Bài giảng Tiếng anh Lớp 10 (Sách cũ) - Unit 4: Special education - Lesson 1: Reading

Nội dung text: Bài giảng Tiếng anh Lớp 10 (Sách cũ) - Unit 4: Special education - Lesson 1: Reading

1. Welcome to our class!
2. Warm up BRAINSTORMING Try to make a list of your daily routines reading newspaper watching TV routines
3. studying watching TV listening to music cycling doing exercise routines playing football going fishing going shopping reading playing volleyball playing games newspaper
4. English 10 Unit 4: Special Education Lesson 1: Reading
5. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING
6. These dots represent the alphabet of a language for the blind. What is the name of the language ? The Braille Alphabet
7. Work in pairs, look at the Braille Alphabet, work out the message that follows The message: We are the world
8. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING 1. Vocabulary They are disabled Disabled(adj) [dis'eibld]:khuyết tật
9. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING 1. Vocabulary taking a lot of time = ?time-consuming tốn thời gian
10. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING The teacher is giving a demonstration to help her students understand the lesson demonstration (n) [deməns'trei∫n] sự thể hiện, sự thuyết minh
11. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING 1. Vocabulary Ex: What can we call 2 men in 2 pictures .? They are mentally retarded mentally retarded: chậm phát triển về trí tuệ
12. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING 1. Vocabulary disagreement = ?opposition (n) [,ɔpə'zi∫n] Sự phản đối
13. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING 1. Vocabulary attempt or try= ?make an effort cố gắng, nỗ lực
14. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING 1. Vocabulary - disabled (adj) [dis'eibld] : khuyết tật - time-consuming (adj): tốn thời gian - demonstration(n)[deməns'trei∫n]:sự thể hiện, sự thuyết minh - mentally retarded: chậm phát triển về trí tuệ - opposition (n) [,ɔpə'zi∫n] : sự phản đối - make an effort: cố gắng, nỗ lực
15. 2. Checking vocabulary: Matching: A B 1. disabled a. taking or needing a lot of time. b. an act of showing or explaining 2. mentally retarded how to do something c. unable to use a part of the body in 3. time – consuming the normal way. 4. demonstration d. attempt or try. 5. opposition e. less mentally developed than normal. 6. make an effort f. disagreement.
16. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING Task 2: • Read the passage again and complete the following sentences by circling the corresponding letter A, B, C, or D.
17. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING Some new words • infer (v) [in'fə:] : suy ra; luận ra. • change (n) [t∫eindʒ]: sự thay đổi. • protest (n) ['proutest]: sự phản đối. • oppose (v) [ə'pouz] = disagree (v): phản đối. • doubt (n) [daut]: sự nghi ngờ, sự ngờ vực. • belief (n) [bi'li:f]: lòng tin, sự tin tưởng. • describe (v) [dis'kraib]: diễn tả, miêu tả. • humorous (adj) ['hju:mərəs]: khôi hài, hài hước. • suspicious (adj) [sə'spi∫əs]: nghi ngờ. • admiring (adj) [əd'maiəriη]: khâm phục
18. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING 1. Thuy’s class is different from other classes because the children . A. are from large families. B. are less mentally developed. C. love Maths very much D. are disabled. *→The evidence (Line 2 to 4 in paragraph 1) “Thuy’s class is different from other classes. The twenty-five children, who are learning how to read and write in her clas, are disabled”
19. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING 2. At first the parents were the idea of sending their children to the special class. A. interested in B. opposed to C. satisfied with D. worried about *→The evidence (Line 1 to 5 in paragraph 2) “At first, there was a lot of opposition from the parents of the disabled children. They used to believed that Their children couldn’t learn anything at all”
20. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING 3. It can be inferred from the second paragraph of the reading passage that there has been A. a change in the parents’ attitude towards the class. B. a lot of protest from the parents against the class. C. a feeling of doubt in the teacher’s ability. D. a belief in the parents’ opposition *→The evidence (Line 4 to 9 in paragraph 2) “In the first week, only five children attended the class. Gradually more children arrived. Their parents realised that the young teacher was made great efforts to help their poor kids”
21. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING 4. The writer describes how Thuy teaches the children to add and subtract in order to prove that A. the children like Maths. B. the teacher is proud of her work. C. the teaching work takes time. D. adding and subtracting are important. →The evidence (Line 1 to 5 in paragraph 3) “Watching Thuy taking a class, one can see how time-consuming the work is. During the maths lesson, she raised both arms and opened up her fingers one by one until all ten stood up. She then closed the finger one by one”
22. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING 5. The writer’s attitude towards Thuy’s work in the passage can be described as A. humorous. B. angry. C. suspicious. D. admiring
23. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING
24. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING After you read Speaking and interview  Imagine that you have a chance to meet Thuy, what will you ask her? Make a short interview between you and Ms.Thuy, use the cues given Ex: What/ you/ teach/ them? You: What do you teach them? Ms. Thuy: They learn how to read and write. 1. How many/ children/ class? 2. it/ difficult/ teach / the special class? 3. you/ meet/ any opposition? 4. How/ children/ feel?
25. After you read Ex: What/ you/ teach/ them You: What do you teach them? Ms. Thuy: They learn how to read and write. You: How many/ children/ class? How many children are there in your? class? Ms. Thuy: There are twenty-five children. in my class? You: it/ difficult/ teach / the special class? Is it difficult to teach (children) in? the special class? Ms. Thuy: Yes, for example, during a maths lesson, I had to raise both arms and opened up my finger one by one until all ten stood up and then I closed the finger one by one to help them learn how to add and subtract You: you/ meet/ any opposition? Do you meet with any opposition? ? Ms. Thuy: Yes, at first there was a lot opposition from children’s parents. You: How/ children/ feel? How do these children feel ? Ms. Thuy: I think they may be proud of their efforts.
26. Homework • Learn by heart all the new words •Do the gap-filling exercise in your textbook (page,46).
27. Thanks for your attention!
28. UNIT 4: SPECIAL EDUCATION - LESSON 1: READING Task 3: Read the passage again and answer the following questions 1. How many children are there in her class? There are 25 children in her class. 2. How are they ? They are disabled. 3. Do they live in poor or rich families? They live in poor families. 4. What does the teacher use to teach the children maths? The teacher uses her fingers to teach the children maths