Bài giảng Special education

Unit 4 : Special Education Period 25+26 : Reading Date of prepairing: 12/9/2011 Date of teaching: 16/9/2011 I. Objectives: 1. Educational aim: By the end of the lesson, Ss will know more about life of a famous disable person, Helen Keller’s efforts to overcome her disabilities and her success. 2. Knowledge: + General knowledge: Students read about a life of a famous disable person. + Read the passage and complete the tasks of the lesson. - Language: Students could understand and use new words after reading - New words: Words related to the disables. 3. Skills practised: Rearranging facts, mutiple choice, questions and answer II. Methods : Integrated, mainly communicative III. Teaching aids: Student’s book and pictures, Board, chalks, etc. IV. Procedure: Teacher’s activities Content Students’ activities - Asks st to take turns to use gestures, not words to express their ideals. - Lead to the new lesson: Asking Ss to name (T may provide the name in Vietnamese and ask SS to translate.) Asking Ss to guess. Eliciting Modelling Writing Helps Ss to read the words Asking Ss to work in group, read & rearrange. Asking Ss to work in group, read & choose. Asking Ss to read the text and answering the questions in pairs Asking Ss to work in group & discuss. Assign homework A. WARM UP: GESTURES 1. I’m thirsty. I want some water. 2. Can you buy me a pen? 3. Stand up and go out. 4. Your mother is outside. => Is it easy or difficult to express your ideals without words? B. New lesson: I. Before you read: a. Name some special schools Nguyen Dinh Chieu Special School for the Blind. - Primary School for Disabled Children in Go Vap district, HCM city. - School for the Blind in District 10, HCM city - Hoa Sua vocational school in Ha Noi - School for the Deaf and the Mute in Lai Thieu, Binh Duong b. Textbook (p 42) guessing 1: These two persons…. – they are blind. 2: The people in the picture…. – they are mute. 3. The Braille c. Quiz: may be in Vietnamese 1. The blind 2. The deaf 3. The mute Vocabulary: Disabled (a) => disability (n) Blind (a) Deaf (a) Dumb = mute (a) dedicate st to V-ing (v) => dedicated: ( adj): (situation) Pump: (v): ( mime) Alphabet code: ( phr.): (translation) Painstakingly: (adv)( translation) Consciousness: (n): ( example) II. While you read: a. Put the following events Key: 1. She was born in 1880 2. She became blind and deaf.. 3.She met Dr. Alexander Graham Bell. 4.She met Anne Sullivan. 5.She learnt Braille. 6.She graduated from Radcliffe College. 7. She gave lectures and travelled to many countries b. Which of the following ideas is not mentioned in the first and second paragraphs. Key: A c. Answer the following questions: What happened to Helen at the age of six? How old was she when she first met Anne Sullivan? What kind of language had Helen Keller learnt before Braille? What does the phrase” cum laude” in the third paragragh mean? What was the role os Anne Sullivan during Helen’s years at college? - summa cum lauda: h ạng danh dự cao nhất - magna cum lauda: h ạng danh dự thứ nhì - cum lauda: hạng danh dự thứ ba IV. After you read: Fill one suitable word in each blank to complete the sentences: 1. Hellen Keller was born in ……… 2. She became ……..and ……..at the age of 2. 3. When she was …….years old, she was taken to see Dr Dr. Alexander Graham Bell. 4. She met Anne Sullivan when she was …….. 5. The first word that she learned was ……… 6. She graduated from Radcliffe College in…….. 7. She travelled to many countries in the world to give ………… C. HOMEWORK: Reading A p 44 ( workbook) - Joining in the game: take turns to use gestures, not words to express their ideals. => It is very difficult. Writing Listening Naming Guessing and speaking up Copying Listening Repeating Working in group Working in group Working in pairs, asking & answering Key: 1.She was blind and deaf. 2. She was seven years old. 3. She had learnt sign language. 4.It means “ with honors”. 5.She was a companion and interpreter who helped Helen understand lessons and discuss in class. Discussing in group. 1. 1880 2. deaf, blind 3. 6 4. 7 5. water 6. 1904 7. lectures Take notes Period 27 : listening Date of prepairing: 18/9/2011 Date of teaching: 21/9/2011 I. Objectives: 1. Educational aim: By the end of the lesson, Ss will know more about some institutes in the USA 2. Knowledge: - General knowledge: Students learn more about some institutes in the USA. - New words: Words related to special schools. 3. Skills practised: Listening for gist and for specific information. II. Methods: Integrated, mainly communicative III. Teaching aids: Student’s book, pictures board, tape, cassette player, chalks. IV. Procedure: T’s activities Stages and Contents Ss’ activities - Tell ss how to play game - Introduce the lesson - Present the vocabulary. - Asks ss to work in groups - Turn on the cassette - Give the key - Feed back - Turn on the cassette. - Give the key - Feed back - Ask ss to work indivifually -Assign tasks to Ss. A. Warm-up: 5’ Shark attack: __ __ __ __ __ __ __ __ __ Key: INSTITUTE B. New lesson: Pre-listening: 10’ Vocabulary: found (v) visually impaired (adj) reflect (v) commitment (n) interpreter (n) Task a: Locate the states of New York and Alabana. Key: 1. New York: in the North East of the USA. 2. Alabana: in the South East of the USA. While-listening: 20’ Task b: Fill in the blank. Key: The New York Institution for the Blind. blind or visually impaired. 1831 early in the twentieth century. Task c: True/ False statements Key: T F in 1858 F it has regional centers across the State of Alabama. T Post-listening: 8’ Task d: Talk about the two special schools: - The name of the school is ……….. - It was founded in……… - The school is for ……………who are …… C. Homework: 2’ Prepare the background for a disabled person who is successful in life. - Listen - Play game - Listen - Look, guess, listen, repeat, and copy the words - Locate the states of New York and Alabana. - Listen - Compare the answers - Listen and choose T or F. - Speak the answers and correct the false statements. - Take turns to talk about them. - Listen and take notes. Period 28 : speaking Date of prepairing: 19/9/2011 Date of teaching: 22/9/2011 I. Objectives: 1. Educational aim: By the end of the lesson,Ss will be able to give opinions on problems of disabled children 2. Knowledge: - General knowledge: students will know how to give opinions on problems of disabled children. - Language: give opinions on problems of disabled children - New words: words related to the topic 3. Skills practised: interviewing and reporting. II. Methods: integrated, mainly communicative III. Teaching aids: Pictures, textbook, IV. Procedure: Teacher’s activities. Content Students’ activities - show the picture and ask questions: -set the scene -follow the steps for presenting vocabulary. -ask ss to give difficulties of blind, mute and deaf students. -ask ss to read the text and fill in the blanks. -correct -read the text. -call some pairs to read before class. -model the prompts. -ask ss to replace and talk in group. -walk around for help. -call each group to present before class. -Divide class into 4 groups. -walk around. -call ss to speak out. -give points. A. Warm- up:3’ (Picture on p.46) 1. What is she doing? Can she see the words? 2. Is she happy with that? B. New lesson: I. Pre-speaking:17’ Vocabulary -walking stick (picture) -hearing aids (explanation) -gestures (example) -communicate(v)-communication(n) (explanation) - have difficulty + V-ing Checking :what and where Task 1: Fill in the conversation about a visually impaired girl. Key : 1. difficulty seeing 2. walking stick see 4. Braille, a pattern of raised dots that are felt with fingers to help the blind read. II. While- speaking:13’ Task 2 : Talk about a mute and deaf ss in the same way as the dialogue above. (groupwork) III. Post- speaking: 10’ Task 3 : discuss the problems of the deaf and mute in their daily life and how they overcome them. C. Homework:2’ -Learn heart vocabulary -Re-practise speaking at home. -look at the picture and answer the questions. -listen -follow the teacher. -give difficulties. -read and fill in, compare with their partner. -listen and repeat. -read loudly. -listen -listen and repeat. -replace and talk with their partners. -present the conversation. Work in groups. -present in front of the class. -listen Period 29 : writing Date of prepairing: 19/9/2011 Date of teaching: 22/9/2011 I. Objectives: 1. Educational aim: By the end of the lesson, Ss will be able to fill a registration form. 2. General knowledge: Students learn how to fill a registration form - Language: - New words: Words related to the topic 3. Skills pratised: filling a registration form. II. Methods: Integrated, mainly communicative III. Teaching aids: Student’s book, notebook. IV. Procedure: Teacher’ activities Content Students’ activities give the game on the board ask ss to write follow the steps for presenting vocabulary. introduce and explain some acronyms. -ask ss to discuss ask ss to read the dialogue ask ss to work in pair check the ss’ answers divide ss into some groups asks ss to do the exercise. corrects the mistakes. ask ss to do the exercises - Asks Ss to work individually to complete the form. - Assign homework A. Warm up: 5’ Brainstorming Registration form – name Questions: Name parts of a registration form. B. New lesson: I. Pre- writing: Vocabulary home country passport home general English intensive English Academic English course Model form: Poster in the textbook. Some acronyms TOEFL : Test of English as a Foreign language. IELTS : International English Language Testing System TOEIC: Test of English for International Communication III. While-writing: 30’ a. Tran Linh: 1. Discuss to choose the course and fill the registration form. 2. Scan the dialogue to decide the information of the course and fill it. b. Nguyen Thi Read the text and complete the questionnaire with information about Nguyen Thi. * Key: - Nguyen Thi - October 21st - I want to improve my English - The first day - Vietnamese III.Post-writing: 8’ Use registration form part a to write about themselves. C. Homework: 2’ Write a form about yourself. think the answer go to the board and write listen to the teacher copy know and copy them. think themselves read quickly work in pair - fill the information compare their answers. read carefully give the information and show their answers. do it at home. work individually to complete the form. Take notes Period 30+31 : language focus Date of prepairing: 20/9/2011 Date of teaching: 24/9/2011 I. Objectives: 1. Educational aim: By the end of the lesson, Ss will be able to use adjective and noun formed from adjective; and use the past and past perfect tenses. 2. Knowledge: - General knowledge: The + Adjective, past Perfect and Past Simple. - New words: Words related to the lesson 3. Skills practiced: II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book, board, chalks. IV. Procedure: Teacher’ activities Content Students’ activities - Asks Ss to list adjs they have learned in Unit4 in pairs - Lead to the new lesson: 1. How was Helen Keller when she was six years old? 2. Who did she dedicate her life to improving the conditions of? - helps SS to correct. - elicits part of speech of the underlined parts. Practice - Lets SS work in pair to do the exercise a. - guide how to do. - Check. Presentation - Did you do your homework last night? - Did you watch TV? Which one did you do first? So I can say: Lan had done homework before she watched TV last night. - asks SS to underline the main verbs of the sentence and find out the form. - elicits the uses. - lets SS do the exercises. - hold on pairs for SS to work. (to help ech other) - Helps SS compare the answers. - Helps SS to correct. - asks SS to work individually to do the exercise. - Helps SS compare the answers. - Helps SS to correct. - hold on groups for SS to work. - Helps SS compare the answers. - Helps SS to correct. Give homework. A. Warm-up: List adjs st have learned in Unit4 Blind, mute, deaf, disabled, ….. => the position of adjs in a sentence? B. New lesson: Word Study: Adjectives used as Nouns 1. She was half-wild, deaf, and blind. 2. She dedicated her life to improving the conditions of the blind and the deaf-blind. (Hint: be, feel, look + Adj Adjective + Noun A / an / the + noun) Notes: The + adjective = Plural Noun =>Chỉ một nhóm người có cùng một đặc tính nào đó theo nghĩa chung của tính từ, Động từ theo sau phải chia ở dạng số nhiều Exercise a Keys: 1. Adjective, 2. Noun,3. Adjective,4. Noun Exercise b: Keys: 1- the old, 2- old, 3- the young, 4- young, 5- brave, 6- the brave 7- disabled, 8- the disabled, 9- dead, 10- the dead Exercise c: Handout 1 Grammar THE PAST SIMPLE – THE PAST PERFECT TENSES Lan had done homework before she watched TV last night. S + V2ed : past action S + had + V3ed : before the action / time in the past Exercise a Keys: 1.Had Helen Keller learned 2.was 3.tapped out 4.had learned 5.was 6.could 7.did she learn 8.was. Exercise b: Keys: 1. visited 2.had informed 3.had planned 4.arrived 5.showed 6.took 7.had 8.were 9.told 10.had been Exercise c: Supply the cottect form of the verbs in brackets: They (go) home after they (finish) their study. Yesterday when I (arrive) to the party, the (already go) home. After the guests (leave), she (go) back into the living-room and (switch) off the light. When I (come), she (just leave) just a few minutes before. Before he (go) to bad, he (do) his homework. When they (get) to the place, the man (die). He (do) nothing before he (see) me. He (thank) me for what I (do) for him. I (be) sorry that I (hurt) him. After they (go), I (sit) down and (rest). C. Homework : Exercise a/b/c/d (p 48à50) exercise book - Make a list adjs they’ve learnt in Unit4 in pairs - Work in pair to answer the questions. - write the answers on the board. - Underlined the main ideas of the answer. - Work in pair to do the exercise a. - Compare their answers with other pairs, make clear explanation. Group work. - compare. - Check. Yes. Yes. - I did my homework before I watched TV. - Discuss in group to find out the verbs, the form and uses. - Do the exercises. - work in pair to do the exercises. - compare the answers. - give out the answers. - correct. - work individually to do the exercises. - compare the answers. - give out the answers. - correct. - work in groups to do the exercises. - compare the answers. - give out the answers. - correct. Take notes and do at home. Handout 1: Complete these sentences using the + one of the adjectives injured poor rich sick unemployed young 1.......................have the future in their hands. 2.Ambulances arrived at the scene of the accident and took …………………to hospital. 3. Life is all right if you have a job, but things are not so easy for ……………………….. 4. Julia has been a nurse all her life. She has spent her life caring for …………… 5. In England there is an old story about a man called Robin Hood. It is said that he robbed …………… and give the money to …………….