Nature disaster continuous

Long-term plan unit: 7.3C Natural Disasters

Term 3 Unit 3

School:

Date:

Teacher name:

Grade: 7

Number present:

absent:

Theme of the lesson

Natural Disasters in Kazakhstan

Learning objectives that are achieved at this lesson

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

7.C6 organise and present information clearly to others.

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

7.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics.

Lesson objectives

All learners will be able to:

• Reproduce the structure of Past Simple Tense Active and Passive with some support;

• Write about natural disasters in Kazakhstan using Past Simple Active and Passive with some support;

• Tell about natural disasters in Kazakhstan using Past Simple Active and Passive using the information provided by teacher.

Most learners will be able to:

• Reproduce the structure of Past Simple Tense Active and Passive with minimum support;

• Write about natural disasters in Kazakhstan using Past Simple Active and Passive with minimum support;

• Tell about natural disasters in Kazakhstan using Past Simple Active and Passive using some additional information.

Some learners will be able to:

• Reproduce the structure of Past Simple Tense Active and Passive;

• Write about natural disasters in Kazakhstan using Past Simple Active and Passive;

• Tell about natural disasters in Kazakhstan using Past Simple Active and Passive using some additional information and analyse their causes and results.

Assessment criteria

Writing

Learners achieved the LO if they were able to match 6 out of 7 sentences (for less able), match 6 out of 7 sentences and change 6 out of 7 sentences into the opposite voice (for more able)

Speaking

Poster

Attractive images – 1 point

Clear structure – 1 point

Balance between images and text – 1 point

Additional information (optional) – 1-2 points (depends on the amount of information)

Speaking

Grammar (2 sentences in Past Simple Passive and 2 sentences in Past Simple Active) – 2 points

Vocabulary (10 and more words and expressions from the topical vocabulary) – 2 points

Fluency – 2 points

Pronunciation – 2 points

Equal participation – 1 point

TOTAL: 14 points

Students achieved the LO if they get 11 points out of 14

Language objective

Past Simple Tense Active/Passive Voice

Intercultural awareness

Learners find out about weather in different parts of the world and in Kazakhstan

Values instilled at the lesson

Transparency: learners and teachers work together to develop goals and objectives of the lesson; Teacher and learners assess each other and justify the an assessment, give feedback;

Cooperation: The teacher and learners in collaboration achieve the lesson objectives and discuss the results of cooperation; feedback "teacher- learner", " learner- learner" is carried out throughout the entire lesson.

Patriotism: learners learn about natural disasters in Kazakhstan

Cross-curricular links

Geography: learners learn about natural disasters in different parts of Kazakhstan

ICT skills

Learners use laptops for getting additional information

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.

Kazakh culture

Learners find out about measures taken after the disasters in Kazakhstan

Pastoral Care

Student centred teaching: respect, support and scaffolding;

To create a friendly atmosphere for collaborative work.

Promote a sense of self-esteem and self-respect 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.

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

5 min

2 min

10 min

5 min

15 min

Warming up activity

Learners take cards and make up structures of Past Simple Active and Past Simple Passive. After that, learners look at the active board and check if they did it right.

Teacher and learners discuss the topic and lesson objectives:

• Revise Past Simple Tense Active and Passive

• Write about natural disasters in Kazakhstan using Past Simple Active and Passive

• Tell about natural disasters in Kazakhstan using Past Simple Active and Passive

Past Simple Active vs. Past Simple Passive

Teacher presents some sentences from the text about natural disasters in Kazakhstan and asks learners to discuss in groups and explain the difference between them in terms of grammar (in active sentences the subject is active / performs the action; in passive sentences the subject is passive)

In this part the teacher may explain the difference in native language and give examples in native language. (Я покрасил стол, стол был окрашен мной. Ученик написал диктант, диктант был написан учеником.)

Writing

Learners get cards with some short sentences from the text and write them down into the table (Past Simple Active / Past Simple Passive)

• Ten lives were lost.

• 30,000 people lost their homes.

• 5,500 houses were damaged.

• In 2008 South Kazakhstan was flooded.

• 2,383 houses were inundated.

• One person died.

• The earthquake destroyed many buildings.

Differentiation

More able learners change active sentences into passive and passive sentences into active

Speaking

Learners make a poster and prepare a speech on natural disasters in Kazakhstan (GW)

Some learners may choose to add some additional material from the internet, additional points are given for it.

Before learners start preparing their posters teacher introduces assessment criteria and discusses them with learners.

Assessment Criteria

Poster

Attractive images – 1 point

Clear structure – 1 point

Balance between images and text – 1 point

Additional information (optional) – 1-2 points (depends on the amount of information)

Speaking

Grammar (2 sentences in Past Simple Passive and 2 sentences in Past Simple Active should be used) – 2 points

Vocabulary (10 and more words and expressions from the topical vocabulary should be used) – 2 points

Fluency (2 unnecessary pauses may be made without lowering the score) – 2 points

Pronunciation (2 pronunciation mistakes may be made without lowering the score) – 2 points

Equal participation – 1 point

TOTAL: 14 points

To achieve: 11 points

Note: in each rubric two mistakes are possible without lowering the score

Presentation slide 2

Presentation slide 3

Presentation slide 4

Appendix 1

Appendix 2

Appendix 3 Formative assessment Writing Less able

Appendix 4 Formative assessment Writing More able

Presentation slide 5

2 min

Reflection:

Teacher and learners discuss the following questions:

• What natural disasters are most common in Kazakhstan?

• What natural disaster could never happen in Kazakhstan? Why?

Presentation slide 6

1 min

Home task

Learners may finish preparing their presentations at home and present their posters in the next lesson

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 students’ learning?

Critical thinking

Differentiation is provided through different levels of tasks on active and passive voice. More able learners may use some additional information for presentations. More able learners have an additional task in writing formative assessment tasks.

Learners’ writing will be assessed by the teacher according to the assessment criteria.

Learners’ speaking will be assessed in the next lesson by peers, but learners should be aware of the assessment criteria before they start preparing their presentations.

Critical thinking is developed throughout the lesson through the following tasks:

• Making the structure of the sentence in Active and Passive Voice;

• Changing active sentences into passive and vice versa;

• Making posters and presentations;

• Answering a higher order thinking question at the reflection stage.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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 this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?

Английский язык, 7 класс, 3 четверть

Level 1 (for less able)

7.3C Natural Disasters

Key Learning objectives

Assessment criteria

Task

7.W3

write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

Students achieved the LO if they were able to

match 6 out of 7 sentences

Fill in the table with the given sentences putting them into the appropriate column.

Past Simple Active

Past Simple Passive

Английский язык, 7 класс, 3 четверть

Level 2 (for more able)

7.3C Natural Disasters

Key Learning objectives

Assessment criteria

Task

7.W3

write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

Students achieved the LO if they were able to

match 6 out of 7 sentences and make 6 out of 7 sentences in task 2.

1. Fill in the table with the given sentences putting them into the appropriate column.

2. Change the voice of the sentence

Past Simple Active

Past Simple Passive