W

A 1 2
R
M 5
WHO’S IN THE
SECRET PICTURE?
U 3 4
P
NEXT
Question 1: What are they doing ?

RIDING BIKES/ BICYCLES

BACK
Question 2: What are they doing?

SINGING

BACK
Question 3: What is he doing ?

LISTENING TO MUSIC
BACK
 Question 4: What are they doing ?

PLAYING SPORTS

BACK
Question 5: What are they doing?

CLEANING THE FLOOR/ THE ROOM BACK

UNIT 4: CARING FOR THOSE IN
NEED
LESSON 1: GETTING STARTED
HELPING STUDENTS IN NEED
 I. VOCABULARY

1. disabled /dɪˈseɪ.bəld / (a): khuyết tật

 disability /ˌdɪs.əˈbɪl.ə.ti / (n): sự khuyết tật

2. impairment /im'peəmənt/ (n): sự suy giảm

3. cognitive /'kɔgnitiv/ (a): thuộc về nhận thức

4. integrate (in) /'intigreit/ (phr. v): hòa nhập
thiếu tôn trọng, bất
5. disrespectful / dɪs.rɪˈspekt.fəl / (a):
kính
6. donate / dəʊˈneɪt / quyên
(v): góp
II. ACTIVITIES
ACTIVITY 1: LISTEN AND READ
ACTIVITY 1: LISTEN AND READ
Mai: Hi, what’s up? Why are there so many
boxes in the library?
Maria: I’m preparing some Christmas gifts for
secondary students with disabilities in the
school we visited two months ago. These are
students with various visual, hearing,
physical and cognitive impairments.
Mai: Cognitive impairments?
Maria: That’s learning difficulties.
Kevin: I have a neighbor who is blind, deaf and
dumb, and needs a lot of help to get around.
Maria: Well, you shouldn’t use words like
“dumb” or “deaf”. It’s disrespectful.
Mai: I agree. There are so many students with a
disability who have talents and skills.
Maria: That’s right. And we need to help them to
become independent, integrate in the community
and achieve success at school.
Mai: So what are these Christmas gifts?
Maria: Last month, the Youth Union in our school had
a meeting and decided to start a “Special Christmas
Gifts” campaign to collect gifts for local charities. So
far, the students in our school have donated more
than 100 gifts.
Mai: That’s great! Can students from other school join
your campaign?
Maria: Sure! A few other schools have already joined
us. They have sent us textbooks, dictionaries, CD
players, batteries….
Kevin: I have an idea for a gift! A talking pen for
learning foreign languages.
Maria: Great idea! What a meaningful gift!
Mai: Thanks, Maria. I’ll talk to my classmates and what
we can do.
ACTIVITY 2: : Read the conversation again. Decide whether the statements are
true (T), false (F), or not given (NG). Tick the correct box.

T F NG
1. Maria is preparing some gifts for students with
disabilities.  1
2. Only students at Maria’s school can join the
campaign.
3. Local charities will send the gifts to different
schools.
4. Kevin will donate an educational toy for learning
languages.
5. Maria will plan a visit to a school for children with
disabilities.
MAGIC CAKE

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1. Maria is preparing some gifts for students
with disabilities. T

Maria: I’m preparing some Christmas gifts for

secondary students with disabilities in the school we
visited two months ago.

BACK
 other schools
2. Only students at Maria’s school can join the
campaign. F

Mai: That’s great! Can students from other

schools join your campaign?
Maria: Sure! A few other schools have already
joined us.

BACK
3. Local charities will send the gifts to different
schools. NG

BACK
4. Kevin will donate an educational toy for
learning languages. T

Kevin: I have an idea for a gift! A talking pen for

learning foreign languages.
Maria: Great idea! What a meaningful gift!

BACK
5. Maria will plan a visit to a school for children
with disabilities. NG

BACK
ACTIVITY 2: : Read the conversation again. Decide whether the statements are
true (T), false (F), or not given (NG). Tick the correct box.

T F NG
1. Maria is preparing some gifts for students with
disabilities. 
2. Only students at Maria’s school can join the
campaign. 
3. Local charities will send the gifts to different
schools. 
4. Kevin will donate an educational toy for learning
languages. 
5. Maria will plan a visit to a school for children with
disabilities.

Activity 3. Answer the question:
How do you think non-disabled people perceive and treat people with disability?
* Example:
I think non-disabled people used to think that people with disabilities always need to
be looked after. However, attitudes have changed. People with disabilities are now
perceived as valued members of society.
* Useful structure:
- I think/ In my opinion/ As for me……..
- However/ Nevertheless/ Nonetheless …….
- Still
- Be still afraid of the disabled’s appearances
- Consider them as useless and worthless citizens / the burden of society ……..
- Respect/ finds ways to help/ appreciate highly disabled people’s effort…..
- Learn the vocabulary by heart
vocabulary.
- Prepare for the next lesson