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 do you do 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 do sth.
+ time-consuming (adj) :
+ be proud of sth/ sb
+proper schooling (n) = enough
and good study

Task 1

Matching

While-

- Ask students to read through the

reading

passage individually and do Task 1

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 do you know?

- disable people

* What do 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 2

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 do the task 2
- Ask some students to give their
answers
- Read in pairs and do 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 5

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 do 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 1

Filling the gap with the

questions
- Ask students to read the answer before - Read the answers and do
choosing the best questions
the task 1
- 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 2

Expected answers:

Interview

- Ask students to use his/her own
information to answer the questions

- Work in pairs and do the

- Instruct students to do this task by task
using following information

2

under

the

construction of the teacher

Hand-outs
- Ask students to work in pairs with 3
students (2 practice interviewing, 1 take
notes) and carry out the interview,
using the questions in Task 1
- 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 3

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


I. Objectives:
*Aim: By the end of the lesson, Ss wil be able to a a passage within 150-180
words for general or specific information.
*Language: Words related to Photographic Club
* Skill: Listening for specific information about a photographic club for disabled
children
II. Method: Intergrated, mainly communicative
III. Teaching aids: textbook, board, rasing questions
IV. Procedures:

Teacher’s activities

Students’ activities

Warm-up Questions and answers
2’

- Do you like taking photos?
- What

do

you

know

- Answer freely
about

photography?
- Are there any photographic club?
Yes, today we will listen to the Vang
Trang Khuyet Club in which all the
members are all disabled children


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 do you call a person who takes

photos?

- They are photos
- A photographer

* Well-done! What word do 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 1. photographic
each blank with a suitable word
2. photography
- Check the answers and correct


3. photographer
4. photograph
5. 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 do task 1 and 2
Task 1

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 2 times and ask students to attentively and do the task 1
compare their answers with a friend
- Check the answers as the whole class
- Give correct answers
Task 2

Expected answers:
1. T

2. F

4. F

5. 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 1. photographic
each blank)
2. 19
- Have students listen to the tape and
3. exhibition
write in each blank with a suitable word
- Check the answers as the whole class
- Call on 2 students to write the answers

4. 50
5. beauty

on the board to check dictation

6. simple

- Give correct answers:

7. peaceful
8. chickens
9. 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 do 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 do 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 do

dialogue

the task in the hand-outs
- Then have students discuss and fill in
the hand-outs
- Call on 2 students to fill in each
column
- Check answers and correct mistakes
Task 1

Completing the dialogue

- Correct mistakes

- Ask students to work in pairs, using - Work in pairs and do the


the information in 2nd column to task 1
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 do you have to write in that
letter?
Task 2

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 1

- Work in groups and do
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
1. 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 1 Listen and repeat

2. 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 2 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 1 The + adj
- Shows Ss a picture and asks :

Who are they?

3. Grammar and
Vocabulary
5’

- Have some Ss present their answers.
 They are the disable .
- Introduce Ss the use of “The + adj”
 Exercise 1
- Have Ss complete the sentences,
using “The + one of the adectives
provided”
- Check and corrects .

4’

 ACTIVITY 2
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 +

2. the injured
3.the unemployed

inf”

 I used to go fishing with my uncle 4. the sick
when I
5. the rich/ the poor
was young.
- Reminds Ss of the use of “Used to +
5’

inf”.
 Exercise 2
- Have Ss complete the sentences with
“Used to + inf”
- Check the result.

4’

Expected answers:
 ACTIVITY 3

WHICH

- Give Ss an example.
Ex: Yesterday Tom was late, which

2. used to ride
3. used to live