Giáo án học kì 2 Tiếng Anh 10 sách Global Success

 -T plays the recording, pauses the recording to check informatio 
 the answers. n about 
 - Ss write the answers on the board Valentina 
 -T calls 2 Ss to check the answers. Tereshkov 
 - T gives comments and decides which team is the a.
 winners. +
 Valentina 
 Tereshkova 
 was born 
 in 1937.
 + She 
 travelled 
 into space 
 in Vostok 6 
 on June 16, 
 1963
 and 
 successfull 
 y returned 
 to Earth 
 three days 
 later.
 Suggested 
 answers: 
 1. 1937
 2. 16
 3. 1962
 4. 26
 5. Three 
 days / 3 
 days
 Post- - To give Ss an Task 4: Work in groups. Discuss the following -
 listening opportunity to questions: Do you want to be a cosmonaut? Why Presentatio 
 (10 mins) give their or why not? n about the 
 opinions about - T has Ss work in groups of 4 in 5 minutes. jobs they 
 the - Ss decide if they want to be a cosmonaut and like or 
 cosmonaut's give reason(s) for their answers. want to be.
 job and give - Ss discuss in groups and note down their 
 reason(s). partners’ ideas.
 - T invites some Ss from each group to present a 
 summary of their discussions to the class.
 - Ss give comments about their classmate’s talks.
 - T gives comments and marks.
Consolidatio - To sum up - T asks2 Ss to say what they have learnt: An 
 n what students - Ss summarize what they have learnt overview
 (2 mins) have learnt of the 
 lesson Homework - To revise the - T asks Ss to: Ss’ product 
 (2mins) lesson and + study vocabulary and phrases they have learnt. at home
 remind + do exercises in their workbook.
 students about + write a paragraph about their dream job(s).
 their task
Feedback:
 ..
Ngày soạn:12/01
Ngày dạy:
 UNIT 6: GENDER EQUALITY
Period: 60 LESSON6 :WRITING
I. OBJECTIVES:
1. Knowledge (language focus): By the end of the lesson, students will/should be able to:
 - Use lexical items related to the topic Gender Equality;
 - Write a paragraph about jobs for men and women.
2.Competences: By the end of the lesson, students will/should be able to
 - Access and consolidate information from a variety of sources;
 - Be collaborative and supportive in pair work and teamwork;
 - Actively join in class activities
3. Qualities:By the end of the lesson, Ss should be able to
 - Develop an awareness of gender equality in the workforce;
 - Be respectful towards all genders.
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES
1. Materials
 - Grade 10 textbook, Unit 6: Gender equality, Teacher’s book, sachmem.vn
2. Equipment
 - Computer connected to the Internet
 - Smart TV/ pictures and cards
III. PROCEDURE:
 Steps + time Aims Learning activities/ Content/ Product
 Procedure
 - To VIDEO WATCHING
 WARM-UP activate -T plays a funny video on Vocabulary 
 (5 minutes) students’ operation.(about 2 minutes) related to the 
 knowledge Link: surgeon’s job:
 on the topic - operation (n) of the unit. (only the first half). - opetate(v)
 - To create a -T asks Ss to watch the video and note - patient (n)
 lively down as many words related to the - medicine
 atmosphere surgeon’s job as possible. - blood(n)
 in the - Ss watch the video and take notes - bleed(v)
 classroom. -T asks Ss to discuss what Mr. Bean did - emergency 
 - To lead correctly and incorrectly. (n)
 into the new - Ss give their words related to the - ..
 unit. surgeon’s job
 -T gives feedback, if necessary, then 
 introduces the lesson.
PRE-WRITING
 Activity 1
 (5 minutes) -To help Ss Task 1: Choose suitable information - Vocabulary 
 develop from the box below to complete the and knowledge 
 ideas table. about men and 
 fortheir -T tells Ss to look at the table and read women’s 
 writing. the information below the table. T responsibilities 
 explains any new words if necessary. and qualities.
 -T asks Ss to work individually to fill in 
 the table with given suitable Answers:
 information based on what they have - Main 
 watched from the video and their own responsibilities: 
 knowledge. A, D, F
 - T may play the rest of the video to give - Main 
 more hints. qualities: B, C, 
 - Ss do the work individually E, G, H
 -T asks Ss to work in pairs to discuss 
 and check their answers with a partner.
 Activity 2 - Ss work in pairs to exchange answer
 (7 minutes) - To help Ss -T checks the answer with the whole 
 develop class, and asks some Ss to explain their 
 more ideas choice. - Some ideas 
 for their about what 
 writing Task 2: Work in pairs. Do you think men and 
 both men and women can do the women can do 
 surgeon’s job well? Give reasons. Use the surgeon’s 
 the ideas below to help you. job well
 -T asks Ss to study the ideas in the box 
 and think about if they agree or disagree 
 with them. Suggested 
 -T encouragesSs to write down their answers: 
 opinions and any new ideas they have Women can do 
 come up with, preferably at least one the surgeon’s 
 job well
 because they
 can be as reason/example for each idea. physically and 
 -T asks Ss to work in pairs to discuss the mentally strong 
 ideas and express their own opinions. as men.
 - Ss work in pairs to find oud the ideas - Women can 
 and express their own opinions. make great 
 -T invites pairs of Ss to summarise their surgeons 
 discussions in front of the class. because they
 -T encourages the rest of the class to ask can also
 the pairs questions and comment on perform long
 their ideas. and tiring 
 - T walks round the class to provide operations.
 help if necessary. - Women can 
 -T gives feedback and summarizes the become good 
 pairs’ ideas. surgeons 
 because men 
 and women 
 have the same 
 abilities to 
 learn and apply 
 medical 
 knowledge.
WHILE-WRITING
 Activity 3 - To help Ss Task 3: Write a paragraph (120- 150 - A paragraph 
 (20 minutes) practise words) about the surgeon’s job. Use about the 
 writing a these guiding questions to help you. surgeon’s job
 paragraph -T explains the task and asks Ss to study 
 about the the guiding questions. Suggested 
 surgeon’s - T provides the sample answer below answer:
 job. as a model by reading it aloud or The surgeon’s 
 displaying it on the board. job is 
 - T checks again to make sure Ss traditionally 
 understand the structure of the sample most common 
 and how it answers each of the guiding for men.
 questions. Surgeons have 
 - Tencourages Ss to provide detailed to perform 
 explanations or examples to support operations on 
 each idea in their paragraph. patients. They 
 - T sets a time limit for Ss to write in also have to 
 class (around 10-15 minutes or more make important 
 based on Ss’ abilities). decisions about 
 - Ss try their best to write the patients’ health 
 paragraph based on all the suggestions. and safety.
 -T goes around the class and helps if Besides 
 necessary. medical
 knowledge, 
 surgeons need -T asks Ss to work individually (or in both physical
 pairs for weaker students) and use the and mental
 ideas thatthey have written in Task 1 strength to
 and Task 2to develop their perform long
 paragraphs about the surgeon’s job. and tiring
 -T asks Ss to swap their writing with operations. In
 a partner/other pair for peer feedback. addition,
 - T asks Ss to focus on both the surgeons need
 content and language in their to have
 comments. excellent
 - Ss correct and give comments their eyesight and
 partner’s writing skilful hands. A
 - T encourages Ss to make some surgeon works
 revisions based on their with a team, so
 partners’suggestions. he / she needs
 - T asks Ss to write a complete good teamwork
 paragraph about the surgeon’s job. and
 communication
 skills. Although
 it is
 traditionally
 seen as a male
 job, the number
 of women
 surgeons is
 increasing
 now. Women
 are as mentally
 strong as men,
 and they can
 perform long
 operations. In
 summary,
 women can
 make great
 surgeons, and
 everybody will
 benefit from
 having both
 male and
 female
 surgeons.
POST –WRITING -To help Ss - T collects some paragraph of the - A complete
 (5 minutes) to master students to give face-to-face feedback paragraph
 how to in front of the class. about the
 write a - T gives remarks, corrects mistakes surgeon’s job.
 paragraph about vocab, grammar and spellings. about the - T can give mark.
 surgeon’s 
 job
 CONSOLIDATION - To - T asks Ss to recall what they have An overview 
 (2 minutes) summarize learnt about the 
 and - Ss recall what they have learnt lesson
 consolidate - T emphasizes what Ss need to pay
 what Ss attention to and need to remember when 
 have learnt writing a paragraph.
 HOMEWORK - To give Ss - T gives Ss what to do at home. Ss’ product at 
 (1 minute) homework 1. Complete the paragraph about the home
 surgeon’s job.
 2. Prepare for the next lesson – 
 Communication and Culture.
Feedback:
Ngày soạn: 12/1
Ngày dạy:
 UNIT 6: GENDER EQUALITY
Period: 61 LESSON 7- COMMUNICATION AND CULTURE/ CLIL
I. Objectives:
1. Knowledge (language focus): By the end of the lesson, students will/should be able to:
- express agreement and disagreement
- learn about women’s football through CLIL and relate what they have learnt about 
women’s football to Viet Nam
2.Competences: By the end of the lesson, students will/should be able to:
- gain communication skills
- be collaborative and supportive in pair work and team work;
- access and consolidate information from a variety of sources;
 -actively join in class activities.
3. Qualities:By the end of the lesson, students will/should be able to:
- be more respectful of women’s demanding jobs
- be able and willing to give others useful advice on some women’s jobs
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES 
1.Materials:
- Grade 10 textbook, Unit 6, Communication and Culture/ CLIL
- sachmem.vn
2. Equipment:
- Computer connected to the Internet
 - Projector/ TV/ pictures and cards III. PROCEDURE:
Steps + Aims Learning activities/ Content/ Procedure Product
time
2. Activity - To create CLIP WATCHING Expressions of 
1: a lively - T gives instructions: Watch the clip and agreement:
Warm-up atmosphere remember expressions of agreement and I agree with you 
(5 in the disagreement Exactly 
minutes) classroom - Ss work in 4 groups, share their Absolutely 
 and words/sentenceswith the others, then talk in You’re right 
 motivate Ss front of the class That’s so true 
 - To lead - T checks and corrects if there are any That’s for sure
 into the mistakes & confirms the winner. I guess so
 new unit. - T leads in the lesson: We are going to learn That’s a good idea 
 about expressions of agreement and That’s exactly how I 
 disagreement and give our opinion about feel
 women’s job I couldn’t agree more 
 (Video link: Expressions of 
 disagreement:
 _Svs) I don’t think so
 I’m not so sure about 
 that
 I’m afraid I disagree 
 That’s not always true 
 That’s not always the 
 case
 I totally disagree 
 I beg to differ
 I don’t think it’s a 
 good idea
2. Activity To provide - T elicits expressions of agreement in the - Listening and 
2: Ss with an conversation in Getting started speaking skills
( 8 example - Ss look at the four expression (A-D) in the - Expressions of 
minutes) conversatio box, check comprehension and complete the agreement and 
 n in which gaps based on the clues in the conversation. disagreement
 people - T plays the recording once or twice - Knowledge of 
 express - Ss do as instructed. women’s jobs 
 agreement - T checks the answers by asking individual Key:
 and Ss to read out the complete conversation 1. D
 disagreeme - T has Ss practise the conversation in pairs 2. A
 nt - In stronger classes, T writes some prompts 3. C
 on the board and asks Ss to role-play the 4. B
 conversation based on the prompts only
3.Activity To help Ss - Ss work in pairs and brainstorm different -Communication 
3: practise jobs and reasons why parents may object to skills
( 8 expressing their children doing these jobs -Making similar 
minutes) agreement - Some pairs share their ideas conversations and - Ss add more expressions to the table ( Ex: -More knowledge of 
 disagreeme That’s exactly how I feel. You have a point some women’s jobs 
 nt here. I totally disagree. I beg to differ ) requiring physical and 
 - Ss plan their conversation: who and what mental strength
 job, why the parents don’t agree and how 
 the child will try to persuade him/her.
 - T goes round to monitor and offers help 
 when necessary
 - Ss practise their conversation.
 - In stronger classes, Ss swap roles and 
 practise another conversation.
 - T invites some pairs to role-play their 
 conversations in front of the class. T praises 
 for good effort and fluent delivery
4. Activity To help Ss - T displays some images of women playing Vocabulary and 
4: learn about football. Ss look at the pictures and answers knowledge about 
( 10 women’s questions about them. women’s football:
minutes) football - T explains some new or difficult words -ban (n)
 through - Ss read a text about women’s football and -official (adj)= formal
 CLIL fill the timeline individually -significantly (adv)
 - Ss check their answers in pairs - draw interest= 
 - In stronger classes, T goes over each event attract attention
 and have Ss find more information, 
 encourage them to make questions and give 
 answers
5. Activity To help Ss - Ss work in groups and discuss each event Knowledge of 
5: (11 relate what listed in the timeline and decide the exact women’s football in 
minutes) they have year Viet Nam:
 learn about - Some groups share their answers with the 1990: Women’s 
 women’s whole class football team 
 football to establishment 
 Viet Nam 1997: First official 
 match
 2001: First gold 
 medal in the SEA 
 Games
 2006: First AFF 
 women’s 
 championship 
 2019: Most recent 
 AFF women’s 
 championship
 2022: Gold medal in 
 the SEA Games
6. Activity To help Wrap-up - Communication 6 students T asks: What have you learnt today? skills: how to express 
 Consolida memorize - The ways to express agreement and agreement and 
 tion the content disagreement disagreement and give 
 ( 3 of the - Women’s football in the world and in Viet opinions
 minutes) lesson that Nam - Vocabulary and 
 they have Homework knowledge about 
 learned - Do exercises in the part Looking back women’s football
 - Exercises in the workbook
 - Prepare for Looking back and Project 
 lesson
 Comment:
 Ngày soạn: 12/1
 Ngày dạy:
 UNIT 6: GENDER EQUALITY
 Period: 62 Lesson 8: Looking back and project
I. Objectives:
1. Knowledge (language focus): By the end of the lesson, students will/should be able to:
 - use the words or phrases related to topic Gender equality in the previous lessons to review 
 vocabulary
 - use structures “passive voice of modal verbs” in the previous lessons to review grammar.
 - use the knowledge of the previous lesson to review the pronunciation of three-syllable 
 adjectives and verbs.
 - use knowledge and content of this lesson to implement a survey about students’ future 
 jobs.
 2. Competences: By the end of the lesson, students will/should be able to:
 - apply the ways to pronounce three-syllable adjectives and verbs to improve their speaking 
 skills
 - execute structures “passive voice of modal verbs” to enhance their speaking and writing 
 skills.
 - use the words or phrases related to topic Gender equality in the previous lessons to 
 develop 4 skills: listening, speaking, writing and reading
 - complete a survey to have a background to develop a presentation to enhance speaking 
 skill.
 - be collaborative and supportive in pair work and teamwork;
 - actively join in class activities.
 3. Qualities: By the end of the lesson, students will/should be able to:
 - understand the content of the lesson to become more humanitarian, more respectful to 
 different genders, highly appreciative to their own gender and more responsible to 
 themselves and others.
 - use the language to conduct a survey, so they will be more active, confident, patient and 
 hard-working. - be more active and well- oriented to their future jobs.
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES
1. Materials: pictures, videos, grade 10 textbook Unit 6, Lesson 8: Looking back and 
project, sachmem.vn
2. Equipment: Computer, Smart TV connected the Internet, board, chalk.
III. PROCEDURE:
Steps + time Aims Learning activities/ Content/ Product
 Procedure
Activity 1: - To motivate Game: THE Vocabulary about 
Warm-up students to REMEMBERING GAME? Gender equality
(5 minutes) brainstorm - Teacher divides the class into 4 - employment
 vocabularies big groups based on students’ - opportunities
 they have seats and gives some pictures - gender equality
 learnt in the related to the topic Gender - gender inequality
 previous equality and asks students to - encourage
 lesson. observe each picture from 4 to 5 - eliminate
 - To elicit seconds. - domestic violence
 students’ - discrimination
 vocabulary - victim
 source about 
 Gender 
 equality
 - To create a 
 lively 
 atmosphere in 
 the classroom.
 - To lead into 
 the new unit.