Giáo án tiếng anh 10: Unit 4: Special Education ppt

Task 2 - Call on some students to read aloud each part of the passage - Check pronunciation - Ask students to read the passage again more carefully and do the task 2 - Ask some students

1 Educational aim: Students will be able to

understand the term Special Education and talk about it through Matching and Multiple Choice exercise

2 Knowledge:

- General knowledge: Students know the information

about Louis Braille and the special classes for disabled people

- Language: words related to disabled people

3 Skill: reading about special education

II Method: Integrated, mainly communicative

III Teaching aids: textbook, board, raising questions

- Where did you stop last

time?

- Open your book and we

will go to Unit 4: Special

- Take notes students’

answers on the blackboard

* Which of these activities

would be difficult for

disabled people?

- Answer in chorus

- Open the books and listen to the teacher

- Answer freely

- Listen to the

Ok, people who cannot be

able to listen and watch are

called deaf and blind

people

* Who can say nothing?-

Good

* How can they

communicative with each

other?

* How can blind people

read?

Well, there was a person- a

man invented the letter

systems for blind people to

help them read easily He

was Louise Braille He

came from France He was

- Listen to the teacher

- Look at the books

accident

- Look at Braille Alphabet

(on the page 44) and work

with your partner about the

construction

individually

through the passage

individually and do Task 1

- Raising some questions

about the passage:

* Who’s in the passage?

* What does the passage

talk about?

* How many children are

there in her class?

* Who are they?

* Do they go to school?

* Why do you know?

- Explain new words:

proper schooling (n) =

enough and good study

* What do the parents of the

disabled children think?

Which line helps you

know? Which word?

opposition (n) = disagreeing

viewpoints

* How does Miss Thuy

Teacher’s activities the

disable children in a math

- She raised both arms and opened

up her fingers… (2nd sentence- 3rdparagraph)

- They are proud

of their efforts

Key:

4.B-5.D

1.C-2.E-3.A Listen to their friends

Task 2

- Call on some students to

read aloud each part of the

passage

- Check pronunciation

- Ask students to read the

passage again more

carefully and do the task 2

- Ask some students to give

their answers

- Correct the answer

1.D - 2.B - 3.A - 4.C - 5.D

Post-reading: (10 minutes)

- Ask students to read the

passage in pairs and fill the

blank of summary using

- Read the passage and do the task

- Listen to the teacher

- Read in pairs and do the task

suitable words from the

- Confirm the correct

answers for students to

check and write down

- Call on some students to

read the completed

summary aloud in front of

the class

- Listen to the teacher

attentively and check the answers

- Listen to their friends

Key:

3.write -4.efforts-

1.disable-2.read-5.opposition- 6.time-

consuming- 7.maths-8.arms-9.figers – 10.proud

I Objectives:

1 Educational aim: By the end of the lesson,

students will be able to:

- talk about school life of a student

- actively engage in an interview

2 Knowledge:

- General knowledge: Students know how to talk

about school; make an interview and reporting on results

- Language: words related to school life

3 Skill: speaking about school life of students

fluently

II Method: Integrated, mainly communicative

III Teaching aids: textbook, board, raising questions,

hand-outs

IV Procedures:

Teacher’s activities Students’

Warm-up: (2 minutes)

- How are you today?

- Are you ready for new

- Answer freely

6.I-7.E-8.A-9.H

- Ask some questions:

* What are your favorite

subjects?

* How much time do

you prepare for your

lesson everyday?

OK, today, we will go to

Lesson: Speaking to talk

about school life of a

student

minutes)

Task 1

- Ask students to read

the answer before

- Listen to the teacher

- Read the answers and do the task 1

- Work in pairs

- Listen to their friends

choosing the best

questions

- Ask students to work

in pairs to fill in the

blanks with the right

questions

- Call on some students

to explain their answers

- Give correct answers

- Listen to the teacher

- Work in pairs

- Ask students to use

his/her own information

to answer the questions

- Instruct students to do

this task by using

following information

Hand-outs

- Ask students to work

in pairs with 3 students

(2 practice interviewing,

1 take notes) and carry

out the interview, using

the questions in Task 1

- Help students use some

questions related to

words, such as:

What subjects were you

and do the task 2

construction of the teacher

- Practice speaking

in pairs

good/ bad at?

How much homework

did you have to do?

- Check whether

students can make

questions or not by

giving the previous

words and let students to

make questions using

those words

- Go arround and

provide help if necessary

Task 3

- Ask students in each

pair to tell about a

school life of a student

- Some students to tell a school life of others in front of the class

by using information

that was taken note in

front of the class

- Ask students to write a

short paragraph about

1 Educational aim: Students will be able to listen

better through True of False Statements and Gap-filling exercises

2 Knowledge:

- General knowledge: Students can listen and

understand about the Vang Trang Khuyet Photographic Club

- Language: Words related to Photographic Club

3 Skill: Listening for specific information about a

photographic club for disabled children

II Method: Integrated, mainly communicative

III Teaching aids: textbook, board, raising questions

IV Procedures:

Yes, today we will listen

to the Vang Trang

Khuyet Club in which

all the members are all

disabled children

minutes)

- Before listening, I have

some questions for you

- Give some photos and

- Answer freely

- Yes, we do

- Listen to the teacher

- They are photos

ask:

* What are they?

* How do you call a

person who takes

photos?

* Well-done! What word

do you use for a person

who looks good/

attractive in photos?

- Confirm the meanings

of the previous words

and remind students the

stress in the words

- Work in pairs

photography

- Ask students to work

in pairs to fill each blank

with a suitable word

- Check the answers and

+ Listen and repeat

- Read new words 1st

time

- Read aloud 2nd time

- Let students guess the

- Answer in chorus

- Listen to the teacher

- Guess the meanings of the words

- Take note quickly

meanings of the words

- You are going to listen

to a talk about a club for

disabled children You

should listen carefully,

- Read the statements

independently

- Listen to the tape attentively and do the task 1

then do task 1 and 2

Task 1

- Let students read the

statements carefully

- Ask students to listen

to the tape and decide

whether the statements

- Check the answers as

the whole class

- Give correct answers

Task 2

- Ask students to read

- Work in pairs

- Listen to the teacher attentively then correct the answers

- Read the passge individually

- Listen to the tape again

- Do the task 2

the passage carefully

and have a guess of

missing words (give

necessary suggestions to

help students guess

kinds of words in each

blank)

- Have students listen to

the tape and write in

each blank with a

suitable word

- Check the answers as

the whole class

- Call on 2 students to

write the answers on the

board to check dictation

- Give correct answers:

- Look at the board and find out mistakes

- Tell students to work

in groups: ask and

answer about the Vang

- Work in groups

- Answer the questions based on the information in the passage

* Who are the members

of the club? Where do

they come from? How

many are there?

- Listen to the teacher and write down on the notebook

photographs help them?

- Call on some students

The 23 rd period

Date:

Grade 10

Theme: Special Education

Unit 4

Writing

Time: 45 minutes

I Objectives:

1 Educational aim: By the end of the lesson,

students will be able to:

- read and understand a simple letter

of a complaint

- write a letter of complaint about the poor quality of the service at an English Centre

3 Skill: Writing a letter of complaint

II Method: Integrated, mainly communicative

III Teaching aids: textbook, board, raising questions,

- Who did you write?

- How did you feel when

you wrote a letter?

happy or sad?

- What kind of letter do

- Answer freely

- A complaint letter

you write if you feel

angry about something

- Listen to the teacher and take note quickly

know how to write a

letter of complaint,

please listen to me

attentively

- Give hand-outs

- Ask students to read

the letter and get the

information to fill in the

blanks in the hand-outs

- Go around and provide

help if necessary

- Help students realize

the necessary parts in a

complaint letter (= a

formal letter) and

remind them the way of

using words

- Do the task

- Listen to the teacher and write down on the notebooks

- Read in pairs

- Give the form of a

formal letter

minutes)

- Let students read the

advertisement and work

in pairs

- Help them guess the

meanings of the words

- Read the dialogue and do the task in the hand-outs

with air-conditioner

- Ask students to read

through the dialogue

- Then have students

discuss and fill in the

hand-outs

- Call on 2 students to

fill in each column

- Check answers and

correct mistakes

Task 1

- Ask students to work

in pairs, using the

- Some pairs read aloud in front of the class

- Correct mistakes

- Answer freely

read aloud the

* What do you have to

write in that letter?

Task 2

- Ask students to look at

the letter (on p.51)

- Suggest students to

retell the form,

structures and languages

in the letter

- Ask students to read

through the letter

- Look at the letter

- Review the above knowledge

independently

- Listen to the teacher and answer the questions

* How does the writer

want to resolve the

problem?

- Ask students to work

in groups and complete

the letter basing on the

dialogue in task 1

- Give suggestions:

The first sentence can

- Work in groups and do the task

- Listen to the teacher attentively then write down

- Change the writing group by group

be “You say in the

advertisement…”

Students can use some

connectors in their

writings:

first, second, in fact,

also, moreover etc

- Let students in one

group compare their

writings with ones in

other groups to correct

mistakes

- Pick up some writings

to check the mistakes as

the whole class

- Listen to the teacher

- Write down on the notebooks

- Explain the general form of a reply to a letter

of complaint:

Opening

Explaining the mistakes Solving the problem

1 Educational aim: By the end of the lesson,

students will be able to:

- Distinguish and pronounce the

sounds / ɔ / and / ɔ: / correctly

- use the + adjective as a noun, combine two sentences with which and review used to + infinitive

2 Knowledge:

- General knowledge: Students can tell about their

habits in the past by using the

structure: used to + infinitive

- Language: Words related to the + adjective as a

noun

3 Skill: Pronounce the sound / ɔ / and / ɔ: /

correctly

II Method: Integrated, mainly communicative

III Teaching aids: Textbook, board, raising

2 John wants to watch

Walter wash the dog

- Call some students to

read aloud these

- Look at the board

- Listen to their friends

sentences in front of the

class

Ok, today I’ll introduce

to you 2 vowels / ɔ / and

/ ɔ: /

+ Listen and repeat

- Read all the words 1st

time clearly

- Ask students to listen

and repeat

- Remember them the

way to pronounce two

- Listen and repeat

- Take notes quickly

- Listen to the teacher

- Repeat following

- Ask students to repeat

several times to help

them distinguish the

difference between 2

sounds

sentences

- Read all the sentences

- Read each sentence

and ask students to

repeat

- Call on some students

to read aloud the

sentences in front of the

members: read all the

words and check the

meanings

- Ask all groups do the

exercise

- Help students by

giving suggestions: find

key words in each

sentence to complete the

exercise more quickly

- Listen to the teacher and write

on the notebooks

- Correct the answers

Key:

2 the injured 3.the unemployed

4 the sick

5 the rich/ the poor

- Call on some students

to give the answers

- Check and give correct

- Listen to the teacher

- Work in pairs

Key:

2 used to have

Exercise 2

- Ask the question:

What did you use to do

when you were a child?

- Let students review the

structure used to +

infinitive: we use this

structure to express a

past habit

- Give some examples to

help them understand

clearly (both negative

and question)

- Ask students to do the

exercise

- Let students compare

their answers with a

- Read the exercise

- Retell the relative

clauses with which

friend

- Check the answers as

the whole class

- Give correct answers

Exercise 3

- Ask students to read

through the exercise

- Remember them the

function of each column:

A and B

- Help them review the

relative clause with

- Work in pairs

- Correct the answers

Key:

7.b

2.d-3.f-4.g-5.a-6.c Listen to the teacher and write

on the notebooks

relative pronoun which Which can be used in

relative clauses to refer

to the whole of the earlier clause

- Ask students to work

in pairs and do the exercise 3

- Check the answers as the whole class

- Give correct answers

minutes)

- Ask students to do the exercise in the workbook