Корейская косметика премиум класса

Natural Disasters, Exteme weather

Ақтөбе қаласы
№ 41 мектеп-гимназия
Таскинбаева Алмагуль Кадырбековна

  Natural Disasters

School: The secondary school № 41

Date: ______

Teacher’s name: Taskinbayeva  Almagul Kadirbekovna

 

Grade 7 __

Number present:

Number absent:

Theme of the lesson:

 “ Natural Disasters,  Exteme weather”.

 

Learning objectives(s) that this lesson is contributing to

- develop intercultural awareness through reading and discussionn.

- understand specific information  and detail in texts on a range of familiar general and curricular topics.

- deduce meaning from context in short texts on a growing range of familiar general and curricular topics.

- recount some extended stories and events on a growing range of general and curricular topics.

Lesson objectives

All learners will be able to:

  • Practice topical vocabulary through such activities as matching and drawing dictation; 
  • Read the text and  find the words according to the definitions;

Most learners will be able to:

  • Read the text and give full and grammatically correct answers to the questions;

Some learners will be able to:

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

Language objective

Topical vocabulary: lightning, volcanic eruption, flood, avalanche, hurricane, drought, explosion, landslide, tornado, earthquake, forest fire, tsunami

Grammar: Present and Past Simple Passive Voice forms

Value links

Transparency: Teacher and learners assess each other, justify their assessment and give feedback; students are free to express their opinions.

Academic honesty and transparency: Students independently carry out individual tasks.

Cross curricular links

Geography and Social Studies
 

Previous learning

Learners may have some knowledge of the associated problems, but they are not expected to have a thorough knowledge.

Use of ICT

Projector or Smart board for showing a presentation

Intercultural awareness

Perception of different global problems, such as natural disasters, in their own country and around the world

Kazakh culture

Think about the weather and natural disasters in Kazakhstan

Pastoral Care

Student centered teaching: respect, support and scaffolding;

Promote a sense of responsibility, careful attitude 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

 

 

(5+5)

 

 

 

Warmer:

Disaster Dictation:

(I) Instructions: Tell your learners you are going to describe a scene that you would like them to draw.

“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 and a lightning. 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….”

(W I) Ask students to look at their pictures. Ask them what they think has happened in the scene? Answers may be the following: flood, hurricane, etc. Ask them about other natural disasters they know.

 

Learners are informed about the lesson objectives.

 

 

 

 

 

 

 

 

PPP, Slide1-2

 

Main part

5 min.

 

 

 

 

 

 

The main part of the lesson

Vocabulary. Lead-in:

(W) Learners look at the slides and try to guess the names of natural disasters, shown on the pictures. The answers are: earthquake, flood, tornado, and avalanche.

Follow-up questions:

What comes to your mind when you hear the words “natural disasters”?

What natural disasters could happen in your region / area?

 

 

 

PPP, Slide 3-4

 

 

 

10 min.

(7+3)

Vocabulary Practice. Matching:

Learners are offered to practise topical vocabulary, so they do tasks.

Look at the pictures and put the letters in order. Then listen to check.  

1.Match the words to the pictures. Have you ever experienced any of these natural disasters? Do you know of any famous natural disasters? What do you think causes these types of natural disasters?

2. You are going to listen to six people talking about natural disasters. Listen and put the pictures in the order that you hear them.

3. Complete the sentences with the correct words. Then listen and check your answers.

4. Complete the sentences with the correct words.

5. Work in pairs. Imagine you have seen these events. Take it in turns to make sentences for each picture. Use the language from this lesson.

 

 

 

https://bilimland.kz/en/content/lesson/18401-057_extreme_weather

 

 

https://bilimland.kz/en/content/lesson/18550-034_natural_disasters

 

10 min.

 

(7+3)

Formative Reading. The article about Hurricane Sandy

(I) Learners are given the article about Hurricane Sandy. They should read the text and do the tasks given on the worksheets.

The text:

Hundreds of people, living on America’s east coast, were made homeless and at least 62 people were killed by Hurricane Sandy.

Thousands of homes were destroyed and left without electricity.

Subways and tunnels in New York City were flooded by the water of the superstorm.

Schools were closed as the hurricane brought the season’s first snow.

Emergency shelters were built and hot meals were given to the people by the American Red Cross.

Politicians say that the topic climate change was brought back by this Hurricane.

President Barack Obama was impressed by thousands of volunteers who helped where they could.

Differentiation: Less-able learners do Level 1. More-able learners have an extra task (to give full and grammatically correct answers to the given questions) – Level 2.

Self-assessment: Learners evaluate their own progress comparing their answers with the keys.

Keys:

Level 1

  1. Homeless
  2. Electricity
  3. Subway
  4. Superstorm
  5. Emergency shelter
  6. Climate change
  7. Volunteer

It should be mentioned that Level 2 Task B is assessed by the teacher and the answers are discussed individually with each student.

To get achieved – 6 points for Level 1, 11 points for Level 2

 

 

 

Appendix 2

Formative Reading Worksheet

 

 

 

 

 

 

 

 

5 min.

Reflection. “Snow-ball” Game

(W) At the end of the lesson the teacher offers their learners to play “Snow-ball” game to develop their vocabulary skills. The aim of the activity is to repeat all the previous words connected with the topic and add your own one. The teacher should also drill the pronunciation of words.

 

   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:

  • Provide less able learners with easier tasks (vocabulary and reading)
  • More able learners:

Do more complicated tasks and provide full, grammatically correct answers to all questions.

We use peer-assessment for vocabulary exercises and self-assessment for reading.

Some questions provide critical thinking while answering to them.


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