Giáo án English 10 - Unit 4: Special Education (Reading)

UNIT 4: SPECIAL EDUCATION 
(READING)
I. 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
1. Method	Communicative Approach
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)
à 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)
7’
- 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
Consolidation:
4’
-Asks the students some questions about the reading passage to check if they understand the passage carefully
-Listen and answer
Homework 
(2’)
-Asks the students to write a short summary about Marie Curie & prepare for the next part
- write a short passage
Self evaluation
 UNIT 4: SPECIAL EDUCATION 
(SPEAKING)
I. 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
1. Method	Communicative Approach
2. Skills 	Speaking
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. Presentation 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
à 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 the 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
2. Pre- speaking :
-Listen and answer
+ My favourite subject was .
+ I went to school .
+ Yes / No
-Listen & give examples
-Work in pairs
- 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
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 
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. Homework
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 : 
UNIT 4: SPECIAL EDUCATION 
 (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
1. Method	Communicative Approach
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.Presentation of the new lesson
(34’)
1. Lead-in 
 ... mprove 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
1. Method	Communicative Approach
2. Skills 	writing & speaking
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.
Presentation of the new lesson (32’)
1. Lead-in 
Uses the advertisements (* see appendix) and asks the students some questions :
What are they about ?
When & where do you see theses advertisements ? 
Do you believe advertisements ?
Why or Why not ?
à 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.mà 8.30pm	6.30p.mà 7.30p.m
*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: 	
UNIT 4: SPECIAL EDUCATION 
(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
1. Method	Communicative Approach
2. Skills 	writing
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
I.
Presentation 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
à 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.
à 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 :
Put the socks on the top of the box.
He lost his job as a doctor in the hospital.
What’s wrong with you, boss?
Is walking called a sport ?
He can’t talk to her any more.
Four of us have walked for fourteen miles.
II. GRAMMAR :
1. The +adj :
 THE + ADJà N (Plural)
Ex: 
-The rich are not always happy.
-Rich people are not always happy.
à The rich = rich people
 Exercise 1:
*Suggested answers:
The young 
The injured. 
The unemployed. 
The sick 
The rich 
The poor
*Free-Practice :
-Gets the students to make some more sentences using the + Adj to make sure that they can understand the structure.
2. USED TO +infinitive:
* Lead-in:
- Shows a picture of a man in which two activities are described .
+ 1st : He smoked a package of cigarette a day
+2nd : He smokes two cigarettes a day.
à Leads to the structure.
  *. Pre- practice:
 -Asks the students to revise the structure & give some examples to help the students understand more about the use of the structure.
* Controlled – practice:
 Exercise 2:
-Divides the class into groups of four & asks them to complete the sentences with used to + one of the verbs given.
- Asks the groups to exchange their answers with the others
- Gives feedback.
*Free-Practice :
-Gets the students to make some more sentences using Used to + infinitive
3. WHICH as a connector:
* Lead-in:
- Says something about relative clauses and leads to the structure.
  *. Pre- practice:
 -Explains how to write sentences using which as a connector.
-Gives some examples to help the students understand better .
*Free-Practice :
-Practise making sentences using the + Adj
2.USED TO +infinitive:
* Lead-in:
-Listen and give remarks.
-Listen 
* Pre- practice:
-Pay attention to the teacher’s explanation 
*Controlled – practice :
Exercise 2:
Work in groups
- Exchange the answers to the partners.
-Listen to the teacher’s correction.
*Free-Practice :
-Practise making sentences using Used to + infinitive
3.WHICH as a connector:
* Lead-in:
-Listen and answer the questions.
* Pre- practice:
-Pay attention to the teacher’s explanation 
2. USED TO +INFINITIVE
Form:USED TO + infinitive
Ex:He used to smoke a package of cigarettes a day.
*Exercise 2:
* Suggested answer:
used to smoke
 used to ride 
used to live 
used to eat 
used to be 
used to take me 
used to be 
Did you use to go
3. WHICH as a connector:
Form: S- V , which + V.
Ex: He passed the exam. It surprised me.
à He passed the exam, 
* Controlled – practice:
 Exercise 3:
-Asks the students to work in pairs joining a sentence from A with one from B to make a new sentence using which.
- Asks the groups to exchange their answers with the others
- Gives feedback.
*Free-Practice :
-Gets the students to make some more sentences using which as a connector
-Asks the students to rewritten all the exercises into their exercise notebooks.
Asks the students to prepare UNIT 5 ( Reading)
*Controlled – practice :
Exercise 3:
Work in pairs 
- Exchange the answers to the partners.
-Listen to the teacher’s correction.
*Free-Practice :
-Practise making sentences using which as a connector
-Listen to the teacher’s instruction & do it at home.
Exercise 3:
* Suggested answer:
1. Sheila couldn’t come to the party,which was a pity.
2. Jill isn’t on the phone, which makes it difficult to contact her
3. Neil has passed his exams ,which is a good news
4.Our flight was delayed, which meant we had to wait for hours at the airport
5. Ann offered to put me up for the night,which was very kind of her
7.  6.The street I live in is very noisy at night, which makes it difficult to sleep
7.Our car has broken down, which means we can’t go away tomorrow
II. Homework
2’
* Self-evaluation: