Giáo án Tiếng Anh 10 Unit 4: Special education

Giáo án Tiếng Anh 10 UNIT 4: SPECIAL EDUCATION Period LESSON 1: READING I Objectives: - Students know more about the study of disabled children - Students know about special education and the Braille Alphabet II-Language focus: 1.Grammar: - Used to + infinitive - The +adjectives -Which as a conector 2.Vocabulary: - Vocabulary concerning special education III- Skill: Reading: - Reading comprehension: to match words in column A with their meaning in column B, to choose the best answers IV Teaching aids: board, textbook, chalk V Procedures: Time Teacher’s activities Warm-up: Students’ activities 3ms - Aims: Sts get used to the topic - Ask sts to match an adjective in A with its meaning in B: A B deaf a unable to see dumb b unable to hear blind c unable to use a part of - Look at the board and listen to the teacher of their body normally disabled d unable to speak - Ask sts to work in groups to match the items - Ask one st from one group to present - Work in groups to match an adjective in A with its meaning in B - One st presents the ideas the ideas - b; - d; - a; - c - Ask other sts to give remarks - Listen to the teacher's remarks - Check and ask sts to read the - Listen and repeat adjectives in A aloud Before you read: - Aims: to prepare information and vocabularies for the topic - Ask sts to work in groups of three or - Work in groups to list out Eg: get up, wash my face, have breakfast, go to school by bike, four to list out their daily activities - Ask some sts from different groups to report their ideas listen to the teachers, write the lessons, talk to friends, play soccer, watch TV , etc - Point out some activities 12ms - Write the list on the board ask sts to point out what activities would be difficult for disabled people to Eg: go to school by bike, listen to the teachers, write the lessons, talk to friends, play soccer, watch TV, etc - The message: - Ask sts to study the Braille Alphabet and then work in pairs to work out the " We are the world" message below the alphabet - Introduce some new words: + retarded ( adj) : less developed than - Copy the words into their normal notebooks + Proper schooling(phr): enough and good study at schooling + Opposition(n): opposing ideas/ disagreeing ideas(viewpoints) Opposed to ( adj) + Make efforts (v): try, attempt + To be proud of (phr): = To take pride in + add( v) : + ; subtract ( v ) : + finger (n) ( demonstration ) - Ask sts to listen and read the words - listen and repeat again then ask some sts to read again - Listen and check 3.While you read: - some sts stand up to read the words again - Aims: Read the passage for information to the tasks + Task 1: Matching - Ask the sts to read the passage individually and Task 1: the words in A appear in the reading passage - Read the passage and the Match them with their definition in B task individually - Encourage sts to guess the meaning of the words in the context 20’ - Tell sts to compare their answers - Share their answers with their with a partner partners - Call on some sts to read their answers - Some sts give out their answers aloud in front of the class – c; – e; – a;4 - b ; - d - Give correct answers and explain all the words carefully to make sure the students understand the meaning of the -Listen and self-correct the exercise words - Copy down + Task 2:Multiple choice - Ask the students to read the passage more carefully and complete the sentences by circling the corresponding letter A, B, C, or D - Move around to conduct the activity - Ask sts to share the answers with their partners - 5-6 students are required to give answers in front of the class(1 students/ time/ answer) - Listen and help the sts to the exercise correctly - Students the work individually - Compare their answers with their partners - 5-6 students orally while others listen to them D B A C D 8ms - Give explanation to some words/ - Self-correct the work phrases or expressions if needed After you read: - Aims: Give the summary of the topic - Ask sts to work individually and read the summary of the passage carefully - Encourage them to guess the missing - Read the summary passage carefully - Do the task individually words - Have sts complete the summary - Note: Sts may not be familiar with this kind of exercise T should provide help when necessary - Call on some sts to read the 2ms - 10 students give answers orally disabled read write efforts completed summary aloud in front of opposition time-consuming the class maths arms - Give feedback and correct answers: figures 10 proud Homework: - self-correct - Asks students to learn by heart the new words -Prepare part B VI-EXPERIENCES: UNIT 4: SPECIAL EDUCATION Period LESSON 2: SPEAKING I Objectives - Sts can talk about someone’s school life and actively engage in an interview II-Language focus: 1.Grammar: - Used to + infinitive - The +adjectives -Which as a conector 2.Vocabulary: - Vocabulary concerning special education III- Skill: Speaking: - Making an interview : Matching - Asking and answering about school life of a student - Reporting on results IV Teaching aids - textbook, chalk, board V Procedures Time Teacher’s activities Warm-up Students’ activities 3ms Aims: Sts recall the words on school - Asks sts to work in groups and make - Work in groups a list of words relating to school The words must be correctly spelled and related to the topic - Ask some groups to report - The group with the longest list will be the winner - Suggested words: Subjects: English, maths, literature, Tests, breaks, homework, teacher, students, Secondary school , high school 2.Before you speak: Aims: Sts can match the words, give the correct answers - Asks sts some questions: 15 ms + What are your favourite subjects? + Which one don’t you like? Sts answer: - My favourite subjects are Math, English - I don’t like - It takes me about + How much time you prepare for your lessons every day? + Task 1: Fill in blanks with the right questions - Asks sts to study the questions in the - Work in pairs to fill the right questions into the blanks - Some sts give their answers interview carefully and work in pairs A - ; B - ; C - ; D -6; - Ask some sts to give their answers in E-3;F-5;G-7 front of the class - Two sts read the interview aloud - Listen and give the correct answers - Ask sts to work in pairs and carry out the interview using the right questions While you speak: Aims: Sts can ask and answer about school life of their partner + Task - Work in pairs , ask and answer the questions on board using his or her own information to answer the - Write the questions in task on questions 15 board and ask sts to work in pairs ,ask - The student in role of the and answer about their school life ms interviewer takes notes the using the questions on board information of the partner in their - Go round to help sts when notebook necessary T can play the role of the interviewee to help sts if necessary - One pair stand up to present their interview S1: Which lower- secondary - Ask one pair to present in front of school did you go to? the whole class S2: I went to Nguyen Luong Bang lower- secondary school in Thanh Mien District - Listen and ask other sts to give remarks - Give remarks After you speak: 10m Aims: s Sts can tell about their - Work individually using the partner’s school life example in the textbook as the beginning: + Task 3: - Ask some sts to tell the whole class what they know about their partner " Hanh went to Lequi don lower – school " using the notes from the interview - Ask other sts classmates and to listen to their comment on presenters’ work - Listen and make necessary corrections Homework: 2ms Write a paragraph about their partner's study at school( about 150 words) VI-EXPERIENCES: UNIT 4: SPECIAL EDUCATION - Write a short paragraph about the One/ two pairs present Vang Trang Khuyet Club/ another club VI-EXPERIENCES: UNIT 4: SPECIAL EDUCATION Period LESSON 4: WRITING I Objectives: - Students can write a letter of complaint II-Language focus: 1.Grammar: - Used to + infinitive - The +adjectives -Which as a conector 2.Vocabulary: - Vocabulary concerning special education III- Skill: Writing: - Reading: read the advertisement - Speaking: work in pairs to complete the dialogue - Writing: complete a letter of complaint using the suggested information IV Teaching Aids: - board, textbook, chalk V Procedures: Time Teacher's activities Warm-up: 3ms - Aims: to introduce the topic and Students' activities to raise sts' interest in the topic - Ask sts: " What kind of letter - Listen to the teacher's question you write when you feel angry about something or unhappy with something?" - Suggest: " A letter of complaint or - " a letter of complain" a thank-you letter?" - " Have you ever written a - "Yes/ No" complaint letter?" - " Do you know how to write a complaint letter?" - Introduce the topic of the lesson Before you write: - Aims: to help sts to prepare vocabulary and information before 20ms - Read the advertisement in pairs they write + Ask sts to work in pairs and read the advertisement - Explain some new words: + native teacher (n): teacher from English - speaking counties( England, The USA, - Copy these words into theit notebooks Australia ) + free (a): cost nothing + air-con'ditioned (a): to be equipped with air- conditioner - Ask sts to listen and repeat and then some sts stand up to read again - Listen and read after the teacher - Some sts stand up and read aloud, other sts listen and give remarks - Move round to conduct the activity and to help sts if necessary - Ask some questions to make sure - Answer teacher's questions: that sts understand the advertisement S1: No, there are only native T: Do Vietnamese teachers teach in teachers this center? S2: No more than 20 students T: How many students are there in a class? T: Do you have to pay for books and cassette tapes? T: Are there air- conditioners in the classrooms T: What time the classes start and finish? S3: No, they are free S4: Yes, all the rooms are airconditioned S5: They start at 5.30 p.m and finish at 8.30p.m - Give the correct answers + Task 1: - Ask sts to read the requirement of - one st asks the teacher and other this task and make sure they know listen carefully what they are going to - Ask sts to work in pairs to complete the dialogue - Give the first example:( ask one st to play A's role) S: Are you happy with your study at English For Today Center? S: Are all the teachers native speakers? - Work in pairs to complete the dialogue T:( reply) No, I'm not happy with it at all T: No, not all of them are native speakers - Note sts that their answers may vary from one to another - Move round to help sts and to encourage them to speak naturally - Ask two pairs to report - Two pairs report their answers - Sample answers: that's not true My class has over 30 students I had to pay for them only some of them Mine is not in fact classes often start late and finish early - Ask other sts give remarks - Check and give the correct - Read the incomplete letter answers + Task 2: - Listen to the teacher - Ask sts to read the letter of complaint in the book - Introduce briefly the structure of a complaint letter - Copy to their notebooks A letter of complaint usually includes three main parts: - - Listen to the teacher Opening - Read the dialogue in task again - Explaining the problem - Suggesting a resolution - Ask sts to write the second part of the letter basing on the dialogue in task - Remind sts that this is a formal letter so they should not use contractions and that they should use connectors to make their writing smoother - Suggest some connectors: first of all, firstly, secondly, furthermore, in addition, to make the matter and prepare to write worse, finally - Do the writing task While you write: 15ms - Aims: Sts practise writing the second part of the letter basing on the information in task - Let sts write the letter - Move around to conduct the activity 5ms After you write: - Get feedback by asking one or two sts to read their work aloud - Ask some other sts to give remarks - Read their writing: - Check and give the correct answer " First of all you say that there are only native teachers, but my class has one Vietnamese teacher and two native teachers You also say that each class has no more than 20 students but there are over 30 students in my class In the advertisement , you say we can have books and cassette tapes free of charge but in fact we had to pay for 1ms them To make the matter worse, the classroom is not air-conditioned That is quite different from the advertisement Finally, the class time is not the same as what the Homework: - Part D ( page 16- workbook) VI-EXPERIENCES: advertisement says Classes not only start late but also finish early." UNIT 4: SPECIAL EDUCATION Period LESSON 5: LANGUAGE FOCUS I Objectives: - Students can distinguish the sound /o/ from the sound / o:/ and pronounce them correctly - Students can use " the + adjective" as a noun, review "used to + infinitive" and combine two sentences with " which" II-Language focus: 1.Grammar: - Used to + infinitive - The +adjectives -Which as a conector - Pronunciation: /o/ and / o:/ 2.Vocabulary: - Vocabulary concerning special education III- Skill: Language focus - Read words and sentences aloud - Read the sentences silently to the exercises IV Teaching aids: - board, chalk, textbook V Procedures: Time Teacher's activities Students' activities Homework checking: ( 5mins) 5ms - Ask one st to the homework on the - One does the exercise on the board board - Look at their friend's task - Ask one st to give remarks - Give remarks - check and give a mark - Listen to the teacher Pronunciation:( 10 mins) - Aims: to introduce two sound /o/ and / 10ms o:/ and help sts to practise these sounds a Write two sounds on the board and pronounce them clearly twice, then ask - Write down two sounds sts to repeat - Tell sts the difference between two - Listen to the teacher and sounds repeat - Ask them to look at the textbook, listen - Look at the book , listen and repeat and repeat top call - Then ask sts to work in pairs to read boss sport the words again so that they can check doctor four for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page - Read these words in pairs and check for their partners - Look at the book and work in pairs 52 in the book - Ask them to work in pairs to read the sentences and then find out the words - Answers: /o/ / o:/ containing sound / o:/ socks lost - Ask them to work in minutes on doctor - Move around to conduct the activity top walking - Ask one st to report and other sts to box called give remarks job sport containing sound /a/ and the words - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: a Aims: to introduce " the + adjective"as a noun and have sts Ex - Present the use of " the + adjective" by - Read the examples giving examples 27ms E.g: The young are very active Her real joy is looking after the - Try to guess the meaning S: - The young = young people - The old = old people old - Focus sts on the underlined words and ask them to try to guess their meaning - Give the answer: " we use "the + adjective" to describe a group of - Copy these words people." - Ask sts to look at Ex1 and to the task - Explain any new words if necessary + 'ambulance (n) : a kind of vehicles used to carry sick/injured people + unemp'loyed (n) : without a paid job - Read these words aloud and ask sts to listen and read these words again - Listen and repeat - Ask some sts to read again and check - Some sts read again - Ask sts to the exercise individually EX 1: and then compare their answers in pairs - Check the exercise sentence by the injured the unemployed sentence the sick - Listen and give remarks the rich the poor b Aims: to review " used to + infinitive" and get sts to Ex - Ask sts to recall the use of " used to" by giving an example: " She used to get bad marks when she was at primary school" - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to this exercise on the board - Think about the teacher's question and answer: - Ask one st to give remarks - S: We use " used to + infinitive" to talk about past - Check and give remarks actions or past habits that no longer exist - Do the exercise individually and compare their answers with c Aims: to revise the use of " which" as a connector and ask sts to exercise their partners - Recall sts of the relative clauses with " which" used to refer to the whole of the earlier clause - Ask sts to read the requirement of Ex2 and read the example carefully - Explain the example if necessary - Do the exercise on the board used to have used to live used to eat used to be used to take used - Ask sts to this exercise to be - Go round to conduct the activity did you use to go - Ask some sts to read sentence by sentence 3ms - Listen and give remarks Homework - Part B ( Page 24- workbook) - Listen to the teacher - Read the requirement and the example carefully - Do Ex 2-c 5-a 3-f 6-d 4-g VI-EXPERIENCES: 7-b