План урока по английскому языку

Long- term plan: Unit 8 “Natural Disasters”

School: Chagan secondary school

Date: 20.04.18

Teacher’s name: 1. Akdauletova Kymbat Habibullovna.

Grade 7

Number present:

Number absent:

Lesson title: Natural disasters around the world

Learning objectives

7.C8 develop intercultural awareness through reading and discussion.

7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics.

7.R5 deduce meaning from context in short texts on a growing range of familiar general and curricular topics.

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

All learners will be able to:

• define ‘natural disaster;

• practice topical vocabulary through activities;

• improve reading and speaking skills;

• deduce meaning from context by finding the words in the text;

Most learners will be able to:

• identify the information find the words according to the definitions;

• analyse the text and mark sentences as True or False;

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

Some learners will be able to:

• give full and grammatically correct answers to the questions;

• present a poster describing and identifying the characteristics and causes of different disasters and summarize some episodes with accuracy;

Assessment criteria

• apply new words during the lesson

• comprehends the task and find the correct information doing activities

• interpret own opinion retelling the topic

• suggest your ideas of protecting nature or people

Value links

Support and polite each other, tolerance, trilingualism.

Our country national security and engagement in addressing global and regional issues. The main feature of the organization of the education process is the unity of educational work. (‘Mangilik Yel’,7)

Cross curricular links

Geography and Social Studies

ICT skills

Active board for showing a presentation

Previous learning

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

Plan

Planned timings

Planned activities

Resources

Starter

7 min

(W) Greetings

- Good morning children! How are you?

- Who is on duty today? Is anybody absent today?

- What date is it today? What season is it now?

-What is the weather like today?

(W) Content Warm- up

Learners watch a video. Brainstorm.

After watching teacher ask them following questions:

1. What about this video?

2. What is the title of the lesson today?

Answers may be the following: earthquake, flood, tornado, avalanche, accident, disaster

Students guess the title of the lesson

Learners are informed about the lesson objectives.

• Today you will:

• Learn a new words related to natural disaster and apply them during the lesson

• Analyse given feedback and assess the peer`s answers

• Discuss about effects of natural disaster and find the correct information on the text

• Demonstrate the ability make a poster

https://youtu.be/Skz0Rgchm6g

Slide 1

Middle

5 min

10 min

13 min

4 min

(W,I) Speaking Pre teaching vocabulary. Activity 1

Learners look at the slides of the names of natural disasters, shown on the pictures, then repeat words in chorus with the teacher and copy them.

(W,I, P) Vocabulary Practice. Matching.

Learners offered to practise topical vocabulary, so they do a matching exercise, given on the work-sheet.

1 Match the words with pictures

1) hurricane, 2) tsunami, 3) explosion, 4) flood, 5) volcano 6) drought, 7) earthquake, 9) lightning, 10) tornado, 11) avalanche, 12) forest fire

2 Find the words with their definitions

1) avalanche, 2) flood, 3) volcanic eruption, 4) tsunami, 5) tornado, 6) forest fire, 7) earthquake, 8) drought 9) lightning 10) hurricane

Peer-assessment: Learners are encouraged to exchange their work-sheets and evaluate each other. Teacher should have enough “keys” to give one to each student.

(W,G) Activity 2

Teacher divides students into three groups with puzzle.

Pre-reading

Before reading the text learners should work in groups and discuss the following questions:

1) What kind of natural disasters do you know?

2) How can people predict the weather?

3) Can we prevent any natural disasters beforehand?

4) What can we do in case of emergency?

(W) While reading

Read the text, find the new words and underline them.

“A natural disaster is an unexpected, severe weather event that negatively impacts the way people live and their environment. When a natural disaster strikes, people are in danger and communities can be destroyed. Natural disasters come in all shapes and forms, and can involve land, water, or the sky. No one is 100% safe from natural disasters, but there are some that are more likely in different regions of our planet than others. For instance, California is very prone to earthquakes and the Pacific Islands are prone to tsunamis.

In areas near big bodies of water, like Hawaii or Florida, there is another spinning storm called a hurricane. Hurricanes don't touch ground like tornadoes do; hurricanes are clouds made up of high speed winds and rain. Did you know that the highest recorded wind speed for a hurricane was more than 186 mph? That's three times as fast as a cheetah! Hurricanes often cause a lot of flooding and destruction.

A tsunami is a huge wave that comes crashing into land, destroying everything in its path. The largest recorded tsunami reached 100 feet into the air! Tsunamis are often caused by earthquakes under the sea floor. The most devastating tsunami was the Sumatra tsunami of 2004, which killed over 230,000 people.”

Differentiation by tasks

Post –reading

Group 1 Choose True or false correctly

1. A natural disaster is an expected.

2. When a natural disaster strikes, people are not in danger and communities can`t be destroyed.

3. Hurricanes often cause a lot of flooding and destruction

4. California is very prone to earthquakes.

5. A tsunami is a huge volcano that comes crashing into land.

Answer keys: 1. False 2. False, 3. True 4. True 5. False

Group 2

Find the words that mean:

1. Verb that means “influence, effect” (paragraph 1) _________

2. Adverb that means “ineffectual, unhappiness” (paragraph 1)

3. Noun, synonym to the word “collapse, breakdown” (paragraph 2) ______

4. Adjective “upper, large” (paragraph 2)_______

5. Antonym of the words “ small, little” (paragraph 3)_______

Key:

1.impacts 2.negatively 3.destruction 4.high 5. huge

Group 3

Discuss the text, imagine. If you are a seismologist or ecologist what would you do to protect people or nature? Give the ways of solving these problems. Make a poster.

(W) FEEDBACK “321”

PPP,

Slide 2-4

Appendix 1

Work-sheet “Vocabulary”

Slide 5

Slide 6

Appendix 2

Reading Worksheet

Slide 7

Slide 8

Slide 9

End

4 min

Evaluation final Self-Assessment:

Control card

Slide 10

cards

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?

Health and safety check

• More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard.

• More-able learners can be appraised with providing them a kind of creative work to express their opinions

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

• Some questions provide critical thinking while answering to them.

• Learners will be safely seated at a comfortable distance away from electrical outlets and cables, monitors and recorders

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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 the lesson about this class or individuals that will inform my next lesson?