- Asking Ss to read the text again to put the following events of Helen Keller’s life into chronological order - Asking ss to work in individuals and groupsA. Part a: Put the following e[r]
(1)
Unit : SPECIAL EDUCATION Lesson : Reading
Objective : by the end of the lesson,students will be able to read & understand the text about Helen Keller – a woman with strong dedication to helping the blind around the world
Teaching aids : poster,picture
Proceture :
T Teacher’s activities Students’ activities
5’
10’
I Warm-up: Brainstorming
- Asking ss to make a list of words that describe the disabled people
- Gathering ideas from groups and leading in the lesson disabled blind, can’t see, can’t
read or write, can’t walk by themselves
deaf can’t hear
dumb can’t speak
mentally-retarded learn slowly, can’t communicate
appropriately
II Pre-reading:
1.Pre-teach Vocabulary:
-eliciting-modelling-checking meaning, pronounciation + devoted oneself to something
1 dedicated (a): tận tụy, tận tâm painstakingly (adv): cần cù, cẩn thận = carefully, industriously
3 consciousness (n)= awareness : nhận thức, ý thức + a school in which students are prepared for entering a college or uiversity.
4 preparatory school (n): trường dự bị đại học Checking Vocabulary: R O R
2.Set the scene
-Setting up the scene to introduce the reading by using the pictures on page 42
- Asking Ss to look at the pictures and answer the
- Listening & answering - free answers:
-listening-answering-repeating
-copying down in notebook
- Possible answers: + pictures
Week :07
Period:25
(2)20’
questions
+ How many pictures are there?
+ What are the people in the pictures doing? + Where will these people study?
Part a: Schools for disabled children are called special schools Name some special schools you know.
- Sticking the poster on board
- Asking Ss to look at the poster on board
Part b: These dots represent the alphabet of a language for the blind What is the name of the language?
Part c: Quiz
1 What you call the people who cannot see? What you call the people who cannot hear? What you call the people who cannot speak?
III While-reading :
- Asking Ss to open the textbook & read the text and check prediction
-Correcting & evaluating - Sticking the poster on board
- Asking Ss to read the text again to put the following events of Helen Keller’s life into chronological order - Asking ss to work in individuals and groups
Part a: Put the following events of Helen Keller’s life into chronological order.
She met Dr Alexander Graham Bell She graduated from Radcliffe College
She gave lectures and traveled to many countries She learned Braille
She became blind and deaf She was born in 1880 She met Anne Sullivan -Correcting & evaluating
- Asking Ss to read the text again to choose the correct answer
- Asking ss to work in individuals and groups
Part b: Which of the following ideas is not
+ using their fingers to read and their hands to express what they mean
+ special schools
Suggested answers
Nguyen Dinh Chieu special school for the blind / Xa Dan special school for the Dumb and Deaf / Binh Minh special Primary school / Vo Thi Sau special Primary school
- Looking at the poster & listening to the instructions - Working in individuals
Answer keys: Part b: Braille Part c:
1 the blind the deaf the mute
- Opening the textbook
- Reading the text to check the answers
- Looking at the poster
- Reading the text to put the following events of Helen Keller’s life into chronological order
- Working in individuals
pairs
Answers:
1 She was born in 1880 She became blind and deaf She met Dr Alexander Graham Bell
4 She met Anne Sullivan She learned Braille
(3)10’
2’
mentioned in the first and second paragraphs?
A At six, Helen Keller could not see, hear or speak B Her parents took her to an expert to help her C “Water” was the first word she learned
D She learned more than 600 words in six months -Correcting & evaluating
IV Post-reading: Discussion
- Asking Ss to discuss “Helen Keller’s disabilities and her efforts to overcome them”
Questions:
1 What was she like when she was born? At what age did she become deaf and blind? How did she learn words?
4 Which schools did she study? What kind of teacher did she have?
- Asking Ss to report the results of their discussion to the class.
V Homework:
- Asking Ss to learn the new words by heart
7 She gave lectures and traveled to many countries - Reading the text again to choose the correct answer
Answers: A
- Listening & discussing
- Working in individuals
groups
- free answers:
- Reporting the results of their discussion
(4)
Unit : SPECIAL EDUCATION Lesson : Reading
Objective : by the end of the lesson,students will be able to read & understand the text about Helen Keller – a woman with strong dedication to helping the blind around the world.
Teaching aids : poster,picture
Proceture :
T Teacher’s activities Students’ activities
5’
10’
I Warm-up: Kim’s game
blind mute deaf dedicated tap out painstakingly consciousness master manual preparatory
- Sticking the poster on board
- Asking ss to look at the poster and try to remember the words
- Asking ss to rewrite them on board - Correcting & evaluating
II Pre-reading: 1.Set the scene
-Setting up the scene to introduce the reading by making some questions
- Asking Ss to answer the questions
+ What did you read the text about in the last period? + Why is she famous?
+ What is special about her? - Sticking the poster on board
- Asking Ss to look at the poster on board -Giving instructions:
- Asking ss to work in individuals & groups
True / False statement prediction
1 Helen Keller became blind and deaf at the age of seven
2 Helen Keller graduated from Radcliffe College Dr Alexander Graham Bell helped her understand lessons and discussions in class
4 She gave lectures and traveled to many countries
- Listening & answering - Working in groups
- Writing the words on board
Books-shut
- Listening & answering the questions
- free answers:
- Looking at the poster & listening to the instructions - Guessing and writing down their predictions
- Working in individuals and in groups
Answers:
1 F T F T Week :07
Period: 26
(5)20’
10’
2’
III While-reading:
- Asking Ss to open the textbook & read the text and check prediction
-Correcting & evaluating
- Asking Ss to read the text again to answer the questions
Part c: Answer the following questions:
1 What happened to Helen at the age of six?
2 How old was she when she first met Anne Sullian? What kind of language had Helen Keller learned before Braille?
4 What does the phrase “cum laude” in the third paragraph mean?
5 What was the role of Anne Sullivan during Helen’s years at college?
- Correcting & evaluating
IV Post-reading: Discussion
- Asking Ss to talk about “The significance of Helen Keller’s success”
- Asking Ss to report the results of their discussion to the class
V Homework:
- Asking Ss to the exercises again
- Opening the textbook
- Reading the text to check the answers
- Reading the text to answer the questions in individuals
pairs
Answers:
1 She was blind and deaf She was years old
3 Helen Keller had learned sign language before Braille
4 It means “with honors”
5 She was a companion and interpreter who helped Helen understand lessons and discussions in class
- Listening & discussing these questions in individuals
groups
Free answers:
+ She was determined to succeed despite disability at early age
+ She finished high school and college with honors
+ She was a woman of golden heart
+ She helped other disabled people by giving lectures and raising charity fund
- Reporting the results of their discussion
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Unit : SPECIAL EDUCATION Lesson : Listening
Objective : by the end of the lesson,students will be able to be updated with background information about institutions in the USA which specially used for and by the disabled and improve listening skill by identifying key information for the answers
Teaching aids : poster,picture
Proceture :
T Teacher’s activities Students’ activities
6’
10’
18’
I.Warm-up :
-Asking Ss to locate the states of New York and Alabama on the map in the book
-Asking Ss to work in groups -Giving correct answers
II.Pre-listening :
1.Set the scene :
+We have learned about the state of the USA In today’s listening, you will hear someone talking about two schools for disabled children in the states of New York and Alabama
2.Task C : True/False prediction
- Sticking the poster on board
- Asking Ss to look at the poster on board -Giving instructions:
+How many sentences are there?
+Guess whether the statements are true (T) or false (F). +Share your answers with friends in your groups The institute’s name is Alabama Institute for the Deaf and Blind
2 It was founded in 1898
3 It does not have regional center
4 Disabled children and adults aged 3-21 can adjust to a new way of life through special programs
particularly developed for them
III.While-listening:
1.Checking True/False prediction
-Asking Ss to listen to the second part of the recording to check their guessing
-Working in groups
- Looking at the poster & listening to the instructions - Guessing and writing down their predictions
- Working in individuals and in groups
Answer keys: T
2 F (1858) Week :07
Period:27
(7)10’
1’
-Calling on some Ss to explain their answer in front of the class
-Giving correct answers
2.Task B : Writing the words
-Asking Ss to listen to the first part of the recording independently and fill in the blanks
-Telling Ss to study the information required carefully before listening
-Asking Ss to listen to the first part of the recording 1.Name of school
2.Students’disabilities _ 3.Year of foundation _
4.Year the school name changed _ -Having Ss compare their answers with a friend -Calling on Ss to write the answers on the board -Asking for comments from other Ss
-Giving correct answers
IV.Post-listening :
-Asking Ss discuss and prepare an oral report of each part in groups
-Giving suggested outline of the presentation : 1.Name of school
2.Year of foundation 3.School’s characteristics
4.Year the school name changed (part 1)
5.The relation between the Institute and the disabled in Alabama (part2)
V.Homework :
-Asking Ss to summarizing the main points
3 F ( It has regional center across the State of Alabama) 4.T
-Listening to the exercise
-Writing the answers on board
Keys :
1.The New York Institution for the blind
2.blindness or visual impairment 3.1831
4.early in the twentieth century
-Working in groups
-Presenting in front of the class
Week : 07
Period: 28
(8)Unit : SPECIAL EDUCATION Lesson : Speaking
Objective : by the end of the lesson,students will be able to express their opinions on the problems of disabled children by using given prompts
Teaching aids : poster,picture
Proceture :
T Teacher’s activities Students’ activities
7’
13’
15’
I.Warm-up : Brainstorming
-Asking Ss to work in groups to make a list of the problems that the disabled have to suffer
-Encourage Ss to contribute the ideas that they see every day
-Gathering ideas from groups and make necessary comments
II.Pre-speaking :
1.Set the scene :
+A and B are talking about B’s friend, a visually impaired girl Now you work in pairs , read the dialogue and fill in the blanks with necessary words/ phrases from the table
2.Task A :
-Asking Ss to read the dialogue carefully to have a guess of the missing words before doing the task -Calling on some pairs to act out the dialogue in front of the class
-Feeding back and giving correct answers
III.While-speaking : Task B :
-Asking Ss to work in pairs and make a similar
dialogue about the mute and deaf students by using the prompts in the table
-Going around the class and provide help when necessary
-Calling on several pairs to act out the conversation in front of the class
-Making necessary corrections regarding Ss’
-Working in groups
Suggested ideas :
-can’t contact with others -can’t see
-can’t hear …………
-Working in pairs
-Presenting in front of the class
Keys :
1.difficulty seeing 2.walking stick 3.see
4.Braille,a pattern of raised dots that are felt with fingers to help the blind read
(9)9’
1’
pronunciation and intonation -Giving suggested answers
IV.Post-speaking : Task C : Discussion
-Asking Ss work in groups and discuss the problems of the deaf and mute in their daily life and what they can to help the disabled children
-Going around the class and providing help when necessary
-Gathering ideas from groups and having final thoughts on the topic
V.Homework :
-Asking Ss to summarizing the main points
-Presenting the dialogue in front of the class
Suggested answers
1.dificulty hearing and speaking 2.hearing aids
3.hear and speak
4.sign language and gestures are used to communicate instead of spoken language
-Working in groups
Suggested ideas
-teaching them to read and write -playing game with them
-taking them to places of interest
………
Week : 08
Period: 29
(10)Unit : SPECIAL EDUCATION Lesson : Writing
Objective : by the end of the lesson,students will be able to fill in a registration form
Teaching aids : poster,picture
Proceture :
T Teacher’s activities Students’ activities
8’
12’
I Warm-up: Matching
- Sticking the poster on board
- Asking Ss to work in individuals and match the name of some international tests in letters with their full names
1 TOEFL a International English Language Testing System IELTS b Scholastic Assessment Test TOEIC c Test of English as a Foreign
Language
4 SAT d Test of English for International Communication - Correcting & evaluating
II Pre-writing: 1.Set the scene
- Asking Ss to answer the questions
+ On what occasions you have to fill in a form? + What sort of information you often have to provide when you fill in a form?
- Sticking the poster on board
- Asking ss to match a line in A with a question in B - Asking ss to work in individuals in groups
Match a line in A with a question in B:
A B
1 First name a What you do?
2 Family name b Where are you living at the moment?
3 Date of birth c What’s your passport number?
4 Telephone d What’s your first name? Home address e When were you born?
- Listening & answering
- Working in individuals and in pairs
Answers:
1 c a d b
- Listening & answering the questions
- Looking at the poster
- Working in individuals and in groups
Answers:
1 d f e g b
(11)13’
13’
6 Passport number
f What’s your family name?
7 Occupation g What’s your telephone number?
- Correcting & evaluating
III While-writing:
- Asking ss to read the dialogue and fill in the form on page 48
- Asking Ss to work in individuals and in groups
- Moving around to control and giving help with vocabulary
INTERNATIONAL SCHOOL OF ENGLISH REGISTRATION FORM
Personal Details + Family name: + First name: + Date of birth: + Home address: + Home country: + Telephone: + Fax:
+ E-mail:
+ Sex: M F
+ Occupation: + Passport number: Course Details
+ Check () the course you are interested in GENERAL ENGLISH
INTENSIVE ENGLISH
INTERNATIONAL BUSINESS ENGLISH ACADEMIC ENGLISH COURSE
(SCHOOL)
TOEFL IELTS TOEIC
Signature
IV Post-writing: Correcting
- Choosing the best piece of writing & the worst piece of writing to correct
- Asking Ss to exchange their writing with another a
- Looking at the handouts & listening
- Working in individuals
groups
- Writing on poster and sticking on board
(12)2’
student for peer correction - Giving general comments
V Homework:
- Asking Ss to rewrite a registration form
Answers:
+ Family name: Tran + First name: Linh
+ Home address: 555, Nguyen Chi Thanh, Da Nang
+ Home country: Vietnam + Telephone:05-8356111 + Sex: M
TOEFL
- Listening & taking notes in notebooks
Week :08 Period: 30
(13)Unit : SPECIAL EDUCATION Lesson : Writing
Objective : by the end of the lesson,students will be able to fill in a registration form
Teaching aids : poster,picture
Proceture :
T Teacher’s activities Students’ activities
8’
12’
I Warm-up: Jumbled words
1 guagelang tercen rsecou arnle akspe
- Sticking the poster on board - Asking Ss to work in groups
- Asking ss to write the correct words on board - Correcting and evaluating
II Pre-writing: 1.Set the scene
+Who is this?
+What does she want to do?
Part b: Read the text and complete the questionnaire with information about Nguyen Thi
PHU DONG LANGUAGE CENTER Name:
Date of birth:
Why you take this course?
How long have you learned English? Which language(s) you speak?
- Asking ss to work in individuals and in pairs
- Asking ss to complete the questionnaire with information about Nguyen Thi
- Asking Ss to write the answers on board - Correcting and evaluating
- Sticking the poster on board - Listening & answering - Working in groups
Answers:
1 language center course learn speak
- Listening & answering
- Working in individuals and in pairs
- Completing the questionnaire with information about Nguyen Thi
Answers:
PHU DONG LANGUAGE CENTER
Name: Nguyen Thi
Date of birth: October 21st, 1990
Why you take this course? I want to improve my English because I want to study in an English-speaking country
How long have you learned English? years
(14)13’
13’
2’
III While-writing:
- Asking ss to complete the questionnaire with their own information
- Asking Ss to work in individuals and in groups - Moving around to control and giving help with vocabulary
Complete the questionnaire with your own information
VINH LONG LANGUAGE CENTER Name:
Date of birth:
Why you take this course?
How long have you learned English? Which language(s) you speak?
IV Post-writing: Correcting
- Choosing the best piece of writing & the worst piece of writing to correct
- Asking Ss to exchange their writing with another student for peer correction
- Giving general comments
V Homework:
- Asking Ss to rewrite the exercises in notebooks
- Writing on poster and sticking on board
- Looking at the board - Correcting
Free answers: