English_Grade 10_Natural Disasters Consequences of Natural Disasters_Lesson Plan 6

Unit: 10.2: Natural Disasters

Causes and Consequences of Natural Disasters

(Language with content)

Topic: Unit Summative Test (СОР)

School:

Grade: 10

Date:

Teacher’s name:

Learning objectives(s) that this lesson is contributing to

10.1.9 use imagination to express thoughts, ideas, experiences and feelings

10.3.1 use formal and informal language registers in talk on a wide range of general and curricular topics

10.3.7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics

10.4.3 skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics

Lesson objectives

All the students will be able to

• read the text and answer multiple choice questions

• speak on the given topic

Most students will be able to

• read the text about biofuels and give 4-5 correct answers

• speak on the topic making some minor errors in speech

Some students will be able to

• read the text about biofuels and give 6 correct answers

• speak on the topic without any errors in speech

Language objectives

Practice topic-related vocabulary

Value links

Respect, Cooperation

Cross curricular links

Chemistry, Biology, Physics

Use of ICT

Projector for presenting a PowerPoint presentation

Intercultural awareness

Respect towards individuals' personal values and life goals

Previous learning

Experience of setting achievable goals in any subject

Kazakh culture

Life experience

Pastoral care

Assure you met all learners’ needs; treat students as individuals and address their learning and personal needs

Health and safety

Make sure power cords are not a tripping hazard, bags are not blocking access ways or exits. Everyday classroom precautions.

Planned timings

Planned activities

Resources

Lesson 1

Start

3 min

(W)

Warm-up

Inform students about the lesson objectives.

Familiarize students with the assessment criteria for reading and speaking.

Middle

20 min

(I)

Reading Summative Test

Before reading the text for summative assessment, present the following words your students might find unknown (you may tell them their meanings either in Russian or in English or both):

gamma-ray burst – are short-lived bursts of gamma-ray light, the most energetic form of light (гамма-всплеск)

injuries- physical harm or damage to someone's body caused by an accident or an attack (раны, повреждения)

to occur – to happen (случатся, происходить)

Students read through the text “Natural disasters” and complete six multiple choice questions.

Answer:

1 - C

2 - C

3 - A

4 - A

5 - B

6 - D

Encourage students to get as many points as possible .

Handout 1 - Reading Summative Natural Disasters

20 min

(P)

Speaking Summative Test

• Explain to the students they will present their report for summative assessment individually.

• One by one, the students are to present their reports to the whole class for summative assessment.

• Determine the students’ order (1^st, 2^nd, 3^rd, etc.) by drawing of lots.

• Give the speaking cards with the task.

• Remind the students they must follow the criteria:

  • use no less than 3 subject-specific words;

  • equally contribute to speaking on the report;

  • keep the time (2 minutes).

• Give the students 5 minutes to make notes.

*** You may adapt this activity to yourself as you might need more time to get students’ speaking exam.

Handout 2 – Speaking cards

End

2 min

(I)

Reflection

Ask students to reflect on unit summative test:

• the areas they have struggled with

• the areas they succeed

Additional information

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

Learners ‘Assessment – how are you planning to check learn learning?

Cross-curricular links

More support:

• Allow thinking time.

• Create mixed-ability groups for part of the discussion.

• Offer differentiation by support.

More-able learners:

• Summarise the group’s findings.

• Encourage them to justify their opinions.

• Monitor learners’ definitions and offer differentiation by support.

Chemistry, Biology, Physics

Summary evaluation

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

1:

2:

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

1:

2:

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