7.3B Natural Disasters (Content with language)

School:

Date:

Teacher’s name:

Grade 7 __

Number present:

Number absent:

Theme of the lesson:

Listening “Natural disasters”.

Speaking on topic.

Learning objectives(s) that this lesson is contributing to

7.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics

7.S8 recount some extended stories and events on a limited range of general and curricular topics

7.L5 understand most specific information and detail of supported, extended talk on a range general and curricular topics

Lesson objectives

All learners will be able to:

• Listen to the passage and write down key words;

• Listen to the passage and fill in the table;

Most learners will be able to:

• Provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility;

Some learners will be able to:

• Discuss a problem in groups and suggest a solution for a problem;

Language objective

Use present simple tense when giving the instructions

Value links

Responsibility, Global Citizenship

Cross curricular links

Physics

Previous learning

Reading about natural disasters

Use of ICT

Projector or Smart board for showing a presentation

Intercultural awareness

Know about different natural disasters and their impact

Kazakh culture

Natural disasters in Kazakhstan

Pastoral Care

Student centered teaching: respect, support and scaffolding;

To create a friendly atmosphere for collaborative work.

Promote a sense of self-esteem and self-respect and respect for others among all the learners.

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned timings

Planned activities

Resources

10 minutes

Warm-up

On the board teacher writes up the words Natural Disasters and ask learners if they can name any.

• Then, teacher writes up the following jumbled word: ifre (fire) and ask the students if they can un-jumble the letters to make a word.

• Hand out the worksheet and ask the learners to un-jumble the four words.

• Teacher puts learners in pairs and gets them to check together and ask them to discuss what they know about each of the natural disasters.

• Teacher monitors and helps where necessary.

• Finally, teacher checks the answers as a class and see what information the learners tell about each of the natural disasters.
  
  

Task: (I) Reorder the letters to find these natural disasters.

1. dolof 2. chirunare

3. grouthd 4. Quatehaker

Answers:

1. flood 3. drought

2. hurricane 4. earthquake

• (W) What do you know about each one?

• Learners are informed about the lesson objectives

Whiteboard

PPP slide 3

Main part

10 min.

15 min.

The main part of the lesson

• Listening Task 1

(I) Teacher suggests listening activity to the learners. While listening

1 Teacher divides class into two groups A & B.

2 Teacher takes group A to one classroom & group B to a different classroom (or if working with another teacher/class then swap half your class with each other).

3 Teacher hand out the worksheet and tell group A to complete the box about hurricanes and group B to complete the box about floods.

4 Teacher encourage learners to work in pairs within their groups.

5 Teacher monitor and help where necessary.

6 Next, teacher explains that they will listen to a recording about hurricanes or floods (depending on which group they are in) and they should tick one of their words they hear.

7 Teacher plays the recordings once and then get the learners to compare the words they heard.

Task: Student A

Listen to track 1. You will hear about hurricanes. Write down 4 words you think you will hear.

Student B

Listen to track 2. You will hear about floods. Write down 4 words you think you will hear.

Answers may vary: Tropical storms, strong winds, typhoons, river, lake, ocean etc.

Listening Task 2

1 Teacher hands out the worksheets and asks the learners to read the questions.

2 Teacher puts the students in pairs (they should still be in their groups A & B) and tell them to discuss each question.

3 Teacher plays the recordings (so that group A listen to the recording about hurricanes and group B the one about floods) and get the learners to complete their column of the chart.

4 Teacher puts learners in pairs and get them to compare their answers.

5 Teacher plays the recording again if necessary.

6 Next, teacher brings the two groups together and pair up the students so that one learner A is working with one learner B.

7 Teacher tells the learners to tell their partner the answers to the questions for the natural disaster they listened to and to complete the other column in the chart.

8 Monitor and help where necessary.

9 Finally, check the answers as a class.

Task: Listen again and answer the questions.

Questions Student A - Hurricanes Student B – Floods

What are they?

Why do they happen?

Where do they happen?

How do they affect people?

What can people do?

Answers:

Follow up task:

Match the words to the correct definition.

Blow down (v)

Condense (v)

Dam (n)

Disaster (n)

Disrupt (v)

Drown (v)

Evaporate (v)

Reduce (v)

Shock (n)

Warning (n)

1. A statement telling people of a possible problem or danger

2. A very bad event that causes lots of damage or kills a lot of people

3. A wall built across a river to stop the water

4. Something bad that happens unexpectedly and surprises you

5. The process when a gas changes into a liquid

6. The process when a liquid (e.g. water) changes into a gas

7. To go under water and die

8. To interrupt or prevent something from continuing

9. To make something smaller or less in size

10. When a strong wind makes something fall over

Answers:

Blow down (v) - j Condense (v) - e

Dam (n) - c Disaster (n) - b

Disrupt (v) - h Drown (v) - g

Evaporate (v) - f Reduce (v) - i

Shock (n) - d Warning (n) – a

• Speaking about natural disasters

Differentiation:

Task for less able learners

(G) Teacher suggests developing speaking on topic Natural disasters: “How to Survive a Hurricane?” In a group make a cluster based on previous listening task. Using new words, prepare the information clearly to other groups. Check that you have met all the assessment criteria.

Prepare a cluster on an A3 paper (using different colours and fonts).

Example:

Task for more able learners:

Teacher suggests developing speaking on topic Natural disasters: “How to Survive a Flood?” In a group make a brochure based on previous listening task. Using new words, prepare the information clearly to other groups. Check that you have met all the assessment criteria.

Prepare your brochure on an A3 paper (using different colours and fonts).

Example:

http://www.onestopenglish.com/clil/secondary/english-across-the-curriculum/topic-based-listening-lessons/pdf-and-mp3-content/environment-natural-disasters-lesson-plan/500943.article

http://www.onestopenglish.com/clil/secondary/english-across-the-curriculum/topic-based-listening-lessons/pdf-and-mp3-content/environment-natural-disasters-listening-exercise-hurricanes/500944.article

http://www.onestopenglish.com/clil/secondary/english-across-the-curriculum/topic-based-listening-lessons/pdf-and-mp3-content/environment-natural-disasters-listening-exercise-floods/500945.article

Worksheet with the tasks

5 min.

Reflection

Students answer the questions:

How many types of natural disaster can you name? Which is the worst?

What natural disasters are common in your country?

Have you ever been through a natural disaster? Tell your group about your experience if it isn’t too traumatic.

What is the best / worst natural disaster movie you have seen?

Think of three natural disasters. What can you do to stay safe during and after those natural disasters?

Do you know that difference between a hurricane, a typhoon, and a cyclone?

PPP

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Critical thinking

More support:

• More support:

• Provide less able learners with the names of natural disasters

• Create mixed ability groups for discussion.

• More able learners:

Make analysis of their work and help weaker ones to arrange information.

• Monitor learners to check they can write correct words.

• Observe learners when participating in speaking. Did each learner contribute to the speaking and discussion? If not, why not?

• Learners managed to fill in the table of natural disasters, answering all questions.

Some questions provide critical thinking while answering to them.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: reading task

2: warming up activity

What two things would have improved the lesson (consider both teaching and learning)?

1: pay more attention to drilling

2: time management

What have I learned from the lesson about this class or individuals that will inform my next lesson?

Learners found very creative ways to survive during natural disasters.

a

Blow down (v)

b

Condense (v)

c

Dam (n)

d

Disaster (n)

e

Disrupt (v)

f

Drown (v)

g

Evaporate (v)

h

Reduce (v)

i

Shock (n)

j

Warning (n)

Unit

Hobbies and Leisure

Learning Objectives

7.L1 Understand with little support the main points in extended talk on a limited range of general and curricular topics

7.L4 Understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics.

Level of thinking skills

Application

Analysis

Assessment criteria

• use appropriate subject-specific vocabulary and syntax to talk about Natural disasters

“How to Survive a Hurricane?”

In a group make a cluster based on previous listening task. Using new words, prepare the information clearly to other groups. Check that you have met all the assessment criteria.

Prepare a cluster on an A3 paper (using different colours and fonts).

Example:

Descriptor

A learner

• Tells his/her part of presentation, not reading

• Uses at least 4 new words

• Tells at least 5 sentences

Unit

Hobbies and Leisure

Learning Objectives

7.L1 Understand with little support the main points in extended talk on a limited range of general and curricular topics

7.L4 Understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics.

Level of thinking skills

Application

Analysis

Assessment criteria

• use appropriate subject-specific vocabulary and syntax to talk about Natural disasters

“How to Survive a Flood?”

In a group make a brochure based on previous listening task. Using new words, prepare the information clearly to other groups. Check that you have met all the assessment criteria.

Prepare your brochure on an A3 paper (using different colours and fonts).

Example:

Descriptor

A learner

• Tells his/her part of presentation, not reading

• Uses at least 7 new words

• Tells at least 8 sentences