Giáo án Tiếng Anh Lớp 10 (Global review) - Unit 6: Gender equality - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 10 (Global review) - Unit 6: Gender equality - Năm học 2022-2023

1. UNIT 6: GENDER EQUALITY Lesson 1: Getting started – Equal job opportunities I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Gain an overview of the topic Gender equality; - Identify and use words and phrases related to the topic Gender equality; - Identify and use the passive voice with modals. 2. Core competence - Develop communication skills and problem-solving skills; - Be collaborative and supportive in pair work and teamwork; - Actively join in class activities. 3. Personal qualities - Develop an awareness of gender equality in job choices and opportunities; - Be respectful towards all genders. II. MATERIALS - Grade 10 textbook, Unit 6 – Getting started - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. kindergarten a school for children between the ages of about two and /ˈkɪndəɡɑː(r)tn/ trường mẫu giỏo (n) five 2. surgeon (n) /ˈsɜː(r)dʒən/ a doctor who is trained to perform surgery bỏc sĩ phẫu thuật 3. medical school a college or a department of a university where students /ˈmedɪkl skuːl/ trường y (n.phr.) study to obtain a degree in medicine
2. a person who operates the controls of an aircraft, 4. pilot (n) /ˈpaɪlət/ phi cụng especially as a job Assumptions Anticipated difficulties Solutions - Ss may not know the meaning of job names presented - Use pictures/ photos or some activities involved in the jobs to in English. show them in the class. - Ss may not know how to work in teams. - Give short, clear instructions and help if necessary. Board Plan Date of teaching Unit 6: GENDER EQUALITY Lesson 1: Getting started * Warm-up: Charades I. Vocabulary 1. kindergarten (n) /ˈkɪndəɡɑː(r)tn/: trường mẫu giỏo 2. surgeon (n) /ˈsɜː(r)dʒən/: bỏc sĩ phẫu thuật 3. medical school (n.phr) /ˈmedɪkl skuːl/: trường y 4. pilot (n) /ˈpaɪlət/: phi cụng II. Practice Task 1: Listen and read. Task 2: True or false. Task 3: Match the words. Task 4: Complete the summary. * Homework III. PROCEDURES Notes:
3. In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To activate Ss’ GAME: CHARADES 7 mins knowledge on the * T divides Ss into 2 large groups. Every round a representative from each T-S topic of the unit. team goes to the board, facing the class. After T shows a word describing a - To create a lively job, the rest of the class uses their gestures to hint at that word without atmosphere in the saying it out loud. The team whose representative guesses the word faster classroom. wins one point. - To lead into the Ss do as instructed. new unit. Ss discuss and share other words/ phrases about jobs that they know, S-S then take turns to write the words/ phrases on the board. T checks and corrects if Ss spell or pronounce the words/ phrases T-S incorrectly. - T leads in the lesson: Which jobs are usually done by men or women? Although there are traditionally male and female jobs, do you think all jobs can be performed by both men and women? In this lesson we will find out how young people these days discuss gender equality in choosing their jobs. PRESENTATION To help Ss use key VOCABULARY 5 mins language more * T asks Ss to look at the explanation and the photos to guess the meaning T-S appropriately before of new words. they listen and read Ss say the Vietnamese meaning of the words. S 1. kindergarten (n) /ˈkɪndəɡɑː(r)tn/: a school for children between the ages of about two and five 2. surgeon (n) /ˈsɜː(r)dʒən/: a doctor who is trained to perform surgery 3. medical school (n) /ˈmedɪkl skuːl/: a college or a department of a university where students study to obtain a degree in medicine
4. 4. pilot (n) /ˈpaɪlət/: a person who operates the controls of an aircraft, especially as a job Other Ss correct if the previous answers are incorrect. S-S T shows the Vietnamese meaning, says the words aloud and asks Ss to T-S repeat them. PRACTICE - To get Ss interested TASK 1. LISTEN AND READ. (p.66) 7 mins in the topic * T asks Ss to look at the pictures and answer the questions: T-S - To get Ss to learn What are their jobs? Are these jobs traditionally done by men or women? some vocabulary to - T focuses Ss’ attention on the conversation, and elicits who the speakers be learnt in the unit are and what Ss think they are talking about. - T plays the recording twice for Ss to listen and read along. Ss underline words and phrases describing gender equality while they are listening and reading. Ss do the task individually. S Ss share their answers with a partner. S-S T checks their answers with the whole class. T-S Suggested answers: treated equally, same job opportunities * T has the Ss read the conversation in pairs. T-S Ss read the conversation and practice with their partner. S-S T asks one pair to read aloud to the class. S-S T collects common mistakes and gives comments. T-S - To practise reading TASK 2: READ THE CONVERSATION AGAIN. DECIDE WHETHER THE 10 mins for specific FOLLOWING STATEMENTS ARE TRUE (T) OR FALSE (F). (p.67) information. * T asks Ss to work individually first and decide whether the statements are T-S - To practise true or false. scanning. Ss do Task 2 individually. - To check Ss’ Ss work in pairs and compare their answers. S-S comprehension of T checks the answers with the class. T asks Ss to provide evidence from T-S the conversation. the conversation and corrects the false statements. Key: 1. F
5. 2. F 3. T To help Ss revise job- TASK 3: MATCH THE WORDS TO MAKE MEANINGFUL PHRASES IN 1. (p.67) 5 mins related words and * T asks Ss to locate the phrases in the conversation to do the matching. T-S phrases Ss work individually. S Ss share their answers with a partner. S-S T checks and shares the correct answers with the whole class, asking T-S them to say the meaning of each phrase. Key: 1. c 2. a 3. b To help Ss identify TASK 4: COMPLETE THE SUMMARY. USE THE VERB PHRASES FROM THE 6 mins the use of passive CONVERSATION IN 1. (p.67) voice with modals. * T has Ss to read the incomplete text and predict what to fill in the blanks. T-S Ss do the task individually and find the verb phrases in the conversation S to complete the summary. Ss share the answers with a peer. S-S T checks answers by having individual Ss read the sentences. T-S Key: 1. may not be allowed 2. mustn’t be kept 3. should be treated - T asks Ss if they can identify the grammar structure, i.e. the passive voice with modals. If necessary, T explains what a modal verb is, e.g. an auxiliary verb usually used with another verb to express possibility, necessity or permission.
6. CONSOLIDATION - To help Ss WRAP-UP T-S 5 mins memorise the target - Some lexical items about Gender equality language and skills - Reading for specific information that they have - Scanning learned HOMEWORK - To inform Ss of the - Exercises in the workbook details for the - Project preparation Project and how Ss PROJECT PREPARATION – JOB CHOICE SURVEY can prepare for it. - Ask Ss to open their books at the last page of Unit 6, the project section, and read the task given. - Tell Ss about the Project requirements: Ss will have to choose a class at school and do a survey to find out how many boys and how many girls would like to work as surgeons, airline pilots, nurses, shop assistants (or do other jobs) in the future. Then Ss give an oral presentation of their survey in the last lesson of the unit. - Ss pick their own group members to make a group of 4-5 and choose their group leader. Then the group leader assigns tasks for each group member, making sure that all group members contribute to the group work, e.g. decide which class / age group to survey, prepare the survey forms, create a spreadsheet to consolidate, and find some photos or other visuals to illustrate each job, prepare a brief description of each job, think about the structure of the presentation, decide how the results will be presented: raw data in a table, bar graphs, pie charts or infographics. - The groups discuss and decide on the class they want to survey, so that there is no overlap.
7. UNIT 6: GENDER EQUALITY Lesson 2: Language I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Use lexical items related to the topic Gender Equality; - Pronounce three-syllable adjectives and verbs with correct stress; - Use the passive voice with modals. 2. Core competence - Access and consolidate information from a variety of sources; - Be collaborative and supportive in pair work and teamwork; - Actively join in class activities. 3. Personal qualities - Develop an awareness of gender equality; - Be respectful towards all genders. II. MATERIALS - Grade 10 textbook, Unit 6 – Language - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis
8. Rule Modal verbs Use can, could Express ability should, ought to Express advice or duty must Express duty Modal + be + past can, could, may Express permission participle can, could, may, might Express possibility can’t, mustn’t, may not Express prohibition may, will, would Express request Assumptions Anticipated difficulties Solutions - Ss may be confused between the active voice and the - Give short and clear explanations with detailed passive voice. examples for each case. - Ss may not know how to work in teams. - Give short, clear instructions and help if necessary.
9. Board plan UNIT 6: GENDER EQUALITY Lesson 2: Language * Warm-up Game: Tag team I. Pronunciation Task 1: Listen and repeat. Task 2: Mark the stressed syllables in the words. II. Vocabulary Task 1: Match the words with their meanings. Task 2: Complete the following sentences. III. Grammar Task 1: Choose the best answers. Task 2: Rewrite the sentences. * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To get Ss GAME: TAG TEAM T - S 5 mins interested in the * T divides the class into two teams. S – S topic Each round, both teams have 2 minutes to write on the board as many - To activate Ss’ three-syllable words of a given topic as possible. The team that could write
10. knowledge of the more words wins that round. lesson Round 1 topic: Adjectives Round 2 topic: Verbs Ss discuss how the written words are pronounced, emphasizing the S – S stress position of each word. T calls some Ss to pronounce the words, gives feedback if necessary, T - S then introduces the lesson. PRONUNCIATION To help Ss LEAD-IN 5 mins understand the * T introduces the stress in three-syllable adjectives and verbs to Ss and lets T - S concept and them watch a video about how to pronounce these words. identify the stress Link: in three-syllable Ss watch the video and repeat after the speaker. S words. T asks Ss to give some three-syllable words and point out their stress. T gives feedback and comments if necessary. T - S To help Ss TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO THE STRESSED SYLLABLE recognise and IN EACH WORD. (p.67) practise stress * T focuses Ss’ attention on the words in the table and asks Ss if they know T - S patterns in three- the words and elicit their meanings if necessary. syllable adjectives T plays the recording and has Ss listen and pay attention to the stress S and verbs in patterns. isolation. - T plays it again pausing after each word for Ss to repeat chorally. - Ss focus on the stress patterns. T elicits that some are stressed on the first syllable while others on the second syllable. T asks Ss to work in pairs and take turns to read the words. T calls on S -S some Ss to read them out loud. T observes and corrects Ss’ pronunciation. T-S To help Ss TASK 2: LISTEN AND MARK THE STRESSED SYLLABLES IN THE WORDS IN 5 mins recognise and BOLD. (p.67) practise stress * T asks Ss to read quickly through the sentences and mark the stressed T - S patterns in three- syllables in the words in bold. syllable adjectives T plays the recording for Ss to check if they have correctly marked the S
11. and verbs in stressed syllables. If necessary, T makes sure Ss can categorize the words sentences. based on stress in syllables. T checks answers with the class. T-S - T plays the recording again, pausing after each sentence for Ss to repeat. - T asks Ss to work in pairs and take turns to practise reading the sentences. S-S T observes and gives feedback. T-S Key: 1. We'll 'celebrate her success with a party. 2. They hope to dis'cover new ways to promote gender equality. 3. The job requires both 'physical and mental strength. 4. Equal opportunities in education bring im'portant changes in society. VOCABULARY To make sure that TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. (p.67) 4 mins Ss understand the * T asks Ss to match the words with their suitable meanings. T-S meanings of some S first works on the exercise individually. topic-related words T puts Ss in pairs to compare their answers and discuss the meaning of S introduced in each word. S-S Getting Started. - T encourages Ss to find the words in the conversation and use the context clues there to work out their meanings. T checks answers with the class. Key: T-S 1. e 2. a 3. b 4. c 5. d To give Ss practice TASK 2: COMPLETE THE FOLLOWING SENTENCES WITH THE WORDS IN 5 mins in using the words TASK 1. (p.68) in meaningful * T reminds Ss to use the context clues to help them decide on each word, T-S contexts. e.g. The word teachers in sentence 1 suggests that the answer is related to schools (1. kindergarten). Ss work individually to complete the sentences. S Ss work in pairs to compare their answers with a partner. S-S
12. - Ss may look up the words in the glossary if necessary. T checks answers with the class. T-S Key: 1. kindergarten 2. surgeon 3. treat 4. gender 5. equal GRAMMAR - To have Ss revise TASK 1: CHOOSE THE BEST ANSWERS. 6 mins the passive voice * T has Ss recall the passive voice from Unit 2: Elicit when we use it, e.g. T-S with modal verbs when we do not want to indicate the person who does the action. - To help Ss - We can also use the passive voice with modal verbs (with examples in the understand the use conversation in Getting Started.) of the passive voice - T elicits the meanings of the modal verbs in the Remember! box, e.g. to with modal verbs express ability, advice, duty, permission, possibility, prohibition or request. - T reminds Ss that modal verbs are special auxiliary verbs that behave differently from other verbs and are usually used with other verbs. ability can, could advice or duty should, ought to duty must permission can, could, may possibility can, could, may, might prohibition can’t, mustn’t, may not request may, will, would - T focuses Ss’ attention on the structures and examples in Remember! box and gives more examples if necessary. Ss study the sentences individually or in pairs.
13. - T explains that some sentences are in active voice, some in passive voice. T asks Ss to pay attention to who does the action in each sentence. S-S T encourages Ss to choose the answers and compare their answers with a partner. T checks answers with the class. T invites individual Ss to read the S-S sentences aloud. Key: T-S 1. shouldn’t be allowed 2. can work 3. may be offered 4. could join 5. must be prepared To give Ss more TASK 2: REWRITE THE FOLLOWING SENTENCES USING THE PASSIVE VOICE. 5 mins practice in using (p.68) the passive voice * T asks Ss to read the sentences and checks their understanding. T-S with modals. - T reminds Ss of the use of the preposition by mentioning the doer of the action. If the subject in the active voice is they or we, they don’t need to indicate who does the action in the passive voice. Ss work individually first. S Ss work in pairs and have them compare their answers. S-S T checks answers with the class. T-S Key: 1. The report on gender equality may be completed by April. 2. More jobs for girls and women can be created (by businesses). 3. All girls must be provided with access to education. 4. Education in rural areas should be improved (by governments). 5. Men and women ought to be given equal rights. EXTRA ACTIVITY To give Ss GAME: JACK OF ALL TRADES 5 mins opportunities to * T divides Ss into groups of four, gives each group a piece of paper, and T-S produce learned asks them to write sentences that include three features: gender equality topic, three-syllable words, and passive voice with modal verbs.
14. language by (e.g.: Gender discrimination must be eliminated.) themselves. Ss work in groups for 3 minutes. S-S T asks each group to hand in their paper and checks. The group with T-S more correct sentences is the winner. T asks some Ss to read the sentences out loud and gives feedback on T-S their pronunciation. CONSOLIDATION To revise what they WRAP-UP T-S 5 mins have learnt and T asks Ss to talk about what they have learnt in the lesson. prepare for the HOMEWORK next lesson: - Workbook exercises Reading. - Project preparation
15. UNIT 6: GENDER EQUALITY Lesson 3: Reading I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Read for specific information about gender equality in employment. 2. Core competence - Develop communication skills and creativity; - Be collaborative and supportive in pair work and team work; - Develop presentation skills. 3. Personal qualities - Understand more about the gender equality and existing problems; - Develop a self-reliant attitude. II. MATERIALS - Grade 10 textbook, Unit 6 – Reading - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Vietnamese Form Pronunciation Meaning equivalent domestic violence /dəˈmestɪk behaviour intended to hurt someone you bạo lực gia (n.phr) ˈvaɪələns/ live with đỡnh having little or no formal education at ớt học, vụ giỏo uneducated (adj) /ʌnˈedʒukeɪtɪd/ school dục low-paying (adj) /ləʊ ˈpeɪɪŋ/ providing very little money lương thấp
16. be forced bị ộp phải làm / bi fɔː(r)st/ be made to do something unwanted (to do sth) gỡ Assumptions Anticipated difficulties Solutions - Ss may lack knowledge about some lexical - Provide Ss with the meaning and pronunciation of items words. - Ss may have underdeveloped reading, - Let Ss read the text again (if necessary). speaking and co-operating skills. - Create a comfortable and encouraging environment for Ss to speak. - Encourage Ss to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. Board plan Date of teaching UNIT 6: GENDER EQUALITY Lesson 3: Reading * Warm-up Practice Task 1: Match the sentences with the pictures. Task 2: Circle the correct meaning of the highlighted words and phrases. Vocabulary 1. be forced / bi fɔː(r)st/ (to do sth): bị ộp phải làm gỡ 2. domestic violence /dəˈmestɪk ˈvaɪələns/: bạo lực gia đỡnh 3. uneducated /ʌnˈedʒukeɪtɪd/ (adj): ớt học, vụ giỏo dục 4. low-paying /ləʊ ˈpeɪɪŋ/ (adj): lương thấp Task 3: True (T), False (F) or Not given (NG). Task 4: Discuss possible solutions to one of the following problems:
17. 1. Child marriage 2. A lack of education for girls 3. Low pay for women *Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the SMALL TALK: GENDER PRIVILEGES 5 mins topic of reading * T divides the class into two groups and draws 2 columns on the board. T asks the T-S - To activate Ss’ boys in the class to come up with things that girls are allowed to do but boys are knowledge of the not. On the other hand, the girls in the class come up with things that boys are topic allowed to do but girls can. Ss work in groups to do the task. S-S T writes the ideas on the board and asks Ss if such advantages/ privileges are fair or not. T gives comments and introduces the lesson. T-S PRE-READING To introduce the TASK 1: MATCH THE SENTENCES WITH THE PICTURES. (p.69) T-S 5 mins topic of the * T focuses Ss’ attention on the heading and the pictures. T asks some guiding reading and get questions: Ss involved in the 1. Do the pictures show an equal world? lesson 2. Do you think the girl in picture a is able to read and write? 3. How old do you think the girl is in picture b? 4. Why is the man happier in picture c? Ss work in pairs to discuss the sentences and the pictures, and do the matching. S-S
18. T invites individual Ss to describe each picture and explain why it matches a T-S particular statement. T checks answers and gives comments. Key: 1. c 2. b 3. a WHILE-READING To help Ss TASK 2: READ THE TEXT AND CIRCLE THE CORRECT MEANING OF THE 10 practise guessing HIGHLIGHTED WORDS AND PHRASES. (p.69) mins the meanings of * Ss read the whole text quickly to get an overall idea. T-S word in context - T asks Ss to read it again, pay attention to the context of the highlighted words and look for clues explaining their meanings. Ss work individually to guess the meaning of each of the words, based on the S context. Ss compare their choices with a partner. S-S T checks answers with the class. T-S Key: 1. a 2. b 3. a 4. b To help Ss TASK 3: READ THE TEXT AGAIN AND DECIDE WHETHER THE FOLLOWING 10 practise reading STATEMENTS ARE TRUE (T), FALSE (F), NOT GIVEN (NG). (p.70) mins for specific * T has Ss read the statements in the table and underline the key words in each of T-S information them. - T checks the key words and Ss’ understanding. - T explains to Ss what ‘Not given’ means, i.e. they can’t find all the information in the text or the text doesn’t contain sufficient information to know if it is true or S false. Ss work individually to read the text again and decide if the statements are true, S-S false T-S or not given.
19. Ss discuss and compare their answers with a partner. T checks answers with the class. T calls some Ss to explain the answers by providing evidence from the text. Key: 1. T 2. F 3. NG 4. T 5. F POST-READING To help Ss use the TASK 4: WORK IN GROUPS. DISCUSS POSSIBLE SOLUTIONS TO ONE OF THE 10 language and FOLLOWING PROBLEMS. (p.70) mins ideas in the text Role play: President election to talk about * T asks Ss to work in groups of three or four and role play as president candidates, T-S possible solutions making a speech about what they would do to solve one of the following problems: to a problem child marriage, lack of education for girls, and low pay for women. - T tells Ss to brainstorm and suggest some possible solutions to one of the three problems mentioned in the text. Each group appoints a speaker (President candidate role) and a group secretary S-S to note down the group members’ ideas. e.g. Girls should be allowed to go to school. They shouldn’t be forced to get married early. T asks representatives from different groups to share their ideas with the rest T-S of the class. Without voting for themselves, all groups must vote for the most persuasive group to become “President”. T gives comments and bonus points for workable solutions and fluent delivery. T-S Afterwards, T shares some sample answers. Suggested answer: 1. SOME SOLUTIONS TO CHILD MARRIAGE: (i) Educating girls: When girls can go to school and stay long there, they will get the knowledge and skills necessary to support themselves and their families. (ii) Giving girls the right to decide their future: If girls are knowledgeable and
20. independent, they won’t choose to get married early. (iii) Educating parents and other adults: When parents and other adults know about the negative impact of child marriage, they will change their views and support girls’ rights. 2. SOME SOLUTIONS TO LACK OF GIRLS’ EDUCATION: (i) Keeping girls in school: Poverty can prevent or stop girls from going to school. Education should be free, and governments and charity organizations should help poor families pay for transport, textbooks and uniforms. (ii) Making school safe for girls: It’s not safe for girls to travel long distances to school. Also, at school, girls may become victims of violence and bullying. (iii) Reducing girls’ workload at home: In developing countries, girls may be kept home to do household chores like carrying water, preparing food and washing clothes. Sharing housework between all members of the family helps girls succeed in getting an education. 3. SOME SOLUTIONS TO WAGE GAP: (i) Supporting equal pay: Companies have to commit to and provide equal pay for equal work. (ii) Making salary information clear: Payment should be made clear to both genders so that women know if they make less money than men for doing the same job. (iii) Sharing housework: When couples share household chores, women can focus on their paid jobs. CONSOLIDATION To review the WRAP-UP T-S 5 mins lesson Ss have T asks Ss to talk about what they have learnt in the lesson. learnt and HOMEWORK prepare for the - Workbook exercises next lesson - - Write down your opinion about gender equality in bullet points Speaking.
21. UNIT 6: GENDER EQUALITY Lesson 4: Speaking I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Understand how to express opinions; - Apply useful expressions to talk about career choices. 2. Core competence - Develop communication skills and creativity; - Be collaborative and supportive in pair work and team work; - Develop presentation skills. 3. Personal qualities - Understand more about their preference of career; - Develop self-study skills. II. MATERIALS - Grade 10 textbook, Unit 6 – Speaking - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Assumptions Anticipated difficulties Solutions 1. Ss may lack knowledge about Provide Ss with the form and use of some useful structures in their talk. some useful structures. 2. Ss may have underdeveloped - Create a comfortable and encouraging environment for Ss to speak. speaking and co-operating skills. - Encourage Ss to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 3. Some Ss will talk excessively in - Explain expectations for each task in explicit detail.
22. class. - Have excessive talking Ss practise. - Continue to clarify task expectations in small chunks (before every activity). Board plan Date of teaching UNIT 6: GENDER EQUALITY Lesson 4: Speaking *Warm-up: Personality quiz *Speaking: Career choices Task 1: Decide which jobs are traditionally considered done by male or female. Task 2: Discuss why the jobs in 1 are traditionally done by men or women. Task 3: Talk about your career choice(s) *Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the PERSONALITY QUIZ 5 mins topic of the lesson * T lets Ss do a small personality quiz that reveals their suitable career based on T-S - To get Ss their MBTI characteristics: interested in Link:
23. suitable career Ss do the quiz individually for up to 4 minutes. S options Ss discuss their results and whether they found a suitable career option. S-S T introduces the topic of the lesson: Career choices. T-S CONTROLLED To introduce more TASK 1: WORK IN PAIRS. DECIDE WHICH JOBS ARE TRADITIONALLY DONE BY 10 PRACTICE ideas for the main MEN OR WOMEN. USE THE EXPRESSIONS GIVEN TO HELP YOU. (p.70) mins speaking task and * T asks Ss to read through the jobs and makes sure they know all the job titles. get Ss involved in T introduces some useful expressions to discuss the jobs in the box. T-S the lesson. Ss work individually to decide which jobs are traditionally done by men or women and tick the corresponding columns. S Ss discuss in pairs and use the expressions given to express their opinions. T checks answers with the class. S-S Suggested answers: T-S - Traditionally male jobs: 1, 4, 5, 7 - Traditionally female jobs: 2, 3, 6, 8 To introduce more TASK 2: WORK IN PAIRS. DISCUSS WHY THE JOBS IN TASK 1 ARE 10 ideas for the main TRADITIONALLY DONE BY MEN OR WOMEN. USE THE IDEAS BELOW TO HELP mins speaking task and YOU. (p.70) get Ss involved in * T gives Ss time to read the suggested ideas in the box and the example. the lesson. T-S - T has one student read the example aloud, and asks if Ss agree with it and why / why not. Ss work in pairs and discuss each job. T walks round the class and offers help S-S when necessary. T asks some pairs of Ss to present their opinions in front of the whole class. T-S The rest of the class is encouraged to ask questions. FREE PRACTICE To help Ss talk TASK 3: WORK IN GROUPS OF THREE. TALK ABOUT YOUR CAREER CHOICE(S). 15 about their career (p.71) mins choices and share * T asks Ss to work in groups of three and has one group role-play the example. T-S their ideas with the Ss discuss their career choices and note down each group member’s future rest of the class. job and the reasons why he or she has chosen it. S-S T invite some Ss from different groups to report the career choices in their
24. groups and give the reasons to the class. T-S T observes and gives feedback to the groups and individuals. CONSOLIDATION - To consolidate WRAP-UP T-S 5 mins what Ss have learnt - T asks Ss to talk about what they have learnt in the lesson. in the lesson. - T shows a video to remind Ss about gender equality in job choices: - To review the HOMEWORK lesson they have - Workbook exercises learnt and prepare - Prepare the presentation for the Project lesson for the next lesson
25. UNIT 6: GENDER EQUALITY Lesson 5: Listening I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Listen for specific information in a talk about the first woman in space; - Identify and use lexical items related to gender equality. 2. Core competence - Develop communication skills and problem-solving skills; - Be collaborative and supportive in pair work and teamwork; - Actively join in class activities. 3. Personal qualities - Develop an awareness of women’s achievements in their jobs; - Be respectful towards all genders. II. MATERIALS - Grade 10 textbook, Unit 6 – Listening - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Vietnamese Form Pronunciation Meaning equivalent 1. cosmonaut phi hành gia /ˈkɒzmənɔːt/ an astronaut from the former Soviet Union or Russia (n) (Xụ Viết/ Nga) 2. space the area outside the earth’s atmosphere where all the khụng gian ngoài vũ /speɪs/ (n) other planets and stars are trụ 3. parachutist /ˈpổrəʃuːtɪst/ a person who jumps from a plane using a parachute người nhảy dự (n)
26. 4. instructor a person whose job is to teach somebody a practical skill or người hướng dẫn/ /ɪnˈstrʌktə(r)/ (n) sport huấn luyện 5. technical connected with the practical use of machines, methods, /ˈteknɪkl/ thuộc về kĩ thuật (adj) etc. in science and industry Assumptions Anticipated difficulties Solutions - Students may have underdeveloped listening skills. - Play the recording many times if necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. Board Plan Date of teaching Unit 6: GENDER EQUALITY Lesson 5: Listening * Warm-up: Video watching I. Vocabulary 1. cosmonaut (n): phi hành gia (Xụ Viết/Nga) 2. space (n): khụng gian ngoài vũ trụ 3. parachutist (n): người nhảy dự 4. instructor (n): người hướng dẫn/ huấn luyện 5. technical (adj): thuộc về kĩ thuật II. Practice Task 1: Look at the picture and tell your partner what this woman’s job is. Task 2: Listen and choose the best answer. Task 3: Listen and give short answers. Task 4: Discussion. * Homework
27. III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To activate Ss’ VIDEO WATCHING 5 mins knowledge on the * T shows Ss a video about the history of women in space. T-S topic of the unit. Link: - To lead into the Ss watch the video and take notes of as many names that they can hear S new unit. as possible. Ss share their notes and discuss T’s question: Which names have you S-S already known and which names have you never heard of? Expected answer: Male names are more well-known than female names. T checks and corrects if Ss spell or pronounce the names incorrectly. T-S - T leads in the lesson: Although they were not acknowledged as much as their male colleagues, many women made great achievements in the space and science field. In this lesson we will listen to the story of the first woman to go to space. PRE-LISTENING - To provide Ss with TASK 1: WORK IN PAIRS. LOOK AT THE PICTURE AND TELL YOUR PARTNER 7 mins relevant vocabulary WHAT THIS WOMAN'S JOB IS. (p.71) before they listen * T asks Ss to look at the explanation and the photos to guess the meaning T-S - To introduce the of new words. topic of the listening Ss say the Vietnamese meaning of the word. S and set the context. 1. cosmonaut (n) /ˈkɒzmənɔːt/: phi hành gia (Xụ Viết/Nga) 2. space (n) /speɪs/: khụng gian ngoài vũ trụ 3. parachutist (n) /ˈpổrəʃuːtɪst/: người nhảy dự 4. instructor (n) /ɪnˈstrʌktə(r)/: người hướng dẫn/huấn luyện 5. technical (adj) /ˈteknɪkl/: thuộc về kĩ thuật
28. Other Ss correct if the previous answers are incorrect. The whole class S-S discuss the job of the woman’s picture in the textbook. T shows the Vietnamese meaning, says the words aloud and asks Ss to T-S repeat them. Key: She’s a cosmonaut. WHILE-LISTENING To help Ss practise TASK 2: LISTEN TO A TALK ABOUT VALENTINA TERESHKOVA. CHOOSE THE 10 mins listening for specific BEST ANSWER TO COMPLETE EACH SENTENCE. (p.71) information. * T tells Ss they are going to listen to a talk about Valentina Tereshkova, the T-S first woman in space. - T reminds Ss to read through the five incomplete sentences and the choices before they listen to the talk. T elicits or explains any unfamiliar or difficult words if necessary. T plays the recording. Ss work individually to do the activity. S Ss discuss their answers in pairs. S-S T checks the answers with the class. T plays the recording again, T-S pausing at the parts where they can get the correct information. Key: 1. A 2. B 3. A 4. B 5. B TASK 3: LISTEN AGAIN AND GIVE SHORT ANSWERS TO THE FOLLOWING 15 mins QUESTIONS. (p.71) * T gives Ss some time to read through the questions and underline key T-S words to help them work out the answers. - T focuses Ss’ attention on the instruction ‘give short answers’, and elicits from Ss what information they have to listen for (mostly a number). Game: Fast and furious S-S - The class plays in two teams. - Before playing the recording for each question, T calls two Ss to the board to prepare and write their answer. The one writing the correct answer faster wins one point for their team. T plays the recording, pausing at the parts where Ss can hear the
29. answers. Ss discuss the answer and give points to the winners. T-S T checks the answer as a class. If time allows, T asks more questions such as Where was Tereshkova born? What talent did she have as a young girl? How many women joined the first Soviet space program? Key: 1. 1937 2. 16 3. 1962 4. 26 5. Three days / 3 days POST-LISTENING To give Ss an TASK 4: WORK IN GROUPS. DISCUSS THE FOLLOWING QUESTIONS: 7 mins opportunity to give Do you want to be a cosmonaut? Why or why not? their opinions about * T has Ss work in groups. T-S the cosmonaut’s job Ss decide if they want to be a cosmonaut and give reason(s) for their S and give reason(s). answers. Ss discuss in groups of four and note down their partners’ ideas. S-S T invites some Ss from each group to present a summary of their T-S discussions to the class. CONSOLIDATION To help Ss memorise WRAP-UP T-S 1 min the target language - Some lexical items about women in space. and skills that they - Listening for specific information. have learned. HOMEWORK - Exercises in the workbook . - Project preparation.
30. UNIT 6: GENDER EQUALITY Lesson 6: Writing I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Use lexical items related to the topic Gender Equality; - Write about jobs for men and women. 2. Core competence - Access and consolidate information from a variety of sources; - Be collaborative and supportive in pair work and teamwork; - Actively join in class activities. 3. Personal qualities - Develop an awareness of gender equality in the workforce; - Be respectful towards all genders. II. MATERIALS - Grade 10 textbook, Unit 6 – Writing - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Assumptions Anticipated difficulties Solutions Students may have underdeveloped - Guide students to make an outline first before writing. writing skills. - Encourage students to work in pairs and in groups so that they can help each other. - Provide feedback and help if necessary.
31. Board plan Date of teaching UNIT 6: GENDER EQUALITY Lesson 6: Writing * Warm-up: Video watching I. Developing ideas Task 1: Complete the table. Task 2: Do you think both men and women can do the surgeon’s job well? Give reasons. II. Writing a paragraph Task 3: Write about the surgeon’s job. * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To get Ss VIDEO WATCHING 5 mins interested in the * T plays a funny video on operation. T - S topic Link: (only the first half). - To activate Ss’ Ss watch the video and note down the tasks that a surgeon has to do. S knowledge of Ss discuss what Mr. Bean did correctly and incorrectly. S-S the lesson T gives feedback, if necessary, then introduces the lesson. T - S
32. PRE-WRITING To help Ss TASK 1: CHOOSE SUITABLE INFORMATION FROM THE BOX BELOW TO 5 mins develop ideas COMPLETE THE TABLE. (p. 72) for their writing. * T tells Ss to look at the table and read the information below the table. T T - S explains any new words if necessary. Based on what they have watched from the video and their own knowledge, Ss S work individually to fill in the table with given suitable information. T may play the rest of the video to give more hints. Ss discuss and check their answers with a partner. S – S T checks the answer with the whole class, and asks some Ss to explain their T – S choice. Suggested answer: - Main responsibilities: A, D, F - Main qualities: B, C, E, G, H TASK 2: WORK IN PAIRS. DO YOU THINK BOTH MEN AND WOMEN CAN DO THE 10 mins SURGEON’S JOB WELL? GIVE REASONS. USE THE IDEAS BELOW TO HELP YOU. (p.72) * T asks Ss to study the ideas in the box and think about if they agree or disagree T – S with them. T encourages them to write down their opinions and any new ideas they have come up with, preferably at least one reason/example for each idea. Ss work in pairs to discuss the ideas and express their own opinions. S – S T invites pairs of Ss to summarise their discussions in front of the class. T encourages the rest of the class to ask the pairs questions and comment on their ideas. T walks round the class to provide help if necessary. T gives feedback and T – S summarizes the pairs’ ideas. Suggested answers: - Women can do the surgeon’s job well because they can be as physically and mentally strong as men. - Women can make great surgeons because they can also perform long and tiring operations. - Women can become good surgeons because men and women have the same abilities to learn and apply medical knowledge.
33. WHILE-WRITING To help Ss TASK 3: WRITE A PARAGRAPH (120 - 150 WORDS) ABOUT THE SURGEON’S JOB. 23 mins practise writing USE THESE GUIDING QUESTIONS TO HELP YOU. (p.72) a paragraph * T explains the task and asks Ss to study the guiding questions. T-S about the - T provides the sample answer below as a model by reading it aloud or displaying surgeon’s job. it on the board. - T checks again to make sure Ss understand the structure of the sample and how it answers each of the guiding questions. - T encourages Ss to provide detailed explanations or examples to support each idea in their paragraph. - T sets a time limit for Ss to write in class (around 10-15 minutes or more based on Ss’ abilities). T goes around the class and helps if necessary. Using the ideas that they have written in Task 1 and Task 2, Ss work S - S individually (or in pairs for weaker students) to develop their paragraphs about the surgeon’s job. Ss swap their writing with a partner/other pair for peer feedback. S - S - T asks Ss to focus on both the content and language in their comments. - Ss make some revisions based on their partners’ suggestions. T collects Ss’ paragraphs to give face-to-face feedback in private, or gives T - S them back with some oral/written feedback. Sample answer: The surgeon’s job is traditionally most common for men. Surgeons have to perform operations on patients. They also have to make important decisions about patients’ health and safety. Besides medical knowledge, surgeons need both physical and mental strength to perform long and tiring operations. In addition, surgeons need to have excellent eyesight and skilful hands. A surgeon works with a team, so he / she needs good teamwork 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. CONSOLIDATION To revise what WRAP-UP T - S 2 mins they have learnt T asks Ss to talk about what they have learnt in the lesson. HOMEWORK
34. and prepare for - Workbook exercises the next lesson: - Project preparation Communication and Culture/CLIL
35. UNIT 6: GENDER EQUALITY Lesson 7: Communication and culture/ CLIL I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Use lexical items related to the topic Gender equality; - Express agreement and disagreement; - Learn about women's football. 2. Core competence - Develop communication skills and creativity; - Be collaborative and supportive in pair work and team work; - Develop presentation skills. 3. Personal qualities - Understand more about the gender equality in sports; - Be respectful towards all genders and cultures. II. MATERIALS - Grade 10 textbook, Unit 7 – Communication and Culture/CLIL - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Useful expressions Agreement Disagreement - You’re right. - That’s not true. - I couldn’t agree more. - I’m afraid I disagree. - Absolutely. - I’m sorry, but
36. Assumptions Anticipated difficulties Solutions Ss may have underdeveloped speaking - Let Ss read the text again (if necessary). and co-operating skills. - Create a comfortable and encouraging environment for Ss to speak. - Encourage Ss to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. Board plan Date of teaching UNIT 6: GENDER EQUALITY Lesson 7: Communication and culture/ CLIL *Warm-up Video watching Everyday English Task 1: Complete the conversation. Task 2: Have similar conversations. CLIL Task 3: Fill the timeline about women’s football. Task 4: Fill the timeline about women’s football in Viet Nam. *Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback
37. Stage Stage aim Procedure Interaction Time WARM-UP To activate Ss’ VIDEO WATCHING 5 mins knowledge of * T plays a video of two people having a small debate. T - S the topic. Link: Ss watch the video and note down the language that the speakers use to agree/ S disagree. Ss discuss what else they could say to express their views more clearly. S - S T gives feedback, if necessary, then introduces the lesson. T - S EVERYDAY To provide Ss TASK 1: LISTEN AND COMPLETE A CONVERSATION WITH THE EXPRESSIONS FROM 5 mins ENGLISH with an example THE BOX. THEN PRACTISE IT IN PAIRS. (p.7.3) conversation in * T tells Ss that they will learn more expressions of agreement and disagreement. T - S which people - T asks Ss to look at the four expressions (A – D) in the box and elicits their express meaning and use, e.g. A and D – to express disagreement; B and C – to express agreement and agreement. disagreement. Ss read the conversation between Mai and her mother and look for context clues for the missing phrases or sentences, then predict the answer before listening. - Ss listen to the recording and complete the conversation with the expressions from the box. - T checks answers as a class. Ss practise the conversation in pairs. S-S T goes around the class and corrects if necessary. T-S Key: 1. D 2. A 3. C 4. B To help Ss TASK 2: WORK IN PAIRS. HAVE SIMILAR CONVERSATIONS EXPRESSING 15 practise AGREEMENT AND DISAGREEMENT ABOUT OTHER JOBS. USE THE EXPRESSIONS mins expressing BELOW TO HELP YOU. (p.73) agreement and Role-playing: Asian parents and child
38. disagreement. * T puts Ss into pairs and has them brainstorm different jobs and reasons why T-S parents may object to their children doing these jobs. - T asks some pairs to share their ideas and write them on the board. - T asks Ss to look at the list of expressions and encourages Ss to add more to the table, e.g. That’s exactly how I feel. You have a point here. I totally disagree. I beg to differ - Ss plan their conversation first by deciding on who is going to be the parent (mum or dad), what job the son or daughter has chosen, why the parent doesn’t agree and how the child will try to persuade her / him. Ss practise their conversations in pairs. S-S - T walks round the class and provides help when necessary. T invites some pairs to role play their conversations in front of the class. The S-S others listen and give comments on their peers’ performance. T gives feedback and adds bonus points for good effort and fluent delivery. T-S CLIL To help Ss learn TASK 1: READ THE TEXT AND FILL THE TIMELINE ABOUT WOMEN’S FOOTBALL. 7 mins about women's (p.73) T-S football through * T shows some images of women playing football or displays them on the board CLIL electronically. - T asks Ss to look at the pictures and answer questions about them, e.g. Who are the women in the pictures? What sport do they play? - T elicits that Ss are going to read a text about women's football and fill the timeline using the information given in the text. - T explains or elicits any new or difficult words, if necessary, e.g. Which organisation do people join together for a particular purpose? (association); What rule says that something is not allowed? (ban) Ss work individually to read through the text quickly and complete the timeline S with the information mentioned in the text. Ss check their answers with a partner. S-S T checks the answer with the class. T-S Key: 1. 1890s 2. 1921
39. 3. 1971 4. 1971 5. 1991 To help Ss relate TASK 2: WORK IN GROUPS. FILL THE TIMELINE ABOUT WOMEN’S FOOTBALL IN 12 what they have VIET NAM. (p.74) mins learnt about * T shows a video about Vietnamese women’s football team to show how women’s T-S women's football in Vietnam has developed. football to Viet - T has Ss look for information on the Internet to fill in the timeline about women’s Nam. football in Vietnam, then make a mindmap using the information. Ss can add more information if they want to. Link: Ss work in groups of four to do the task. S-S T calls some groups to go to the board and present their mind maps. Ss give feedback to other groups’ mind maps and T gives the final comments. T-S CONSOLIDATION To review the WRAP-UP T-S 1 min lesson Ss have T asks Ss what they have learned in this lesson. learnt and HOMEWORK prepare for the - Project preparation next lesson – - Exercise in the workbook Looking back and project
40. UNIT 6: GENDER EQUALITY Lesson 8: Looking back & Project I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Review the vocabulary and grammar of Unit 6; - Apply what they have learnt (vocabulary and grammar) into practice through a project. 2. Core competence - Develop communication skills and creativity; - Develop critical thinking skills; - Be collaborative and supportive in pair work and team work; - Develop presentation skills. 3. Personal qualities - Understand more about students’ career choices; - Develop self-study skills. II. MATERIALS - Grade 10 textbook, Unit 6 – Looking back and Project - Computer connected to the internet - Projector/ TV/ pictures and cards, Handouts - sachmem.vn Assumptions Anticipated difficulties Solutions - Ss may have underdeveloped speaking, - Create a comfortable and encouraging environment for Ss writing and co-operating skills when doing to speak. the project. - Encourage Ss to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.
41. - Some students will excessively talk in the - Explain expectations for each task in detail. class. - Have excessively talking students practise. - Continue to explain task expectations in small chunks (before every activity). Board plan Date of teaching UNIT 6: GENDER EQUALITY Lesson 8: Looking back & Project *Warm-up Game: Last man standing Looking back - Pronunciation: Listen and mark the stressed syllables. - Vocabulary: Do the crossword. - Grammar: Underline the mistake and write the correct word(s). Project Students’ future jobs *Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP To revise the GAME: LAST MAN STANDING 5 mins vocabulary related to * T announces that Ss will compete individually. T-S the topic and lead in Ss take turns saying one word/ grammar point they have learned so far in
42. the next part of the Unit 6, then T writes it on the board. Ss will be eliminated from the game if lesson. they repeat what was said or cannot remember anything else. - After the whole class has finished, T goes back to the first student until there is only one student left. T announces the winner. Ss discuss the vocabulary and grammar points on the board and add S-S more if necessary. T reviews everything and gives comments. T-S PRONUNCIATION To help Ss revise LISTEN AND MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD. (p.74) 5 mins stress in three-syllable * T tells Ss to review the stress patterns of three-syllable adjectives and verbs T-S adjectives and verbs they have learnt in this unit. Ss work individually by reading the sentences silently and marking the S stressed syllables in the words in bold before T plays the recording. - T plays the recording, pausing after each word in bold so that Ss can listen and check if they have marked the stress correctly. T checks answers as a class by asking individual Ss to write the words on T-S the board and mark the stress. T plays the recording again for Ss to repeat each sentence chorally. Key: 1. The surgeon’s job is quite 'difficult. 2. Soviet cosmonauts learnt how to 'parachute to safety. 3. I’m proud of my sister. She’s studying at a 'medical school. 4. We need to con'tinue fighting for equal rights. VOCABULARY To help Ss revise DO THE CROSSWORD. USE THE WORDS YOU HAVE LEARNT IN THIS UNIT. 5 mins topic-related words. (p.74) T-S * T asks Ss to do the crossword, using the words they have learnt in the unit. S Ss read each sentence and guess the word that best completes it. T reminds Ss that they should also refer to the number of letters of each word in the crossword. S-S Ss compare their answers with a partner. T-S T checks the answers as a class. Key:
43. 1. kindergarten 2. gender 3. surgeon 4. equal 5. treat GRAMMAR To help Ss revise the EACH OF THE FOLLOWING SENTENCES HAS A MISTAKE. UNDERLINE IT AND 5 mins use of the passive WRITE THE CORRECT WORD(S) IN THE SPACE GIVEN. voice with modals. * T asks Ss to read each sentence and decide on the mistake and correct it. T-S S work individually to find the mistakes and correct them. T walks round S the class to provide help if necessary. If time allows, T asks Ss to work in pairs to compare answers. S-S T checks answers as a class and has Ss explain why each sentence is T-S wrong. Key: 1. One paragraph about gender equality ought to write by each student. → ought to be written 2. Action to stop domestic violence must take immediately. → must be taken 3. Should all people be provide with equal access to information? → be provided 4. Young girls mustn’t force into marriage. → mustn’t be forced 5. Can men and women given equal opportunities in the workplace? → be given PROJECT To provide an PRESENTATION 23 opportunity for Ss to * T has Ss work in their groups and gives them a few minutes to get ready for S-S mins develop their the presentation. communication and - T gives Ss a checklist for peer and self-assessment, and explains that they T-S collaboration skills, will have to tick (√) the appropriate items while listening to their classmates’ and to practise presentations and write comments if they have any. The presenters should reporting survey complete their self-assessment checklist after completing their presentation. results in an oral - If necessary, T goes through the criteria for assessing their talk to make sure
44. presentation. Ss are familiar with them. T invites two or three groups to give their presentations. S-S T gives praise after each presentation, and encourages the rest of the S-S class to ask questions at the end. T asks Ss to give peer comments and fill in the self-assessment checklist, T-S then T gives the final feedback. CONSOLIDATION To review the lesson WRAP-UP T-S 2 mins they have learnt and T asks Ss what they have learned from the unit. prepare for the next HOMEWORK lesson - Workbook exercises - Prepare for the next lesson: Unit 7