Date:
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.