Giáo án Writing

Ss activate prior knowledge about gender stereotypes in jobs and get ready for the topic of gender equality.

Ss look at six job pictures or names on the board (nurse, pilot, nursery teacher, electrician, primary school teacher, construction worker). In pairs, Ss decide which jobs are usually associated with men and which with women, then say whether a man or a woman could do each job well and why.

A quick list on the board, for example: nursery teacher and nurse are often linked with women; electrician and construction worker are often linked with men. Ss agree that anyone with the right patience, skills and training can do these jobs, which leads to the key idea that equal opportunity means fair access, not identical choices.

Ss identify the opening, supporting details and closing of the model paragraph and explain how each part builds a coherent message.

Ss read the model paragraph on the projector: 'Being a nursery teacher should be an option for men as well as women. The job requires patience, clear communication and knowledge of child development. None of these abilities belongs to only one gender. A man who enjoys helping young children learn should therefore have the same chance to train and apply. Some parents may be unfamiliar with male nursery teachers, so schools should explain their qualifications and safeguarding procedures clearly. Standards must be equally high for every teacher. Choosing staff by skill rather than stereotype can give children a wider range of role models. Equal opportunity does not require everyone to choose the same work; it allows people to make an informed choice.' Ss complete Worksheet 1 in pairs.

Completed Worksheet 1 with these key points:

• Purpose: to show that men and women should have equal access to a traditionally gendered job (nursery teacher).
• Audience: parents, schools and the general reader who may hold stereotypes about the job.
• Opening: 'Being a nursery teacher should be an option for men as well as women.' It introduces the subject before the details.
• Supporting details: the job requires patience, clear communication and knowledge of child development; none of these abilities belongs to only one gender; schools should explain qualifications and safeguarding procedures clearly.
• Closing: 'Equal opportunity does not require everyone to choose the same work; it allows people to make an informed choice.' It leaves the reader with the final implication.
• Ss understand that a good paragraph has a clear message, specific support and an appropriate register for its audience.

Ss recognise and form the modal passive and use the key vocabulary of the unit correctly in context.

T presents the grammar box: 'A modal passive uses modal + be + past participle.' Examples from the lesson: 'Every applicant should be assessed fairly.' and 'A job must not be reserved for one gender.' T presents six vocabulary items: equality, opportunity, qualification, stereotype, candidate, fair. Ss find the modal passives in the model paragraph and match each vocabulary item to its meaning. T also models the stress pattern of encourage (en-COUR-age) and determine (de-TER-mine), e.g. 'We encourage students to determine their own goals.'

Ss can identify and produce these structures:

• Modal passive in the model: 'Standards must be equally high for every teacher.' (modal + be + past participle)
• Negative modal passive: 'A job must not be reserved for one gender.' (negation after the modal)
• Vocabulary: equality (bình đẳng), opportunity (cơ hội), qualification (trình độ chuyên môn), stereotype (khuôn mẫu định kiến), candidate (ứng viên), fair (công bằng).
• Pronunciation: stress falls on the middle syllable of encourage (en-COUR-age) and on the second syllable of determine (de-TER-mine).
• Ss can explain: the passive focuses on the action and the receiver, not an unknown agent.

Ss apply their understanding of purpose, structure and key details by answering questions about the model and writing a short summary and conclusion.

Ss work in pairs to complete Worksheet 2, Part A (questions 1–4 about purpose, opening, details and a middle sentence) and Part B (a three-sentence summary and a short concluding sentence). T reminds Ss to use only information from the model and not to invent results. Teacher answer key and scoring guide are used for checking; this is not automatically graded.

Model answers for Worksheet 2 (teacher marks the answers using the scoring guide):

1. Purpose and audience: to convince parents, schools and general readers that men and women should have equal access to a traditionally gendered job. (Score: purpose 4; audience 2)
2. Opening: 'Being a nursery teacher should be an option for men as well as women.' It introduces the subject before the details. (Score: opening 3; explanation 5; clarity 2)
3. Two specific details: 'The job requires patience, clear communication and knowledge of child development.' and 'None of these abilities belongs to only one gender.' They are concrete statements the reader can evaluate, while 'Equality is important' gives no information. (Score: details 3+3; explanation 4)
4. Middle sentence: 'Some parents may be unfamiliar with male nursery teachers, so schools should explain their qualifications and safeguarding procedures clearly.' It adds a specific detail that develops the opening, and it must be read with the surrounding conditions.
5. Three-sentence summary (sample): 'Being a nursery teacher should be an option for men as well as women. The job requires patience, clear communication and knowledge of child development. Equal opportunity does not require everyone to choose the same work; it allows people to make an informed choice.' (Score: main idea and facts 5; essential condition kept 3; coherence 2)
6. Concluding sentence (sample): 'Choosing staff by skill rather than stereotype can give children a wider range of role models, so equal opportunity allows people to make an informed choice.' (Keeps the message; uses only supplied details.)

Ss write a coherent paragraph about a man or woman doing a traditionally gendered job, with specific support, the modal passive and an appropriate register for the stated audience.

Ss complete Worksheet 2, Part C: they choose one job (for example: male nurse, female construction engineer, male primary school teacher, female electrician), decide the audience (for example: parents and school leaders), plan three points (opening, two supporting details, closing) and then write a 100–120 word paragraph. Ss must use at least one modal passive (should / must / can + be + past participle). Any example data must be labelled as an example, not a real result. Ss exchange paragraphs with a partner and check using the success criteria.

A complete paragraph of about 100–120 words, with:

• A clear opening sentence that names the job and the topic of gender equality.
• Two specific supporting details that the audience can evaluate.
• A closing sentence that gives the final implication without unsupported promises.
• At least one modal passive, with correct negation if used.
• A register suitable for parents and school leaders (formal but clear).
  Partner check: one correct statement, one suggestion for a specific detail, and one error corrected in the paragraph.