Procedures: Stages/Tim e Warm – up 10 minutes -T asks Ss to work in groups and make a list of the activites that blind and deaf people would have difficulty doing.. ---15 minutes -T asks
Trang 1-Date:
Period 20
I Objectives: By the end of this lesson, students will be able to:
- Understand the term Special Education.
- Talk about Special Education through Matching and Multipple Choice exercises
II Language Focus:
- Grammar: Revision
- New words: disabled, mentally, retorted, make great effort, time-consuming,
demonstration, subtract, be proud of
III Teaching Aids: Pictures about special classes and Braille Alphabet, extra board, transparent
sheet, overhead projector, cassette player, textbook
IV Procedures:
Stages/Tim
e
Warm – up
(10
minutes)
-T asks Ss to work in groups and make a list of the activites that blind and deaf people would have difficulty doing
-T then gathers ideas and introduces the topic of the lesson
-T gives definition of special education and Braille
-T asks Ss to work in pairs to look at the Braille Alphabet in the book and work out the message that follows
-T asks Ss to compare their answers with other pairs
-T feedbacks and gives correct answer
WE ARE THE WORLD
-Ss close their books and work in groups to do the exercises as the teacher’s explanation
-Ss listen to teacher’s definition
-Ss compare their answers with a partner
Pre –
reading
10 minutes
Vocabulary pre-teach
+ disabled (a): be unable to / incapable of doing something.
+ dumb (a): not being able to speak + proper schooling (n) enough and good study + opposition to sb or smt (n): opposing ideas, disagreeing viewpoints
+ make effort (v): try, attempt + to be proud of (a): take pride on
Checking technique: Rub out and remember
-T writes all the new words on the boards in two columns, English and Vietnamese equivalence
-T rubs out the words in Enhlish column and asks
Ss to look at the Vietnamese colum to write down rubbed ones
-Ss listen and take notes new words
-Ss practise new words’ pronunciation
While –
reading
Task 1 – Matching
-T asks Ss to read the passage individually and Task 1
-T encourages Ss to guess the meaning of the words in the context
-Ss read the passage
-Ss guess the meaning of new words in the context
Trang 2-15 minutes -T asks Ss to compare their answers with a
partner
-T calls on some Ss to read their answers aloud in front of the class
-T gives correct answers and explains all the words carefully to make sure Ss understand the meaning of the words
* Expected answers:
1 – c; 2 – e; 3 – a; 4 – b; 5 – d
-Ss compare the answers with a partner
-Some Ss present the results on the board, others listen and remark
Task 2 – Multiple Choice
-T tells Ss to read the passage again more carefully and complete the sentences by circling the corresponding letter A, B, C or D
-T asks Ss to give explanation for their choice
-T feedbacks and gives out correct answers
* Expected answers:
1 – D; 2 – B; 3 – A; 4 – C; 5 – D
-T invites some Ss to read the passage aloud in front of the class
-T makes necessary corrections regarding Ss’
pronunciation and intonation
-T gives explanation to other words and expressions in the passage
-Ss work individually and read the passage
-Ss complete the task -Ss explain their choice
-Ss read the passage when invited
-Ss listen to T’s remarks and take notes
Post –
reading
10 minutes
-T asks Ss to work in pairs and read the summary
of the passage carefully
-T encourages Ss to complete the missing words
-T has Ss complete the summary in pairs
-T invites some Ss to read the completed summary aloud in front of the class
-T goes around the class and helps Ss when they need
-T feedbacks and gives out correct answers
* Expected answers:
(1) disabled (2) read (3) write (4) efforts (5) opposition (6) time-consuming (7) Maths
(8) arms (9) fingers (10) proud
-Ss work in pairs to read the passage carefully
- Ss complete the missing words
-Ss read the passge aloud in front of the class
-Ss take notes the correct answers
Homework
2 minutes
-T asks Ss to write short paragraphs about what disabled people often do daily (approxiately 50 words) and prepare SPEAKING
- Ss listen and take notes
Trang 3-Date:
Period 21
I Objectives: By the end of this lesson, students will be able to:
- Talk about students’ school life
- Actively engage in an interview
II Language Focus:
- Grammar:
- New words:
III Teaching Aids: Textbooks, pictures
IV Procedures:
Warm – up
(7 minutes)
Networks
- T asks Ss to work in groups of five and make a
list of words relating to school The groups with
the longest list wil be the winner
Note: The words must be correctly spelled ans related to the topic
* Suggested answers:
- Subjects: English, literature
- Tests: oral, final, mid-term
- Beak
- Homework
- Teacher
- Secondary: lower and upper secondary
-Ss close the textbook, and work in groups of five
-Ss make a list of words relating to school
Pre –
speaking
10 minutes
Task 1 -T has Ss study the questions in the interview
carefully
-T asks Ss to work individually and fill in the blanks with the right questions
-T gives Ss tips by asking them to read the answers before deciding the best question in the blank
-T calls on some Ss to explain their answers
-T gives out correct answers
* Expected answers:
A – 4; B – 1; C – 2; D – 6; E – 3; F – 5; G – 7
-Ss observe and listen to teacher’s guidance
-Ss do the exercises as guided
-Ss read their results aloud
-Ss explains their answers
in front of the class
-Ss take notes
While –
speaking
15 minutes
Task 2
-T asks Ss to work in pairs and carry out the interview, using tne questions in Task 1 and their own information
-T goes around the class and provides any helps when necessary
-T listen to Ss’s interviews and gives remarks
-Ss work in pairs and carry out the interview
School
Trang 4-Post –
speaking
10 minutes
Task 3
-T calls on some Ss to use the information in the interview to make a mini-presentation about his/her partner
-T tells the whole class to comment on presenter’s performance
-T makes necessary corrections
-Individual work & whole class
Homework
3 minutes -T asks Ss to prepare a short introduction abouttheir school life - Ss listen and take notes
Date:
Period 22
I Objectives: By the end of this lesson, students will be able to:
- Listen better through True or False and Gap-filling exercises
II Language Focus:
- Grammar: Revision
- New words: photograph, photographer, photography, photogenic, photographic,
stimulate, labourer
III Teaching Aids: pictures in the textbook, cassette, extra board
IV Procedures:
Warm – up
(7 minutes)
Word form
-T asks Ss to work in groups of three to four and find the different words that derive from the
following roots: sorry, second, decide, able The
group with the longest list of correct words will
be the winner
* Suggested answers:
sorry – sorrily – sorrow second – secondary – secondly – secondhand decide – decision – decisive – decisively able – disabled – disability
-T remarks and decides the winner
-Ss work in groups and do the task as guided
- Ss present their list of words on the board
Pre –
listening
10 minutes
-T explains the new words in the box
+ phograph (n) a picture or an inmage taken by a
photographers
+ photographer (n) a person who takes pictures.
+ photography (n) the study /the art of forming
and fixing images by the chemical action of light and other elements
+ photogenic (a) belonging to photography
-T asks Ss to work in pairs and fill each of the blanks with one word from the box
-T calls on some Ss to read the answers aloud in front of the class
-T feedbacks and gives correct answers
* Expected answers:
-Ss listen to teacher’s explanation
- Ss work in individual to take note new words
-Ss work in pairs and do the task in the book
-Ss present their answers in front of the class
Trang 5-1 photographic
2 photography
3 photographer
4 photograph
5 photogenic
Vocabulary pre-teach
+ surroundings (n): conditions, objects that make
the living environment
+ sorrow (n): pain or distress caused by loss or
disability
+ labourer (n): a person who works manually,
working class
+ passion (n): great love of something + deaf (a): partially or entirely unable to hear
+ mute (a) unable to speak
+ exhibition (n) a display, a public showing
-S listen to and take notes the introduction of the T
While-listening
20 minutes
Set the scene
You are going to listen to a talk about a club for disabled children You listen to it and do the tasks followed
Task 1 – True or False
-T lets Ss read the statements carefully
-T asks Ss to listen to the tape and decide whether the statements are true or false
-T plays the tape more than once if necessary
-T tells Ss to compare their answers with a friend
-T checks the answers as the whole class
-T then gives correct answers
* Expected answers:
1 T
2 F (Information not given)
3 T
4 F (The subjects if their photyos about people and scenery.)
5 T
- Ss work in individual to listen to the tapes and do the exercises
-Ss give out the results after listening to the tape three times
- Ss compare their answers with a friend and present them on the board
Task 2 – Gap filling
-T asks Ss to read a part of the talk carefully and have a guessiong of the missing words
-T has Ss listen to the tape and write in each blank with a suitable word
-T invites some SS to read the answers aloud in front of the class
-T feedbacks and gives correct answers
* Expected answers:
1 photographic 2 19
3 exhibition 4 50
5 beauty 6 simple
7 peaceful 8 chicken
9 stimulated 10 escape
- Ss work in individual to listen to the tapes and do the exercises
-Ss give out the results after listening to the tape three times
- Ss compare their answers with a friend and present them on the board
Post-listening
10 minutes
Q & A
-T asks Ss to work in groups, aking and answering about Vang Trang Khuyet Photographic Club
-Ss work in groups, talking about the theme just given
by the teacher
Trang 6-* Suggested questions:
What is the name of the club?
Who are the members of the club? Where do they come from? How many are there?
How many photographs are on display?
What are their photographs about?
What does their passion of taking photographs help them?
Note: If time allowed, call on sone Ss to retell
story about the Vang Trang Khuyet Photographic
Club in front of the class
-T goes around the class and helps Ss
-T invites some Ss to show their talk in front of the class
-T gives out his remarks about Ss’s presentation
-Ss present their talks
-Ss listen to T’s remarks
Homework
2 minutes
-T asks Ss to write about the the Vang Trang
Khuyet Photographic Club
-T asks Ss to prepare WRITING for the next period
- Ss listen and take notes
Date:
Period 23
I Objectives: By the end of this lesson, students will be able to:
- read and understand a simple letter of complaint
- write a letter of complaint about the poor quality of the service at an English Center
II Language Focus:
- Grammar: revision
- New words: refund, receipt
III Teaching Aids: an extra board, textbook, pictures, some advertisements for English
learning
IV Procedures:
Warm-up
(7 minutes)
Categorising
-T asks Ss to work in groups of four
-T gives ten or more adj and asks Ss to put them
under two headings: compliments and complaints
-T gives feedback and suggested answers:
helpful bad hard-woring expensive
careful poor beautiful unhappy exciting bored
-T leads into the new lesson
-T gives definition and format of a letter of
-Ss close the books, doing the exercise in the handouts delivered by the teacher in individual (Group work)
-Ss present their results on the board
-Ss listen to T’s remarks and enter the new lesson
Trang 7-complaint: Complaint is a kind of formal letter
used when you are not happy with a service, a contract, a course A letter of complaint usually includes three main parts:
Opening Explaining the problem Suggesting a resolution
Pre-writing
10minutes
Task 1
-T asks Ss to work in pairs and read the advertisement
-T introduces some difficult words
+ air-conditioned (a): to be equipped/furnished
with air-conditioner
+ native teacher (n): teachers who come from
English-speaking countries.
-T goes around the class and offers help when necessary
-T gives feedback
* Expected answers:
(1) I’m definitely not happy with it at all.
(2) there are only few native teachers, noy all of them are native ones.
(3) in fact there are more than 30 students in my class.
(4) I have to pay for them.
(5) the room is not air-conditioned There is only one ceiling fan in my room It is very hot.
(6) in fact classes often start late and finish early.
Sometimes it starts 20 minutes late
-Ss work in pairs and read the advertisement
-Ss take notes the new words
-Ss practise doing the Ex
-Ss write down the answers
in their notebooks
While-writing
15 minutes
Task 2
-T has Ss read the letter of complaint in the book and complete it basing on the dialogue in Task 1
-T asks Ss to use appropriate connectors to make the writing smoother
-T tells Ss to exchange their writing with a friend
-T introduces peer correction
-T picks up some writings to check the mistakes
as the whole class
-T gives out suggested answers
-Ss listen to T’s guidance -Ss work individually and write a paragraph
-Ss give their feedbacks to teacher
-Ss can write down the writing model of teacher
Post-writing
8 minutes
-T instructs Ss to write a reply to letters of complaint (dealing with complaints)
-T explains again the general format of a reply to letters of complaint:
Opening Explaining the mistakes Solving the problem
-T asks Ss to complete the following sentences to make a reply to the complaint about the poor quality of ther service at the above English Center
Dear Duc, 1.Thank / your letter / inform / me / poor / service / center
2 We / examine / the / situation / and / find /
-Ss listen to T’s guidance -Ss listen and write down
-Ss work in pairs and complete a replying letter
Trang 8-what / say / true.
3 This / due / the / difficulty / finance / and / low / discipline / teachers.
4 We / send / another / better / class / next week.
5 If you like, we / give / refund / but you / get /80 per cent / money back.
6 I / beg / sympathy / and / look / forward / support
Yours truly,
-T calls on some Ss to read their completed letter
-T gives feedback sentence by sentence
-Ss present their letters in front of the class
Homework
2 minutes
-T asks students to complete all of the exercises
in the textbook
-T asks students to prepare Language Focus for next period
-Ss listen and take notes
Date:
Period 24
I Objectives: By the end of this lesson, students will be able to:
- distinguish and pronounce the sound / ɔ: /and / ɔ /correctly
- use the + adjective as a noun, combine two sentences with which and review used to +
infinitive.
II Language Focus:
- Grammar: Using the + adjective, used to + infinitive and which
- New words:
III Teaching Aids: Textbooks
IV Procedures:
Warm-up
(5 minutes)
Find someone who
-T prepares a two-column table with Yes/No questions and Name
-T lets Ss go around the class and asks other Ss what they used to do when they were young If the answer is Yes, write his/her name in the table
The winner is the first one who completes the Name column
cry at night?
go to bed late?
be afraid of ghost?
eat a lot of ice cream?
-Ss work in groups, asking and answering the questions to complete the table as instructed
Activity 1 – Listen and repeat
-T demonstrates the sounds / ɔ: / and / ɔ / by pronouncing them exactly and clearly
-T instructs the ways to pronounce:
-Ss observe and listen to teacher’s guidance
-Ss listen
Trang 9-
Pro-nunciation
10 minutes
+ / ɔ / : first pronounce the sound /æ /, then put your tongue slightly back and bring your lips slightly forwards It is a short sound
your mouth a little more.
+ / ɔ: / : first pronounce the sound, then put the back of your tongue up a little It is a long sound.
-T asks Ss to pronounce the sounds several times
-T makes sure that Ss are aware of the difference between the two sounds
Activity 2 – Practise these sentences
-T plays the tape and asks them to repeat
-T calls on some Ss to repeat the sounds clearly and slowly
-T asks Ss to work in pairs and practise the sentences
-T introduces peer correction
-T goes around the class and provides help if necessary
-Ss practise pronuncation
-Ss listen carefully & work in pairs to read the sentences
Grammar
Vocabulary
28 minutes
Activity 1
* The + adjective
-T elicits the use of The + adjective by analysing
the example:
The young have the future in their hands
The young = young people
We use The + adjective to describe a group of
people as a whole: e.g the blind, the rich, the
poor So the rich means a group of people who
are all rich These adjectives are followed by a plural verb
-T asks Ss to work in individual and complete the
sentences using the + one of the adjectives in the
book
-T has Ss compare their answers with a partner
-T calls on some Ss to read aloud their answer in front of the class
-T feedbacks and gives correct answers
* Expected answers
2 the injured 3 the unemployed
4 the sick 5 The rich / the poor
Activity 2
* Used to + infinitive
-We use used to + infinitive to express a past action and stae It has no present equivalence
Examples:
+ When I was a child, I used to go on holiday to
the seaside
+ Where did you use to do?
+ We didn’t use to do anything interesting.
-T asks Ss to do the exercise 2
-T tells Ss to compare their answers with a partner
-T calls on some Ss to read aloud their answer in front of the class
- Ss listen to T’s guidance and take notes.(Whole class)
-Ss work individually, do the exercise, then exchange the results with
a partner to take peer correction
- Ss listen and take notes
-Ss work in pairs and do the exercise
Trang 10-T gives correct answers
2 used to have
3 used to live
4 used to eat
5 used to be
6 used to take
7 used to be
8 did you used to go
Activity 3
-T explains how to use which: Which can be used
in relative clauses to refer to the whole of the earlier clause
Examples:
+ She arrived on time, which amazed everybody.
+ Sheila couldn’t come to the party, which was a
pity.
-T asks Ss to work in pairs and do exercise 3
-T divides class into two big teams: A and B -T labels Ss in A as 1,2,3 to 7 and Ss in B as a,b,c, to g
-T asks Ss to go around the class and find the ideal partner It means that Ss have to find the student who has the most suitable sentence to make a new one When Ss find his or her partner,
T asks them to join the sentences
-T calls on some couples to read their sentences
-T give feedback and correct answers
-Ss work individually, do the exercise, then exchange the results with
a partner to take peer correction
-Ss listen to and take notes T’s explanations
-Ss work in pairs and do the exercise
-Ss write down the correct answers
Homework
2 minutes
- T asks Ss to continue doing the remaning exercises
- T asks Ss to prepare UNTI 5
-Ss listen and take notes