Giáo án môn Tiếng Anh 10 - Unit 6: Gender equality - Lesson: Getting started

PERIOD 55
DATE OF PLANNING: 03/ 01/ 2021
DATE OF TEACHING:
UNIT 6: GENDER EQUALITY GETTING STARTED
I, Objectives.
Knowledge.
By the end of this unit, Ss can:
Use lexical items related to the topic Gender Equality.
Know deeper about that topic.
Listening to a conversation with new words, agreement and disagreement among three characters.
Practice the conversation.
Enhance reading techniques.
Understand and use the passive voice with modals.
Skills.
To help learners get started with 4 skills in Unit 1
Reading: Read about the topic Gender Equality
Speaking: Exchange opinions about women’s going to work.
Listening: Listen to to a conversation with new words, agreement and disagreement among three characters.
Writing: Write about advantages and disadvantages of women’s going to work.
Educational aims.
To provide Ss some motivation.
Students are more aware of the drawbacks of gender discrimination.
II, Teaching aids.
Teacher: tape, board, chalk, textbook, cassette.
Students: textbook, workbook, pen, pencil
III. Procedures:
1. Activity 1
WARM UP
a. Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality.
b. Content: Ask students what they think about when they see or hear the words “gender”, “equality” and “gender equality”.
c. Outcome: Possible answers:
+ I think of men and women.
+ I think of the word same.
+ I think that men and women should be treated in the same way and given the same opportunities.
d. Organization: Elicit sts’ answers.
Listen to the sts and give feedback.
- Lead sts into new lesson.
2. Activity 2
PRESENTATION
a. Aim: elicit new words, listen to the conversation
b. Content: Look at the picture and answer the questions about it
c. Outcome: 
Give the answers.
- Listen to the recording and read silently after the recording.
d. Organization
Ask students to look at the picture and answer the questions about it: Suggested questions:
+ Who do you see in the picture?
+ Where do you think they are?
+ What are they doing?
Play the recording.
Ask students to listen and read.
Explain new words if necessary.
3. Activity 3
PRACTICE 
a. Aim: practise skills
b. Content: Work individually first and then in pairs to decide if the statements are true (T), false (F) or not given
c. Outcome: Suggested answer:
1. F	 2. F	3. T	4. NG	5. T
d. Organization: 
- Ask students to work individually first and then in pairs to decide if the statements are true (T), false (F) or not given.
Encourage students to provide reasons for their answers.
Ask them to refer back to the conversation to get the necessary information.
Check students’ answers and give explanations
4. Activity 4
APPLICATION
a. Aim: use languages to practice in pairs/groups
b. Content: Read the conversation again and answer to the questions.
c. Outcome: Suggested answers:
Only 82 girls enrolled per 100 boys in secondary school.
Because they might be forced to work at home and in the fields.
There are slightly more boys than girls in both primary and secondary schools.
Women do.
Gender discrimination should be eliminated so that everyone has equal opportunities in education.
d. Organization:
Ask students to read the conversation again and think of the answers to the questions.
Have them work with a partner and switch roles to ask and answer.
Check the answers and provide the correct ones if necessary.
PERIOD 56
DATE OF PLANNING: 03/ 01/ 2021
DATE OF TEACHING
UNIT 6: GENDER EQUALITY
LANGUAGE
I, Objectives.
Knowledge.
By the end of this unit, Ss can:
Pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in context
Understand new words related to the topic
Master modal verbs use
Understand more about passive voice
Skills.
To help learners get started with 4 skills in Unit 1
Reading: Read about the topic Gender Equality
Speaking: Exchange opinions about women’s going to work.
Listening: Listen to to a conversation with new words, agreement and disagreement among three characters.
Writing: Write about advantages and disadvantages of women’s going to work.
Educational aims.
To provide Ss some motivation.
Students are more aware of the drawbacks of gender discrimination.
II, Teaching aids.
Teacher: tape, board, chalk, textbook, cassette.
Students: textbook, workbook, pen, pencil
III. Procedures:
1. Activity 1
WARM UP
a. Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality.
b. Content: Match each word with its definition. Then practice reading the word out loud
c. Outcome: Suggested answers:
1. D	2. F	3. E	4. A	5. C	6. B
d. Organization: 
- Ask students to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f).
If students need support, ask them to use the context of the conversation to help them choose the correct meaning for each word.
Check answers as a class.
2. Activity 2
PRESENTATION
a. Aim: elicit new words
b. Content: Complete the following sentences using the words given in 1.
c. Outcome: 
Suggested answers:
1. Enroll	2. Force	3. Eliminate
4. Discrimination	5. Equal	6. Gender.
d. Organization
Ask students to work individually first, and then check with a partner.
Make sure that student have the right answers by going over all the answers in class.
Allow students to look up the words in the glossary, if necessary.
3. Activity 3
PRACTICE 
a. Aim: practise skills
b. Content: 
Task 1. Listen and repeat
Task 2. Listen again and put a mark before stress syllable
c. Outcome: 
2. WOman 3. GENder 4. perFORM
5. HOUSEhold 6. aGREE 7. TREATment
8. Equal 9. SYStem 10. COllege
11. aLLOW 12. proMOTE
d. Organization: 
Play the recording and let students listen and follow.
Play it again with pauses for students to repeat each word chorally.
Give the meaning of the words if necessary. Help students distinguish two-syllable words with stress on the first or second syllable.
Ask students to work in pairs and take turns reading the words.
4. Activity 4
APPLICATION
a. Aim: use languages to practice in pairs/groups
b. Content: The passive voice: S + be + V_pp.
The passive voice with modals: S + must + be + V_pp.
c. Outcome:
Task 1: Expected answers:
1. Shouldn’t – advice	2. Must - duty
3. May - permission	4. Might - possibility
5. Will – request	6. Mustn’t - prohibition
7. Can - ability
Task 2: Expected answers:
1. May be kept	 2. Might be forced
3. Shouldn’t be allowed	4. Should be eliminated
d. Organization:
Explain to students that modal verbs are special verbs that behave differently from other verbs.
+ They are used to express ability, advice, duty, permission, possibility, prohibition or request.
Let students read the sentences individually and ask them to pay attention to all modal verbs used in the sentences.
Have them choose the answers and discuss the meaning of each modal with a partner.
Go over all the answers in class
PERIOD 57
DATE OF PLANNING: 05/ 01/ 2021
DATE OF TEACHING: 
UNIT 6: GENDER EQUALITY SKILLS – READING
I, Objectives.
Knowledge.
By the end of this unit, Ss can:
Read for general ideas and specific information about gender equality in employment
Know more about Brenda Berkman- a brave woman daring to fight for her own desire.
Discuss about the topic
Answer comprehensive questions
Skills.
To help learners get started with 4 skills in Unit 1
Reading: Read about the topic Gender Equality
Speaking: Exchange opinions about women’s going to work.
Listening: Listen to to a conversation with new words, agreement and disagreement among three characters.
Writing: Write about advantages and disadvantages of women’s going to work.
Educational aims.
To provide Ss some motivation.
Students are more aware of the drawbacks of gender discrimination.
II, Teaching aids.
Teacher: tape, board, chalk, textbook, cassette.
Students: textbook, workbook, pen, pencil
III. Procedures:
1. Activity 1
WARM UP
a. Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality.
b. Content: Show some pictures of some famous women in some aspects like politic, economic: Hillary Clinton,
Teresa May, Nguyen Thi Kim Tien
c. Outcome: 
Look at the pictures.
Name the women.
d. Organization: 
Have sts name these women.
Lead sts into new lesson.
2. Activity 2
PRESENTATION
a. Aim: elicit some new words and reading skills/strategies
b. Content: Look at the symbols. What do they stand for?
c. Outcome: 
- Suggested answers:
1. c 2. e 3. d 4. b 5. a
*Vocab
be in favor of: agree with
physical test: kiem tra suc khoe
come + adj
heavy price/ fine:
will (n): 
d. Organization
- Have them guess the meaning of the vocab appearing in the context.
- Ask them if they have any new words.
- Supply them with the words they asked.
- Read and understand the text about a volunteer
3. Activity 3
PRACTICE 
a. Aim: practise skills
b. Content: 
Task 1. Read the statements, decide whether it is T, F or NG.
Task 2. Answer the questions.
c. Outcome: 
Task 1. Read the statements, decide whether it is T, F or NG.
1. F 2. NG 3. F 4. T 5. T 6. F
Task 2. Answer the questions.
1. She wanted to become a firefighter
2. She sued New York City and the DNY for gender discrimination and won
3. They were unwelcomed at meals, faced loneliness and even violence
d. Organization: 
Let Ss read the three heading a, b, c first and make sure they understand all of them
Ask Ss to read through the text once without stopping at the words that they don't know the meaning
Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text
Help them eliminate the choice that is only one aspect of the text.
Elicit the answers from the sts.
Check and correct.
4. Activity 4
APPLICATION
a. Aim: use languages to practice in pairs/groups
b. Content: Discus with a partner: should a woman do a man's job?
c. Outcome:
Expected answers:
Yes: because of their talent, love, and attempt
No: because of the particular characteristics and social attitudes.
d. Organization:
Put Ss in groups of four and let them discuss the questions freely.
Useful languages:
 + I think/ In my opinion.
+ Woman should be strongly encouraged to.
 + I do not think woman can.
+ They have the same qualifications as men do
PERIOD 58
DATE OF PLANNING: 06/ 01/ 2021 
DATE OF TEACHING: 
UNIT 6: GENDER EQUALITY SKILLS: SPEAKING
I, Objectives.
Knowledge.
By the end of this unit, Ss can:
Know how to express agreement and disagreement
Discuss in pair and in groups about whether married women should pursue a career.
Report the discussing result in front of the class.
Skills.
To help learners get started with 4 skills in Unit 1
Reading: Read about the topic Gender Equality
Speaking: Exchange opinions about women’s going to work.
Listening: Listen to to a conversation with new words, agreement and disagreement among three characters.
Writing: Write about advantages and disadvantages of women’s going to work.
Educational aims.
To provide Ss some motivation.
Students are more aware of the drawbacks of gender discrimination.
II, Teaching aids.
Teacher: tape, board, chalk, textbook, cassette.
Students: textbook, workbook, pen, pencil
III. Procedures:
1. Activity 1
WARM UP
a. Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality.
b. Content: Give some pictures of some women.
c. Outcome: 
Look at the pictures and answers to the T’s questions.
d. Organization: 
Give some pictures of some women.
Ask sts to tell who these women are and what their jobs are.
Introduce the topic by asking questions such as Whose parents both work? Which of them is more qualified? Which of them earns more money? Which of them does more housework? And Do you think they should have equal opportunities for jobs?
Lead sts into new lesson.
2. Activity 2
PRESENTATION
a. Aim: pick out (dis)agreement expressions and add two more expressions 
b. Content: Look at some (dis)agreement expressions.
c. Outcome: 
Suggested answers:
1. D 
2. A 
3. D 
4. A 
5. A 
6. D
7. Right/ True but.It's wrong./ You may be right but./ I'm supposed to it. D
8. That's for sure./ Exactly./ I couldn't agree more./ It's great./ It's right./I'm for it. A
d. Organization
- Ask some sts to pick out (dis)agreement expressions and add two more expressions
3. Activity 3
PRACTICE 
a. Aim: practise skills
b. Content: 
Work in pairs. Do you agree or disagree with the following ideas?
c. Outcome: Suggested answers:
A: I think men are better leaders than women.
B: I disagree that women may become trouble-makers because they are too talkative. 
A: That's true that men are not good with children as women.
d. Organization: 
Ask some sts to express their opinions on the following statements with their friend in 5' .
4. Activity 4
APPLICATION
a. Aim: use languages to practice in pairs/groups
b. Content: Discuss if you are agree or disagree with the statement "Married women should not pursue a career".
c. Outcome:
Expected answers:
C: In my opinion, married women should not pursue a career because they are physically weaker than men.
D: Yes, but It's boring and tiring to do only housework.
d. Organization:
- Ask sts to express their opinion of the discrimination with their group-mates.
- Let sts work in groups, and give their choice with suitable explanations.
- Supply them with some vocab they need.
- Get two or three representatives from different groups to go to the board and give their presentations.
- Ask the rest to listen to the representatives and take notes.
- Tell sts to give their votes to the best decision as well as the fluency of the presentation.
PERIOD 59
DATE OF PLANNING: 10/ 01/ 2021
DATE OF TEACHING: 
UNIT 6: GENDER EQUALITY SKILLS – LISTENING
I, Objectives.
Knowledge.
By the end of this unit, Ss can:
Describe a picture in their own language
Learn more new words related to the topic
Listen to a talk about gender equality in wages
Listen for specific information and to fill in the gaps.
Skills.
To promote Ss to develop their listening skills
To help Ss develop the skill of working in pairs and groups
Educational aims.
To provide Ss some motivation
Students are more aware of the importance of eliminating gender discrimination.
II, Teaching aids.
Teacher: tape, board, chalk, textbook, cassette.
Students: textbook, workbook, pen, pencil
III. Procedures:
1. Activity 1
WARM UP
a. Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality.
b. Content: Ask Ss to answer some questions:
How does your family share the household chores?
Is your mother a homemaker?
Is your father a breadwinner?
Do you think that both parents now should work to contribute the family finances?
c. Outcome: Suggested answers:
1. Everybody in my family share the housework equally.
2+3. Both my parents go to work to suppot the family, and they join hand to make us a happy family.
4. I think that both parents should work to contribute the family finances.
d. Organization: 
Listen to the sts’ answers.
Give feedback.
Lead sts into new lesson.
2. Activity 2
PRESENTATION
a. Aim: Use the picture in the textbook to introduce the listening lesson. 
b. Content: Ask sts to work in pairs, discuss the questions 
c. Outcome: 
- Suggested answers:
- The man looks happy but the woman looks sad because she gets less pay.
Listen and repeat the following words.
Vocab.
- property (n): - income (n):
- address (v): - qualified (a):
- wage (n) x 4 weeks = salary
- negatively (adv) > < positively 
d. Organization
- Use the picture in the textbook to introduce the listening lesson. 
- Ask sts to work in pairs, discuss the questions
- Ask sts to work in pairs, discuss and answer the questions.
- Play the tape twice
3. Activity 3
PRACTICE 
a. Aim: practise skills
b. Content: 
Listen to the recording. Check whether the following statements are true or false. Tick the correct box.
c. Outcome: Suggested answers:
Possible answers:
1. F 2. T 3. F 4. T 5. F	6.T
d. Organization: 
Explain the task’s requirement.
Get sts to read through the 6 statements to make sure they understand.
Ask sts to work in pairs and identify the key works in each statement.
Explain the new words if needed.
Play the recording 2 times for sts to listen to and do the task.
Invite sts to give their anwers.
Play the recording again and pause at the answers to check the sts’ answers.
4. Activity 4
APPLICATION
a. Aim: use languages to practice in pairs/groups
b. Content: Listen again and complete the following sentences by writing no more than three words or numbers.
c. Outcome:
Expected answers:
Discrimination happens
Paid more
Perform 60%
Own 1%
Encourage women
Like nursing 
d. Organization:
 - Have Ss work in pairs to match the words/ phrases with its appropriate meaning
Ask them to guess the part of speech of the word given
Ask some of them to tell the answer
Give comments
PERIOD 60
DATE OF PLANNING: 11/ 01/ 2021 
DATE OF TEACHING: 
UNIT 6: GENDER EQUALITY SKILLS: WRITING
I, Objectives.
Knowledge.
By the end of the lesson, students are able to:
Know about the advantages and disadvantages of working mothers
Students know how to add supporting ideas for these opinions.
Arrange the information correctly.
Write explanations for supporting ideas.
Write a paragraph about the disadvantages of being a working mother.
Skills
Writing: write a paragraph about Advantages and disadvantages of being a working mother.
To provide Ss some motivation
3. Educational aims.
To provide Ss some motivation
Students are more aware of the importance of eliminating gender discrimination.
II, Teaching aids.
Teacher: tape, board, chalk, textbook, cassette.
Students: textbook, workbook, pen, pencil
III. Procedures:
1. Activity 1
WARM UP
a. Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality.
b. Content: Matching game
A	B	C	D
Washing the clothes
Cleaning the house
Cooking the meal
Going to the supermarket
c. Outcome: Suggested answers:
1.D	2.B	3.A	4. C 
d. Organization: 
Ask Ss to do the task
Give feedback.
Lead sts into new lesson.
2. Activity 2
PRESENTATION
a. Aim: Giving useful language for writing task
b. Content: The following text about the advantages of being a working mother is missing the detailed explanations. Put the explanations (a-c) in the yellow box in the appropriate blanks (1-3).
c. Outcome: 
Suggested answers:
 b: pay/ expenses/ salaries 2-c: educate/ mature 3-a: learn from/ pass down
*Vocab:
- generation (n) - value (n) - budget (n) - gradually (n)- knowledgeable(a) 
d. Organization
Write the phrase Working mothers on the board.
Focus on the pictures and the instructions.
Elicit students’ opinions about the pictures.
Explain that writers often provide/give detailed explanations to support ideas in a text.
Give students time to read the sample writing about the advantages of a working mother and put the detailed explanations in the appropriate blanks.
3. Activity 3
PRACTICE 
a. Aim: practise skills
b. Content: Read the letter and answer questions
c. Outcome: Suggested answers:
 2. Life is getting expensive, so women’s salaries are becoming important.
2. They discover strengthens and weaknesses, become more knowledgeable and look for good ways to educate children.
1. Children see parents work hard and share domestic responsibilities, and they learn from them.
d. Organization: 
Ask students to read the sample writing again and complete the outline.
Help students analyse the structure of the text.
4. Activity 4
APPLICATION
a. Aim: use languages to practice individually
b. Content: Write a similar text about the disadvantages of being a working mother.
c. Outcome:
Expected answers:
Mothers should be strongly discouraged from working outside the home. First, women have traditional roles as housewives and housekeepers. They should stay at home, doing housework and looking after their husbands and children. They, moreover, usually see to the family's members' from daily meals to mental issues. In extended families where more than two generations live together, women are also the main caregivers for elderly people. Besides, it's their job to run the family's activities: what to buy and what to sell. Therefore they usually wish they had more than 24 hours a day to accomplish all their jos.Second, working mothers do not have enough time. Men's work finish at the office, but women's work is extended to their households. After an eight-hour working day, these exhausted women have to do household chores, take care of their husbands and children without having anytime to relax.Finally, working mothers cannot be good workers. Tiring and boring chores at home negatively affect women's tasks in their working place. They cannot concentrate or work as effectively as those who do not have to worry about taking kids to school, picking them up after school and doing housework. Clearly, mothers should not be encouraged to
work outside the home. 
d. Organization:
- Have students write the text in class.
When they finish, ask them to exchange it with a partner for peer comments/ correction.
- Alternatively, have students write the text at home. T collects students’ papers in the next lesson.
Give feedback in class.
PERIOD 61
DATE OF PLANNING: 13/ 01/ 2021
DATE OF TEACHING: 
UNIT 6: GENDER EQUALITY COMMUNICATION AND CULTURE
I, Objectives.
Knowledge.
By the end of the lesson, students are able to:
Broaden their knowledge of the topic.
Express their own ideas of gender equality in Vietnam.
Practise speaking skills
Reading a passage about gender equality in the UK and answer some questions.
Skills
To provide Ss some motivation
3. Educational aims.
To provide Ss some motivation
Students are more aware of the importance of eliminating gender discrimination.
II, Teaching aids.
Teacher: tape, board, chalk, textbook, cassette.
Students: textbook, workbook, pen, pencil
III. Procedures:
1. Activity 1
WARM UP
a. Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality.
b. Content: watching videos and discuss the topic
c. Outcome: watch the video and discuss in group
d. Organization: 
Ask Ss to do the task
Give feedback.
Lead sts into new lesson.
2. Activity 2
PRESENTATION
a. Aim: Giving useful language for COMMUNICATION
b. Content: Read the following statements about achievements in addressing gender equality in Viet Nam. Do you want to add any achievements? Tell your partner.
c. Outcome: 
Suggested answers:
1- The gender gap in primary education has been eliminated.
2- More women than men earn college degrees, although there are slightly more boys than girls at primary and secondary levels.
3- Seventy-three percent of Vietnamese women participate in the labor force, which is one of the highest rates in the world.
4. More girls/ women are good taxi-drivers.
5. More boys are concerned with sharing household chores.
d. Organization
Focus on the instructions and the pictures. Inform students that they will have more chances to practice speaking.
Give them some time to read about the achievements Vietnam had made in addressing gender equality.
Give students more freedom by allowing them to add more achievements from reliable sources.
3. Activity 3
PRACTICE 
a. Aim: practise skills
b. Content: Talk about achievements in addressing gender equality in Viet Nam.
c. Outcome: Suggested answers:
A: I think the Vietnamese government has made considerable progress in gender equality.
B: I agree. Seventy-three per cent of Vietnamese women participate in the labor force, which is one of the highest rates in the world. 
d. Organization: 
Have two students model the example.
Ask students to work in pairs to talk about achievements in addressing gender equality in Vietnam, using the information given in Activity 1 and from the other available sources.
Invite some pairs to practice their dialogues in the class.
4. Activity 4
APPLICATION
a. Aim: use languages to practice individually
b. Content: Read the following text gender equality in United Kingdom and answer the questions. 
c. Outcome:
Expected answers:
* Vocab.
- make up: account for
- low-paid > < high-paid job
- work force: - first class degree
1. In the United Kingdom, girls perform better than boys at all levels. 
2. Women make up 47 percent of the British workforce.
3. Millions of women  low - paid jobs are women.
d. Organization:
 Give students time to read the text.
Pre-teach some words that might be new to students (e.g. high-income, remarkable, undergraduate courses).
Walk round to monitor the class and offer help, if necessary.
Have students check their answers with a partner first, then check as a class.
PERIOD 62
DATE OF PLANNING: 17/ 01/ 2021
DATE OF TEACHING: 
UNIT 6: GENDER EQUALITY LOOKING BACK AND PROJECT
I, Objectives.
Knowledge.
By the end of the lesson, students are able to:
Read correctly words with stress on the first syllable and words with stress on the second syllable.
Review new words they have learnt in previous parts individually or in context.
Practise passive voice with modal verbs.
Skills
To provide Ss some motivation
3. Educational aims.
- the unit is to help build sts’ positive attitude towards the topic "gender equality".
- it helps sts recognize gender discrimination and raise their awareness of fighting against it.
- they’ll finish the activities given in each lesson.
- they’ll recognize stress in two-syllabled words and remember the rules.
II, Teaching aids.
Teacher: tape, board, chalk, textbook, cassette.
Students: textbook, workbook, pen, pencil
III. Procedures:
1. Activity 1
WARM UP
a. Aim: Visualize what they think of when they hear or see such words as: gender, equality or gender equality.
b. Content: watching videos and discuss the topic
c. Outcome: watch the video and discuss in group
d. Organization: 
Ask Ss to do the task
Give feedback.
Lead sts into new lesson.
2. Activity 2
PRESENTATION
a. Aim: Giving language background
b. Content: - Pronunciation and vocabulary
c. Outcome: 
Pronunciation
Stress on the first syllable
Stress on the second syllable
symbol, letter, healthcare, challenge, income, workforce
complete, infect,
suggest, improve, become
Vocabulary
Decide which words in blackets best complete the sentences.
1. gender equality 2. challenge
3. eliminate 4. rights
5. access 6. caretaker
7. discrimination 8. progress
d. Organization
- Play the recording and let sts listen and on the word that has the first stressed syllable sound. Then, put sts in pairs to practise reading the sentences.
- Give them an oral feedback.
- Let sts work in pairs to write the answers to activity.
- Get their answers back orally.
- Ask them if anyone has a different answer.
- Give them an oral feedback.
3. Activity 3
PRACTICE 
a. Aim: review grammar
b. Content: passive voice
c. Outcome: Suggested answers:
 Task 1. Choose the correct passive form a-f to complete the sentences.
1. can be seen
2. should be made
3. must be written
4. might be postponed
5. may be asked
6. should not be allowed
Task 2. Rewrite the following sentences, using the passive voice.
1. An essay on gender equality must be written by each student.
2. This exist door can be opened in case of emergency.
3. Men and Women should be given equal pay for equal work.
4. My mother might be given an award.
5. More progress in gender equality will be made by the Vietnamese government.
6. Obesity may be considered a serious health problem.
d. Organization: 
-Ask sts to work in pairs to finish these sentences.
- Ask them if anyone has a different answer.
- Give them a feedback.
4. Activity 4
APPLICATION
a. Aim: use languages to practice in groups
b. Content: PROJECT 
c. Outcome:
Do a survey
There are 31 girls in my class but 3 boys.
2. There 15 male teachers but 65 female ones.
.
Equality in areas: education/ military/ navy/ fishing/ transportation/ possession of treasures
d. Organization:
- Ask sts to do the survey.
- Let sts to present the findings in front of the class.
- Get the peer correction.
- Give them a feedback.