Natural phenomena

Natural disasters 

Term 3   Unit 7

School: The Economic Lyceum

Date: 

Teacher’s name: Mukantayeva R.S.

Grade 7  71 (I ), 73 (II), 74, 75 (II)

Number present:

Number absent:

Theme of the lesson:

Module 7. Natural disasters.

Natural phenomena.

Learning objective(s) that this lesson is contributing to

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

7.L4 understand with little support some of the implied meaning in extended talk on a limited range of 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:

• use new words on the topic “Natural phenomena”;  
• demonstrate topic related vocabulary in sentences
• participate in a group activity helping to fulfil the task;

Most learners will be able to:

• Read the text and make full and grammatically correct answers to the questions;
• Participate in a group activity supporting to achieve the task;
• Communicate using specific vocabulary while working in pairs and groups;

Some learners will be able to: 

• Provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility;
• Assist less able learners during class/group/pair work.
• Write a sinquan

Language objectives

Presentation; use subject specific vocabulary (Flood, earthquake, tsunami, avalanche, tornado, volcanic eruption, lightning, hurricane, drought)

Value links

Cooperation, respect to each other, functional literacy.

Crosscurricular links

Social Studies, Area Studies.

Previous learning

Previously learned vocabulary on the topic “Natural phenomena”.

Use of ICT

Projector or Smart board to show 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. To create a friendly atmosphere for collaborative work. To 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.

Planned timings

Planned activities

Resources

before the lesson

3 min

5 min

Differentiation: Group division before the lesson

Teacher divides learners into 3 groups with three different levels in a group with the help of the cards. When learners come into the classroom teacher gives them cards with the name of their group. Teacher controls the equal contribution and participation of each learner during the lesson. Every member of a group has his own role and function while working together. 

Names of the groups: “Drops”, “Rain”, “Shower”.

Leading-in stage (W)

Teacher greets learners and sets environmentally-friendly atmosphere within the classroom. Teacher encourages learners to respect each other and to work in a collaborative way.

Warm-up: «Australian rain»

(I) Look at the names of your groups. They are “Drops”, “Rain” and “Shower”.

That’s why we are going to make sounds of rain.

1) Rub your hands

2) Snap your fingers 

3) Clap on your legs

4) Tap on the desk

4) Stamp your feet once

Pre-learning: 

«Video sketching»

(W I) Now look at the whiteboard and watch a short video. What do you think has happened in the scene? Answers may be the following: flood, a hurricane, a heavy rain etc. 

What can Australian rain cause? Ask them about other natural disasters they know.

What do you think is the topic of our lesson? What do you think will be the lesson objectives?

Learners are informed about the lesson objectives. They write down the date and the topic of the lesson in the copybook.

Cards

Whiteboard

PPT S 1, video - https://www.youtube.com/watch?v=2KptNvfeGFs

PPT S 2-4

Main part

5  min.

3  min.

9 min.

Extra

7  min.

5 min.

The main part of the lesson

Vocabulary work

Learners match the natural phenomena (1-9) to the pictures (a-i). (2 min)

Listen, check (self-assessment) and repeat.

Keys: 1f  2e  3i  4a  5b  6d  7c  8h  9g

How many answers are right? T-r assesses: well done, good job, not bad.

Name some new words in Kazakh and in Russian.

(су тасқыны, жер сілкінісі, қар көшкіні, 

жанартаудың атқылауы, найзағай, дауыл, құрғақшылық)

Vocabulary Practice

Work in groups. Make 1 sentence one by one. Look at the pictures and say which of these phenomena are/ are not common in Kazakhstan. (1 min)

The speaker of each group chooses the best sentence and tells the author to read it to everybody.

Peer-assessment. Strategy “Thumb” 

Differentiation

Less able students are given the necessary words and phrases.

Task: 1 HigherOrderquestion and 1 lower Orderquestion. (3 min. to make questions - 6 min. to answer)

How would you feel if...?   Can you name the...?

Do you think ... What is...?

Why…                                Which is true or false...?

Learners make questions according to the text.

The text:

Hundreds of people, living on America’s east coast, were made homeless and at least 62 people were killed by Hurricane Sandy.

Thousands of homes were destroyed and left without electricity.

Schools were closed as the hurricane brought the season’s first snow. 

Hot meals were given to the people by the American Red Cross.

President Barack Obama was impressed by thousands of volunteers who helped where they could.

Strategy “Mary-go-round”

Ask another group your questions.

Sinquain (G) on the topic Natural phenomena 

Assessment criteria:

Teacher listens to the learners’ answers and gives some corrections if they need it.

Teacher summarizes the group work and gives some praises or advice for future improvement.

Teacher moves back to the lesson objectives and recaps the lesson results.

Plenary:

(I, f) Strategy “Continue the phrase”

Choose the beginning of the phrase and write down the answer on the sticker.

It was interesting to …

It wasn’t easy to…

I liked … tasks.

Now I can …

Student’s book

Ex.1, p.75, timer tool

Whiteboard

E-book

Student’s book

Ex.2, p.75

timer tool

PPT S 5

timer tool

A4 papers

PPT S 6

PPT S 7

PPT S 8

3 min.

Homework  

Work book  Ex 1, 2,  p 48.

* Make a short research. What natural phenomena are common in our region?

PPT S 9

   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: 

Less able learners are given the list of necessary words and phrases. They can do easier tasks.

More able learners:

More able learners can help less able learners. They can do more complicated tasks.

Peer-assessment, Self-assessment

Observe learners when participating in discussion. Did each learner contribute to the discussion? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other) 

Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials. 

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?