Giáo án Tiếng Anh 10 Unit 4: Special education

Tiếng Anh 10 – Giáo án Unit 4: Special Education The 20th period Lesson 1:Reading I Objectives: *Aim: By the end of the lesson, Ss will be able to read a passage of 240-270 words about a class for disabled children for general or specific information * Language: words related to disabled people *Skill: reading about special education II Method: Intergrated, mainly communicative III Teaching aids: textbook, board, raising questions IV Procedures: Teacher’s activities Prereading 10’ Students’ activities Raising some questions: * What you everyday? * Do you go to class? Listen to music? Watch T.V? - Take notes students’ answers on the blackboard * Which of these activities would be - Open the books and listen to the teacher - Answer freely difficult for disabled people? Ok, people who cannot be able to listen and watch are called deaf and blind people * Who can say nothing?- Good - Listen to the teacher * How can they communicative with each other? * How can blind people read? - dumb people Well, there was a person- a man - use signals invented the letter systems for blind people to help them read easily He was Louise Braille He came from France He was a blinded in a childhood accident - We don’t know (maybe students answer by Vietnamese) - 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 D world - After guessing, correct the answer under construction the teacher’s - - Explain new words: - + disabled (adj) : + mentally retarded (adj) : + schooling (n) : + opposition (n) + make efforts to sth + time-consuming (adj) : + be proud of sth/ sb +proper schooling (n) = enough and good study Task Matching While- - Ask students to read through the reading passage individually and Task 25’ - 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? - Miss Thuy - special class * Who are they? - 25 * Do they go to school? * Why you know? - disable people * What the parents of the disabled - No, they don’t children think? Which line helps you know? Which word? opposition (n) = - in 4th sentence disagreeing - They believe that the children viewpoints * How does Miss Thuy Teacher’s activities the disable children in a could not learn anything at all ( 2nd sentence-2nd paragraph) - She raised both arms and math lesson? * How are the children? - Ask students to match in chorus - Confirm the correct answers opened up her fingers… (2nd sentence- 3rd paragraph) - They are proud of their efforts Key: 1.C-2.E-3.A-4.B-5.D Task Multiple choice - Correct the answer - Call on some students to read aloud 1.D - 2.B - 3.A - 4.C - 5.D each part of the passage - Check pronunciation Postreading 10’ - Ask students to read the passage again more carefully and the task - Ask some students to give their answers - Read in pairs and the task Gap-filling - Ask students to read the passage in - Listen to the teacher attentively and check the answers pairs and fill the blank of summary - Listen to their friends using suitable words from the passage Key: - Go arround and provide help 1.disable-2.read-3.write - Call on some students to give -4.efforts-5.opposition- 6.timeconsuming7.maths-8.armsanswers - Confirm the correct answers for students to check and write down Homewor k 2’ - Call on some students to read the completed summary aloud in front of the class - Summarise the passge into sentences 9.figers – 10.proud - Write down on the notebooks - Do the exercises in the workbook Unit 4: Special Education The 21st period Lesson 2:Speaking I Objectives: *Aim: By the end of the lesson, Ss will be able to talk about the subjects and their school life * Language: words related to school life * Skill: speaking about school life of students in fluently II Method: Intergrated, mainly communicative III Teaching aids: textbook, board, raising questions, hand-outs IV Procedures: Teacher’s activities Prespeaking 15’ Students’ activities Reviewing - Give hand-outs to review the names of - Do the exercise in handsubjects at school out -Ask students to work in pairs - Work in pairs - Give answers: - Correct the answers - Ask some questions: 1.C-2.D-3.G-4.F-5.B-6.I7.E-8.A-9.H * What are your favourite subjects? - Answer freely * How much time you prepare for your lesson everyday? - Listen to the teacher OK, today, we will go to Lesson: Speaking to talk about school life of a student Whilespeaking 27’ Task Filling the gap with the questions - Ask students to read the answer before - Read the answers and choosing the best questions the task - Ask students to work in pairs to fill in - Work in pairs the blanks with the right questions - Call on some students to explain their answers - Give correct answers - Call some pairs to read the completed A.4-B.1-C.2-D.6-E.3-F.5G.7 conversation - Check pronunciation Task Expected answers: Interview - Ask students to use his/her own information to answer the questions - Work in pairs and the - Instruct students to this task by task using following information under the construction of 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 - Help students use some questions related to words, such as: What subjects were you good/ bad at? How much homework did you have to - Practice speaking in do? pairs - 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 Telling about the classmates - Some students to tell a - Ask students in each pair to tell about a school life of a student by using information that was taken note school life of others in front of the class in front of the class - Check pronunciation if necessary Postspeaking - Give comments and correct mistakes - Give marks 2’ Homewor k - Summarise the main points 1’ - Listen to the teacher and - Ask students to write a short write down paragraph about his/her studying at notebook school (80-100 words) Unit 4: Special Education The 22nd period Lesson 3:listening on the Gap-filling Prelistening 10’ - Before listening, I have some - Listen to the teacher questions for you - Give some photos and ask: * What are they? * How you call a person who takes photos? - They are photos - A photographer * Well-done! What word you use for a person who looks good/ attractive in - Photogenic photos? - Confirm the meanings of the previous words and remind students the stress in the words - Listen to the teacher and write down on the notebooks photograph /ƒ photographic photogenic photographer photography - Answer - Ask students to work in pairs to fill photographic each blank with a suitable word photography - Check the answers and correct photographer photograph photogenic + Listen and repeat - Read new words 1st time - Read aloud 2nd time - Let students guess the meanings of the words by giving explaination sorrow (n) = pain (n) passion (n) = great love for st - Listen to the teacher mute (adj) = unable to speak exhibition (n) = a display While- labourer (n) = worker listening 20’ - Guess the meanings of the words - Take note quickly - You are going to listen to a talk about a club for disabled children You should listen carefully, then task and Task T/F statements - Let students read the statements carefully - Read the statements - Ask students to listen to the tape and independently decide whether the statements are T/F - Listen to the tape - Listen times and ask students to attentively and the task compare their answers with a friend - Check the answers as the whole class - Give correct answers Task Expected answers: T F F T Gap-filling - Ask students to read the passage carefully and have a guess of missing words (give necessary suggestions to Expected answers: help students guess kinds of words in photographic each blank) 19 - Have students listen to the tape and exhibition write in each blank with a suitable word - Check the answers as the whole class - Call on students to write the answers 50 beauty on the board to check dictation simple - Give correct answers: peaceful chickens stimulated Postlistening Questions and answers 10 escape 3.T 12’ - Tell students to work in groups: ask and answer about the Vang Trang Khuyet Photographic Club by - Work in groups suggesting some questions as follow: * What is the name of the club? * Who are the members of the club? Where they come from? How many are there? - Answer the questions based * How many photographs are on on the information in the display? passage * What are their photographs about? * What does their passion of taking photographs help them? Homewor k 1’ - Call on some students to practice - Listen and correct mistakes if necessary - Listen to their friends - Retell story about the Vang Trang Khuyet Club (80-100 words) - Listen to the teacher and write down on the notebook Unit 4: Special Education The 23rd period Lesson 4:writing I Objectives: * 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 * Language: words related to a letter of complaint * Skill: Writing a letter of complaint II Method: Intergrated, mainly communicative III Teaching aids: textbook, board, raising questions, hand-outs IV Procedures: Teacher’s activities Warm-up 3’ Students’ activities Questions and answers - Have you ever written a letter? - Who did you write? - Answer freely - 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 - A complaint letter with something? A letter of complaint or a thank-you letter? - Asking some questions: Pre-writing * What is a complaint letter? 15’ * Have you ever written a complaint - Listen to the teacher letter? A complaint letter is * Do you know how to write it? written when someone is Well, if you want to know how to write a unhappy with something, letter of complaint, please listen to me such as: a story, a service, attentively a course ect - Give hand-outs - Listen to the teacher and - Ask students to read the letter and get take note quickly the information to fill in the blanks in the hand-outs - Do the task - Go arround and provide help if necessary - Listen to the teacher and - Help students realize the necessary write down on the parts in a complaint letter (= a formal notebooks letter) and remind them the way of using words Whilewriting - Give the form of a formal letter 20’ - Let students read the advertisement and work in pairs - Read in pairs - Help them guess the meanings of the words in the advertisement - Try to guess the native teacher (n)= teachers who come meanings and take notes from English-speaking countries air-conditioned (adj)= to be equipped/ furnished with air-conditioner - Ask students to read through the - Read the dialogue and dialogue the task in the hand-outs - Then have students discuss and fill in the hand-outs - Call on students to fill in each column - Check answers and correct mistakes Task Completing the dialogue - Correct mistakes - Ask students to work in pairs, using - Work in pairs and the the information in 2nd column to task 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? - Some pairs read aloud in front of the class - Correct mistakes - Answer freely * What you have to write in that letter? Task Competing the letter - Ask students to look at the letter (on - Look at the letter p.51) - Suggest students to retell the form, - Review structures and languages in the letter knowledge the above - Ask students to read through the letter individually - Work independently - Raising some questions: * What does the writer complain about? - Listen to the teacher and * Is it worse or better than in the answer the questions 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 - Work in groups and the task - Give suggestions: The first sentence can be “You say in the advertisement…” - Listen to the teacher attentively then write down Students can use some connectors in their writings: first, second, in fact, also, morover etc After- Change the writings group by group writing 2’ Correction - Let students in one group compare their Homework writings with ones in other groups to correct mistakes 5’ - Pick up some writings to check the mistakes as the whole class - Listen to the teacher - Write notebooks down on the - 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 Unit 4: Special Education The 24th period Lesson 5:language focus I Objectives: *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 II Method: Intergrated, mainly communicative III Teaching aids: Textbook, board, rasing questions IV Procedures: Stages/Time Warm-up 4’ Teacher’s activities - Write a sentence on the board and has Ss read the sentence I have just bought a teapot - Underline the sounds and leads Ss into the lesson  ACTIVITY Listen and repeat Pronunciation - Write two sounds /  / & / Ɔ: / on the board Students’ activities One Ss reads and says what sounds are repeated 6’ - Have Ss listen to the sounds and repeat - Ask Ss to read the words again after listening  ACTIVITY Practise these sentences 7’ - Repeat individually - Have Ss listen to the sentences - Ask Ss to pay attention to the sentence stress - Have Ss repeat the sentences - Ask Ss to pick out the words containing the sounds /  / & / Ɔ: / - Check the result  ACTIVITY The + adj - Shows Ss a picture and asks : Who are they? Grammar and Vocabulary 5’ - Have some Ss present their answers  They are the disable - Introduce Ss the use of “The + adj”  Exercise - Have Ss complete the sentences, using “The + one of the adectives provided” - Check and corrects 4’  ACTIVITY inf - Repeat in chorus USED TO + Bare - Write a sentence Ex: I often went fishing with my uncle when I Expected answers: was young 5’ - Ask Ss to rewrite it, using “Used to + the injured 3.the unemployed inf”  I used to go fishing with my uncle the sick when I the rich/ the poor was young - Reminds Ss of the use of “Used to + 5’ inf”  Exercise - Have Ss complete the sentences with “Used to + inf” - Check the result 4’ Expected answers:  ACTIVITY WHICH - Give Ss an example Ex: Yesterday Tom was late, which used to ride used to live surprised me - Explain Ss the use of ‘Which’ as a 4’) connector  Exercise used to eat used to be used to take used to be did you use to go - Have Ss join a sentence from A with one from B to make a new sentence, using which - Check and corrects Homework 2’ - Ask Ss to the exercises of Writing in Workbook, page 27 - Ask Ss to prepare the new lesson carefully Expected answers: 2.d-3.f-4.g-5.a-6.c-7.b