Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2. 

Warm up:

- Show a photo/video of an earthquake.

- Ask: What do you see? What natural disaster is this?

- Brainstorm: What other natural disasters do you know? (volcano, flood, tsunami, tornado, etc.)

Pre-Reading

Teach key vocabulary (e.g., tremor, magnitude, fault line, destruction, survivor).

Quick matching activity: Students match words to definitions.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Short text about mythical monsters (e.g., Loch Ness Monster, Bigfoot). Progress check worksheet with:

Vocabulary task (matching or gap-fill)

Grammar task (past simple, modals of speculation, passive voice)

Middle

10 min

Ex: 1 P:21

Pre-Listening Preparation

Play the recording once for general understanding.

Highlight any difficult words or phrases and model their pronunciation.

Choral Repetition

Play the recording in small segments and pause after each segment.

Ask students to repeat chorally.

Monitor students and correct common pronunciation errors immediately.

Individual Practice

Play the segment again and ask individual students to repeat it.

Give feedback on intonation, stress, and pronunciation.

Peer Check (Optional)

Ask students to practice in pairs, listening to each other and giving gentle corrections.

Value Link: Reinforce cooperation, respect, and open-mindedness—listening to peers and explaining reasoning politely promotes ethical communication.

Students listen and say

Answers:

Student’s own answer

Descriptor:

- words pronounced correctly

- speaks smoothly with natural rhythm

Excellent (3)

- Actively participates in choral and individual practice

Good (2)

- Participates occasionally; limited practice

Student’s book

7 min

Ex: 2 a P:21

Task Introduction

Tell students: “We are going to look at pictures of natural disasters and complete sentences describing them. Then we will match the sentences to the correct disaster.”

Explain that this activity will help them connect vocabulary with images and context.

Pre-Task Preparation

Display the pictures of natural disasters and check that students know the key vocabulary.

Go through one example sentence together as a model.

Pair Work

Ask students to work in pairs.

Give them time to:

Look at each picture.

Complete the sentences based on what they see.

Match each completed sentence to the correct disaster.

Whole-Class Feedback

Ask pairs to share their answers with the class.

Confirm correct matches and correct any misunderstandings.

Value Link: Celebrate honesty and encouragement—acknowledging effort teaches students that trying their best and supporting classmates is important.

Students look at the natural disasters in the pictures and complete the sentences then match the disasters

Answers:

1 burnt

2 rescued

3 caused

4 erupted

5 hit

Descriptor:

- sentences completed correctly with appropriate vocabulary

- sentences correctly matched to the corresponding disasters

- correct and precise use of natural disaster vocabulary

Excellent (2)

- All sentences completed correctly with appropriate vocabulary

Good (1)

- Most sentences completed correctly; minor errors

Worksheets

10 min

Ex: 2 b P:21

Introduction

Briefly remind students of the natural disasters from the pictures/text.

Write two guiding questions on the board:

What do you know about this disaster?

How did it make you feel / how do you think the people involved felt?

Pair Work

Ask students to work in pairs.

Instruct them to take turns describing:

What they know about the disaster (facts, examples, personal knowledge).

Their own feelings and empathy toward people involved.

Encourage them to use descriptive words for feelings (e.g., scared, shocked, worried, sad, hopeful).

Monitoring (throughout pair work)

Move around the classroom, listening to pairs.

Prompt quieter students with simple questions if necessary.

Note good vocabulary or expressions for feedback later.

Reporting Back

Select a few pairs to share their discussion with the whole class.

Ask follow-up questions to encourage deeper thinking (e.g., What can people do to stay safe during such disasters?).

Value Link: Highlight diligence and perseverance—trying the task independently shows self-discipline and courage to face challenges.

Students discuss with your partner. Answer the questions

Answers:

I heard about the earthquake and tsunami in 2011. I felt very sad for the people who died and the survivors who lost their loved ones and their homes. I think the people in Japan also felt very sad.

In this year in Turkey was the earthquake. Many of people and children died. They lost their family and homes.

Descriptor:

- Provides accurate information about the disaster

- Uses a wide range of topic-related words

- Speaks clearly and smoothly, with little hesitation.

Excellent (3)

- Provides accurate information about the disaster and gives detailed ideas about feelings and experiences.

Good (2)

- Provides some information and mentions feelings but lacks detail.

Student’s book

8 min

Ex: 3 P:21

Pre-Listening Preparation

Direct students’ attention to the pictures.

Briefly elicit what they see in each picture to activate vocabulary and context.

Teach or review any key words that might appear in the recording.

First Listening (Global Understanding)

Play the recording once without pausing.

Ask students just to listen carefully and get a general idea.

Second Listening (Focused Task)

Play the recording again.

Students listen carefully and try to match each extract with two appropriate pictures.

Encourage them to take short notes (keywords, feelings, actions, etc.).

Pair Check

After listening, ask students to compare their answers in pairs or small groups.

Encourage them to explain why they chose certain pictures.

Value Link: Reinforce cooperation and respect—students learn to communicate politely, listen to each other, and value their partner’s ideas.

Students listen to extract from two news reports.

Answer:

Extract 1 – D

Extract 2 – B

Descriptor:

- matches extracts to the appropriate pictures.

- uses key words/details from the recording to justify answers

Excellent (2)

- Correctly matches all extracts to the appropriate pictures.

Good (1)

- Matches most extracts correctly with minor errors.

End

5 min

Reflection:

- What new words or phrases about interests did I learn today?

- How well did I understand the text?

- Which part of the reading was easiest for me?

- Which part was most difficult?

- How can I improve my reading skills when understanding texts about interests?

Ss use their stickers to show their knowledge according to the lesson

Poster