Unit 2 . People’s backgrounds

Unit 2 . People’s backgrounds tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất cả các lĩnh vự...

I/ Class details: 40students - Elementary level of English (10 th form). II/ Aim: Reading about special education. III/ Objectives: By the end of the lesson, Ss will be able to understand the term special education and talk about it through Matching and Multiple Choice exercises. IV/ Materials Textbook, pictures about special education classes and braille alphabet V/ Anticipated problems Ss may have no ideas about special education and braille VI/ Time: 45 minutes VII/ Proceduce Time Stages Steps Work arrangement 5’ 10’ 1. Warm up 2. Pre - reading The teacher hands out pieces of paper including the crossword exercise to each Ss, and asks Ss to find all words from the top to the bottom, and from the left to the right. Afetr Ss finish their work, the teacher shows the crossword task and correct answers on the projector. D U M P B H S V B L N V O C J G P L E B R E U L O F E J A L D T W M B K C J V M D D G F A M I L Y K E E B B H A A P O M A B L E E Y L E T N F F I I N O V M O A R C N N T A I G K L A E D U C A T I O N H N A O O G D J K L -The teacher introduces breifly the title of the text: “You are going to read about a teacher in a special class”. Before reading, the teacher preteaches some difficult words and structures on projector: - disabled(adj): using pictures and examples - Opposition (n): strong disagreement(by synonym). - Proper schooling: the education with a enough The whole class The whole class 17’ 3.While - reading. good standard that you receive - Be proud of st/sb: explaining by pictures and examples. - Make efforts to do st: try to do st (by synonym). - The teacher asks Ss to read aloud several times, and then checks their understanding by asking them about a teacher named Nguyen Ngoc Ky. - The teacher asks Ss to note down all the new words in their notebooks. TASK 1: Matching (using projector) - Before doing the task, the teacher guides Ss to read the words in the colunm A one time and reminds them that these words will be met in the reading text so they have to guess the meaning of the word based on the context. - The teacher asks Ss to do the silent reading and do the task in groups. If necessary, the teacher can go around the class to guide Ss how to guess the meaning of the words. For example: when guessing the word “disabled” at the end of the second sentence we should note the third sentence . - The teacher calls the presentative of each group to read their answers aloud in front of the class and gives correct andwers. Answer: 1C 2E 3A 4B 5D TASK 2: Multiple Choice (using projector) - The teacher asks Ss to read task 2 quickly and checks if they understand all new words in this task. If necessary, the teacher explains some new words quickly by using Vietnamese. For example: +infer (v): suy luËn +protest (n): sù ph¶n ®èi ……………. - The teacher asks Ss to read the passage again more carefully and complete the sentences by circling the corresponding letter A, B, C, or D. - The teacher goes around the class to guide Ss to identify and underline some key words in questions to know where to find information for correct answers. For example: +The 1 st sentence: different from (paragraph 1) +The 2 nd sentence: parents (paragraph 2) - The teacher calls some Ss to read their answers aloud and give their explanation for their choice. - The teacher gives correct answers: Individual/The whole class Individual/groups Individual/Pairs The whole class 10’ 3’ 4. Post - reading 5. Homework 1D 2B 3A 4C 5D - The teacher reads the passage aloud first and then calls some Ss to read the passage aloud in front of the class and makes necessary corrections regarding Ss’pronunciation and intonatiion. - The teacher calls some Ss to translate some difficult sentences into Vietnamese. - The teacher asks Ss read the summary carrefully and fill the blanks with a suitable word from the reading text in groups. - The teacher checks Ss’ answers, and then divices the class into groups, asks them to practise speaking the summary again. 1 L A B O R A T O R M E D I C A L N H A T R A N G P A S T E U R N S T I T U T F R A N C E I Y E This is the room where scientists experiments Dr Ton That Tung used to work at Ha Noi _ University This is a beautiful coastal city in Central Vietnam He is the scientist who developed vaccines for rabies This is Pasteur _ located in Nha Trang This is a country in Europe which is famous for the Eiffel Tower baccalaureate (n) immunology (n) quinine (n) quinquina (n) = cinchona (n) humane (adj)  humanity (n) baccalaureate kanh-ki-na immunology (lòng) nhân đạo quinine miễn dịch học quinquina = cinchona cử nhân humane  humanity thuốc chống sốt rét baccalaureate cử nhân immunology miễn dịch học quinine thuốc chống sốt rét quinquina = cinchona kanh-ki-na humane  humanity (lòng) nhân đạo B Listen to part A and check whether these statements are true or false Then correct the false statements T  Alexandre Yersin was born in France He graduated from a medical school in Paris His home is in Da Lat He built the Pasteur Institute in Da Lat He discovered Da Lat in the 18th century F     Why are they false? In Switzerland In Nha Trang In Nha Trang In the 19th century D Listen to part B and circle the correct answers What animal did he raise in his research? A Rats B Rabbits C Cats D Horses What tree did he introduced to Viet Nam? A The coffee tree C The mango tree B The rubber tree D The tea tree In what kind of plantations can quinine be found? A Tea plantations C Cinchona plantations B Coffee plantations D (None are correct) What did people in Nha Trang think about him? A He was friendly C He was polite B He was humane D He was selfish How old was he when he died? A 68 B 58 C 78 D 80 1888: joined Dr Louis Pasteur’s team discovered Da Lat 1891: _ returned to France 1940: _ died in Nha Trang 1943: Talk about Yersin’s contributions to Vietnam Which city in the highland of Vietnam did he discover? What did he build in Nha Trang? 3- Why did he raise horses? 4- What kind of trees did he bring to Vietnam? Why did he grow quinquina trees? D N E THE      Teacher: Lª Quang TiÕn nhiÖt liÖt chµo mõng c¸c thÇy nhiÖt liÖt chµo mõng c¸c thÇy c« gi¸o ®Õn dù giê líp 5D c« gi¸o ®Õn dù giê líp 5D  Sing the song : What’s the matter ? Job a student a nurse a shopkeeper a cook a farmer a teacher a taxi driver a police officer They are Jenny and Kate. They’re students. Who are they? Jenny Kate Monday, December, 1 st 2008 Unit 2: Let’s learn some more (Period 2) Monday, December 1 st 2008 Unit 2: Let’s learn some more (Period 2) 1. Practice in pair. *Who are they? • They are Mr Quang and Mrs Lan. • They are taxi drivers. * Who are they? • They’re Mr. and Mrs. Nam. • They’re cooks. • (They are = They’re) Mr Quang and Mrs Lan. Mr. and Mrs. Nam. Monday, December, 1 st , 2008 Unit 2: Let’s learn some more (Period 2) Change the singular nouns into the plural nouns (chuyÓn danh tõ sè Ýt sang danh tõ sè nhiÒu ) • a student (He/She is a student. They are students) • a cook students cooks taxi drivers nurses farmers shopkeepers teachers police officers • a taxi driver • a nurse • a farmer • a shopkeeper • a teacher • a police officer She’s a student. Monday, December, 1st, 2008 Unit 2. Let’s learn some more (Period 2) They are students. Monday, December, 1st, 2008 Unit 2. Let’s learn some more (Period 2) He is a shopkeeper. They are shopkeepers. [...]...Monday, December, 1st, 2008 Unit 2 Let’s learn some more (Period 2) She is a nurse They’re nurses 1 7 2 8 3 9 10 6 5 4 11 12 2.exersice 1 2 Matching (WORK IN GROUP) a taxi driver 3 cooks a teacher police officers 4 5 students nurses... group) a farmer • Is she ……… ? 1 a student • Is he ………….? 2 a nurse • Is he ………….? 3 Guessing game (work in group) a cook Is he ? a teacher Is he ………… ? a student Is she ? Monday, December, 1st 2008 Unit 2 Let’s learn some more (Period 2) • Remark a student She’s a student He’s a student They’re students (They are = They’re) students LET’S DO THE TASKS! Complete the following table. TO INFINITIVE PAST FORM PAST PARTICIPLE to put wrote taken crept to leave TO INFINITIVE PAST FORM PAST PARTICIPLE to put put put to write wrote written to take took taken to creep crept crept to leave left left Your key. The man was sad because he had to sleep in a bad bed. E: LANGUAGE FOCUS I. PRONUNCIATION UNIT 3: PEOPLE’S BACKGROUND E: LANGUAGE FOCUS I. PRONUNCIATION: The man was sad because he had to sleep in a bad bed. / e / / æ / men man said sad met mat bed bad pen pan send sand UNIT 3: PEOPLE’S BACKGROUND E: LANGUAGE FOCUS • Practice these sentences: 1. The fat man has a red pen. 2. This handbag will be sent to Helen. 3. Sam said apples were very expensive then. 4. There’re ten pans on the shelf. 5. Ben sat on a bench with a yellow cat. 6. Ann never gets bad marks in French. UNIT 3: PEOPLE’S BACKGROUND E: LANGUAGE FOCUS Eg 1: After the tragic death of Pierre Curie in 1906, she took up the position which her husband had obtained at the Sorbonne. Eg 2: When she came, the school had been over. II: GRAMMAR :THE PAST PERFECT A. Form S + HAD + V 3 / V ED … S + HADN’T + V 3 / V ED … HAD + S + V 3 / V ED … ? YES, S + HAD NO, S + HADN’T UNIT 3: PEOPLE’S BACKGROUND E: LANGUAGE FOCUS II: GRAMMAR Eg 4: Before 1891, Marie Curie had lived in Warsaw. Eg 5: They went for a wark after they had watched the news on television. B. USE: - The past perfect tense is used to express an action before a point of time in the past or an action that had happened before another past action. UNIT 3: PEOPLE’S BACKGROUND E: LANGUAGE FOCUS II: GRAMMAR Eg 6: He (be) ……………………. a teacher before 1945. Eg 7: I (go) ………. …. to bed after I had finished my homework. a. was b. has been c. had been d. had be a. went b. had gone c. have gone d. go UNIT 3: PEOPLE’S BACKGROUND E: LANGUAGE FOCUS II: GRAMMAR Exercise 1: Use the verbs in brankets in the past perfect. 1. Why did Tom’s mother get angry with him? Because he (break) ………… her favourite vase. 2. When did you watch TV last night? When I (do) …………… all my homework. 3. Did you first see them at my last birthday party? No, I (meet) ………… them before. 4. Why did she return home ? She suddenly remembered she (not, turn off) …… the gas stove. Because he had broken her favourite vase. When I had done all my homework. No, I had met them before. She suddenly remembered she hadn’t turned off the gas stove. [...]... …… it UNIT 3: PEOPLE’S BACKGROUND E: LANGUAGE FOCUS II: GRAMMAR Exercise 2: (cont’) 4 You (manage) …… to see the Director, or he (go) …… out by the time you get there? - Did you manage to see the Director, or he had gone out by the time you get there? 5 He just (get) … home when you (phone)… He (be) … in New York - He had just got home when you phoned He had been in New York UNIT 3: PEOPLE’S BACKGROUND. .. …………… …… to the South UNIT 3: PEOPLE’S BACKGROUND E: LANGUAGE FOCUS II: GRAMMAR Exercise 2:Put the verbs in brackets in the past simple or the past perfect 1 We just (finish) …… dinner when they (come) … - We had just finished dinner when they came 2 He seldom (travel) …… by bicycle before he (go) …… to Vietnam - He had seldom travelled by bicycle before he went to Vietnam 3 Ann (go) …… to get the... Go back to sleep.” WELCOME TO MORE EXERCISE UNIT Unit 2 Let’s learn some more Review What color is this? UNIT 2 PEOPLE’S BACKGROUND A. MULTIPLE CHOICES: I/ Choose the word whose underlined part has a different pronunciation from the others in each group: 1/ A. fou nd B. shou t C. bought D. mou se 2/ A. known B. k ing C. mak e D. dark 3/ A. question B. education C. situation D. collection 4/ A. fi nd B. gi ft C. pri vate D. ni ght 5/ A. mature B. back C. da d D. matter 6/ A. mu ch B. su nny C. tu tor D. cu t 7/ A. brea d B. dea d C. rea d D. hea d 8/ A. wome n B. spe nd C. de gree D. re turn 9/ A. by B. many C. my D. sky 10/ A. blackboards B. lessons C. students D. masters II/ Choose the word whose main stress is placed differently from the others in each group: 1/ A. people B. classmate C. lesson D. devote 2/ A. background B. tutor C. degree D. master 3/ A. student B. career C. tiny D. research 4/ A. passage B. unit C. little D. become 5/ A. mother B. mature C. sister D. tragic 6/ A. secondary B. impossible C. laboratory D. conditional 7/ A. November B. December C. October D. January 8/ A. receive B. private C. brother D. children 9/ A. general B. condition C. another D. together 10/ A. position B. extremely C. continue D. difficult III/ Select the synonym of the following bold and underlined word in each sentence in the unit: 1/ Read the passage and do the tasks that follow. A. come after B. come before C. come in D. come on 2/ As a brilliant and mature student with a rare gift of concentration, Marie harbored the dream of a scientific career which was impossible for a woman at that time. A. old B. full-grown C. well-known D. tall 3/ She received a general education in local schools and some scientific training from her father. A. learning B. guiding C. instruction D. lesson 4/ As a brilliant and mature student with a rare gift of concentration, Marie harbored the dream of a scientific career which was impossible for a woman at that time. A. occupation B. work C. unit D. knowledge 5/ But lack of funds forced her to work as a private tutor. A. own B. interested C. important D. personal 6/ And in 1891, the shy Marie, with very little money to live on, came to Paris to continue her studies at the Sorbonne. A. go after B. go away C. go before D. go on 7/ If you listen carefully to this piece of music, you can hear a flute in the background. A. position B. experience C. training D. environment 8/ In spite of her difficult living conditions, she worked extremely hard. A. hardly B. very C. pretty D. excellently 9/ She passed a physics degree with flying colors, and went on to take another degree in mathematics. A. amount C. quality C. level D. mark 10/ Pierre often helped her, and they devoted all their time to working in their laboratory. A. dedicated B. sent C. gave D. offered IV/ Select the antonym of the following bold and underlined word in each sentence in the unit: 1/ Before you read, work in pairs, ask and answer the questions. A. While B. After C. When D. By the time 2/ She received a general education in local schools and some scientific training from her father. A. offered B. had C. gave D. asked 3/ As a brilliant and mature student with a rare gift of concentration, Marie harbored the dream of a scientific career which was impossible for a woman at that time. A. ugly B. dark C. dull D. dirty 4/ As a brilliant and mature student with a rare gift of concentration, Marie harbored the dream of a scientific career which was impossible for a woman at that time. A. important B. likely C. unreal D. maybe 5/ And in 1891, the shy Marie, with very little money to live on, came to Paris to continue her studies at the Sorbonne. A. many B. a lot C. few D. much 6/ And in 1891, the shy Marie, with very little money to live on, came to Paris to continue her studies at the Sorbonne. A. go out B. die away C. come down D. get over 7/ In spite of her difficult living conditions, she worked extremely hard. A. lazily B. softly C. simply D. easily 8/ After the tragic