Giáo án Tiếng Anh 10 Unit 4: Special education

 Procedures Time Teacher’s activities - Content Sts’ activities - possible answer 5’ Warm up T lets sts look at the Braille Alphabets and answer questions about it.. D 10’ After reading

Part A: READING (TCT-20)

 Aims

To give students more knowledge of special education through reading

 Objectives

- To help students to get meanings of new words in context and be accustomed

of extensive and intensive reading

 Methods and materials

Integrated, mainly communicative skills Textbook

 Procedures

Time Teacher’s activities - Content Sts’ activities - possible answer 5’ Warm up

T lets sts look at the Braille

Alphabets and answer questions

about it

- What is it? What’s it used for?

- Where is it often used?

Sts answer the questions

10’ Presentation

T supplies some words sts may need

to understand the passage

- be different from: (explanation)

- disabled (situation, explanation)

- deaf (adj) (explanation, translation)

- dumb (adj) (explanation,

translation)

- mentally retarded ()

- opposition (translation)

- effort (n) (make )

- time-consuming (adj)

- demonstrate (v) (translation)

- demonstration (n) (translation)

5’

5’

10’

Practice

T asks sts to read the passage in

silence and do the task

* Task 1: Matching

T asks sts to match new words/

phrases with their meanings

* Task 2:

Multiple choice

T asks sts to read the whole passage

to decide on the multiple choices

Sts do the task

1 c

2 e

3 a

4 b

5 d

1 D

2 B

3 A

4 C

5 D

10’ After reading

T asks sts to make a summary of the

passage by filling in blanks with

words they can seek in the passage

1 disabled

2 read

3 write

4 efforts

5 opposition

time-consuming

7 maths

8 arms

9 fingers

10 proud

T goes over the words and ideas

from the passage

Part B: SPEAKING (TCT-21)

 Aims

To help students know what is needed in making an interview

 Objectives

- To give students practice in asking and answering questions often used in an interview and reporting one

 Methods and materials

Integrated, mainly communicative skills Textbook

 Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer 5’ Warm up

T asks sts to answer questions:

- What’s an interview?

- Have you ever been an interviewer/

interviewee?

Sts answer questions

(answers may vary)

7’

Presentation

* Task 1: Filling in the blanks

T introduces questions used in an

interview in task 1 and asks sts to fill

in the blanks in the interview with

suitable questions

Sts read the questions carefully and

do the task

B 1

C 2

E.3

F 5

10’

13’

Practice

* Task 2: Making interviews

T asks sts to make ones by asking

and answering questions in task 1

* Task 3:

Reporting interviews

T asks sts to tell the whole class

what they know about their partners

Sts do the task in pairs

Sts prepare for public check

10’ Consolidation

T asks 2 students to make an

interview with public check

Part C: LISTENING (TCT-22)

 Aims

To give students practice in listening about handicapped people

 Objectives

- To help students to listen for specific information through True - False and for missing words

 Methods and materials

Integrated, mainly communicative skills Textbook

 Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer

3’ Warm up

T asks sts to list sth the disable can

do well

T then introduces to them

photography - as an action the

disabled can do easily

Sts list some action

7’ Presentation

Before you listen

T gives some explanations of the

words and asks sts to fill in blanks

with those words

- photograph (n) (real object)

- photography (n)

- photographic (adj)

- photographer (n)

- photogenic (adj) (translation)

(explanation)

T lets sts listen to and repeat the

words that appear in the passage

Sts write down the words and fill in the blanks

Sts listen and repeat

15’

Practice

* Task 1: True or False

T lets sts read the statements

carefully and then listen to the tape

Sts read and do the task

1 T

2 F (not mentioned)

15’ * Task 2: Gap filling

T asks sts listen to the part in the

textbook and fill in blanks with

words

3 T

4 F (the beauty of daily life)

5 T Sts listen and do the task

1 photographic

2 19

3 exhibition

4 50

5 beauty

6 simple

7 peaceful

8 chickens

9 stimulated

10 escape 5’ Consolidation

After you listen

T asks sts to retell the story about

the VTK photography club

Part D: WRITING (TCT-23)

 Aims

To help students have more practice in writing letters

 Objectives

- To make students use the knowledge of writing other kinds of letter in writing

a letter of complaint

 Methods and materials

Integrated, mainly communicative skills Textbook

 Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer 5’ Warm up

T points at the brochure and asks

students some questions

- What is it?

- What does it say?

- How is the information?

- Do you think the information in it

is true?

Sts answer the questions (answer may vary)

10’

10’

Presentation

T asks sts to write something often

written in a letter of complaint

* Task 1: Completing a dialogue

T asks sts to work in pairs filling the

blanks with facts concerning

information in the advertisement

T gives some explanations that help

sts write complaint

Some

half

all

none

of N with determine

Object, Pronoun

-native (adj) a native teacher

the teacher

-pay for sth:

Sts do the task in pairs

1 I’m not happy with it

2 Not all the teachers / all of them are native

3 That’s not true

My class has

4 I don’t I have to pay them

5 Not all the rooms are air-conditioned My room is not

6 Classes often start late and finish early

-air-conditioned (adj)

The room is air-conditioned

The air-conditioned room

20’ Practice

T lets sts practice writing a letter of

complaint

* Task 2:

Completing a letter with complaints

T asks sts to look at the form of the

letter and fill in the letter with

complaints concerning the points

mentioned in task 1

Sts write letters individually then read out for public check

(sts’ letter may be marked with grammar and spelling criteria)

Consolidation

T reminds sts of the form of a

normal letter and that of a letter of

complaint

Part E: LANGUAGE FOCUS (TCT-24)

 Aims

To give students some more knowledge of grammar points related to the unit as well some pronunciation practice

 Objectives

Some particular points:

- Pronunciation: /4/ and /0:/

- Grammar: the + adj; used to + Inf: which as a connector

 Methods and materials

Integrated, mainly communicative skills Textbook

 Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer 3’ Warm up

T asks sts to distinguish the 2 words:

On top of the statue, there was a

torch

Sts distinguish the 2 words

3’

7’

Pronunciation Presentation /4/ and /0:/

T helps sts distinguish the /4/ and

/0:/ in ‘top’ and ‘torch’ and lets them

repeat the example

Practice

T lets sts listen and repeat the

sentences after the tape

Sts pronounce the words

Sts repeat the sentences

10’

Grammar Presentation

T gives some explanation of the 3 Sts give more examples

7’

point

- The + adj = collective noun

 The + adj (+ Vpl)

- Used to + Inf

past habit

(-) didn’t use to

(?) Did S use to

(*) be/ get used to V-ing

- which - Relative pronoun

- Connector

Practice

EX 1: The + adj

T asks sts to use the + an adj to fill

in the blanks

EX 2: Used to

T asks sts to fill in the blanks with

‘used to’ and a proper verb

(T explains more why ‘used to Inf’

is used)

Sts give examples using “used to Inf” for past habits

Sts remember the differences

EX 1: Sts do the task

2 the injured

3 the unemployed

4 the sick

5 the rich - the poor

EX 2: Sts do the task

1 used to smoke (gave up)

2 used to have (sold it)

3 used to live (come to live in)

4 used to eat (rarely now)

5 used to be (not any longer)

6 used to take (40’  an hour)

EX 3: Which - connector

T asks sts to match A with B using

‘which’ to make a new sentence

7 used to be (it closed )

8 used to go

2 d

3 f

4 g

5 a

6 d

7 b 2’ Consolidation