Giáo án Tiếng anh 10 kì 2 soạn theo công văn 5512

TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Step 1: Transfering the learning task:

T ask ss 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.

Step 2: Performing the task:

Ss work individually to do the ex

Step 3: Discussion

T calls on some Ss to give their answers aloud.

Step 4: Conclusion

T checks and gives feedback.

Ex 1:

1. D

2. F

3. E

4. A

5. C

6. B

TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Step 1: Transfering the learning task

- 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.

Step 2: Performing the task:

SS: work individually and then check with a partner

Step 3: Discussion

T calls one student to show the answer.

Other students listen to the answer and give comment

Step 4: Conclusion

T confirms the corrects answers

1. Enroll

2. Force

3. Eliminate

4. Discrimination

5. Equal rights

6. Gender.

TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Step 1: Transfering the learning task:

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

Step 2: Performing the task:

SS: work in pairs and take turns reading the words.

Step 3: Discussion

T calls on some Ss to give their answers aloud.

Step 4: Conclusion

T confirms the corrects answers

2. ‘woman

3. ‘gender

4. per’form

5. ‘household

6. a’gree

7. ‘treatment

8. ‘equal

9. ‘system

10. ‘college

11. a’llow

12. Pro’mote

TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Step 1: Transfering the learning task:

+ 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.

+ Have them choose the answers and discuss the meaning of each modal with a partner.

Step 2: Performing the task:

Students read the sentences individually and ask them to pay attention to all modal verbs used in the sentences.

Step 3: Discussion

Call on some ss to write the answers on the board

Other students give comment

Step 4: Conclusion

T: Feedback and correct the mistake

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

Task 3:

1. Lan might be chosen (by our class) to represent us in the School Youth Union.

2. Will Korean be taught in our school next year?

3. The instructions must be followed strictly.

4. Sugary food should not be eaten by very young children.

5. Men and women should be given equal rights to education and employment.

6. Hopefully, a planet similar to earth will be discovered by scientists.

7. I think discrimination against women and girls can be reduced by us

TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Step 1: Transfering the learning task:

T asks ss to:

- 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.

- Quickly read the text. Choose the best title for it.

Step 2: Performing the task:

SS work individually and guess the meaning of the vocab appearing in the context.

Step 3: Discussion

T asks some Ss to give their answers on the board

Step 4: Conclusion

T remarks results of the learning task.

*Vocab

be in favor of: agree with

physical test: kiem tra suc khoe

come + adj

heavy price/ fine:

will (n):

EX2:

1. c

2. e

3. d

4. b

5. a

EX3: b. A Woman Who Did a ‘Man's Job’

TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Step 1: Transfering the learning task:

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.

Step 2: Performing the task:

SS work in pairs and complete the exercise

Step 3: Discussion

T asks some Ss to give their answers on the board

Step 4: Conclusion

Check and correct

Task 4. Read the statements, decide whether it is T, F or NG.

1. F 2. NG 3. F 4. T 5. T 6. F

Task 5. 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

4. They had to do exactly the same jobs as all other male firefighters.

5. It is a documentary made in 2006 in which Brenda Berkman and other female firefighters were the subjects.

6. It shows that gender differences can not prevent a person from pursuing a job.

TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Step 1: Transfering the learning task:

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

Step 2: Performing the task:

Ss work in groups and make notes of the answers on a piece of paper.

Step 3: Discussion

T asks some Ss to demonstrate before the class

Step 4: Conclusion

T checks and gives feedback.

Expected answers:

Yes: because of their talent, love, and attempt

No: because of the particular characteristics and social attitudes.