Giáo án Tiếng Anh 10 Unit 4: Special education

- Asks Ss to work in groups and make a list of the activities that thedisabled would have difficulty doing... - Asks Ss to work in pairs and read the summary of the passage carefully.. S

Tiếng Anh 10 – Giáo án

Blackboard, Some pictures, Textbook, a cassette player

IV NEW LESSON: UNIT4 / LESSON1 / READING

Stages Teacher’s activities Students’ activitiesWarm – up - Says and writes on the board:

They aren’t able to look, hear, speak anything and they are slow

at learning.

- Asks Ss to guess: Who are they?

- Hear and look at the board

- Work individually

- Puts questions and writes on the board.

1 Can they learn?

2 Where can they learn?

3 How can they learn?

- Asks Ss to work in pairs and answer them

- Goes around and offer help

- Calls on some pairs practice in front of the class

- Asks Ss to work in groups and make a list of the activities that thedisabled would have difficulty doing

read - Asks Ss to look at the Braille

Alphabet and explain something about it

- Asks Ss to work in pairs to work out the message

- Asks Ss compare the answers with another pairs

- Look at the Braille, listen

to the teacher’s explanation

individually and do Task1

- Encourage Ss to guess the meaning

of the words in the context

- Tells Ss to compare the answers

with a friend

- Calls on some Ss to read the

answers aloud in front of the class

- Tells Ss to read the passage again

more carefully and complete the

sentences

- Asks Ss to give explanation for

their choice

- Calls on some Ss to read the

passage aloud in front of the class

- Asks Ss to work in pairs and read

the summary of the passage

carefully

- Encourage Ss to guess the missing

- Work in pairs

- Has Ss complete the summary in pairs

- Goes around and provides help

- Calls on some Ss to read the completed summary aloud in front

of the class

HOMEWORK

- complete the summary

- Some Ss read Others listen to

- Prepare the new lesson

- Learn by heart new words

III TEACHING AIDS

Black board, Textbook

IV.NEW LESSON: UNIT4 / LESSON 2/ SPEAKING

Stages Teacher’s activities Students’ activities

- Asks Ss to work in groups and make

a list of words relating to school ( thegroup with the longest list will be winner)

 Suggested answers Subjects; Tests; Homework;

Teacher; secondary…

- Has Ss to study the questions in the

interview carefully

- Asks Ss to work individually and fill

in the blanks with the right questions

- Gives Ss tips by asking them read the

answers before deciding the best question in the blanks

- Calls on some Ss to explain the

answers

- Asks Ss to work in pairs and carry

out the interview, using the questions

- Work individually

- Work individually

- Some Ss explain Others listen to

- Work in pairs

information in the interview to make

a mini- presentation about his/her partner

- Tells the whole class to comment on

presenter’ performance

- Some Ss make a mini- presentation

- Whole class

sentences to tell your friend about your school

Blackboard, Textbook.

IV NEW LESSON: UNIT 4 / LESSON 3 / LISTENING

Stages Teacher’s activities Students’ activities

- Asks Ss to work in groups of 3 to 4 and find the different words that derive from the following roots ( thegroup with the longest list of correctwords will be winner)

 RootsSorry; Second; Decide; Able

-Encourages Ss to find the words they have learnt

* Answer

Sorry: sorrow, sorrily…

Second: secondary, secondly,

secondhand…

Decide: decision, decisive,

decisively…

Able: disabled, disability…

- Explains the meaning of the words in

- Work in groups

- Look at the roots and find the words

- Take notes

- Asks Ss to work in pairs and fill each

of the blanks with one word from the

box

- Goes around and offer help

- Calls on some Ss to read the answers

aloud in front of the class

- Teaches Ss some new words

- Take note

- Work in pairs

- Some Ss read Others listen to

- Take note

- exhibition (n

- Asks Ss to give the meaning of them

- Asks Ss to make sentences with the

above words

- Says: You are going to listen to a talk

about a club for disabled children You

listen to it and do the tasks followed

- Lets Ss read the statements carefully

- Asks Ss to listen to the tape and

decide whether the statements are true

or false

- Plays the tape more than once

- Tells Ss to compare the answers with

- Asks Ss to read a part of the talk

carefully and have a guess of the

missing words

- Work individually and give the

meaning

- Individual work

- Listen to the teacher

- Work individually and read the

statements

- Listen to the tape and choose the answers

- Listen to the tape

- Has Ss listen to the tape and write in

each blank with a suitable word

- Goes around and provides help

- Calls on some Ss to read the answers

aloud in front of the class

listen to

- Individual work

- Listen to the tape and write suitable words

Some Ss read the answers Others listento

- Tells Ss to work in groups of 4:

Complete the questions and then

Ask and answer about the Vang

Trang Khuyet Club

- Suggests some questions:

1/ What/ name/ the club?

2/ who/ members/ the club?

3/ Where/ they/ come//?

4/ what/ they/ doing/ HaNoi?

5/ How many/ photographs/ display?

6/ what/ their photos/ about?

- Work in groups of 4

- work in groups

7/ what/ their passion/ taking

photographs/ help/ them?

- Goes around and provides help

- Asks some groups to practice in

front of the class

HOME WORK

- Some groups practice in front of the class Others listen to

- Learn by heart the new words

- Prepare the new lesson

I OBJECTIVES

By the end of the lesson, Ss will be able to read and understand a simple letter of complaint and write a complaint letter about the poor quality the service at an English Centre

II TEACHING METHODCommunication method

III TEACHING AIDS:

Blackboard, Pictures of some advertisements for English learning, Textbook

IV NEW LESSON: UNIT 4/ LESSON 4/ WRITING

Stages Teacher’s activities Students’ activities

Warm-

Up

- Asks Ss to work in groups

( Gives Ss ten or more adjectivesand asks Ss to put them under two headings): compliments and complaints

 Adjectives

Bad; helpful; expensive; lazy;

hard-working; good; careful;

poor; unhappy; beautiful.

 Suggested answers

a course… A letter of complaint usually includes three main parts

- Puts the question: What’s a

complaint letter?

- Gives the structure of the letter

Structure of a complaint letter

 Body: what you want to

- Asks Ss to work in pairs to read

the advertisement & the instruction

- Explains some difficult words and

- Says: After studying for two

weeks at English for Today

centre, you notice that

everything is worse than what

the advertisement says A friend

of yours wants to know about the

centre and you tell him/her the

facts Now you work in pairs and

complete the dialogue with your

own ideas

- Work in pairs

- Pick up the new words and

- Goes around the class and offer

help

- Calls on some Ss to read their

own answers aloud to class

- Has Ss read the letter of

complaint in the book and

complete it basing on the

dialogue in task1

- Asks Ss to use appropriate

connectors to make the writing

smoother

- Tells Ss to exchange their

writing with a friend

- Goes around the class, tests Ss

And picks up some writings to

check the mistakes as the whole

class

take note, work individually

- Listen to the teacher

I.OBJECTIVES: By the end of the lesson, Ss will be able to distinguish and

pronounce the sounds / / ; / / correctly Use the + adjective as a noun, combine two sentences with which and review used to + infinitive

II TEACHING METHODS

Communicative method

III TEACHING AIDS

Blackboard, Textbook

IV NEW LESSON: UNIT 4 / LESSON 5/ LANGUAGE FOCUS

Warm –

up

- Prepares a two- column table with Yes/ No

questions and Name

- Lets Ss go around the class and ask other Ss

what they used to do when they were small Ifthe answer is Yes, write his/ her name in the table.( The winner is the fist one who

completes the Name column)

- Work in groups

Eat a lot of ice scream?

- Demonstrates the sounds / / and / / by

pronouncing them clearly and slowly

- Instructs the way to pronounce the two

sounds:

 / / first pronounce the sound /ee/ then put your tongue slightly back and bring your lips slightly forward It is a short sound

 / / first practice the sound then put the back of your tongue up a little It is a long sound

- Plays the tape and asks Ss to repeat

- Calls on some Ss to repeat the sounds clearly

- Take notes

- Listen to the tape

- Some Ss repeat Others listen to

The + adj : to describe a group of people as a

whole These adjectives are followed by a plural

verb

Eg: the blind, the deaf, the poor, the young…

- Asks Ss to work individually and complete

the sentences using the + adj in the book

- Has Ss compare their answers with a friend

- Calls on some Ss to read the completed

sentences

Exercise 2:

- Gives Ss an example:

Eg: I used to smoke, but now I stop smoking

- Explains Ss the structure and the usage of

used to:

 Structure

[ used to + bare infinitive]

- Listen to the teacher and take notes

- Work individually

- Some Ss read

Others listen to

- Look at the example

- Listen to the teacher and take notes

Used not to + bare inf.

Didn’t use to + bare inf.

Did…+ use to + bare inf?

 Usage

We use used to + infinitive to express a past

action and state It has no present equivalent

- Asks Ss to give some more examples

- Asks Ss to work in pairs: complete the

sentences using: used to + bare inf

- Tells Ss to compare the answers with a friend

- Checks the answers as the whole class

Exercise 3:

- Provides Ss some words and structure:

1/ be on the phone: to have a telephone

2/ delay(v): to be slow/ late

3/ let so do sth

4/ make + O + bare inf./ adj

- Explains Ss about the use of Which

đứng sau dấu phẩy và mệnh đề 2.

 Example:

She arrived on time, which amazed

everybody

- Asks Ss to work in pairs and do exercise3

- Divides class into two big teams: A & B

- Labels Ss in A as 1,2,3 to 7 and Ss in B as a,

b, c to g

- Asks Ss to go around the class and find the

ideal partner It means that Ss have to find the

student who has the most suitable sentence to

make a new one (when Ss find his/her

partner, asks them to join the sentences

- Calls on some couples to read their sentences

- Prepare the new lesson

Learnt by heart the new words