Giáo án Tiếng Anh 10 UNIT 4: I OBJECTIVES: By the end of the lesson, students will be able to understand the term special education and talk about it through Matching and Multiple Choice exercises II LANGUAGE FOCUS: 1.Grammar: - The + adjective - Used to + infinitive - Which as a connector Vocabulary: Words to describe special education, school life of disabled children III.SKILLS: Reading about special education IV TEACHING AIDS: textbook, board, raising questions V PROCEDURE: Teacher’s activities Students’ activities Warm-up: (3') - Greeting - Greeting - Who’s absent today?- Thanks - The monitor answers - Where did you stop last time? - Answer in chorus - Open your book and we will go to Unit 4: Special Education I Before you read: (10') - Raising some questions: * What you everyday? - Open the books and listen to the teacher * Do you go to class? listen to music? watch - Answer freely T.V? - Take notes students’ answers on the blackboard * Which of these activities would be difficult for disabled people? Ok, people who cannot be able to listen and watch are called deaf and blind people - Listen to the teacher * Who can say nothing?- Good * How can they communicative with each other? - dumb people * How can blind people read? - use signals Well, there was a person- a man invented the letter systems for blind people to help them read easily He was Louise Braille He came from France He was a blinded in a childhood accident - Look at Braille Alphabet (on the page 44) - We don’t know (maybe students answer by Vietnamese) - Listen to the teacher and work with your partner about the message - Give answers: A we - Look at the books B are - Work in pairs C the D world - After guessing, correct the answer under the teacher’s construction II While you read: (20') - Open your books Task - Ask students to read through the passage individually and Task - Raising some questions about the passage: * Who’s in the passage? * What does the passage talk about? - Read individually * How many children are there in her class? * Who are they? * Do they go to school? - Miss Thuy * Why you know? - special class - Explain new words: - 25 proper schooling (n) = enough and good study * What the parents of the disabled children - disable people think? Which line helps you know? Which word? opposition (n) = disagreeing viewpoints - No, they don’t - in 4th sentence * How does Miss Thuy Teacher’s activities the disable children in a math lesson? * How are the children? - They believe that the children could not learn anything at all ( nd sentence-2nd paragraph) - Ask students to matching in chorus - Confirm the correct answers - She raised both arms and opened up her fingers… (2nd sentence- 3rd paragraph) Task - Call on some students to read aloud each part - They are proud of their efforts Key: of the passage 1.C 2.E 3.A 4.B 5.D - Check pronunciation - Ask students to read the passage again more - Listen to their friends carefully and the task - Ask some students to give their answers - Correct the answer - Read the passage and the task III After you read: (10') - Ask students to read the passage in pairs and fill the blank of summary using suitable words from the passage - Listen to the teacher Key: 1.D 2.B 3.A 4.C 5.D - Go around and provide help - Call on some students to give answers - Read in pairs and the task - Confirm the correct answers for students to check and write down - Listen to the teacher attentively - Call on some students to read the completed and check the answers summary aloud in front of the class - Listen to their friends Key: Homework: (2') 1.disable 2.read 4.efforts 5.opposition 6.time-consuming 3.write 7.maths - Summarize the passage into sentences 8.arms 9.figers 10.proud - Do the exercises in the workbook - Write down on the notebooks V EXPERIENCE I OBJECTIVES: By the end of the lesson, students will be able to: - talk about school life of a student - actively engage in an interview II SKILLS: Talk about some types of special education Talk about school life III TEACHING AIDS: textbook, board, raising questions, hand-outs IV PROCEDURE: Teacher’s activities Students’ activities Warm-up: (2') - How are you today? - Answer freely - Are you ready for new lesson? Pre-speaking: (15') - Give hand-outs to review the names of - Do the exercise in hand-out subjects at school -Ask students to work in pairs - Work in pairs - Correct the answers - Ask some questions: * What are your favourite subjects? * How much time you prepare for your - Answer freely lesson everyday? OK, today, we will go to Lesson: Speaking to talk about school life of a student - Listen to the teacher While-speaking: (25') Task - Ask students to read the answer before - Read the answers and the task choosing the best questions - Ask students to work in pairs to fill in the - Work in pairs blanks with the right questions - Call on some students to explain their answers - Listen to their friends - Give correct answers Key: - Call some pairs to read the completed A.4 B.1 conversation C.2 D.6 E.3 F.5 G.7 - Check pronunciation - Listen to the teacher attentively then correct the answers Task - Ask students to use his/her own information to answer the questions - Instruct students to this task by using following information Hand-outs - Listen to the teacher - Ask students to work in pairs with students (2 practice interviewing, take notes) and carry out the interview, using the questions in Task - Help students use some questions related to words, such as: - Work in pairs and the task What subjects were you good/ bad at? under the construction of the teacher How much homework did you have to do? - Check whether students can make questions or not by giving the previous words and let students to make questions using those words - Go around and provide help if necessary Task - Ask students in each pair to tell about a school life of a student by using information that was taken note in front of the class - Practice speaking in pairs - Check pronunciation if necessary - Give comments and correct mistakes - Give marks Post-speaking: (2') - Summarize the main points Homework: (1') - Ask students to write a short paragraph - Some students to tell a school life of about his/her studying at school (80-100 others in front of the class words) - Listen to the teacher and write down on the notebook V EXPERIENCE photographer - Answer in chorus photograph photogenic + Listen and repeat - Read new words 1st time - Read aloud 2nd time - Let students guess the meanings of the words by giving explanation - Listen to the teacher sorrow (n) = pain (n) passion (n) = great love for st mute (adj) = unable to speak exhibition (n) = a display labourer (n) = worker While you listen: (20') - You are going to listen to a talk about a club for disabled children You should listen carefully, then task and Task - Let students read the statements carefully - Guess the meanings of the words - Take note quickly - Ask students to listen to the tape and decide whether the statements are T/F - Listen times and ask students to compare their answers with a friend - Check the answers as the whole class - Give correct answers - Read the statements independently - Listen to the tape attentively and the task - Work in pairs Task - Ask students to read the passage carefully and have a guess of missing words (give necessary suggestions to help students guess kinds of words in each blank) - Listen to the teacher attentively then correct the answers KEY: - Have students listen to the tape and write 1- T, 2- F, 3- T, 4- F, 5- T in each blank with a suitable word - Check the answers as the whole class - Read the passage individually - Call on students to write the answers on - Listen to the tape again the board to check dictation - Do the task - Give correct answers: - Look at the board and find out mistakes KEY: photographic 19 exhibition 50 beauty After you listen: (12') simple - Tell students to work in groups: ask and peaceful answer about the Vang Trang Khuyet Photographic Club by suggesting some chickens questions as follow: stimulated * What is the name of the club? 10 escape * Who are the members of the club? Where - Work in groups they come from? How many are there? - Answer the questions based on the * How many photographs are on display? information in the passage * What are their photographs about? * What does their passion of taking photographs help them? - Call on some students to practice - Listen and correct mistakes if necessary Homework: (1') - Retell story about the Vang Trang Khuyet Club (80-100 words) - Listen to their friends - Listen to the teacher and write down on the notebook V EXPERIENCE I OBJECTIVES: By the end of the lesson, students will be able to: - read and understand a simple letter of a complaint - write a letter of complaint about the poor quality of the service at an English Centre II SKILLS: Writing a letter of complaint III TEACHING AIDS: textbook, board, rasing questions, hand-outs IV PROCEDURE: Teacher’s activities Students’ activities Warm-up: (3') - Have you ever written a letter? - Answer freely - Who did you write? - How did you feel when you wrote a letter? happy or sad? - What kind of letter you write if you feel angry about something or unhappy with something? A letter of complaint or a thankyou letter? - A complaint letter Pre-writing: (15') - Ask some questions: * What is a complaint letter? - Listen to the teacher * Have you ever written a complaint letter? A complaint letter is written when * Do you know how to write it? someone is unhappy with something, such as: a story, a service, a course Well, if you want to know how to write a ect letter of complaint, please listen to me - Listen to the teacher and take note attentively quickly - Give hand-outs - Ask students to read the letter and get the information to fill in the blanks in the hand- - Do the task outs - Go around and provide help if necessary - Help students realize the necessary parts in a complaint letter (= a formal letter) and remind them the way of using words - Give the form of a formal letter While-writing: (20') - Let students read the advertisement and - Listen to the teacher and write down on the notebooks work in pairs - Help them guess the meanings of the - Read in pairs words in the advertisement native teacher (n)= teachers who come from English-speaking countries air-conditioned (adj)= to be equipped/ furnished with air-conditioner - Try to guess the meanings and take notes - Read the dialogue and the task in the hand-outs - Ask students to read through the dialogue - Then have students discuss and fill in the hand-outs - Correct mistakes - Call on students to fill in each column - Check answers and correct mistakes Task - Work in pairs and the task - Ask students to work in pairs, using the information in 2nd column to complete the - Some pairs read aloud in front of the class dialogue - Call on some pairs to read aloud the - Correct mistakes completed dialogue P2: No, (1) I’m definitely not happy - Check and give correct answers with it at all * You want to write a letter of complaint? P2: No, (2) there are only few native * What you have to write in that letter? teachers, not all of them are native ones P2: No, (3) in fact there are more than 30 students in my class P2: No, (4) I have to pay for them P2: No, (5) the room is not air- conditioned There is only a ceiling fan in my classroom It is very hot Task P2: , but - Ask students to look at the letter (on p.51) start late and finish early in fact classes often - Suggest students to retell the form, Sometimes it starts 20 minutes late structures and languages in the letter - Look at the letter - Ask students to read through the letter - Review the above knowledge individually - Work independently - Raising some questions: - Listen to the teacher and answer the * What does the writer complain about? questions * Is it worse or better than in the - Work in groups and the task advertisement? - Listen to the teacher attentively then * How does the writer want to resolve the write down problem? “First of all, you say that there are - Ask students to work in groups and only native teachers, but my class has complete the letter basing on the dialogue in one Vietnamese teacher and two task native teachers You also say each - Give suggestions: The first sentence can be “You say in the advertisement…” class has no more than 20 students, but there are over 30 students in my class Furthermore, in the advertisement you say we have books Students can use some connectors in their an cassette tapes free of charge but in writings: fact we have to pay for them To make first, second, in fact, also, moreover etc the matter worse, the classroom is not air-conditioned That is quite different - Let students in one group compare their writings with ones in other groups to correct mistakes from the advertisement Finally, What I not like most about your centre is the time The class time is not the - Pick up some writings to check the same as the advertisement says mistakes as the whole class Classes are not only start late but also finish early.” Post-writing: (3') - Summarize the main points Homework: (4') - Ask students to write a reply to the letter of complaint at home - Explain the general form of a reply to a letter of complaint: Opening Explaining the mistakes - Change the writings group by group - Listen to the teacher - Write down on the notebooks Solving the problem V EXPERIENCE: I OBJECTIVES: By the end of the lesson, students will be able to: - Distinguish and pronounce the sounds / ɔ / and / ɔ: / correctly use the + adjective as a noun, combine two sentences with which and review used to + infinitive II SKILLS: Pronounce the sound / ɔ / and / ɔ: / correctly III TEACHING AIDS: Textbook, board, raising questions IV PROCEDURE: Teacher’s activities Students’ activities Warm-up: (3') - What’s the weather like today? - Answer freely - What did you last night? - Did you finish your homework? Pronunciation: (15') - Write on the board following sentences: Laura’s daughter bought a horse and call it Laura - Look at the board John wants to watch Walter wash the dog - Call some students to read aloud these sentences in front of the class Ok, today I’ll introduce to you vowels / ɔ / and / ɔ: / + Listen and repeat st - Read all the words time clearly - Listen to their friends - Ask students to listen and repeat - Remember them the way to pronounce two sounds: / ɔ / is a short sound / ɔ: / is a long sound, put the back of your - Listen to the teacher tongue up a little - Listen and repeat - Ask students to repeat several times to help them distinguish the difference between sounds + Practise these sentences - Read all the sentences - Read each sentence and ask students to repeat - Call on some students to read aloud the sentences in front of the class - Take notes quickly - Check and correct pronunciation - Listen to the teacher Grammar and vocabulary: (25 minutes) - Repeat following the teacher Exercise - Ask students to work in groups with members: read all the words and check the meanings - Ask all groups the exercise - Help students by giving suggestions: find key words in each sentence to complete the - Work in groups and the exercise exercise more quickly Ex: - Listen to the teacher and write on 2nd sentence: accident – injured the notebooks 3rd sentence: job – unemployed - Call on some students to give the answers - Check and give correct answers - Correct the answers Note: Key: We use the + adjective to describe a group the injured of people as a whole 3.the unemployed Example: the rich = rich people (a group of the sick people who are rich) Exercise the rich/ the poor - Ask the question: What did you use to when you were a child? - Let students review the structure used to + infinitive: we use this structure to express a past habit - Give some examples to help them understand clearly (both negative and - I used to… question) - Review the structure and write - Ask students to the exercise down on the notebooks - Let students compare their answers with a - Listen to the teacher friend - Check the answers as the whole class - Work in pairs - Give correct answers Key: Exercise used to have - Ask students to read through the exercise used to live - Remember them the function of each column: A and B - Help them review the relative clause with relative pronoun which used to eat used to be used to take Which can be used in relative clauses to used to be refer to the whole of the earlier clause - Ask students to work in pairs and the exercise - Check the answers as the whole class did you use to go - Read the exercise - Retell the relative clauses with which - Give correct answers Homework: (2') - Work in pairs - Ask students to the exercise in the workbook - Correct the answers Key: 2.d 3.f 4.g 5.a 6.c 7.b - Listen to the teacher and write on the notebooks V EXPERIENCE