Giáo án Tiếng Anh 10 Unit 4: Special education

Giáo án Tiếng Anh 10 UNIT 4: SPECIAL EDUCATION Theme: Special Education Unit 4: READING Time: 45 minutes I Objectives: Educational aim: Students will be able to understand the term Special Education and talk about it through Matching and Multiple Choice exercise Knowledge: - General knowledge: Students know the information about Louis Braille and the special classes for disabled people - Language: words related to disabled people Skill: reading about special education II Method: Intergrated, mainly communicative III Teaching aids: textbook, board, rasing questions IV Procedures: 1.Organization 2.Check old lesson 3.New lesson Teacher’s activities Students’ activities Warm-up: (3 minutes) - Greeting - Greeting - Who’s absent today?- Thanks - The monitor answers - Where did you stop last time? - Answer in chorus - Open your book and we will go to Unit 4: Special Education Pre-reading: (10 minutes) - Rasing some questions: * What you everyday? - Open the books and listen to the teacher * Do you go to class? listen to music? - Answer freely watch T.V? - Take notes students’ answers on the blackboard * Which of these activities would be difficult for disabled people? Ok, people who cannot be able to listen and watch are called deaf and blind - Listen to the teacher people * Who can say nothing?- Good Notes * How can they communicative with each other? * How can blind people read? - dumb people - use signals Well, there was a person- a man invented the letter systems for blind people to help them read easily He was - We don’t know Louise Braille He came from France (maybe students answer He was a blinded in a childhood by Vietnamese) accident - Listen to the teacher - Look at Braille Alphabet (on the page 44) and work with your partner about the message - Give answers: A we - Look at the books - Work in pairs B are C the - After guessing, correct the answer under the D world While-reading: (20 minutes) - Open your books Task teacher’s construction - Ask students to read through the passage individually and Task - Raising some questions about the passage: - Read individually * Who’s in the passage? * What does the passage talk about? * How many children are there in her class? - Miss Thủy * Who are they? - special class * Do they go to school? - 25 * Why you know? - Explain new words: - disable people proper schooling (n) = enough and good - No, they don’t study - in 4th sentence * What 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 lesson? - They believe that the children could not learn anything at all ( 2nd sentence-2nd paragraph) - She raised both arms * How are the children? and opened up her fingers… (2nd sentence3rd paragraph) - Ask students to matching in chorus - They are proud of - Confirm the correct answers their efforts Key: 1.C-2.E-3.A-4.B-5.D Task - Call on some students to read aloud each part of the passage - Check pronunciation - Listen to their friends - Ask students to read the passage again more carefully and the task - Ask some students to give their answers - Read the passage and the task - Correct the answer 1.D - 2.B - 3.A - 4.C - 5.D Post-reading: (10 minutes) - Ask students to read the passage in - Listen to the teacher pairs and fill the blank of summary using suitable words from the passage - Go arround and provide help - Read in pairs and - Call on some students to give answers the task - 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: 1.disable-2.read-3.write -4.efforts-5.opposition6.time-consuming- Homework: (2 minutes) 7.maths-8.arms-9.figers - Summarise the passge into sentences – 10.proud - Do the exercises in the workbook - Write down on the notebooks V.THE SELF EVALUATION AFTR CLASS Theme: Special Education Unit 4: SPEAKING Time: 45 minutes I Objectives: 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 Knowledge: - General knowledge: Students know how to talk about school; make an interview and reporting on results - Language: words related to school life Skill: speaking about school life of students influently II Method: Intergrated, mainly communicative III Teaching aids: textbook, board, rasing questions, hand-outs IV Procedures: 1.Organization 2.Check old lesson 3.New lesson Teacher’s activities Students’ activities Warm-up: (2 minutes) - How are you today? - Answer freely Notes - Are you ready for new lesson? Pre-speaking: (15 minutes) - Give hand-outs to review the - Do the exercise in handnames of subjects at school out -Ask students to work in pairs - Work in pairs - Give answers: - Correct the answers 1.C-2.D-3.G-4.F-5.B-6.I-7.E-8.A9.H - Ask some questions: - Answer freely * What are your favorite subjects? * How much time you prepare for your lesson everyday? OK, today, we will go to Lesson: Speaking to talk about school life of a student While-speaking: (25 minutes) Task - Ask students to read the answer before choosing the best questions - Listen to the teacher - Ask students to work in pairs to - Read the answers and fill in the blanks with the right the task questions - Work in pairs - Call on some students to explain their answers - Give correct answers A.4-B.1-C.2-D.6-E.3-F.5-G.7 - Listen to their friends - Call some pairs to read the completed conversation - Check pronunciation - Listen to the teacher attentively then correct the answers Task - Ask students to use his/her own information to answer the questions - Instruct students to this task by using following information - Listen to the teacher Hand-outs - Ask students to work in pairs with students (2 practice interviewing, take notes) and carry out the interview, using the questions in Task - Work in pairs and the - Help students use some questions task related to words, such as: under the construction of the teacher What subjects were you 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 around and provide help if necessary - Practice speaking in pairs Task - Ask students in each pair to tell about a school life of a student by using information that was taken note in front of the class - Check pronunciation if necessary - Give comments and correct mistakes - Give marks - Some students to tell a school life of others in peaceful chickens stimulated 10 escape Post-listening: (12 minutes) - Tell students to work in groups: ask and answer about the Vang Trang Khuyet Photographic Club by suggesting some questions as follow: * What is the name of the club? - Work in groups * Who are the members of the club? Where they come from? How many are there? * How many photographs are on display? * What are their photographs - Answer the questions about? * What does their passion of taking photographs help them? based on the information in the passage - Call on some students to practice - Listen and correct mistakes if necessary Homework: (1 minutes) - Retell story about the Vang Trang Khuyet Club (80-100 words) - Listen to their friends - Listen to the teacher and write down notebook V.THE SELF EVALUATION AFTR CLASS on the Theme: Special Education Unit 4: WRITING Time: 45 minutes I Objectives: 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 Knowledge: - General knowledge: Students know how to write a letter of complaint - Language: words related to a letter of complaint Skill: Writing a letter of complaint II Method: Intergrated, mainly communicative III Teaching aids: textbook, board, rasing questions, hand-outs IV Procedures: 1.Organization 2.Check old lesson 3.New lesson Teacher’s activities Students’ activities Notes Warm-up: (3 minutes) - Have you ever written a letter? - Who did you write? - How did you feel when you wrote a letter? happy or sad? - What kind of letter you write if you feel angry about something or unhappy with something? A letter of complaint or a thank-you letter? Pre-writing: (15 minutes) - Ask some questions: * What is a complaint letter? * Have you ever written a complaint letter? * Do you know how to write it? Well, if you want to 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 - Give the form of a formal letter While-writing: (20 minutes) - Let students read the advertisement and work in pairs - Help them guess the meanings of the words in the advertisement native teacher (n)= teachers who come from English-speaking countries air-conditioned equipped/ (adj)= furnished to be with air- conditioner - Ask students to read through the dialogue - Then have students discuss and fill in the hand-outs - Call on students to fill in each column - Check answers and correct mistakes Task - Ask students to work in pairs, using the information in nd column to complete the dialogue - Call on some pairs to read aloud the completed dialogue - Check and give correct answers * You want to write a letter of complaint? * What you have to write in that letter? Task - 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 individually - Raising some questions: * What does the writer complain about? * Is it worse or better than in the advertisement? * 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 - Give suggestions: The first sentence can be “You say in the advertisement…” Students can use some connectors in their writings: first, second, in fact, also, morover 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 After-writing: (2 minutes) - Summarise the main points Homework: (5 minutes) - Ask students to write a reply to the letter of complaint at home - Explain the general form of a reply to a letter of complaint: Opening Explaining the mistakes Solving the problem V.THE SELF EVALUATION AFTR CLASS Theme: Special Education Unit 4:LANGUAGE FOCUS Time: 45 minutes I Objectives: 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 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 Skill: Pronounce the sound / ɔ / and / ɔ: / correctly II Method: Intergrated, mainly communicative III Teaching aids: Textbook, board, rasing questions IV Procedures: 1.Organization 2.Check old lesson 3.New lesson Teacher’s activities Students’ activities Warm-up: (3 minutes) - What’s the weather like today? - Answer freely - What did you last night? - Did you finish your homework? Pronunciation: (15 minutes) - Write on the board following - Look at the board sentences: Laura’s daughter bought a horse and call it Laura John wants to watch Walter wash the dog - Call some students to read aloud these sentences in front of the class - Listen to their friends Ok, today I’ll introduce to you 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 - Listen to the teacher Notes pronounce two sounds: - Listen and repeat / ɔ / is a short sound / ɔ: / is a long sound, put the back - Take notes quickly of your tongue up a little - Ask students to repeat several times to help them distinguish the difference between sounds + Practise these sentences - Read all the sentences - Read each sentence and ask students to repeat - Call on some students to read - Listen to the teacher aloud the sentences in front of the - Repeat following the class teacher - Check and correct pronunciation Grammar and vocabulary: (25 minutes) Exercise - Ask students to work in groups with members: read all the words and check the meanings - Ask all groups the exercise - Help students by giving suggestions: find key words in each sentence to complete the exercise more quickly - Work in groups and the exercise Ex: 2nd sentence: accident – injured 3rd sentence: job – unemployed - Call on some students to give the answers - Check and give correct answers Note: We use the + adjective to describe - Listen to the teacher and write on the notebooks a group of people as a whole Example: the rich = rich people (a group of people who are rich) - Correct the answers Key: Exercise 2 the injured - Ask the question: 3.the unemployed What did you use to when you the sick were a child? - Let students review the structure the rich/ the poor used to + infinitive: we use this structure to express a past habit - Give some examples to help them understand clearly (both negative and question) - I used to… - Ask students to the exercise - Let students compare answers with a friend their - Review the structure and write down on - Check the answers as the whole notebooks class - Listen to the teacher - Give correct answers - Work in pairs Key: Exercise used to have - Ask students to read through the used to live exercise used to eat - Remember them the function of used to be each column: A and B the - Help them review the relative used to take clause with relative pronoun which Which can be used in relative clauses to refer to the whole of the used to be did you use to go earlier clause - Ask students to work in pairs and the exercise - Read the exercise - Check the answers as the whole class - Give correct answers - Retell the relative clauses Homework: (2 minutes) with which - Ask students to the exercise in the workbook - Work in pairs - Correct the answers Key: 2.d-3.f-4.g-5.a-6.c-7.b - Listen to the teacher and write on the notebooks V.THE SELF EVALUATION AFTR CLASS