| Unit: 10.2: Causes and Consequences of Natural Disasters Lesson 5 | Grade 10 |
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| Date: | Teachers’ names: |
| Learning objectives(s) that this lesson is contributing to
| 10.1.9 use imagination to express thoughts, ideas, experiences and feelings 10.2.1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 10.2.2 understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 10.3.5 interact with peers to make hypotheses about a wide range of general and curricular topics 10.6.3 use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics
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| Lesson objectives | All learners will be able to: Make a report on a natural disaster which meets some of the criteria. Give general feedback on the peers’ report. |
| Most learners will be able to: |
| Some learners will be able to: |
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| Language objective | Understand the concept of Natural Disasters utilizing English language skills to express their knowledge. |
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| Value links | Respect, Cooperation, Multiculturalism
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| Cross curricular links | History, biology, geology
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| ICT skills | Projector or Smart board for presenting a video
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| Previous learning | Students should know a lot about the topic – they had similar vocab before. |
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| Kazakh culture | Kazakh natural disasters |
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| Pastoral care | To create a friendly atmosphere for collaborative work. |
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| Planned timings |
Planned activities |
Resources |
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| 2 min (W)
| Welcome & Objectives Greet students and read through the lesson objectives: Rehearse presenting your report on a natural disaster. Present your report to the class. Assess your peers’ reports. | PPT Slide 1-2
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| 13 min (W/P) | Final preparation for the report Ask students take out their notes about a natural disaster. Show Slide 3-5 and remind the criteria for the report. Ask the students to check if they have made notes about: - what, when and where the disaster happened; - describe how the disaster started and developed; - consequences and results. If there is anything unclear, the students are welcome to ask their questions. Give students 10 minutes to rehearse their report. | PPT Slide 3-5 |
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27 min (P/W) | Presentation of the report Provide students with Speaking Criteria. Explain to students they will assess each other’s report according to the criteria: Use new topic vocabulary (no less than 3 words each student). Speak no less than 2 minutes (without pauses). Contribute equally to the report. Illustrate your report with pictures (optional) Determine the order in which the students will speak. Each pair speaks on the topic while the others assess their answer. Each pair is given a short feedback by the teacher and students.
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PPT Slide 5
Speaking Criteria |
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| 3 min | Closing Thoughts & Discussion What things you have learnt today were new or surprising for you? H/W – Revise the vocabulary | PPT Slide 6
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| Additional information
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| 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 |
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| Students will be put into flexible groupings to discuss the topic. In this manner, they will either have support or be able to support their fellow students. The co-teacher and teacher may group students into split groups to work with more teacher support. | Learners will be assessed informally through observations during the lesson, then, through their answers and observed thinking processes during discussion, and through peer-checking as well. | Biology & geology |
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| 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? |
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