gradually - Asks Students to scan the text and - Scan the text = slowly, over a long period of work in pairs to decide which options -Work in pairs to practice time are suitable for each[r]
(1)UNIT 4: SPECIAL EDUCATION (READING) I AIMS AND OBJECTIVES: Language Content: - To help Students understand educational activities for the blind and deaf people - To provide students with new words relating to special education Language Function: - To enable students to grasp some new words through skimming, questioning and answering Educational Aim: - To help students to talk about their education Language : Vocabulary Deaf , Dumb (adj), Mentally retarded , Disable (adj) Educational factor - To educate the Students to try their best to study hard and get good grade II TEACHER’S AND STUDENTS’ PREPARATION Method Communicative Approach Skills Integrated skills (reading-speaking) Techniques guessing, skimming, scanning , synonym , using pictures, … Materials blackboard, chart,chalk , picture, textbook Students’ preparation prepare the lesson at home III PROCEDURE IN CLASS 1- Stabilization (1’) Warm up: Greeting 2- Checking up the previous knowledge : No 3- Presentation of the new materials: Teaching steps Teacher’s activities &Time 5’ Lead-in - Shows a picture to the students and asks them to guess what the symbols are about ( Handout 1) Leads to the new lesson Pre- Reading 7’ -Asks the students to work in pairs making a list of the activities they everyday & what they think would be difficult for blind and deaf people -Gets them to look at the Braille alphabet & fin out the message below Students’ activities Lead-in -Work in groups trying to find out the words needed Suggested answer: SPECIAL EDUCATION Pre- Reading -Work in pairs asking and answering about what they everyday & then discuss what they think would be difficult for blind and deaf people -Work out the message * Suggested answer: We are the world Lop10.com The lesson content UNIT 4: SPECIAL EDUCATION (READING) (2) 7’ 15’ HomeworkConsolidation (2’) : 4’ 4’ - Pre-teaches some key words & phrases to help the students master the reading passage more easily Deaf (adj) (Mine /Action) Dumb (adj) (Mine /Action) Mentally retarded (picture) Disable (adj) ( explanation) Make effort (v) (Synonym) -Checks the students’ memory by rubbing out the words in English and asks them to write down the rubbed ones -Listen and guess the meaning of the words -Take notes I Vocabulary Deaf (adj) Dumb (adj) Mentally retarded Disable (adj) Make effort (v) = try, attempt - Try to remember the rubbed words and rewrite 3.While-Reading a/ Task 1: - Lets the Students skim the text in three minutes - Controls the class and helps the students 3.While-Reading a/ Task 1: -Read the text in three minutes -Try to master the main content of the passage -Practise individually & - Gets Students to the Task and exchange their information each other then compare with your partners - Calls on some Students to answer *Suggested answers : 1c, and corrects 2e, 3a, 4b, 5d II.Reading comprehension 1/ TASK 1: (Match the words and phrases inA with their meanings in B) disabled =unable to use a part of the body in the normal way 2.mentally retarded =less mentally developed than normal time-consuming =taking or needing a lot of time demonstration = an act of showing or explaining how to something b/ Task 2: b/ Task 2: gradually - Asks Students to scan the text and - Scan the text = slowly, over a long period of work in pairs to decide which options -Work in pairs to practice time are suitable for each space asking and answering 2.TASK 2: - Goes around the class and help (Circle the corresponding letter A, B, Students if necessary C, D) - Calls on some pairs to practice in -Practise in pairs in front of 1.D 2B 3A 4C 5D front of the class and some pairs to the class repeat the correct answer - Gets some Students to write on the - Listen to the teacher’s board feedback - Corrects mistakes 4.Post-Reading 4.Post-Reading 3.TASK 3: - Asks Students to scan the text and - Read again and get details to (Fill in the blanks) work in pairs trying to complete the complete the table 1.disable 2.read - Work in pairs 3.write 4.efforts summary of the passage - Goes around the class and help 5.opposition -Listen to the teacher’s 6.time-consuming Students if necessary - Listens and gives feedback 7.maths 8.arms feedback 9.fingers 10.proud -Asks the students some questions -Listen and answer about the reading passage to check if they understand the passage carefully -Asks the students to write a short - write a short passage summary about Marie Curie & prepare for the next part Self evaluation Lop10.com (3) UNIT 4: SPECIAL EDUCATION (SPEAKING) I AIMS AND OBJECTIVES: Language Content: - Helps students ask and answer about studying activities at school, something which they like or dislike at school, and then they can express their friend’s studying activities Language Function - To motivate the students to discuss what questions they can ask when they want to know about their friends’ activities Educational Aim - To raise the students’ abilities to talk with their friends about the school activities naturally Language - Structure : kinds of the questions Educational factor - To give students a chance to talk about their activities at school II TEACHER’S AND STUDENTS’ PREPARATION Method Communicative Approach Skills Speaking Techniques question-answer ,interview, substitution, pair work, group work Materials textbooks, cassette player, chalks, board Students’ preparation prepare the lesson at home III PROCEDURE IN CLASS 1- Stabilization (1’) Warm up: Greeting 2- Checking up the previous knowledge : (5’) - Calls on one student to the blackboard and asks them to say some difficulties which the disabled people have /meet in their studies - Listen and gives remarks, marks 3- Presentation of the new materials: Teaching steps Teacher’s activities Students’ activities The lesson content &Time I Lead-in Lead-in Presentati - Divide the class into groups & - Work in groups on of the asks them to list all subjects they new lesson learn at school ( minutes) (37’) -Calls on the representative of each -Representatives of each group to go to the board & write group demonstrate UNIT 4: down all subjects on the board -The group that gives the most SPECIAL EDUCATION answers will be the winner (SPEAKING) -Explains any new words that students don’t know Leads to the new lesson Pre- speaking : Pre- speaking : Task1 : - Helps the students remaster some -Listen and answer * Suggested answers : personal questions they often use to A.4 Which lower-secondary school did you ask for their private information (Task 1) go to? What was your favourite + My favourite subject B.1 What were your subjects then? subject ? was …… What time did you go to school + I went to school …… C.2 ? What was your timetable? Did your teacher often give + Yes / No D.6 Can you tell me about the testudents & your homework ? examinations at your school then? - Reminds how to make questions to -Listen & give examples E.3 help the students practise more What about your homework? naturally - Asks the to practise in pairs filling -Work in pairs F.5 Lop10.com (4) the blanks with right questions What parts of the school life didn’t you -Calls on some pairs of students to like then? practise in front of the class & helps - Practise in front of the G.7 What did you like best about your them have the right choice class school then? While - speaking (1) Task 2: While - speaking Task 2: ( INTERVIEW) - Guides the students how to this (1) Task 2: A: Which lower-secondary school task did you go to? -Listen to the teacher’s instruction & then practise B : ……………………… -Asks students to practise in pairs in pairs interviewing their partner using the A: What were your subjects then? - Work in groups – one plays B : ……………………… questions in Task the role of interviewer & the A : What was your timetable? B : ……………………… other will answer all the questions related A : Can you tell me about the testudents & examinations at your - Goes around and helps students if - Practise in front of class school then? necessary B : ……………………… A:What about your homework? B : ……………………… A : What parts of the school life didn’t you like then? B : ……………………… A : What did you like best about your (2) Task 3: (2) Task 3: school then? - Asks students to work in pairs -Work in pairs telling each B : ………………………… and tell each other what they have other what they have just just interviewed their group interviewed their friends (2) Task 3: members “Tell about the partner they have just - Calls on some students to stand in -Practise telling the whole interviewed” front of class to tell some class about their partner information about their friends in front of class what she liked or disliked at school, and her study activities at school Post- speaking: Post- speaking: - Asks the students to play game in - Work in groups - Listen groups of five “ Chain game” telling their class about their past activities II - Asks each of the Ss to write a short - write a short passage Homewo passage about individual resume rk prepare the next part 2’ ( LISTENING) Self evaluation : Lop10.com (5) UNIT 4: SPECIAL EDUCATION (LISTENING) I AIMS AND OBJECTIVES: Language Content: - To help students to understand more about the disabled people’s life Language Function: - To help Ss improve listening skill - To help the students to listen to short conversations for general or specific information Educational Aim: - To make students aware of the energy and will of the disabled Language : - Vocabulary photographic (adj), photographer(n), photogenic(adj), photography (n), Photograph (n) , exhibition (n), stimulate (v), sorrow (n), passion(n) Educational factor - To teach the students to be interested in other people , especially the disabled II TEACHER’S AND STUDENTS’ PREPARATION Method Communicative Approach Skills Integrated skills (Listening-speaking) Techniques Gap-filling, predict, pair work, question-answer, game Materials textbooks, cassette player, chalks, board Students’ preparation prepare the lesson at home III PROCEDURE IN CLASS 1- Stabilization (1’) Warm up: Greeting Checking absence: Who’s absent today? 2- Checking up the previous knowledge : (5) -Calls on two students to the blackboard and asks them to make a conversation using the cues given -Listens and gives remarks & marks 3- Presentation of the new materials: Teaching steps Teacher’s activities Students’ activities The lesson content &Time I.Presentat Lead-in Lead-in ion of the - Asks the Students to think about Work in groups & give the UNIT 4: new SPECIAL EDUCATION the words related to the root word “ answer to the teacher lesson (LISTENING) PHOTOGRAPH” (34’) -Writes each suggestion on the board Leads to the lesson I Before you listen: 2.Pre- Listening 2.Pre- Listening * Fill in the blanks -Gets the students to work in pairs - Work in pairs (1) photographic using the words above to complete (2) photography (3) photographer the blanks - Listen and gives feedback (4) photograph -Explain these new words to the (5) photogenic students & helps them pronounce *Listen & repeat : exactly + exhibition (n) + exhibition (n) -Listen and repeat + stimulate (v) + stimulate (v) + sorrow (n) + sorrow (n) + passion (n) + passion (n) + mute (adj) + mute (adj) + laborer (n) + laborer (n) While- listening While- listening a/ Task 1: II While-Listening : a/ Task 1: - Listen to the teacher’s 1/ Task 1: - Helps the students know the T instruction F requirement of the task before playing the tape - Listen carefully and decide T - Plays the tape three times & asks F whether the statements are Lop10.com (6) the Students to listen carefully & give out their ideas about the statements - Asks the Students to exchange their information with their classmates -Plays the tape one more & helps the students check their listening b/ Task 2: - Gives the requirement and guides the Students to Task - Asks the class to work in groups, and to discuss about what they heard from the conversation - Lets the Ss listen to the tape and fill in the gaps - Plays the tape again and asks them to check their works 4.Post- listening - Asks the Ss to work in groups : retelling the story about the Vang Trang Khuyet Photography club III -Game : Lucky number” consolidation : 4’ IV -Asks the students to prepare the Homewor next part ( Writing) k: (1’) * Self-evaluation: true or false - pair-work then say their ideas T -Listen to the tape & check their guessing b/ Task 2: - Listen - Work in groups guessing which words they can fill in the blanks - Listen and fill in the gaps - Listen to the tape again and check their works 4.Post- listening -Work in pairs basing on the guidelines 2/ Task 2: (Listen & fill in the blanks) photography 19 exhibition; 50 beauty simple peaceful chickens stimulated 10 escaped III Post-listening: “Retell the story about the Vang Trang Khuyet Photography club -Play games in groups -Listen to the teacher’s instruction & it at home Lop10.com (7) UNIT 4: SPECIAL EDUCATION (WRITING) I AIMS AND OBJECTIVES: Language Content: - To help students master the parts of a letter of complaint and be able to write a letter of complaint about the poor quality of the service at an English centre Language Function - To help the students review some structures and vocabulary learnt - To motivate students to improve their writing skills Educational Aim -To help the students know something about advertising Language - Structure: - the form of a complaint letter - connectors used to construct the letter Educational factor - To make the students aware of advantages and disadvantages of advertising II TEACHER’S AND STUDENTS’ PREPARATION Method Communicative Approach Skills writing & speaking Techniques Explanation, pairwork, groupwork Materials textbooks , chalks, sub-board Students’ preparation prepare the lesson at home III PROCEDURE IN CLASS 1- Stabilization (1’) Warm up: Greeting 2- Checking up the previous knowledge : (5’) -Calls on one student to the blackboard & asks them some questions about The Vang Trang Khuyet Club - Listen and give marks 3- Presentation of the new materials: Teaching steps Teacher’s activities Students’ activities The lesson content &Time I Lead-in Lead-in Presentati Uses the advertisements (* see - Look at the UNIT 4: SPECIAL EDUCATION on of the appendix) and asks the students advertisements carefully & (WRITING) new some questions : answer the teacher’s lesson questions 1.What are they about ? 2.When & where you see (32’) theses advertisements ? 3.Do you believe advertisements ? Why or Why not ? Leads to the new lesson 2.Pre- Writing 2.Pre- Writing I TASK : -Look at the advertisement carefully -Look at the advertisement and to work in pairs, using the carefully and practise in What are advertised What actually information given to ask and answer pairs using the chart given happened about studying for two weeks at -Native teachers only -Only one native teacher English for today Centre (Task 1) -Goes around to give some help if -No more than 20 students per class necessary About 30 students - Answer the questions if in class - Calls on on some pairs to practise possible in front of the class Work in pairs & answer -Free books and cassette tapes Paid - Helps them to correct mistakes the questions 60.000d for books and cassette tapes - Helps the students know more -Listen to the teacher’s -All air-conditioned rooms about writing a letter of explanation Classroom was complaint very hot -5.30p.m 8.30pm6.30p.m 7.30p.m Lop10.com (8) *Suggested answer: (1) + I’m not happy with it at all (2) +not all of them are native teachers (3) + My class has nearly 40 students (4) +I had to pay for them (5) + there are only electric fans in the room (6) but it doesn’t start until 6:00 p.m While- Writing While- Writing - Asks the students to work in -Work in groups group about writing a letter of complaint - Goes around to give cues, the -Try to work effectively concept of a letter of complaint, comment, and encourages them to write - Asks the representatives of each -Representatives of each group to present their letter on the group present their letter sub-board - Gives feedback and corrects Listen & take notes Post- writing -Asks the students to work in groups writing a letter of complaint about the things they have just bought (a washing machine , a TV set, a radio, …) -Listen and give corrections II - Asks the students to write an Homework advertisement about some service 2’ and a letter of complaint about that service -Asks the students to prepare the next part ( Language Focus) * Self-evaluation: Post- writing -Work in group -Listen to the teacher’s instruction & it at home Lop10.com II Task2: (Complaint): (9) UNIT 4: SPECIAL EDUCATION (LANGUAGE FOCUS) I AIMS AND OBJECTIVES: Language Content: -To help students distinguish and pronounce the two vowel sounds /ɔ/ and /ɔ:/ in single words and meaningful expressions - To provide the students with the knowledge of some grammatical points : the + adjectives, used to + inf and Which as a connector Language Function: - To help the students practise pronounce the two vowel sounds /ɔ/ and /ɔ:/ in some words and sentences - To enable the students to use the structures : the + adjectives, used to + inf and Which as a connector Educational Aim -To encourage the students to use the language they have learnt in their daily activities Language - Pronunciation: Vowel sounds : /ɔ/ and /ɔ:/ - Structures : + The + adjectives + Used to + inf +Which as a connector Educational factor - To make students aware of their own strategies for language learning through using the language they have learnt II TEACHER’S AND STUDENTS’ PREPARATION Method Communicative Approach Skills writing Techniques Explanation, Listening and repeating, pair-work, group-work,… Materials textbooks , chalks, sub-board Students’ preparation Review the grammar points and consult the grammar books III PROCEDURE IN CLASS 1- Stabilization (1’) Warm up: Greeting 2- Checking up the previous knowledge : (5’) - Asks two students to go to the board and make a small conversation about English For Today Centre 3- Presentation of the new materials: Teaching steps Teacher’s activities Students’ activities The lesson content &Time Lop10.com (10) I Presentatio n of the new lesson (33’) * A PRONOUNCIATION: Lead-in Lead-in UNIT 4: - Pronounces some words and -Work individually& try to SPECIAL EDUCATION (LANGUAGE FOCUS) gets the students to try to listen & write the words recognize the differences between I/ PRONUNCIATION: the words daughter / bought / horse/ call/ /ɔ/ /ɔ:/ want/ watch/ wash/ dog Top Leads to the new lesson -Listen to the teacher Boss Pre-practice: Pre-practice: Doctor - Reads the words in textbook -Listen and repeat First in Wrong once and tells Students the chorus, then individually Job Box Call differences between two sounds /ɔ/ and /ɔ:/ and how to pronounce Sport them Four - Reads one by one and has Walking Students repeat More - Corrects mistakes 3.Controlled- practice: Talk Controlled- practice: - Work individually - Has Students read the sentences * Practise these sentences : in the book after listening to the - Pair-work 1.Put the socks on the top of the box teacher read once -Ask the teacher if 2.He lost his job as a doctor in the hospital - Goes around the class to help necessary 3.What’s wrong with you, boss? Students if necessary Free- practice: Free- practice: 4.Is walking called a sport ? - Has Students list some more - Practise in groups 5.He can’t talk to her any more 6.Four of us have walked for words with these sounds B Grammar & Vocabulary: B.Grammar & Vocabulary: fourteen miles The + Adj: The + Adj: * Lead-in: * Lead-in: II GRAMMAR : -Listen and answer the The +adj : - Writes two sentences on the teacher’s questions THE + ADJ N (Plural) blackboard and asks the students Ex: to remark about the differences -The rich are not always happy between them -Rich people are not always happy Leads to the structure The rich = rich people * Pre- practice: * Pre- practice: -Explains the structure & gives -Pay attention to the teacher’s some examples to help the students explanation understand more about the use of the structure Exercise 1: * Controlled – practice: *Controlled – practice : *Suggested answers: Exercise 1: Exercise 1: The young -Asks students to work in groups Work in groups The injured completing the sentences using the The unemployed + one of the adjectives given The sick - Gives feedback -Listen to the teacher’s The rich correction The poor Lop10.com (11) *Free-Practice : *Free-Practice : -Gets the students to make some -Practise making sentences more sentences using the + Adj to using the + Adj make sure that they can understand the structure USED TO +infinitive: 2.USED TO +infinitive: * Lead-in: * Lead-in: -Listen and give remarks - Shows a picture of a man in which two activities are described + 1st : He smoked a package of cigarette a day nd +2 : He smokes two cigarettes a day -Listen Leads to the structure * Pre- practice: * Pre- practice: -Pay attention to the teacher’s -Asks the students to revise the structure & give some examples to explanation help the students understand more about the use of the structure * Controlled – practice: *Controlled – practice : Exercise 2: Exercise 2: -Divides the class into groups of four & asks them to complete the Work in groups sentences with used to + one of the verbs given - Asks the groups to exchange their - Exchange the answers to answers with the others the partners - Gives feedback -Listen to the teacher’s correction *Free-Practice : *Free-Practice : -Gets the students to make some -Practise making sentences more sentences using Used to + using Used to + infinitive infinitive 3.WHICH as a connector: WHICH as a connector: * Lead-in: * Lead-in: -Listen and answer the - Says something about relative questions clauses and leads to the structure * Pre- practice: * Pre- practice: -Explains how to write sentences -Pay attention to the teacher’s using which as a connector explanation -Gives some examples to help the students understand better * Controlled – practice: Exercise 3: -Asks the students to work in pairs joining a sentence from A with one from B to make a new sentence using which - Asks the groups to exchange their answers with the others - Gives feedback *Free-Practice : *Controlled – practice : Exercise 3: Work in pairs - Exchange the answers to the partners -Listen to the teacher’s correction *Free-Practice : Lop10.com USED TO +INFINITIVE Form:USED TO + infinitive Ex:He used to smoke a package of cigarettes a day *Exercise 2: * Suggested answer: used to smoke used to ride used to live used to eat used to be used to take me used to be Did you use to go WHICH as a connector: Form: S- V , which + V… Ex: He passed the exam It surprised me He passed the exam, Exercise 3: * Suggested answer: Sheila couldn’t come to the party,which was a pity Jill isn’t on the phone, which makes it difficult to contact her Neil has passed his exams ,which is a good news 4.Our flight was delayed, which meant we had to wait for hours at (12) -Gets the students to make some more sentences using which as a connector -Asks the students to rewritten all the exercises into their exercise notebooks Asks the students to prepare UNIT ( Reading) -Practise making sentences using which as a connector the airport Ann offered to put me up for the night,which was very kind of her 6.The street I live in is very noisy at night, which makes it difficult to sleep 7.Our car has broken down, which -Listen to the teacher’s means we can’t go away tomorrow instruction & it at home II Homework 2’ * Self-evaluation: Lop10.com (13)