I. Objectives
By the end of the lesson, students will be able to:
1. Knowledge
- enrich their vocabulary with words or phrases related to people with disabilities and how to support them
- know the elision of weak vowels before /l/, /n/ and /r/
- know how to use and distinguish between the past simple and present perfect 2. Skills
Listening, reading 3. Attitude
- have responsible attitude towards their study.
II. Teaching method: Integrated, mainly communicative III. Teaching aids
- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date Period Class Attendance Absentees/Notes
….. __ / __ / __ …. / ….
2. Previous lesson check:
- activity 3.
3. New lesson:
T’s and Ss’Activities Knowledge
Warm-up:
Ask and Answer
T: Ask sts work individually, read each of the words and think about its word class.
Guide sts that they should read each explanation and decide if it defines a verb, noun or adjective.
Call some sts to give out the answer Have two sts write the answers on bb.
Check & give remarks
Ss: Work individually, read each of the words and think about its word class.
Some sts to give out the answer Two sts write the answers on bb.
Listen
How do you perceive and treat people with disabilities? How do you about Nick Vujicic?
A. VOCABULARY:
1. Activity 1:
1. b;
2. e;
3. d;
4. c;
5. a
T: Go through the words in the box and check sts’ understanding.
Ask sts to complete the sentences individually.
Check the completed sentences as a class, making sure that all sts have the right answers.
T: Explain elision of vowels, especially the schwa sound/ə/. Elision is not mandatory. Weak vowels are sometimes elided before the sounds/l/, /n/ and/r/ to speed up or simplify the pronunciation of a word.
Play the recording for sts to listen and follow.
Play the recording again for sts to repeat chorally and individually.
Help sts to distinguish between the pronunciation without elision and the pronunciation with
elision.
Ask sts to work in pairs, taking turns to pronounce the words twice- with and without elision of weak vowels.
T: Ask sts to read the instructions and explain the task.
Ask them to read the sentences, focusing on the words in bold and have sts repeat.
Play the recording for sts to repeat once or twice.
Extend this task by having sts take turns reading each of the sentences twice- with and without
2. Activity 2:
1. blind 2. cognitive 3. donation 4. physical 5. hearing
B. PRONUNCIATION Elision of vowels
1. Activity 1:
2. Activity 2:
Textbook, page 40
elisions of weak vowels.
Ss: Read the instructions and explain the task.
Read the sentences, focusing on the words in bold and have sts repeat.
Listen
Take turns reading each of the sentences twice- with and without elisions of weak vowels.
T: Tell sts that the activity focuses on the past simple and the present perfect tense of verbs.
Ask if they can remember any rules for the use of the past simple and the present perfect that they have learnt in the lower grades.
Have sts work in pairs to figure the answers.
Monitor the activity and help sts, if necessary.
Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs.
Remind sts of the past participle forms of regular verbs and irregular verbs.
Check answers as a class.
T: Tell sts that the activity focuses on the correct form of the verbs- the past simple or the present perfect.
Let sts work in pairs to give answers. Observe and help when and where necessary.
Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs.
Check sts’ answers by asking individual sts to
C. GRAMMAR 1. Activity 1:
1. launched
2. decided
3. invited
4. have completely changed
5. have collected
2. Activity 2:
1. decided 2. have joined 3. have volunteered 4. presented
5. have donated 6. talked
7. have sent 8. visited
take turns reading aloud each of the sentences.
4. Consolidation:
- Summarize the main points:
- words or phrases related to people with disabilities and how to support them - the elision of weak vowels before /l/, /n/ and /r/
- the past simple and present perfect Ask sts:
What have you learnt today?
What can you do now?
Expected answer
I can talk about people with disabilities and how to help people in need. I can use the past simple and the present perfect to talk about past actions with time expressions. I can recognize and pronounce words with elision of vowels.
5. Homework:
- practice the tasks.
- prepare for the next lesson
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Date of preparation:
Date of signing:
Period 32: