- By the end of the lesson, students will be able to:. - enrich their vocabulary with words or phrases related to people with disabilities and how to support them. - know how to use and distinguish between the past simple and present perfect 2. - T: Ask sts work individually, read each of the words and think about its word class.. - Call some sts to give out the answer Have two sts write the answers on bb.. - 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.. - T: Go through the words in the box and check sts’ understanding.. - Ask sts to complete the sentences individually.. - Play the recording for sts to listen and follow.. - How do you perceive and treat people with disabilities? How do you about Nick. - Play the recording again for sts to repeat chorally and individually.. - Help sts to distinguish between the pronunciation without elision and the pronunciation with. - 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 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.. - 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.. - 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. - Check sts’ answers by asking individual sts to take turns reading aloud each of the sentences.. - 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:. - 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. - have responsible attitude towards helping people with disabilities.. - distinguish the past simple and the present perfect.. - T: Shows the symbols used to indicate access for people with disabilities.. - Have sts look at the symbols and work in. - Ss: Look at the symbols and work in groups to compare the answers. - Encourage sts to explain and give reasons for their answers.. - People with mobility impairments/. - have sts guess the possible content of the reading text.. - T: Ask sts to work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e). - T: Tell sts that the activity focuses on reading for general ideas and have them read the headings quickly before the texts that follows.. - Explain to sts that repeated and similar vocabulary can form a vocabulary chain in a paragraph, and consequently help express the main idea of the paragraph.. - Have sts skim the text individually to choose the best heading for each paragraph. - Check answers as a class and write them on the board. - T: Tell sts that the activity focuses on reading. - People with visual impairments/ disabilities.. - People with hearing impairments/ disabilities.. - People with speech impairments/ disabilities.. - Ss: Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e).. - Write the answers on the board.. - Ask sts to read the passage gain and fill in the blanks. - Remind sts to pay attention to details like names of schools, classes, activities… and to the context to identify what kind of words or phrases are needed.. - Have sts write their answer individually and check with their partner.. - Check answers as a class &. - T: Put sts in pairs and ask them to discuss the questions freely:. - Ask one or two pairs to report the discussion results to the class.. - Ss: Read the passage gain and fill in the blanks.. - students with disabilities 2. - Ss: Work in pairs and discuss the questions freely.. - One or two pairs to report the discussion results to the class.. - How can you help children with disabilities in your community?. - Explain the activity aims to differentiate between the notions “reason” and “activity”. - Have sts read the phrases, and check answers as a class.. - T: Explain the context and ask sts to read through the phrases in the box.. - Have sts work in pairs to fill the gaps in the interview.. - Check answers as a class and give feedback.. - Allow enough time for sts to read the interview individually before they practice in pairs.. - Monitor the activity and select some pairs to role-play the conversation in front of the class.. - T: Ask sts to read the instructions carefully, then have them go through the information about Nguyen Dinh Chieu School and Nhan Chinh. - Read the phrases.. - Have you ever taken part in campaigns to help people with disabilities?. - Ss: Read through the phrases in the box.. - Work in pairs to fill the gaps in the interview.. - Read the interview individually before they practice in pairs.. - Role-play the conversation in front of the class.. - in the past. - Ss: Read the instructions carefully, then have them go through the information about. - Ask sts to prepare the reason why they want to volunteer, and what they can do. - Have sts work in pairs to share their ideas and suggestions.. - Choose one or two pairs to role-play their conversation in front of the class.. - Work in pairs to share their ideas and suggestions.. - One or two pairs to role-play their conversation in front of the class.. - reasons for getting involved in donating to charities and supporting disabled children, what people can do for the society and people with disabilities.