WELCOME TO OUR CLASS
WHO DOES THE COLOUR OF UNIFORM BELONG TO?
The police
WHO DOES THE COLOUR OF UNIFORM BELONG TO?
The fire-fighter
WHO DOES THE COLOUR OF UNIFORM BELONG TO?
The doctor
WHO DOES THE COLOUR OF UNIFORM BELONG TO?
The soldier
WHO DOES THE COLOUR OF UNIFORM BELONG TO?
The security
(bodyguard)
WHO DOES THE COLOUR OF UNIFORM BELONG TO?
The nurse
WHO DOES THE COLOUR OF UNIFORM BELONG TO?
The Vietnamese youth
Where can we see The youths?
What are their activities?
UNIT 4:
CARING FOR THOSE IN NEED
GETTING STARTED
UNIT 4: CARING FOR THOSE IN NEED - Getting started
They are volunteers.
They are volunteering.

They are doing voluntary work.
Vocabulary
(noun)
(verb)
(adj)
She donates her money
She is a donor
The poor thanked for her donation
UNIT 4: CARING FOR THOSE IN NEED - Getting started
Vocabulary
(noun)
(verb)
(noun)
UNIT 4: CARING FOR THOSE IN NEED - Getting started
Vocabulary
A girl with physical impairments
A boy with hearing impairments (or deaf)
UNIT 4: CARING FOR THOSE IN NEED - Getting started
Vocabulary
A girl with visual impairments (or blind)
A girl with cognitive impairments 
UNIT 4: CARING FOR THOSE IN NEED - Getting started
Vocabulary
Help the disabled integrate in the community
UNIT 4: CARING FOR THOSE IN NEED - Getting started
Vocabulary
UNIT 4: CARING FOR THOSE IN NEED - Getting started
Vocabulary
disability /ˌdɪsəˈbɪləti/
khiếm khuyết, khuyết tật
cognitive /ˈkɒɡnətɪv/
nhận thức
impairment /ɪmˈpeəmənt/
sự suy giảm
donate /dəʊˈneɪt/
quyên góp
volunteer /,vɔlən`tiə/
tình nguyện
integrate /`intigreit/
hoà nhập
voluntary
Quyên góp
Tình nguyện làm
Người tình nguyện
Người quyên góp
volunteer
volunteer
donate
donor
donation
disability
Noun
Adj
Verb
Khuyết tật
Checking word-formation
Tính chất tự nguyện
Sự quyên góp
Cognitive
Visual
Hearing
physical
impairments
Checking vocabulary
Checking vocabulary
We should help the people with disabilities
………………in the social activities.
integrate
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 schools 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 see what we can do.
2. Read the conversation again. Decide if the following statements are true (T), false (F) or not given (NG).
Tick the correct box.
Activity 2 . Read the conversation again.
Decide if the following statements are true (T), false (F) or not given (NG). Tick the correct box.

How do you think non-disabled people
perceive and treat people with disabilities?


Activity 3. Discussing
(Group work)
Review Vocabulary
Prepare for the next lesson - Language
Thanks!




Alternative Resources