gradually - Asks Students to scan the text and - Scan the text = slowly, over a long period of work in pairs to decide which options -Work in pairs to practice time are suitable for each[r]
Trang 1I AIMS AND OBJECTIVES:
1 Language Content:
- To help Students understand educational activities for the blind and deaf people
- To provide students with new words relating to special education
2 Language Function:
- To enable students to grasp some new words through skimming, questioning and answering
3 Educational Aim:
- To help students to talk about their education
4 Language :
Vocabulary Deaf , Dumb (adj), Mentally retarded , Disable (adj)
5 Educational factor
- To educate the Students to try their best to study hard and get good grade
II TEACHER’S AND STUDENTS’ PREPARATION
2 Skills Integrated skills (reading-speaking)
3 Techniques guessing, skimming, scanning , synonym , using pictures, …
4 Materials blackboard, chart,chalk , picture, textbook
5 Students’ preparation prepare the lesson at home
III PROCEDURE IN CLASS
1- Stabilization (1’) Warm up: Greeting
2- Checking up the previous knowledge : No
3- Presentation of the new materials:
Teaching
steps
&Time
Teacher’s activities Students’ activities The lesson content 5’
7’
1 Lead-in
- Shows a picture to the students
and asks them to guess what the
symbols are about ( Handout 1)
Leads to the new lesson
2 Pre- Reading
-Asks the students to work in pairs
making a list of the activities they
do everyday & what they think
would be difficult for blind and deaf
people
-Gets them to look at the Braille
alphabet & fin out the message
below
1 Lead-in
-Work in groups trying to find out the words needed
Suggested answer:
SPECIAL EDUCATION
2 Pre- Reading
-Work in pairs asking and answering about what they do everyday
& then discuss what they think would be difficult for blind and deaf people
-Work out the message
* Suggested answer:
We are the world
UNIT 4:
SPECIAL EDUCATION (READING)
Trang 27’ - Pre-teaches some key words &
phrases to help the students master
the reading passage more easily
Deaf (adj) (Mine /Action)
Dumb (adj) (Mine /Action)
Mentally retarded (picture)
Disable (adj) ( explanation)
Make effort (v) (Synonym)
-Checks the students’ memory by
rubbing out the words in English
and asks them to write down the
rubbed ones
-Listen and guess the meaning of the words
-Take notes
- Try to remember the rubbed words and rewrite
I Vocabulary
Deaf (adj)
Dumb (adj)
Mentally retarded
Disable (adj)
Make effort (v) = try, attempt
15’ 3.While-Reading
a/ Task 1:
- Lets the Students skim the text in
three minutes
- Controls the class and helps the
students
- Gets Students to do the Task 1 and
then compare with your partners
- Calls on some Students to answer
and corrects
b/ Task 2:
- Asks Students to scan the text and
work in pairs to decide which options
are suitable for each space
- Goes around the class and help
Students if necessary
- Calls on some pairs to practice in
front of the class and some pairs to
repeat the correct answer
- Gets some Students to write on the
board
- Corrects mistakes
3.While-Reading a/ Task 1:
-Read the text in three minutes
-Try to master the main content of the passage -Practise individually &
exchange their information each other
*Suggested answers : 1c, 2e, 3a, 4b, 5d.
b/ Task 2:
- Scan the text -Work in pairs to practice asking and answering
-Practise in pairs in front of the class
- Listen to the teacher’s feedback
II.Reading comprehension 1/ TASK 1:
(Match the words and phrases inA with their meanings in B)
1 disabled
=unable to use a part of the body
in the normal way
2.mentally retarded
=less mentally developed than normal
3 time-consuming
=taking or needing a lot of time
4 demonstration
= an act of showing or explaining how to do something
5 gradually
= slowly, over a long period of time
2.TASK 2:
(Circle the corresponding letter A, B,
C, D)
1.D 2B 3A 4C 5D
4’
4.Post-Reading
- Asks Students to scan the text and
work in pairs trying to complete the
summary of the passage
- Goes around the class and help
Students if necessary
- Listens and gives feedback
4.Post-Reading
- Read again and get details to complete the table
- Work in pairs -Listen to the teacher’s feedback
3.TASK 3:
(Fill in the blanks)
1.disable 2.read 3.write 4.efforts 5.opposition
6.time-consuming 7.maths 8.arms 9.fingers 10.proud
-Asks the students some questions
about the reading passage to check
if they understand the passage
carefully
-Listen and answer
-Asks the students to write a short
summary about Marie Curie &
prepare for the next part
- write a short passage
Self evaluation
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Trang 3I AIMS AND OBJECTIVES:
1 Language Content:
- Helps students ask and answer about studying activities at school, something which they like or dislike at school, and then they can express their friend’s studying activities
2 Language Function
- To motivate the students to discuss what questions they can ask when they want to know about their friends’ activities
3 Educational Aim
- To raise the students’ abilities to talk with their friends about the school activities naturally
4 Language
- Structure : kinds of the questions
5 Educational factor
- To give students a chance to talk about their activities at school
II TEACHER’S AND STUDENTS’ PREPARATION
3 Techniques question-answer ,interview, substitution, pair work, group work
4 Materials textbooks, cassette player, chalks, board
5 Students’ preparation prepare the lesson at home
III PROCEDURE IN CLASS
1- Stabilization (1’) Warm up: Greeting
2- Checking up the previous knowledge : (5’)
- Calls on one student to the blackboard and asks them to say some difficulties which the disabled people have /meet in their studies
- Listen and gives remarks, marks
3- Presentation of the new materials:
Teaching
steps
&Time
Teacher’s activities Students’ activities The lesson content
I
Presentati
on of the
new lesson
(37’)
1 Lead-in
- Divide the class into 4 groups &
asks them to list all subjects they
learn at school ( 2 minutes)
-Calls on the representative of each
group to go to the board & write
down all subjects on the board
-The group that gives the most
answers will be the winner
-Explains any new words that
students don’t know
Leads to the new lesson
1 Lead-in
- Work in groups
-Representatives of each group demonstrate
UNIT 4:
SPECIAL EDUCATION (SPEAKING)
2 Pre- speaking :
- Helps the students remaster some
personal questions they often use to
ask for their private information
(Task 1)
What was your favourite
subject ?
What time did you go to school
?
Did your teacher often give
your homework ?
- Reminds how to make questions to
help the students practise more
naturally
- Asks the to practise in pairs filling
2 Pre- speaking :
-Listen and answer
+ My favourite subject was …….
+ I went to school …….
+ Yes / No
-Listen & give examples
-Work in pairs
1 Task1 :
* Suggested answers : A.4
Which lower-secondary school did you
go to?
B.1
What were your subjects then?
C.2
What was your timetable?
D.6
Can you tell me about the testudents & examinations at your school then?
E.3
What about your homework?
F.5
Trang 4the blanks with right questions
-Calls on some pairs of students to
practise in front of the class & helps
them have the right choice
3 While - speaking
(1) Task 2:
- Guides the students how to do this
task
-Asks students to practise in pairs
interviewing their partner using the
questions in Task 1
- Goes around and helps students if
necessary
(2) Task 3:
- Asks students to work in pairs
and tell each other what they have
just interviewed their group
members
- Calls on some students to stand in
front of class to tell some
information about their friends
what she liked or disliked at school,
and her study activities at school
- Practise in front of the class
3 While - speaking (1) Task 2:
-Listen to the teacher’s instruction & then practise
in pairs
- Work in groups – one plays the role of interviewer & the other will answer all the questions related
- Practise in front of class
(2) Task 3:
-Work in pairs telling each other what they have just interviewed their friends -Practise telling the whole class about their partner
in front of class
What parts of the school life didn’t you like then?
G.7
What did you like best about your school then?
2 Task 2: ( INTERVIEW)
A: Which lower-secondary school did you go to?
B : ………
A: What were your subjects then?
B : ………
A : What was your timetable?
B : ………
A : Can you tell me about the testudents & examinations at your school then?
B : ………
A:What about your homework?
B : ………
A : What parts of the school life didn’t you like then?
B : ………
A : What did you like best about your school then?
B : ………
(2) Task 3:
“Tell about the partner they have just interviewed”
4 Post- speaking:
- Asks the students to play game in
groups of five “ Chain game”
telling their class about their past
activities
4 Post- speaking:
- Work in groups
- Listen
II
Homewo
rk
2’
- Asks each of the Ss to write a short
passage about individual resume
prepare the next part
( LISTENING)
- write a short passage
Self evaluation :
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Trang 5(LISTENING)
I AIMS AND OBJECTIVES:
1 Language Content:
- To help students to understand more about the disabled people’s life
2 Language Function:
- To help Ss improve listening skill
- To help the students to listen to short conversations for general or specific information
3 Educational Aim:
- To make students aware of the energy and will of the disabled
4 Language :
- Vocabulary photographic (adj), photographer(n), photogenic(adj), photography (n),
Photograph (n) , exhibition (n), stimulate (v), sorrow (n), passion(n)
5 Educational factor
- To teach the students to be interested in other people , especially the disabled
II TEACHER’S AND STUDENTS’ PREPARATION
2 Skills Integrated skills (Listening-speaking)
3 Techniques Gap-filling, predict, pair work, question-answer, game
4 Materials textbooks, cassette player, chalks, board
5 Students’ preparation prepare the lesson at home
III PROCEDURE IN CLASS
1- Stabilization (1’) Warm up: Greeting
Checking absence: Who’s absent today?
2- Checking up the previous knowledge : (5)
-Calls on two students to the blackboard and asks them to make a conversation using the cues given
-Listens and gives remarks & marks
3- Presentation of the new materials:
Teaching
steps
&Time
Teacher’s activities Students’ activities The lesson content I.Presentat
ion of the
new
lesson
(34’)
1 Lead-in
- Asks the Students to think about
the words related to the root word “
PHOTOGRAPH”
-Writes each suggestion on the
board
Leads to the lesson
2.Pre- Listening
-Gets the students to work in pairs
using the words above to complete
the blanks
- Listen and gives feedback
-Explain these new words to the
students & helps them pronounce
exactly
+ exhibition (n)
+ stimulate (v)
+ sorrow (n)
+ passion (n)
+ mute (adj)
+ laborer (n)
3 While- listening
a/ Task 1:
- Helps the students know the
requirement of the task before
playing the tape
- Plays the tape three times & asks
1 Lead-in
Work in groups & give the answer to the teacher
2.Pre- Listening
- Work in pairs
-Listen and repeat
3 While- listening a/ Task 1:
- Listen to the teacher’s instruction
- Listen carefully and decide whether the statements are
UNIT 4:
SPECIAL EDUCATION (LISTENING)
I Before you listen:
* Fill in the blanks
(1) photographic (2) photography (3) photographer (4) photograph (5) photogenic
*Listen & repeat :
+ exhibition (n) + stimulate (v) + sorrow (n) + passion (n) + mute (adj) + laborer (n)
II While-Listening : 1/ Task 1:
1 T
2 F
3 T
4 F
Trang 6the Students to listen carefully &
give out their ideas about the
statements
- Asks the Students to exchange their
information with their classmates
-Plays the tape one more & helps
the students check their listening
b/ Task 2:
- Gives the requirement and guides
the Students to do Task 2
- Asks the class to work in groups,
and to discuss about what they
heard from the conversation
- Lets the Ss listen to the tape and
fill in the gaps
- Plays the tape again and asks them
to check their works
true or false
- pair-work then say their ideas
-Listen to the tape & check their guessing
b/ Task 2:
- Listen
- Work in groups guessing which words they can fill in the blanks
- Listen and fill in the gaps
- Listen to the tape again and check their works
5 T
2/ Task 2:
(Listen & fill in the blanks)
1 photography
2 19
3 exhibition;
4 50
5 beauty
6 simple
7 peaceful
8 chickens
9 stimulated
10 escaped
4.Post- listening
- Asks the Ss to work in groups :
retelling the story about the Vang
Trang Khuyet Photography club
4.Post- listening
-Work in pairs basing on the guidelines
III Post-listening:
“Retell the story about the Vang Trang Khuyet Photography club
III
consolidation
:
4’
3 4
IV
Homewor
k:
(1’)
-Asks the students to prepare the
next part ( Writing)
-Listen to the teacher’s instruction & do it at home
5 6
* Self-evaluation:
Lop10.com
Trang 7(WRITING)
I AIMS AND OBJECTIVES:
1 Language Content:
- To help students master the parts of a letter of complaint and be able to write a letter of complaint about the poor quality of the service at an English centre
2 Language Function
- To help the students review some structures and vocabulary learnt
- To motivate students to improve their writing skills
3 Educational Aim
-To help the students know something about advertising
4 Language
- Structure: - the form of a complaint letter
- connectors used to construct the letter
5 Educational factor
- To make the students aware of advantages and disadvantages of advertising
II TEACHER’S AND STUDENTS’ PREPARATION
3 Techniques Explanation, pairwork, groupwork
4 Materials textbooks , chalks, sub-board
5 Students’ preparation prepare the lesson at home
III PROCEDURE IN CLASS
1- Stabilization (1’) Warm up: Greeting
2- Checking up the previous knowledge : (5’)
-Calls on one student to the blackboard & asks them some questions about The Vang Trang Khuyet Club
- Listen and give marks
3- Presentation of the new materials:
Teaching
steps
&Time
Teacher’s activities Students’ activities The lesson content I.
Presentati
on of the
new
lesson
(32’)
1 Lead-in
Uses the advertisements (* see
appendix) and asks the students
some questions :
1.What are they about ?
2.When & where do you see
theses advertisements ?
3.Do you believe advertisements ?
Why or Why not ?
Leads to the new lesson
1 Lead-in
- Look at the advertisements carefully &
answer the teacher’s questions
UNIT 4: SPECIAL EDUCATION
(WRITING)
2.Pre- Writing
-Look at the advertisement carefully
and to work in pairs, using the
information given to ask and answer
about studying for two weeks at
English for today Centre (Task 1)
-Goes around to give some help if
necessary
- Calls on on some pairs to practise
in front of the class
- Helps them to correct mistakes
- Helps the students know more
about writing a letter of
complaint
2.Pre- Writing
-Look at the advertisement carefully and practise in pairs using the chart given
- Answer the questions if possible
Work in pairs & answer the questions
-Listen to the teacher’s explanation
I TASK 1 : What are advertised What actually happened
-Native teachers only -Only one native teacher
-No more than 20 students per class
About 30 students
in class -Free books and cassette tapes Paid 60.000d for books and cassette tapes -All air-conditioned rooms
Classroom was very hot
-5.30p.m 8.30pm6.30p.m 7.30p.m
Trang 8*Suggested answer:
(1) + I’m not happy with it at all (2) +not all of them are native teachers
(3) + My class has nearly 40 students (4) +I had to pay for them.
(5) + there are only electric fans in the room.
(6) but it doesn’t start until 6:00 p.m
3 While- Writing
- Asks the students to work in
group about writing a letter of
complaint
- Goes around to give cues, the
concept of a letter of complaint,
comment, and encourages them to
write
- Asks the representatives of each
group to present their letter on the
sub-board
- Gives feedback and corrects
3 While- Writing
-Work in groups
-Try to work effectively
-Representatives of each group present their letter
Listen & take notes
II Task2: (Complaint):
4 Post- writing
-Asks the students to work in
groups writing a letter of complaint
about the things they have just
bought (a washing machine , a TV
set, a radio, …)
-Listen and give corrections
4 Post- writing
-Work in group
II
Homework
2’
- Asks the students to write an
advertisement about some service
and a letter of complaint about
that service
-Asks the students to prepare the
next part ( Language Focus)
-Listen to the teacher’s instruction & do it at home
* Self-evaluation:
Lop10.com
Trang 9(LANGUAGE FOCUS)
I AIMS AND OBJECTIVES:
1 Language Content:
-To help students distinguish and pronounce the two vowel sounds /ɔ/ and /ɔ:/ in single words and meaningful expressions
- To provide the students with the knowledge of some grammatical points : the + adjectives, used to + inf and
Which as a connector
2 Language Function:
- To help the students practise pronounce the two vowel sounds /ɔ/ and /ɔ:/ in some words and sentences
- To enable the students to use the structures : the + adjectives, used to + inf and Which as a connector
3 Educational Aim
-To encourage the students to use the language they have learnt in their daily activities
4 Language
- Pronunciation: Vowel sounds : /ɔ/ and /ɔ:/
- Structures : + The + adjectives
+ Used to + inf
+Which as a connector
5 Educational factor
- To make students aware of their own strategies for language learning through using the language they have learnt
II TEACHER’S AND STUDENTS’ PREPARATION
3 Techniques Explanation, Listening and repeating, pair-work, group-work,…
4 Materials textbooks , chalks, sub-board
5 Students’ preparation Review the grammar points and consult the grammar books
III PROCEDURE IN CLASS
1- Stabilization (1’) Warm up: Greeting
2- Checking up the previous knowledge : (5’)
- Asks two students to go to the board and make a small conversation about English For Today Centre
3- Presentation of the new materials:
Teaching
steps
&Time
Teacher’s activities Students’ activities The lesson content
Trang 10Presentatio
n of the
new
lesson
(33’)
* A PRONOUNCIATION:
1 Lead-in
- Pronounces some words and
gets the students to try to listen &
recognize the differences between
the words
daughter / bought / horse/ call/
want/ watch/ wash/ dog
Leads to the new lesson
2 Pre-practice:
- Reads the words in textbook
once and tells Students the
differences between two sounds
/ɔ/ and /ɔ:/ and how to pronounce
them
- Reads one by one and has
Students repeat
- Corrects mistakes
3 Controlled- practice:
- Has Students read the sentences
in the book after listening to the
teacher read once
- Goes around the class to help
Students if necessary
4 Free- practice:
- Has Students list some more
words with these sounds
B Grammar & Vocabulary:
1 The + Adj:
* Lead-in:
- Writes two sentences on the
blackboard and asks the students
to remark about the differences
between them
Leads to the structure
* Pre- practice:
-Explains the structure & gives
some examples to help the students
understand more about the use of
the structure
* Controlled – practice:
Exercise 1:
-Asks students to work in groups
completing the sentences using the
+ one of the adjectives given.
- Gives feedback
1 Lead-in
-Work individually& try to write the words
-Listen to the teacher
2 Pre-practice:
-Listen and repeat First in chorus, then individually
3.Controlled- practice:
- Work individually
- Pair-work -Ask the teacher if necessary
4 Free- practice:
- Practise in groups
B.Grammar & Vocabulary:
1 The + Adj:
* Lead-in:
-Listen and answer the teacher’s questions
* Pre- practice:
-Pay attention to the teacher’s explanation
*Controlled – practice : Exercise 1:
Work in groups
-Listen to the teacher’s correction
UNIT 4:
SPECIAL EDUCATION (LANGUAGE FOCUS)
I/ PRONUNCIATION:
/ɔ/ /ɔ:/
Top Boss Doctor Wrong Job Box Call Sport Four Walking More Talk
* Practise these sentences :
1.Put the socks on the top of the box 2.He lost his job as a doctor in the hospital.
3.What’s wrong with you, boss? 4.Is walking called a sport ? 5.He can’t talk to her any more 6.Four of us have walked for fourteen miles.
II GRAMMAR :
1 The +adj :
THE + ADJ N (Plural) Ex:
-The rich are not always happy -Rich people are not always happy.
The rich = rich people
Exercise 1:
*Suggested answers:
1 The young
2 The injured
3 The unemployed
4 The sick
5 The rich
6 The poor
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