English 10 - Unit 4

LESSON PLANStudent teacher’s name: Trần Thị Hồng Liên Time : 45 minutes Lesson : Unit 4 SPECIAL EDUCATION Reading text on page 44 & 45 Aims: 1.. - Asks sts to work in pair for finishing

LESSON PLAN

Student teacher’s name: Trần Thị Hồng Liên

Time : 45 minutes

Lesson : Unit 4 SPECIAL EDUCATION

Reading (text on page 44 & 45) Aims:

1 To introduce some basic knowledge about special education

2 To present vocabulary in the reading text

3 To help students understand the text and do all the tasks in the Pre, While and Post-Reading

Objectives: At the end of the lesson, students will be able to:

1 Know the way that the disabled people using to communicate

2 Acquire some basic knowledge about special education

3 Develop reading skills through tasks

Approach and Teaching Aids/Materials:

 Communicative Approach

 Computer, handouts, board, chalks, textbook

Procedures:

A Classroom procedure:

Greeting and Attendance check (1 minute)

B New lesson:

15’ I PRE-READING:

1 Warming up:

- Shows some pictures

about disabled people in

slide

- For each slide, T asks sts

guessing the disability of

those

2 Introducing the text:

- Introduces sts the Braille

- Pictures in slide

- What are they doing?

 How are they?

- Why are they using their fingers?

 How are they?

- Look at the slide show

- Guess what disability of the people is

- Participate in the game

Alphabet

- Shows the message

- Gives feedback

3 Presenting new

vocabulary:

- Requests sts to look at the

text

- Shows the paper of new

words on the board.

DISABLED

+ Gives the meaning

MENTALLY RETARDED

+ Gives the meaning

TIME-CONSUMING

+ Gives the meaning

DEMONSTRATION

+ Gives the meaning

GRADUALLY

+ Gives the meaning

II WHILE-READING:

Then gives handouts and

lets all the sts read in

silence to finish the

- The Braille Alphabet is showed on computer screen

PLAY A SMALL GAME

- Can you guess the message following?

 The message is the title of our reading

lesson today: A TEACHER IN A

SPECIAL CLASS

- Disabled (adj): unable to use a part of body properly

 Disable (v)  Disability (n)

- Mentally retarded (adj): slower to develop than normal in the mind

- Time-consuming (adj): needing a lot of time

 consume (v)

 consumption (n)

- Demonstration (n): an act of explaining how to do s.th

 demonstrative (adj)

 demonstrate (v)

- Gradually (adv): slowly, over a long period of time

 gradual (adj)

- You have only 3 minutes to finish your

reading as well as task 1

- Work out the message

- Look at the text

- Listen

- Translate

- Take notes

- Listen and look at the screen

- Take notes

- Listen

- Give examples

- Take notes

- Listen

- Translate

- Take notes

- Listen

- Take notes

- Repeat all the new words

- Read in silence

following tasks

- Asks sts to match the new

words have been taught

with their definitions

- Gives feedback

- Asks sts to answer the

questions

- Gives feedback

- Asks sts to choose the

correct options by circling

the corresponding letter A,

B, C or D

- Gives feedback

- Asks sts to work in pair

for finishing the summary

of the reading text by

filling the blanks

- Gives feedback

III POST-READING:

- Lets sts discuss the

problems of the deaf and

the mute and other disabled

people in their daily life

and how they overcome

them

- Gives some illustrations

- Gives feedback

Task 1: Matching the new words have

been taught with their meanings

- Handout (see appendix)

Task 2: Answering the questions

belonging to the reading text

- Handout (see appendix)

Task 3: Multiple-choice Choose the

suitable corresponding based on the text

- Handout (see appendix)

Task 4: Gap-filling Summarize the

reading text by using the words in the text

to complete

- Handout (see appendix)

Task 5: Discuss the topic

“What are the problems that disabled people have to deal with in their daily life? How do they

overcome them?”

- Do the task

- Answer the given questions

- Complete the task and explain why they choose this option

- Work in pair to complete the task

- Sit in four

- Do the task

- One S represents the ideas of their group

APPENDIX:

Task 1: The words in A appear in the reading passage Match them with their definitions in B.

1 disabled

2 mentally retarded

3 time-consuming

4 demonstration

5 gradually

a taking or needing a lot of time

b an act of showing or explaining how to do something

c unable to use a part of the body in the normal way

d slowly, over a long period of time

e less mentally developed than normal Answers: 1c, 2e, 3a, 4b, 5d

Task 2: Read the text again and answer the following questions:

1 How is Ms.Thuy’s class different from the others?

 Her students are disabled Some are deaf, some dumb and others mentally retarded.

2 Why did the parents of the students at first oppose her to teach their children?

 Because they used to believe that their children could not learn anything at all.

3 What did the parents realize about Ms.Thuy?

 The parents realized that the young teacher was making great efforts to help their poor kids.

4 What did she do to teach the children learning how to add and subtract in the Maths class?

 During the Maths lesson, she raised both arms and opened up her fingers one by one until all ten

stood up She then closed the fingers one by one She continued the demonstration until the children realized they had just learned how to add and subtract.

5 How do her students feel afterward?

 They are proud of their efforts

Task 3: Read the passage again and complete the following sentences by circling the corresponding letter

A, B, C or D

1 Thuy’s class is different from other classes because the children…

A are from large families

B are less mentally developed

C love Maths very much

D are disabled

2 At first the parents were…the ideas of sending their children to the special class

A interested in

B opposed to

C satisfied with

D worried about

3 It can be inferred from the 2nd paragraph of the reading passage that there has been…

A a change in the parents’ attitude towards the class

B a lot of protest from the parents against the class

C a feeling of doubt in the teacher’s ability

D a belief in the parents’ opposition

4 The writer describes how Thuy teaches the children to add and subtract in order to prove that…

A the children like Maths

B the teacher is a proud of her work

C the teaching work takes time

D adding and subtracting are important

5 The writer’s attitude towards Thuy’s work in the passage can be described as……

A humorous

B angry

C suspicious

D admiring

Answers: 1d, 2b, 3a, 4c, 5d

Task 4: Fill each of the blanks of the summary below with a suitable word from the reading text:

Twenty-five………children have the chance of learning how to…………and………thanks to the

………… of a young teacher, Pham Thu Thuy Although her idea, at first, met with………….from the parents of the disabled children, more children attended her class later The teaching work in the special class is……….………… For example, in a……… lesson, the teacher has to use her………… and

………… to teach the children how to add and subtract The children are now ……… and happy Answers:

1 disabled

2 read

3 write

4 efforts

5 opposition

6 time-consuming

7 Maths

8 arms

9 fingers

10 proud