed; must not be reserved). Ss can state the rule: the negation follows the modal (must not be). Ss can explain the meaning: the sentence focuses on the applicant or the job, not on who acts.

Ss identify the parts of the complete model: opening, reasons with details, a limitation and a closing that invites response.

T shows the complete model on the slide: '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.'
T gives each pair four cards (Position, Example, Limitation, Invitation) and asks them to place the cards next to the matching sentences.

Ss match the parts correctly:

• Position: 'I would consider engineering because I enjoy solving design problems.'
• Example and concrete detail: 'The training can be demanding, and site work needs strong safety habits.'
• Limitation or condition: 'Those requirements concern skills and preparation, not gender.'
• Invitation or closing: 'I would compare courses, speak to qualified engineers and try a supervised school design project before deciding.'
  Ss explain that the opening introduces the topic, and the closing gives the next steps.

Ss analyse the model's content, language and function in detail, and use specific evidence from the text to answer questions.

Pairs complete Worksheet 1 by answering questions 1–6 about the model text. T reminds Ss that for each answer they must quote a specific sentence from the model.

Answer key for Worksheet 1 (teacher-marked; accept equivalent wording with the same meaning):

1. Purpose and audience: the purpose is to explain and defend a position on gender equality in education and career choice; the audience is a general listener or a classmate. Supporting detail: 'Those requirements concern skills and preparation, not gender' shows that the decision depends on skills, not gender.
2. Opening: 'I would consider engineering because I enjoy solving design problems.' It introduces the speaker's position and the subject before the supporting details.
3. Two useful details: 'The training can be demanding, and site work needs strong safety habits' and 'I would compare courses, speak to qualified engineers and try a supervised school design project before deciding.' They are specific and can be checked, so the audience understands the reasoning, not just the importance of the topic.
4. Three-sentence summary: 'The speaker would consider engineering because they enjoy design problems. The training is demanding and needs strong safety habits, but these requirements concern skills, not gender. Before deciding, the speaker will compare courses, talk to engineers and try a supervised design project.'
5. Middle sentence: 'Those requirements concern skills and preparation, not gender.' It develops the topic by giving a particular reason, rather than repeating the title.
6. Opening and closing: the opening sets the topic; the closing gives the next steps and makes the message concrete.

Ss use the interaction pattern from the model to agree, add a point, acknowledge a concern and invite a response.

Pairs practise the dialogue from the lesson:
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.
Then each pair changes the topic to engineering or nursing and makes a new exchange using the phrases I agree, I see their concern, and should apply to everyone.

Each pair performs a new exchange of 4–6 turns on a new topic. Model response: A: 'I think engineering should be open to everyone with the right training.' B: 'I agree. Design skills are not limited to one gender.' A: 'Some people still think engineering is for men only.' B: 'I see their concern about tradition, but a fair selection process should apply to every candidate.' The partner asks one real follow-up question, for example 'What kind of training would you recommend?'

Ss develop and defend their own viewpoint on gender equality in a 1–2 minute spoken contribution and respond to a partner's follow-up question.

Ss choose one topic from: choosing a university course, choosing a job, or sharing household tasks. Each S prepares a 1–2 minute spoken contribution with the four parts: position, specific example, one limitation or condition, and an invitation. The example must be labelled as an example, not as a result. After speaking, the partner asks one real follow-up question.
T reminds Ss: 'Do not invent statistics. If you use an example, say it is an example.'

Each S produces a 1–2 minute spoken contribution that follows the four-part structure and uses at least one modal passive sentence (for example: 'Every applicant should be assessed fairly.'). Each partner asks one follow-up question, and the S answers it with a reason or a condition.