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Not being able to hear Date



Karolina Nedelkovska

Age group / Class

12-13 years old students/ 8th grade


ESL / Social Studies


International Day of People with Disabilities, 3 December


Not being able to hear


Presentation / Module 2 revision ( Australia life and culture) To develop students’ reading skills To develop students’ speaking skills To develop students’ writing skills

Aims:  Educational  Functional Teaching methods and strategies

Brainstorming Discussion Case-Based Small-Group Problem-Based Learning Computer Simulation Demonstration Game Independent Study Large Group Discussion/ Question & Answer Lecture/Presentation Role Play


LCD projector, notebooks books

Lesson correlation

 

Social studies, Geograpfy

Assessment and evaluation

ТЕК НА ЧАСОТ Teacher’s notes

Background information Brainstorming 10 min Power Point Presentation Explain very briefly to students what the presentation is going to consist of. 10 min


Explain to the class that the purpose of the lesson is to help them imagine what it might be like to have "different abilities" than they do now; to understand why some people act differently than they might expect. Write the word "ability" on the board and talk about what it means. Write the word "unique" on the board and talk about what it means. Explain that everyone has different abilities. Say that you want to find out how the students in the class are different. Have them raise their hands in response to questions, such as these:

Not being able to hear 20 min Page 33 Student’s book (Messages 3) Lip reading activity Miming sentences from the text

Who can ride a bicycle? Who can roller skate? Who knows the multiplication tables through 5's? Who knows the multiplication tables 6's through 12's? Who has messy handwriting? (Or who needs more practice with their cursive?) Who has really, really, neat handwriting? Who is good at computer games? Who runs in medium or slow speed? Who runs at a very fast speed? Who knows how to knit? Who can make a batch of cookies? Etc... Hearing impairments include everything from not being able to hear certain sounds to being totally deaf. In most cases, a hearing loss doesn’t simply mean that sounds are not loud enough. It usually means that sounds are garbled or unclear. A hearing aid may make speech louder, but usually will not make speech clearer. Divide the class into pairs. One of each pair is A, and the other B. Give them the relevant instructions and briefly explain the exercise. They should not see each other’s instructions. Have them take turns lip reading, while their partner “reads” (moving their lips but making no sounds) a list of words or sentences, and write them in the notebook. Allow 15 minutes for the exercise in pairs Ask questions like: How successful were you at lip-reading? What helped make lip-reading easier? What does this show about lip-reading? Points about lipreading: lipreading is not easy; a lot of guessing is involved; most people can lip-read a little; some people are better at it than others; some people are easier to lip-read than others; it is impossible to lip-read unless you can clearly see the mouth and face of the person talking;


some words look alike on the lips, so single words are very difficult to lip-read; it helps if you know the topic. Ways to make lipreading easier: the person lipreading must see the speaker; the speaker’s mouth, jaw and eyes must be clearly visible and it helps to see the speaker’s eyes.

Finish the lesson with 5 minutes video

The importance of celebrating the 3 December

Links,%20Jeanne%20& %20Ross,%20Tony.%20Susan%20Laughs.%20Adapted%20by%20Sanderson, %20Lesley%20(updated).pdf


3 december pople with disabilities 8 grade  
3 december pople with disabilities 8 grade  

Lesson Plan 2013/2014