Giáo án Tiếng Anh Lớp 10 - Period 20 to 24, Unit 4: Special Education - Năm học 2008-2009 - Nguyễn Văn Tạo

Date: October 6th, 2008
Period 20
	Unit 4	 SPECIAL EDUCATION 
	Lesson 	 READING
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/Time
Teacher’s Activities
Students’ Activities
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
15 minutes
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.
-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 read the passage.
-Ss guess the meaning of new words in the context. 
-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. 
Date: October 8th, 2008
Period 21
Unit 4(cont.) 	SPECIAL EDUCATION 
Lesson 	 SPEAKING
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:	
Stages/Time
Teacher’s Activities
Students’ Activities
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. 
School
* 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. 
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 about their school life. 
- Ss listen and take notes
Date: October 12th, 2008
Period 22
Unit 4(cont.) 	SPECIAL EDUCATION 
Lesson 	 LISTENING
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:	
Stages/Time
Teacher’s Activities
Students’ Activities
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:
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 
-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. 
-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. 
* 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.
* 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 work in groups, talking about the theme just given by the teacher. 
-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 
- prepare WRITING for the next period. 
- Ss listen and take notes
Date: October 13th, 2008
Period 23
Unit 4(cont.) 	 SPECIAL EDUCATION 
Lesson 	 WRITING
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:	
Stages/Time
Teacher’s Activities
Students’ Activities
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:
Compliments
Complaints
helpful
bad
hard-woring
expensive
good
lazy
careful
poor
beautiful
unhappy
exciting
bored
. . . .
. . . .
 -T leads into the new lesson.
-T gives definition and format of a letter of 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
-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. 
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 / 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 listen to T’s guidance.
-Ss listen and write down.
-Ss work in pairs and complete a replying letter. 
-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: October 14th, 2008
Period 24
Unit 4(cont.) 	 SPECIAL EDUCATION 
Lesson 	LANGUAGE FOCUS
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:	
Stages/Time
Teacher’s Activities
Students’ Activities
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. 
Did you use to . . . 
Name
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. 
Pro-nunciation
10 minutes
Activity 1 – Listen and repeat
-T demonstrates the sounds / ɔ: / and / ɔ / by pronouncing them exactly and clearly.
-T instructs the ways to pronounce:
 + / ɔ / : first pronounce the sound /ổ /, 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 observe and listen to teacher’s guidance. 
-Ss listen. 
-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. 
-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 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. 
-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