Урок "Natural disasters"

7.3С Natural Disasters

Term 3 Unit 3

School: 19 Temirtau

Date: _____

Teacher’s name: Perminova M.G

Theme of the lesson:

“Natural Disasters. Tornadoes”.

Learning objectives(s) that this lesson is contributing to

7.C8 develop intercultural awareness through reading and discussion.

7.C9 use imagination to express thoughts, ideas, experiences and feelings.

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.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

Lesson objectives

All learners will be able to:

• Understand specific information in the text and mark sentences as True or False;

• Use vocabulary and simple sentences on the topic “ Natural Disasters” for developing their speech

Most learners will be able to:

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

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

Some learners will be able to:

• Use topic-related vocabulary in their own context independently with much freedom;

Assessment criteria

• Revise vocabulary

• Express thoughts/ ideas

Value links

Responsibility, Global Citizenship

Previous learning

Learning some subject-specific vocabulary and reading about hurricanes

Resources

Smart board , worksheets ( handouts)

Planned timings

Planned activities

Differentiation

2 minutes

5 min

Greeting ( 1 min)

Warm-up

Look at the pictures and tell what you see there ( pictures on the topic “ Disasters”- tornado, hurricane, flood, earthquake, cyclone,

What’s the topic of our lesson?

Lead in

LO: to increase students' motivation to participate in the lesson

“A Disaster Quiz” (Power point presentation)

-Instruction

-Individual work

-Feedback

• Learners should try to answer the quiz questions as quickly as it is possible. They should raise their hands . The teacher may also think of any suitable reward for the best learner, eg. a candy or a colourful sticker, maybe smiles

Self-assessment

Main part

5 min.

10 min.

15 min

The main part of the lesson

Pre-reading Activity

LO: To generate students’ interest in the topic

-Instruction

-Pair work

-Feedback

Before reading the text about tornadoes learners should work in pairs 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?

Reading

LO: To orientate students to the content of the text

Teacher suggests a reading activity to the learners. Appendix 1 Formative Reading “Tornadoes”

The text:

“Tornado is a violent wind movement. They are also called twisters or cyclones. Most people recognize them as a towering black funnel extending downward from the base of a large cumulonimbus cloud. It rotates at speeds up to three hundred miles per hour (480 kpm.) or in some rare cases, even faster. In the centre of the tornado, the air pressure is very low in comparison to surrounding air pressure.

The speed of the wind is the primary cause of deaths and destruction of property. Many people are killed by flying objects and debris (missiles). They happen in certain parts of the world Australia, the Midwestern and Southern of United States.

They also occur more frequently in the spring and summer months. Tornadoes usually occur as part of a severe thunderstorm and often come in advance of cold fronts, however, they can also occur (although less frequently) ahead of warm fronts, and even behind cold fronts.

The greatest killer tornado in the United States occurred during the year 1925 in Indiana, Illinois, and Missouri. It killed six hundred ninety-five people and injured over two thousand”.

Reading Task 1

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

Learners read the passage “Tornadoes”. They get a sheet with the questions and mark if the sentences are True or False.

1. Tornadoes are also known as twisters. _____________

2. The speed of tornadoes is always the same. _____________

3. Tornadoes cannot damage property. _____________

4. Tornadoes mostly happen in specific places of the planet. _____________

5. One of the strongest tornadoes happened at the end of the 20th century in America. _____________

Answers:

1. True

2. False

3. False

4. True

5. False

Reading Task 2

Find the words that mean:

6. Verb that means “turn around, revolve” (paragraph 1)- ________________________

7. Noun, synonym to the word damage (paragraph 2)- ________________________

8. Adverb, antonym to the word seldom, hardly ever (paragraph 3) -________________________

9. Synonym to the word happen (paragraph 4)- ________________________

10. Verb that means “hurt” (paragraph 4)- ________________________

Answers:

6. Rotate

7. Destruction

8. Frequently

9. Occur

10.Injure

*Reading Task 3

Complete the sentences with NO MORE THAN 3 WORDS.

11. Tornado can be described as a strong ____________________________________.

12. Tornadoes cause __________________________________________.

13. Three states ______________________________________ were hit by severe tornadoes in the past.

Answers:

11. Wind movement

12. Death and destruction

13. Indiana, Illinois, Missouri.

Descripter:

• Comprehend the task and marks True or False;

• Understand the meaning of the words from the text;

• Fill in the missing words where necessary

Assessment: Learners evaluate their own progress, using the “Keys” to the tasks.

To get achieved – -5-8 points for all students, most students- 9-11 points, some students12- 13 points.

All students will be able to express their thoughts with support

More students will be able provide unprepared speech with some flexibility.

Some students will be able to use topic-related vocabulary with much freedom.

Less-able students will be able to do Level 1 ( maybe only TASK A),

more-able students will be able to do Level 1. TASK A and B

Some students will be able to do Level 2 ( A,B,C)

2 min.

Reflection “Here I am!” technique

The teacher puts three pictures on the walls around the classroom: the top of the mountain (success), the deserted island (frustration), the cross-roads (hesitation)

The learners write their names on the sticky papers and place their stickers on the appropriate picture, expressing spiritual, emotional state.

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 reading tasks

More able learners:

Get an extra reading task

Make analysis of their work and help weaker ones to arrange information.

• Monitor learners to check they can do the reading tasks properly

• Observe learners when participating in speaking. Did each learner contribute to the speaking and discussion? If not, why not?

Some questions provide critical thinking while answering to them.

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?