Natural disasters short-term plan

7.3C Natural Disasters

Term 3 Unit 3

School: Mayak Secondary School

Date: 04.03.2017

Teacher’s name: Semizbayeva V.N.

Grade 7

Number present:

Number absent:

Theme of the lesson:

Vocabulary “Natural Disasters in Kazakhstan”.

Learning objectives(s) that this lesson is contributing to

7.C2 use speaking and listening skills to provide sensitive feedback to peers

7.C6 organise and present information clearly to others

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

Lesson objectives

All learners will be able to:

• Read about natural disasters in Kazakhstan and understand the main idea of the text .

Most learners will be able to:

• Read about natural disasters in Kazakhstan, understand the main idea and specific information of the text

Some learners will be able to:

• Read about natural disasters in Kazakhstan, understand the main idea and specific information of the text level

Language objective

Topical vocabulary: lightning, volcanic eruption, flood, avalanche, hurricane, drought, explosion, landslide, tornado, earthquake, forest fire, tsunami

Grammar: Present and Past Simple Passive Voice forms

Value links

Transparency: Teacher and learners assess each other, justify their assessment and give feedback; students are free to express their opinions.

Academic honesty and transparency: Students independently carry out individual tasks.

Cross curricular links

Geography and Social Studies

Previous learning

Learners will be familiar with some of the vocabulary associated with natural disasters. Learners may have some knowledge of the associated problems, but they are not expected to have a thorough knowledge.

Use of ICT

Projector or Smart board for showing a presentation

Intercultural awareness

Perception of different global problems, such as natural disasters, in their own country and around the world

Kazakh culture

Think about the weather and natural disasters in Kazakhstan

Pastoral Care

Student centered teaching: respect, support and scaffolding;

Promote a sense of responsibility, careful attitude and respect for others among all the learners.

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned stages time

Planned activities

Resources

5 minutes

Warmer:

Disaster Dictation:

(I) Instructions: Tell your learners you are going to describe a scene that you would like them to draw.

“Draw three houses on the right in the middle. Each house has four windows and a door. On the roof of one of the houses there are two people and a dog. Draw two trees on the left in the middle. At the top of the picture draw some clouds and a lightning. The clouds look grey and it’s raining a lot. In the sky there is a helicopter. Around the houses there is water. The water touches the top windows of the house….”

(W I) Ask students to look at their pictures. Ask them what they think has happened in the scene? Answers may be the following: flood, hurricane, etc. Ask them about other natural disasters they know.

Learners are informed about the lesson objectives.

PPP, Slide 1-2

Main part

5 min.

The main part of the lesson

Vocabulary Practice. Matching:

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

Differentiation: The task may be differentiated in accordance with learners’ language proficiency: less-experienced learners match words with the pictures (task 1), more-able learners read the information about the disasters and write their names on the lines (task 2).

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

Keys:

Task 1: 1) hurricane, 2) tsunami, 3) explosion, 4) flood, 5) volcanic eruption, 6) drought, 7) earthquake, 8) landslide, 9) lightning, 10) tornado, 11) avalanche, 12) forest fire

Task 2: 1) avalanche, 2) flood, 3) volcanic eruption, 4) tsunami, 5) tornado, 6) forest fire, 7) earthquake, 8) drought

What natural disasters could happen in your region / area?

Appendix 1

Work-sheet “Vocabulary”

PPP, Slide 3-4

20 min.

3

6

3

8

Reading

Pre-reading task.

Now we shall read the text. What is this text about you will say me when you watch a video.

What is this video about?

Where it was?

How many people were evacuated?

Can you tell me what our text will be about.

(Disaster in Kazakhstan).

Learners are given two short texts about other disasters in Kazakhstan. Look at the text and tell me what kind of disasters you will read?

While-reading task

Learners analyze the information together and fill in the table. Then groups compare information in their tables.

Warm-up “pass the beat around the room”

Post-reading

Learners show their understanding by matching disasters and dates with their description. This work is done in writing.

Assessment

Learners submit their papers. Learners will achieve their learning objective if they can match 3 out of 4 disasters and their descriptions.

Video “mudslide in Almaty”

Appendix 2

Appendix 3

Appendix 4

6

Home task

T: You have some instructions which are mixed up. I’d like you to be divided into 3 groups. The 1’st group will find things to do when a hurricane comes, the 2’nd – for fire, the 3’rd – for earthquake. Try to find all the things and put them in the right order.

Appendix 5

Formative Reading Worksheet

4 min.

Reflection.

• How many types of natural disaster can you name? Which is the worst?

• What natural disasters are common in your country?

Feedback

The teacher puts three pictures on the walls around the classroom: the suit case (all information will use in the future), meat grinder (information is interesting but I still should work with it ), the trash (the information unnecessary)

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

• “green” means that all tasks were done correctly during the lesson,

• “yellow” means that a learner had difficulties working with the tasks,

• “red” means that a learner made lots of mistakes.

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 tasks (vocabulary and reading)

• More able learners:

Do more complicated tasks .

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

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?

Task

Read the text

Recent major disasters and response activities (easier)

In May 2003, the Zhambyl region was hit by an earthquake with a magnitude of 5.4 on the Richter scale. The earthquake affected 43,300 people and destroyed many buildings. The local administration and people were not ready for this disaster.

Flooding in east Kazakhstan in May 2001 lasted for more than one month, affecting 4,500 people and damaging roads and buildings in the east Kazakhstan and Semipalatinsk region. The National Society of Kazakhstan supported flood victims with food, bedding and other very important things.

When did it happened?

Where did it happened?

What happened?

How many people affected?

Key Learning objectives

Success criteria

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

Students achieved the LO if they were able to match 3 out of 4 disasters and their descriptions.

Event

Description

1. Floods in 2001

It lasted for more than one month.

More than 13,000 people lost their homes

Ten lives were lost.

The local administration and people were not ready for this disaster.

2. Earthquake in 2003

It damaged roads and buildings in the east Kazakhstan and Semipalatinsk region.

It affected 43,300 people and destroyed many buildings.