LESSON PLAN GROUP 4

Instructor’s name : Đỗ Hoàng Nga

Student teacher’s name :
No. Name Student ID

1 Hồng Phương Nguyệt Anh ENENIU19035

2 Nguyễn Phương Anh ENENIU19030

3 Phạm Tạ Nghi Dung ENENIU19046

UNIT 6: GENDER EQUALITY (LESS

❖ Teaching point: Speaking

❖ Duration: 45 minutes
❖ English level: Intermediate (B1-B2)
❖ Chosen Material: Lesson 2

1. Objectives : By the end of the lesson, students will be able to:

a. Language aims:
- recognize new vocabulary relating to the speaking topic.
- build a short speech to present their ideas about the speaking topic.
- evaluate others’ speech about the speaking topic.
b. Educational aims:
- Have more information about equal job opportunities for females
2. Approach: Direct method, GTM, PPP, CLT
3. Teaching aids: board, answer board, slides, computer and projector, books.

Time/stage Content Teacher’s activities Student’s

activities
Warm-up +Discussion: - Greet the class: “Good morning, - Answer T
(5ms) Instructions: everyone! How are you today?” - Raise hand
Purpose: Look at the picture and - Start activity: “Before you open to answer
+ Activate guess the job. your book, we have a small - Tell the
Ss’ Then guess whether more activity. Now let’s all look at the Answers
schemata males or females work in board.”
+ Let Ss that job - Show picture 1: “what is this - Ss answer
use their Show picture one by one class? That’s right. So what job is - Ss raise
outside Picutres: this? Well done. So who do you hands to vote
knowledge 1. a police car think work more as police officers, - Ss shout
to form 2. A doctor’s scope women or men? Raise your hand if out their
their own 3. Cleaner’s you think men? Now raise your opinions
answers 4. Fashion designer’s hand if you think women? Very
+ Let Ss interesting. Usually we have more
 associate male officers than females on the
vocabulary street right? How about this next
+ Lead in job?”
to the topic - Show picture 2: “what job is
this? That’s right. Now, who
thinks more male? Who thinks
more females? It’s nearly the same
right.”
- Show picture 3: “Then, what is
this job? True. So male or female?
Ah, yes, usually we have more
female cleaners. Maybe because
they are more meticulous.”
- Show picture 4: “This one is
interesting. How about this job?
What is it? That’s right. So who
designs more, men or women? Ah,
you guys don’t quite agree on this
one. In reality, there are more male
designers. What a shocker!”
Lead-in:
“I think you have realized what
we are going to learn today. It is
about ‘EQUAL JOB
OPPORTUNITIES’”
Pre +Vocabulary: - Introduce vocabulary: “Let’s - Repeat in
speaking 1. Equal (adj) /ˈiː.kwəl/: look at some new vocabulary” chorus
(10ms) the same in importance - Read aloud the words
Purpose: and deserving the same - Write vocabulary on the board
+ Support treatment. - Give explanations and examples
Ss with EX: All people are to each word
vocabulary equal, deserving the - Ask some Ss to read aloud - Read aloud
related to same rights as each - Ask some hard words again individually
the topic other.
=> Equality (n)
2. Opportunity (n)
/ˌɒp.əˈtʃuː.nə.ti/: a
chance to do something
that you want to do or
have to do.
EX: Everyone will have the
opportunity to comment.
3. Pursue (v) /pəˈsjuː/: to
continue or try to do
something.
EX: He decided to pursue a
career in television.
 4. Career (n) /kəˈrɪər/: the
job(s) you do during your
working life.
EX: He's hoping for a career
in the police force.
5. Job (n) /dʒɒb/: the regular
work that a person does to
earn money.
EX: When she left college,
she got a job as an editor
6. Housework (n)
/ˈhaʊs.wɜːk/: the work that
you do around a house, for
example, cleaning, cooking,
and washing clothes.
EX: I hate doing housework.
While +Label the statements (5 - Start activity and give - Listen
speaking ms) instructions: “Great job everyone. to
(15 ms) Instruction and requirement: And now, please look in your instructio
Purpose: - Work in pair handout, can you tell me, how ns.
- Let - Read the following many sentences are there in task
student get statements 3? Yes, there are 6 sentences. Now
used to 1. I don’t think that work with the person sitting next to
agree/disagr 2. I agree (that) … you on your left, you two will
ee phrases 3. Yes, but… discuss and decide if that sentence
- Help 4. That’s true is an agreement or a disagreement.
student to 5. I guess so Remember, if it is an agreement,
organize 6. Actually, I think… write A, if it is a disagreement,
their ideas - Write A if it is an write D, ok? You will have 2
before agreement minutes for discussion.”
presenting - Write D if it is a - Check the student's
- Help disagreement comprehension: “Are we all clear - Answer
student to - Suggest 2 more phrases with what to do? Yes or no? Yes? teacher’s
know the for both side So Ms. A, will we work in groups questions
flow of a - Duration: 2 minutes or individuals? How about Mr. B,
presentation how much time do we have for this
Answers: activity? …”
1. I don’t think that => - When Ss discuss, go around to
D check if Ss need help. - Discuss in
2. I agree (that) … => - Ask Ss to write answers on the pair
A board. - Write
3. Yes, but…=> D “Time up! Now I need some the
4. That’s true => A friends to come on board and write answers
5. I guess so => A their answers for each sentence.” on the
6. Actually, I think… - Check Ss’ answers on the board, board
=> D and ask if there are different
answers.
 - Correct Ss’s answers. - Correct
answer.

Make a presentation of - Instruct Ss how to make an outline - Listen

today’s topic (10 ms) and give examples: “When making to
Making outline: an outline for your presentation, you instructio
- Topic sentence: Main should contain 2 things: the topic ns.
point of the speech => Say sentence and the supporting
you agree or disagree with sentences. So the topic sentence is
the topic the main point of your speech. For
- Supporting sentence: example, my topic sentence here is
Reason your topic sentence. “I agree that you should not drink
and drive.” My main point here is
Instructions for that I agree with the statement “we
presentation: should not drink and drive”. So
- Topic: Married women when you write your topic sentence,
should not pursue a career. you should say that you agree or
- Work in groups of 4. disagree with the topic that I will
- 5 minutes to prepare your give you guys later. And then, why
presentation do I agree with this statement? Can
- It’s your show time. anyone make a guess? Ms. C please.
Yes, that’s correct, you can read
here, I agree with this statement
because “You might fall asleep
while driving” and “You are not
focused anymore”. So when you
note your reason why you agree or
disagree with our topic, you are
writing the supporting sentences.
Ms. E please, what are the
supporting sentences? That’s right,
everyone remember, supporting
sentences are the reason why you
agree or disagree.”
- Give activity instruction: “Here is
our topic: Married women should
not pursue a career. Work in a
group of 4 and discuss with your
friends whether you agree or
disagree with this sentence. You
have 5 minutes to prepare your
outline for the presentation, and
make sure to have what in your
outline? Yes, topic sentences and
supporting sentences. Your 5
minutes start now.”
- When Ss discuss, go around to - Discuss in
How to present check if Ss need help. their groups
 1. Introduce yourself and - Instruct Ss on how to present: “I
your groups can see that you guys have
2. Say that you agree or prepared lots of amazing outlines.
disagree with the topic => But, before you start presenting
Topic sentence your outline, remember to
3. Use the agree/disagree introduce yourself and the friends
phrases in your group, ok? Then, you
4. Say “ Thank you for your should say you agree or disagree
listening” to end your with the topic, which is your topic
presentation. sentence. Make sure to use all of
the agree/disagree phrases that we
have learnt today, and lastly, say
“Thank you for your listening” to
end your presentation.”
Post Presentation time and _Give ss the instruction to the _Listen to
speaking Checklist. presentation part. T’s
(15 ms) Instruction: _Check comprehension. instructions.
Purpose: -2 groups will be chosen “Okay everyone, now comes the
randomly to present. fun part. I want you to look very
-Time for each carefully at the checklist, I need
presentation is 4 minutes some friends to read out loud all
per group. the criteria we have over here.” _Read the
-After each group finishes _Invite ss to read. checklist.
the presentation, the other “So, now that we have the
groups must fill out the criteria out of the way,
checklist and give remember this when you go and
comments. do your presentation okay?
Remember all the things we had
discussed and use the
vocabulary and the ideas wisely.
Without any further do, it’s
showtime! I’d like to invite ....”
Let ss go have the presentation.
“Okay everyone, give the team a _The chosen
big hand, you all did such great teams do the
jobs. Now, I’ve noted down some presentation.
of my own comments. So
everyone else except for the 2
teams, I want you guys to give
me the checklist of both teams
and some comments, see if they
need any improvements.”
Let ss give comments and do the _Give their
checklist. checklist and
“Alright, very cool, I’d like to comments.
give each team 2 bonus points
for each friend. And the friends
who gave comments can have 1 _Listen to
bonus each. I think you guys all T’s
did wonderfully, however, some comments.
things still need to be improved,
such as…”
Give comments about the
presentation.
“Alright, great job my friends, I
think that’s enough for today's
lesson yeah? Remember, today’s
topic is EQUAL JOB
OPPORTUNITY. I want you
guys to practice more about
stating your opinions with your
friends yeah? You can state an
opinion of your own, and ask
their friends for theirs.
Remember to use the structure I
agree/I disagree with… So, the
homework is to read the text
“Working mother” beforehand,
and write down any new
vocabulary and its definition in
your notebooks, okay? We’re
going to have another practice
presentation next time. The other
teams will continue, okay?
Thank you everyone, you all did
awesome!.”