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«Природные бедствия»
I work in a secondary school and use the textbook by M.Z.Biboletova. One of the topics in this book deals with travelling. And the text I have chosen is a good supplementary material for this topic and for developing reading skills. I like the way this topic is presented, nevertheless, there are not enough texts for reading and for further discussion, that is why I use materials from other sources.
I’d like to work with this text, because it contains some useful information, the content is rather interesting, not too complicated, it’s not large, up-to-date and authentic. The text is appropriate for the age. The text is designed to revise previously taught structures. It will be a good opportunity to complement grammar revision with the practice of new lexis.
This lesson is planned for the 10th formers, it is a mixed ability group and they are interested in English and ready to communicate.
By the end of the lesson the students will be able
-to use key-words;
-to extract the main idea;
-to extract specific information;
-to speak about disasters;
-to write a report about disasters;
The aims of reading activities are as follows to motivate students to read, to stimulate their interests, create expectations, activate their background knowledge, involve different reading skills and strategies, check understanding, evaluate the content and relate it to their own experience, integrate reading with speaking and writing.
There can be some problems. They may forget the correct pronunciation of past forms of regular verbs ([t],[d],[id]), but the good way to overcome this problem is to revise the rule.
| stage | instructions | Interaction pattern | Subsidiary aims | timing |
| greeting |
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| Warming up | This year there have been plane crashes, fires, earthquakes, floods and other disasters. Today we are going to read about people who have survived disasters. |
| To introduce the topic | 1min |
| Pre-reading | 1. Look at the key-words and guess what the story might be about. 2.There are some questions for you to answer 3. Cover the texts and look at the pictures. Make a list of words to describe one of the pictures 4. Listen to my sentences and decide which picture they refer to | Full-class interaction
Full-class interaction
Group work
Full-class interaction
| To extract the main idea, to develop predicting skills
To use the key-words, to activate their background knowledge To find words for further speaking , to anticipate some of the main points, to enrich the vocabulary To get ready for picture description, to form expectation about the text | 1min
2min
5min
2min |
| While-reading | Read the story and fill in the table | Individual work | To extract specific information, to list the events | 10min |
| Post-reading | 1.Complete the sentences as in the example 2.fill in the table using the past tense of regular verbs 3. make up sentences in the past tense 4. rate each disaster in terms of criteria given below the texts 5. You are a journalist. Make a report for a news program about one of the disasters
| Pair work
Individual work
Full-class interaction
Pair work
Individual work
| To use the words
To revise Past Simple Tense
To use correct grammar forms, to practice the pronunciation To express their opinions about disasters using new words To describe a disaster | 4min
2min
2min
5min
8min |
| HW | At home you are to write down 10 rules, which can help you to survive a disaster. |
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3min |
| Finishing the lesson |
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494
100 142 
