Giáo án tiếng văn 10 Unit 4: Special Education The 20th period Date: Grade 10 Theme: Special Education Unit Reading Time: 45 minutes I Objectives: Educational aim: Students will be able to understand the term Special Education and talk about it through Matching exercise and Multiple Choice Knowledge: - General knowledge: Students know the information about Louis Braille and the special classes for disabled people - Language: words related to disabled people Skill: reading about special education II Method: Integrated, mainly communicative III Teaching aids: textbook, board, raising questions IV Procedures: Teacher’s activities Students’ activities Warm-up: (3 minutes) - Greeting - Greeting - Who’s absent today?- - The monitor Thanks answers Notes - Where did you stop last time? Answer in chorus - Open your book and we will go to Unit 4: Special Education Pre-reading: (10 minutes) - Raising some questions: * What you - Open the books and listen to the teacher everyday? - Answer freely * Do you go to class? listen to music? watch T.V? - Take notes students’ answers on the blackboard * Which of these activities would be difficult disabled people? for - Listen to the Ok, people who cannot be teacher able to listen and watch are called deaf and blind people - dumb people * Who can say nothing?- use signals Good * How can they communicative with each - We don’t know (maybe students other? * How can blind people answer by Vietnamese) read? Well, there was a person- a man invented the letter - Listen to the teacher systems for blind people to help them read easily He was Louise Braille He - Look at the came from France He was books a blinded in a childhood accident - Work in pairs - Look at Braille Alphabet (on the page 44) and work - After guessing, with your partner about the correct the message answer under the - Give answers: teacher’s A we construction B are C the D world While-reading: (20 minutes) - Open your books - Task individually - Ask students to read Read through the passage individually and Task - Raising some questions - Miss Thuy about the passage: - special class * Who’s in the passage? - 25 * What does the passage talk about? - disable people * How many children are - No, they don’t there in her class? - in 4th sentence * Who are they? * Do they go to school? * Why you know? - Explain new words: proper schooling (n) = enough and good study - They believe that the children could not learn * What the parents of the disabled children think? anything at all ( Which line helps you 2nd sentence-2nd know? Which word? paragraph) opposition (n) = disagreeing - She raised both viewpoints arms and opened * How does Miss Thuy up her fingers… (2nd sentence- 3rd Teacher’s activities the disable children in a math paragraph) lesson? - They are proud of their efforts Key: * How are the children? 1.C-2.E-3.A- Ask students to 4.B-5.D matching in chorus - Confirm the correct answers - Listen to their friends Task - Call on some students to read aloud each part of the Read the passage passage and - Check pronunciation the task - Ask students to read the passage again more carefully and the task - Ask some students to give their answers - Listen to the teacher - Correct the answer 1.D - 2.B - 3.A - 4.C - 5.D - Read in pairs Post-reading: (10 minutes) and the task - Ask students to read the passage in pairs and fill the blank of summary using suitable words from the - Listen to the passage teacher - Go around and provide attentively check help - Call on some students to Confirm answers for the answers - Listen to their give answers - and the correct students check and write down friends to Key: 1.disable-2.read- - Call on some students to 3.write read the completed 4.efforts- - summary aloud in front of 5.opposition6.timethe class consuming7.maths-8.arms9.figers 10.proud – Homework: (2 minutes) - Summarize the passage - Write down on into sentences the notebooks - Do the exercises in the workbook The 21ts period Date: Grade 10 Theme: Special Education Unit Speaking Time: 45 minutes read aloud the - Look at the letter completed dialogue - Check and give correct Review the answers above knowledge * You want to write a letter of complaint? - Work * What you have to independently write in that letter? Task - Listen to the - Ask students to look at teacher and answer the letter (on p.51) the questions - Suggest students to retell the form, structures and languages in the letter - Ask students to read through the letter individually - - Work in groups Raising some and the task questions: * What does the writer - Listen to the complain about? teacher attentively * Is it worse or better then write down than in the advertisement? * How does the writer want to resolve the problem? - Ask students to work in groups and complete the letter basing on the dialogue in task - Give suggestions: The first sentence can - Change the writing group by group be “You say in the advertisement…” Students can use some connectors in their writings: - Listen to the teacher first, second, in fact, also, moreover etc - Let students in one group compare their writings with ones in other groups to correct mistakes - Pick up some writings to check the mistakes as the whole class After-writing: (2 - Write down on the notebooks minutes) - Summarize the main points Homework: (5 minutes) - 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 Solving the problem The 24th period Date: Grade 10 Theme: Special Education Unit Language focus Time: 45 minutes I Objectives: Educational aim: 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 Knowledge: - General knowledge: Students can tell about their habits in the past by using the structure: used to + infinitive - Language: Words related to the + adjective as a noun Skill: Pronounce the sound / ɔ / and / ɔ: / correctly II Method: Integrated, mainly communicative III Teaching aids: Textbook, board, raising questions IV Procedures: Teacher’s activities Students’ activities Warm-up: (3 minutes) - What’s the weather - Answer freely Notes like today? - What did you last night? - Did you finish your homework? - Look at the board Pronunciation: (15 minutes) - Write on the board following sentences: Laura’s daughter bought a horse and call friends it Laura John wants to watch Walter wash the dog - Call some students to read - Listen to their aloud these sentences in front of the - Listen to the class teacher Ok, today I’ll introduce - Listen and repeat to you vowels / ɔ / and / ɔ: / + Listen and repeat - Take notes quickly - Read all the words 1st time clearly - 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 tongue up a little - Listen to the teacher - Repeat following - Ask students to repeat the teacher several times to help them distinguish difference the between sounds + Practise these sentences - Read all the sentences - Read each sentence and ask students to repeat - Work in groups - Call on some students and to read aloud the excercise sentences in front of the class - Check and correct pronunication the Grammar and vocabulary: (25 - Listen to the minutes) teacher and write Exercise on the notebooks - Ask students to work in groups with members: read all the words and check the - Correct the answers meanings Key: - Ask all groups the the injured exercise - Help students by giving suggestions: find key words in 3.the unemployed the sick each the rich/ the sentence to complete the poor exercise more quickly Ex: 2nd sentence: accident – injured 3rd - I used to… sentence: job – unemployed - Review the - Call on some students structure and write to give the answers down on the - Check and give correct notebooks answers - Listen to the Note: teacher We use the + adjective to describe a group of people as a whole Example: the rich = rich people (a group people who are rich) - Work in pairs of Key: used to have Exercise used to live - Ask the question: used to eat What did you use to used to be when you were a child? used to take - Let students review the used to be structure used to + did you use to infinitive: we use this go structure to express a past habit - Give some examples to help them understand - Read the exercise clearly (both negative and question) - Ask students to the exercise - Retell the relative - Let students compare clauses with which their answers with a friend - Check the answers as the whole class - Work in pairs - Give correct answers - Correct the answers Key: 2.d-3.f-4.g-5.a-6.c7.b Exercise - Ask students to read through the exercise - Remember them the - Listen to the function of each column: teacher and write A and B on the notebooks - Help them review the relative clause with relative pronoun which Which can be used in relative clauses to refer to the whole of the earlier clause - Ask students to work in pairs and the exercise - Check the answers as the whole class - Give correct answers Homework: (2 minutes) - Ask students to the exercise workbook in the ... Notes - Where did you stop last time? Answer in chorus - Open your book and we will go to Unit 4: Special Education Pre-reading: (10 minutes) - Raising some questions: * What you - Open the books... exercises in the workbook The 21ts period Date: Grade 10 Theme: Special Education Unit Speaking Time: 45 minutes I Objectives: Educational aim: By the end of the lesson, students will be able... at school (80-100 words) The 22nd period Date: Grade 10 Theme: Special Education Unit Listening Time: 45 minutes I Objectives: Educational aim: Students will be able to listen better through