unit 3. people''s background

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. (using projector)
The teacher asks Ss to learn all new words by
heart and do exercise 1, 2, 3, 4 (page 24, 25) in
workbook
Individual
Group