Natural Disasters

School: Yabek Esenbekov

Date:17.03.2018

Teacher’s name: Zulpibekova S

Grade 7

Number present:

Number absent:

Theme of the lesson:

Vocabulary on the topic of “Natural disasters”

Reading task on the topic of “Natural disasters”

Learning objectives(s) that this lesson is contributing to

7.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics

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

Lesson objectives

All learners will be able to:

• Match words with definitions

• Read the text and answer the questions;

Most learners will be able to:

• Explain own point of view while speaking on topic of natural disasters;

Some learners will be able to:

• Use critical thinking skills and a wide range of topical vocabulary while discussing natural disasters;

Language objective

New vocabulary on the topic of Natural disasters

Value links

Global Citizenship

Cross curricular links

Geography, Physics

Previous learning

Natural disasters introduction

Use of ICT

Intercultural awareness

Know more about different natural disasters and their effect on people

Kazakh culture

Think about natural disasters that happen 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

Labelling

(W) Teacher tells learners that they are going to describe a scene that teacher would like them to draw. Teacher reads out the following text:

“Draw three houses on the right in the middle. Each house has four windows and a door. On the roof of one of the houses there are two people and a dog. Draw two trees on the left in the middle. At the top of the picture draw some clouds. The clouds look grey and it’s raining a lot. In the sky there is a helicopter. Around the houses there is water. The water touches the top windows of the house….”

Teacher asks learners to look at their pictures. What do they think has happened in the scene? Answers may vary from flood, hurricane, tsunami. When they have suggested some answers teacher asks them to think of as many different natural disaster as they can. Drill pronunciation.

• Learners are informed about the lesson objectives

Main part

10 min.

15 min.

The main part of the lesson Find these words

• Vocabulary Task 1

1. Hrrianecu

2. Threauqkea

3. Namiust

4. Oodlf

5. Feir

6. Drastesi larutan

• Task 2

• Reading task

Haiti in Ruins AfterHuge Earthquake

Television pictures are slowly beginning to show how great the damage is in Haiti following

the huge earthquake on Tuesday. A magnitude 7.3 quake, just 16km from the capital, hit the

Caribbean nation as people were going home after work. Much of the country has been devastated.

Many major buildings in the capital Port-au-Prince have collapsed, including the Presidential Palace

and the UN headquarters. Haiti's President Rene Preval described the scene in the capital as

"unimaginable". The Red Cross says up to 3 million people have been affected. Mr. Preval fears

"well over 100,000 people" may have died.

Haiti's ambassador to the USA, Raymond Joseph, said there was "no way of estimating"

how many casualties there were. Countries around the world are acting quickly to send whatever

help they can to Haiti. Haiti is one of the poorest countries in the world. More than half ofits people

live below the poverty line on less than two dollars a day. It is one of the poorest-equipped

countries on Earth to deal with such a catastrophe. The nation was still trying to recover from being

hit by four deadly hurricanes in 30 days in 2008. Its economy is in ruins and it has a long history of

corruption and coups.

Descriptor:

1 Read the text correctly

2 Can say the meaning of the text

What must we do when we sow any natural disasters?

Don’t panic.Get under a table or a desk. Check for injuries.Call emergency services to get help for

injured persons. Leave the room. Exit the building.Once outside, move to the evacuation assembly

point. Wait for further instructions.

In this unit we also learnt about Present Perfect Tense

What do you know about Present Perfect tense

Fill the table please

Descriptor :

• Fill the table correctly

• Make sentences

Pronounce clearly

Task 2: Complete the sentences for using Present Perfect

1. He _____ (finish) this work

2. She _____ (take) twenty points in the match.

3. We _____ (watch) this film

4. That's amazing! She _____ (run)  fifteen kilometers this morning!

5. She _____  (buy)  some nice dresses

6. Oh, no! I  _____ (lose) my money!

7. My mum _____ (write) shopping list. It's on the kitchen table.

8. Dad, you _____ (eat) my biscuit!

9. I’m tired. I  _____ (watch) three videos.

10. Hurry up! They  _____ (start) the film!

11. Mary  _____ (study) all her lessons.

12. Oh no! She  _____  (drop) the plate!

Descriptor:

• Complete the sentences correctly

• Can use the rule

• Read clearly

Worksheet with the tasks

A 4 papers

Table

A4 papers

Stickers

5 min.

Reflection

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.

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 the 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?

Yes, they did.

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?

Students know a lot about natural disasters and want to know more about surviving during natural disasters.