Giáo án English 10 Part A: READING (TCT-20) • Aims To give students more knowledge of special education through reading • Objectives - To help students to get meanings of new words in context and be accustomed of extensive and intensive reading • Methods and materials Integrated, mainly communicative skills Textbook • Procedures Time Teacher’s activities - Content 5’ Sts’ activities - possible answer Warm up T lets sts look at the Braille Sts answer the questions Alphabets and answer questions about it - What is it? What’s it used for? - Where is it often used? 10’ Presentation T supplies some words sts may need to understand the passage - be different from: (explanation) - disabled (situation, explanation) - deaf (adj) (explanation, translation) dumb translation) (adj) (explanation, Giáo án English 10 - mentally retarded () - opposition (translation) - effort (n) (make ) - time-consuming (adj) - demonstrate (v) (translation) - demonstration (n) (translation) Practice 5’ 5’ T asks sts to read the passage in silence and the task * Task 1: Matching T asks sts to match new words/ phrases with their meanings * Task 2: 10’ Sts the task c a e b d Multiple choice T asks sts to read the whole passage to decide on the multiple choices D C B D A 10’ After reading T asks sts to make a summary of the passage by filling in blanks with words they can seek in the passage disabled read write efforts opposition timeconsuming maths arms fingers Giáo án English 10 10 proud Consolidation T goes over the words and ideas from the passage Part B: SPEAKING (TCT-21) • Aims To help students know what is needed in making an interview • Objectives - To give students practice in asking and answering questions often used in an interview and reporting one • Methods and materials Integrated, mainly communicative skills Textbook • Procedures Time Teacher’s activities - Stages 5’ Sts’ activities - possible answer Warm up T asks sts to answer questions: Sts answer questions - What’s an interview? (answers may vary) - Have you ever been an interviewer/ interviewee? Presentation 7’ * Task 1: Filling in the blanks T introduces questions used in an Sts read the questions carefully and the task Giáo án English 10 interview in task and asks sts to fill in the blanks in the interview with suitable questions A D B E.3 C F G Practice 10’ * Task 2: Making interviews T asks sts to make ones by asking Sts the task in pairs and answering questions in task 13’ * Task 3: Reporting interviews Sts prepare for public check T asks sts to tell the whole class what they know about their partners 10’ Consolidation T asks students to make an interview with public check Part C: LISTENING (TCT-22) • Aims To give students practice in listening about handicapped people • Objectives - To help students to listen for specific information through True - False and for missing words • Methods and materials Integrated, mainly communicative skills Textbook Giáo án English 10 • Procedures Time Teacher’s activities - Stages 3’ Sts’ activities - possible answer Warm up T asks sts to list sth the disable can Sts list some action well T then introduces to them photography - as an action the disabled can easily 7’ Presentation Before you listen T gives some explanations of the Sts write down the words and fill in words and asks sts to fill in blanks the blanks with those words - photograph (n) (real object) - photography (n) - photographic (adj) - photographer (n) - photogenic (adj) (translation) (explanation) T lets sts listen to and repeat the Sts listen and repeat words that appear in the passage Practice 15’ * Task 1: True or False Sts read and the task T lets sts read the statements T carefully and then listen to the tape Giáo án English 10 F (not mentioned) T F (the beauty of daily life) * Task 2: Gap filling 15’ 5’ T T asks sts listen to the part in the Sts listen and the task textbook and fill in blanks with photographic simple words 19 peaceful exhibition chickens 50 stimulated beauty 10 escape Consolidation After you listen T asks sts to retell the story about the VTK photography club Part D: WRITING (TCT-23) • Aims To help students have more practice in writing letters • Objectives - To make students use the knowledge of writing other kinds of letter in writing a letter of complaint • Methods and materials Giáo án English 10 Integrated, mainly communicative skills Textbook • Procedures Time Teacher’s activities - Stages 5’ Sts’ activities - possible answer Warm up T points at the brochure and asks Sts answer the questions (answer students some questions may vary) - What is it? - What does it say? - How is the information? - Do you think the information in it is true? Presentation T asks sts to write something often written in a letter of complaint 10’ 10’ * Task 1: Completing a dialogue Sts the task in pairs T asks sts to work in pairs filling the I’m not happy with it blanks with facts concerning information in the advertisement Not all the teachers / all of them are native T gives some explanations that help sts write complaint That’s not true Some half all My class has of N with determine I don’t I have to pay them Object, Pronoun Not all the rooms are airconditioned My room is not none -native (adj) a native teacher Classes often start late and finish early Giáo án English 10 the teacher -pay for sth: -air-conditioned (adj) The room is air-conditioned The air-conditioned room 20’ Practice T lets sts practice writing a letter of complaint * Task 2: Completing a letter with complaints Sts write letters individually then T asks sts to look at the form of the read out for public check letter and fill in the letter with (sts’ letter may be marked with complaints concerning the points grammar and spelling criteria) mentioned in task Consolidation T reminds sts of the form of a normal letter and that of a letter of complaint Giáo án English 10 Part E: LANGUAGE FOCUS (TCT-24) • Aims To give students some more knowledge of grammar points related to the unit as well some pronunciation practice • Objectives Some particular points: - Pronunciation: /4/ and /0:/ - Grammar: the + adj; used to + Inf: which as a connector • Methods and materials Integrated, mainly communicative skills Textbook • Procedures Time Teacher’s activities - Stages 3’ Sts’ activities - possible answer Warm up T asks sts to distinguish the words: Sts distinguish the words On top of the statue, there was a torch Pronunciation 3’ Presentation /4/ and /0:/ T helps sts distinguish the /4/ and / Sts pronounce the words 0:/ in ‘top’ and ‘torch’ and lets them repeat the example Practice 7’ T lets sts listen and repeat the sentences after the tape Sts repeat the sentences Grammar Giáo án English 10 10’ Presentation T gives some explanation of the Sts give more examples point - The + adj = collective noun  The + adj (+ Vpl) - Used to + Inf past habit Sts give examples using “used to Inf” for past habits (-) didn’t use to (?) Did S use to (*) be/ get used to V-ing Sts remember the differences - which - Relative pronoun - Connector Practice 7’ EX 1: The + adj EX 1: Sts the task T asks sts to use the + an adj to fill the injured in the blanks the unemployed the sick the rich - the poor EX 2: Used to 7’ EX 2: Sts the task T asks sts to fill in the blanks with used to smoke (gave up) ‘used to’ and a proper verb used to have (sold it) (T explains more why ‘used to Inf’ is used) used to live (come to live in) used to eat (rarely now) Giáo án English 10 used to be (not any longer) used to take (40’  an hour) used to be (it closed ) EX 3: Which - connector 6’ 2’ T asks sts to match A with B using ‘which’ to make a new sentence Consolidation used to go d g d f a b [...].. .Giáo án English 10 5 used to be (not any longer) 6 used to take (40’  an hour) 7 used to be (it closed ) EX 3: Which - connector 6’ 2’ T asks sts to match A with B using ‘which’ to make a new sentence Consolidation