Solutions to a problem of the natural disasters план урока
Обновлено: 05.07.2024
Good morning, children! Good morning, dear guests! Glad to see you.
Let's begin our lesson on the topic “Is the Earth a dangerous place? ”. At our lesson we'll discuss natural disasters and their influence on the man and wildlife. (Заставка 1, 2)
- What natural disasters do you know? Remember and name the words concerning our topic beginning them with the following letters:
E (arthquake), V (olcano), F (lood),
H (urricane), T (ornado), D (rought)
/earthquake / hurricane / tornado / volcano / flood / drought /.
- Now divide into 3 groups. (Groups A, B, C). Read one of the passages about natural disasters and complete the texts with the words. You have 5 minutes and then be ready to exchange information with other groups. Take the papers.
Hit, hurricane, leave, destroyed, winds, hour
Hurricanes are very strong ______ that come from the sea. Warm wet air rises in a spiral and goes faster and faster - over 160 km an ______. In 1992, “Hurricane Andrew”_____Florida. The people there had to _____their homes and move to other towns and wait. When the______arrived, it killed 15 people and_______thousands and thousands of buildings. More than 50,000 people had nowhere to live.
Floods, leave, rained, water, level, waited, January
In _______ 1995 in the Netherlands, it rained and ______ for more than two weeks. The ______in the canals and rivers rose higher and higher and thousands of people had to ______ their homes because of the danger of ______. They went to other towns and ______ until the water ______ fell again.
Thousands, animals, winds, Africa, rain, desert, area, water
Sometimes in _____ climates, it does not ____ for a long time. This happened between 1968 and 1974 in The Sahel, in West _____. The ____changed direction and the _____ did not receive any rain for six years. Hundreds of ____of people and nearly half of the ______ in the area died because there wasn’t enough water. People had to walk many kilometers to find ______.
Well, it’s high time to check up your task. Who wants to try? One pupil from every group tells information which has read.
How clever you are!
1. A powerful winter storm caused (…) to trees and power lines.
2. The floods in China during the summer (…) 5 millions houses.
3. The hurricane did a lot of (…) to houses in the area.
4. The last earthquake in the USA was very (…).
5. The building was severely (…) by the flood.
1- damage; 2- destroyed; 3- damage; 4- destructive; 5- damaged.
- Look at the monitor and say what natural disaster do these words describe best?
Terrible / dangerous / violent / blow down / strong wind.
It’s a hurricane.
What is typical of a hurricane?
Possible answers: A very violent wind is typical of a hurricane. /heavy rain/spinning air/
A hurricane's life lasts a little less than two weeks. Here's what a typical hurricane diary might look like. Look at the monitor again.
Day 1: A group of thunderstorms begins to grow and gather.
Day 3: Storms form a swirl, creating a tropical depression.
Day 5: Wind speeds reach 39 miles an hour.
Day 7: Hurricane develops when wind speeds top 74 miles per hour.
- This summer a hurricane happened in our town. Try to describe the hurricane happened in July, using the words in your groups. You have 5 minutes.
To happen
To uproot trees
To damage houses
To destroy cars and roofs
To damage power lines
To suffer from a hurricane
To be injured
To make everything return to normal life.
(Заставка 11)
(Speaking)
- Well done! Taking into account all your answers I should say that the best answer was…
- In all disasters, nature and people need help. Who are the people, who help others, when there is a disaster?
- Now I want you to take part in the contest. Imagine that the Green peace organization asked you to design T-shirts warning people about natural disasters. Work in groups and design T-shirt on sheets of paper. Make a presentation of your T-shirts.
Possible answers: Be carefully! Don’t…! …is strictly prohibited! No…! Save…! Stop…!
Good for you! Everybody gets excellent marks.
- At home think over what people have to do if there are floods (group A), hurricane (group B), or snowstorms (group C)?
- Write a poster to give information about what to do. Use your imagination.
That is all for today. Thank you for the lesson.
Развивающие: развивать внимание, логику, творческие способности; развивать интерес к изучению англ. языка.
Воспитательные: воспитывать личностные качества учащихся (уверенность при ответе, умение отстаивать свою точку зрения); умение работать в группах.
Межпредметные связи: с географией.
Оборудование: ТСО: аудиоаппаратура; раздаточный материал: иллюстрации различных типов климата и образа жизни людей; фонетические карточки; карточки для проведения лексико-грамматической игры; рисунки-схемы, выполненные учащимися.
Использование инновационных технологий: Арт-технология+обучение в сотрудничестве. Информационные технологии.
План урока:
- Приветствие.
- Ознакомление учащихся с темой и задачами урока.
- Фонетическая зарядка.
- Типы климата (мозговой штурм, составление опорной схемы).
- Климатическая карта мира (страны и климат: работа с картой и текстом учебника).
- Влияние климата на жизнь людей (организация работы учащихся в группах, мотивирующее коммуникативное задание).
* Этап I: логическое сопоставление иллюстраций различных типов климата с образом жизни людей: с жилищем, одеждой, едой (использование музыки).
* Этап II: говорение.
7. Типы климата и природные катастрофы (просмотр презентации).
8. Аудирование (страны и природные катастрофы)
9. Как начинается ураган ( игра с использованием рисунков-схем и музыки )
10. Что мы можем сделать, чтобы предотвратить природные катастрофы ( разгадывание ребусов: задания для учащихся с разным уровнем подготовки).
11. Подведение итогов урока и оценка работы учащихся. Рефлексия. Запись домашнего задания.
Ход урока
I. Good morning! How are you? I hope you all are OK. Let's start our lesson. Today we are going to continue speaking about climates of the world, how they can affect our life, what problems the climate can cause. I want you to be active, try to do your best.
II. First of all, say it clearly!
/е/- weather, leather, temperate, desert, head.
/a:/-disaster, a natural disaster, a terrible disaster.
/ :/-storm, rainstorm, snowstorm, raw.
/i:/-heat, extreme heat.
/ /-the Netherlands, clothes, the USA.
/ /-earth, earthquake, thunder, thunderstorm.
III. There are several types of climate in the world. Can you name them? Brainstorm your ideas (Students make up the mind-web on the blackboard).
(Students start doing the mind-web and continue it during the lesson).
Teacher: Well done, children! And now open your books at page 100 and have a look at the climate map of the world. Can you find Great Britain? What climate does it have?
S1: Cool temperate!
T: Right you are. Can you find Russia (Spain, China, the Netherlands, Egypt, and Greenland?) Students show the countries on the map and name the type of climate.
IV. Teacher: Types of climate can affect people's life. How? Any ideas?
S1: Climates, houses, clothes, food go together.
T: That's right! It's time to divide our students into 3(4) groups: A, B, c, D. We have some pictures of different climates, houses, food, clothes. Your task is to take pictures and to match them according to the type of climate. And then say how climate affect people's life. Help each other with vocabulary, grammar and ideas! You have 3 minutes! (Groups find suitable pictures and say how the type of climate influences on people's life).
V. Teacher: Climates can cause a lot of problems. They can cause natural disasters. What natural disasters do you know?
S2: I know about tornados! T: Yes, you are right. But there are a lot of others. For more nforimation let's watch a presentation. (Students watch a presentation and make some notes in their exercise-books. Then continue to complete the mind-web on the blackboard)
VI. T: Will you open your students books at page 41. Let's do ex.5. Read the text for the main idea and answer the questions in your books:
- what first natural disaster can you read about?
- what type of climate can cause such a disaster?
- what did people have to do during the disaster?
- which of the three disasters was the worst?
VII. T: You've read about how a hurricane starts and have drawn a picture for each part. So it's a game time! Let's play "How a hurricane starts". In groups take pictures of different parts of a hurricane and put them in order. Then act them out and say. (Students had a task to draw some pictures of starting a hurricane while they were reading the txt about it.)
VIII. T: Let's do some listening!
You will hear a speaker talking about natural disasters. Read the sentences. If a sentence is correct, put a tick in the "True" box. If it isn't correct, put a tick in the "False" box.
Представлен материал урока английского языка по теме "Природные катаклизмы" для 8 класса. На уроке дети представляли проектные работы выполненные в группах или индивидуально.
Содержимое разработки
План – конспект урока английского языка по теме “ Natural disasters ”
(проектная технология на уроке английского языка)
Учитель: Ударцева Елена Юрьевна, учитель английского языка высшей квалификационной категории МБОУ СОШ № 39 г. Ставрополя
Тема: Природные катаклизмы
Цель урока: создать условия для совершенствования лексических навыков по теме, развивать умения чтения, монологической речи в форме защиты проекта.
Задачи урока:
совершенствовать навыки изучающего чтения;
развивать коммуникативные речевые умения письменной и устной речи при составлении кратких характеристик природных явлений;
развивать умение использовать ЛЕ в собственных мини-высказываниях на уровне одного предложения;
извлекать из текста необходимую информацию;
высказывать предположение, прогнозировать;
опровергать утверждения или соглашаться с ними;
развивать умение восприятия и понимания речи на слух;
развивать умение поиска, систематизации, обработки информационного материала при создании и презентации проектов;
развивать у учащихся самостоятельное мышление;
развивать у учащихся внимание;
интерес к урокам иностранного языка;
повысить мотивацию учащихся к изучению английского языка, оптимизируя процесс обучения с помощью проектной деятельности.
Необходимое оборудование и материалы: мультимедийный проектор для показа презентаций, раздаточный дидактический материал.
Hello boys and girls! How are you? Are you ready to begin our lesson?
Ok, let’s look at an unusual item for our lesson. What is it? How is it connected with the theme to discuss today? You are right, we are going to speak about NATURAL DISASTER that can happen all over the world. Such phenomena occur more often nowadays. We need to know about them as much as possible and be ready to protect ourselves.
The Earth is a beautiful place to live on. We can see wonderful landscapes , we can climb mountains, swim in rivers, lakes and seas, lie on the beach.
But do you agree that our planet is a dangerous place? Really, the Earth is a dangerous place. Why?
There are a lot of different kinds of disasters on the Earth. What are they?
Work with words
(Pronounce the words
drought flood tornado earthquake tsunami cyclone avalanche hurricane )
Answer the teacher’s questions:
What is a natural disaster?
(Pupil: A natural disaster is some terrific weather conditions such as storm, shower, earthquake, avalanche, which bring a lot of damage to buildings, wildlife and people)
The teacher concludes: “A natural disaster is bad consequences of natural phenomenon.”
T : Could you explain some of the disasters (natural phenomena)?
(учитель раздаёт карточки учащимся, где есть только определение какому – либо стихийному бедствию, учащимся необходимо сказать – что это)
drought - a long period of time without rain. People suffer from limited fresh water flood – a large amount of water that covers an area which is usually dry tornado - a violent wind storm which consists of a tall column of air spinning around very fast tsunami - a huge wave caused by an earthquake which flows onto land earthquake - a sudden rapid shaking of the ground avalanche - a large mass of snow falling down the side of a mountain hurricane - an extremely violent wind or storm
T : What can cause them?
P: The changes in climate, the meeting of cold and warm air in the atmosphere, the movement of tectonic plates and so on.
Students’ projects
Work with texts
Hit, hurricane, leave, destroyed, winds, hour
Hurricanes are very strong ______ that come from the sea. Warm wet air rises in a spiral and goes faster and faster - over 160 km an ______. In 1992, “Hurricane Andrew”_____Florida. The people there had to _____their homes and move to other towns and wait. When the______arrived, it killed 15 people and_______thousands and thousands of buildings. More than 50,000 people had nowhere to live.
What is the most violent wind? Of course, it’s a tornado.
Ilya Poluyanov was interested in the problem, he investigated it in details and now he is ready to present his conclusions.
Project “Tornado”
Floods, leave, rained, water, level, waited, January
In _______ 1995 in the Netherlands, it rained and ______ for more than two weeks. The ______in the canals and rivers rose higher and higher and thousands of people had to ______ their homes because of the danger of ______. They went to other towns and ______ until the water ______ fell again.
The most terrible flood caused by tsunami. What is a tsunami? How does it look out?
What aftereffects does it have?
How to protect yourselves? Victoria has studied this phenomenon.
(Victoria Bardicova’s project “Tsunami”)
Listening comprehension
Look at our screen. Who knows the painting? Yes, The Last Day of Pompeii is a large canvas painting by Russian artist Karl Briullov in 1830-33
What disaster is pictured here?
Volcanic eruption in Italy ( задание по аудированию )
Nearly two thousand years ago, in 79 AD, a volcano called Vesuvius erupted on the west coast of Italy, south of Naples. It was one o’clock on 24th August. In the busy Roman port of Pompeii, people were walking about in the streets, families were preparing lunch and children were playing. Suddenly Vesuvius erupted. There was a loud explosion. There was dust and ash everywhere. People rushed into the streets screaming. Children ran to their parents crying. People tried to run away, taking their things with them. They tried to escape, but most of people and animals died.
Vesuvius has erupted many times. The last big eruption was in 1944. Will Vesuvius erupt again? Nobody knows. If it does, it might be a small eruption or a big one. Some people live close to Vesuvius because the soil around it is good for growing crops. But it is also very dangerous.
What is Vesuvius?
Where is Vesuvius?
When did Vesuvius erupt?
What was there after eruption?
How many people and animal died?
When was the last big eruption of Vesuvius?
Why do some people live close to Vesuvius? Is it dangerous?
Project VOLCANO ERUPTION
Kirill and Daniel are interested in volcanoes. They have prepared a report about them. Be attentive and polite.
How clever you are! Thank you for your educational information.
As I know you are captivated by one song WE ARE THE WOL RD WE ARE THE CHILDREN. It was written by Michel Jackson 25 years ago. But in February 2010 80 artists and performers walked into the room with their hearts and souls completely open to coming together to help the people of Haiti, where a terrible earthquake occurred.
What is the main idea of the song?
(pupils are singing the song)
Приложение 1
Guess what disaster it is about?
It is a mountain with a hole at the top
It is a sudden movement of the ground
a large mass of snow falling down the side of a mountain
a huge wave caused by an earthquake which flows onto land
a violent wind storm which consists of a tall column of air spinning around very fast
a long period of time without rain. People suffer from limited fresh water
a large amount of water that covers an area which is usually dry
Приложение 2
( доп. материалы к уроку)
Volcanic eruption in Italy
Nearly two thousand years ago, in 79 AD, a volcano called Vesuvius erupted on the west coast of Italy, south of Naples. It was one o’clock on 24th August. In the busy Roman port of Pompeii, people were walking about in the streets, families were preparing lunch and children were playing. Suddenly Vesuvius erupted. There was a loud explosion. There was dust and ash everywhere. People rushed into the streets screaming. Children ran to their parents crying. People tried to run away, taking their things with them. They tried to escape, but most of people and animals died.
Vesuvius has erupted many times. The last big eruption was in 1944. Will Vesuvius erupt again? Nobody knows. If it does, it might be a small eruption or a big one. Some people live close to Vesuvius because the soil around it is good for growing crops. But it is also very dangerous.
What is Vesuvius?
Where is Vesuvius?
When did Vesuvius erupt?
What was there after eruption?
How many people and animal died?
When was the last big eruption of Vesuvius?
Why do some people live close to Vesuvius? Is it dangerous?
Disaster in Africa
Sometimes in desert climates, it does not rain for a long time. This happened between 1968 and 1974 in the Sahel, in West Africa. The winds changed direction and the area did not receive any rain for six years. Hundreds of thousands of people and nearly half of the animals in the area died because there wasn’t enough water. The crops did not grow and many countries suffered from famine. People had to walk hundred kilometers to find water.
Which disaster was in Africa between 1968 and 1974? (drought)
Why didn’t the area in West Africa receive any rain for six years?
How many people and animals died?
Why did many people and animals die?
Disaster in Texas
When the famous Galveston Hurricane struck in the United States in September 1900, the whole city of Galveston, Texas, was destroyed and about 6000 people were killed.
Disaster in Florida
What are hurricanes?
What may the speed of a hurricane be?
Which disaster happened in Florida in 1992?
Disaster in the Netherlands
The Netherlands is very flat and part of the country is below the level of the sea. The people there have to make sure that the walls by the sea – the dykes – are very strong.
Usually, there is no problem, but in January 1995, it rained and rained for more than two weeks. The water in the canals and rivers rose higher and higher, and thousands of people had to leave their homes because of a danger of floods. They went to other towns and waited until the water level fell down again.
What disaster happened in the Netherlands in 1995?
Why did flood occur?
Why did people have to leave their homes?
Disaster in China
An awful flood happened in China in 1998. It was caused by heavy rainfall. Nearly 4000 people were killed. The flood destroyed houses and left millions of people homeless, a lot of farmland was damaged.
Disaster in South-Eastern Asia
Such a terrible disaster as tidal wave happened in South-Eastern Asia on 25 December 2004. Such countries as Thailand, Sri Lanka, and Indonesia were damaged greatly. The consequences of it are terrible. More than 200000 people were killed, a lot of injured people, thousands of people became homeless, unemployed, a lot of people need water, food clothes, medical and psychological help. There is a threat of different diseases and epidemics. Different countries of the world provide help for injured people in these countries. Russia is among them. The consequences of tidal wave wouldn’t have been so awful, and not so many people would have been killed if people were warned, but they weren’t. There was no notification system in that area.
Данный урок, включает в себя подробный конспект урока, интерактивную презентацию, видео "Earthquakes" , раздаточные материалы к уроку. Этот урок предназначен для учащихся 8 класса, которые занимаются по учебнику Enjoy English, Биболетова М.З. Unit 1. Section 5. Цель данного урока это развитие коммуникативных навыков через обобщение знаний по теме " Is the Earth a dangerous place?". Урок направлен на то чтобы обобщить лексический материал по теме "Стихийные бедствия", познакомить учащихся с глаголами "to break", "to damage", "to destroy", и тренировать учащихся в употреблении данных глаголов.
Put the sentences in the correct order
The number of earthquakes each year on earth
Why and where earthquakes do occur.
An example of an earthquake: San Francisco
What is being done for future
One more example
How scientists work
Answer the questions
When did the San Francisco earthquake happen?
What is the name of the device where the sismic waves are recorded?
How many earthquakes are recorded every year?
How many people die every year because of earthquakes?
How much did the Alaska earthquake measure on the Ritcher scale?
План конспект урока по английскому языку
в 8 а классе
Цель урока: развитие коммуникативных компетенций учащихся через обобщение знаний по теме “Is the Earth a dangerous place?”
Образовательные:
Обобщить лексический материал по теме и превратить лексику в собственность учащихся
Познакомить учащихся с глаголами “to break”, “to destroy”, “to damage”
Тренировать учащихся в употреблении глаголов “to break”, “to destroy”, “to damage”
Развивать аудитивные навыки
Развивать интеллектуальные операции (отбор, извлечение, комбинирование)
Формировать интерес к учебно-познавательной деятельности на иностранном языке
формировать системное представление учащихся о стихийных бедствиях, выявить наиболее важное и характерное
Воспитательные:
воспитывать интерес к изучению АЯ
воспитывать толерантное отношение друг к другу
приобщить учащихся к мировым экологическим проблемам и глобальным катастрофам
Воспитывать понимание ценности человеческой жизни, взаимопомощи и бережного отношения к природе.
Формировать положительное эмоциональное поле на уроке
Оборудование: УМК Enjoy English 8 класс, аудиоприложение к учебнику, интерактивная доска, презентация по теме “ Natural Disasters ”, раздаточный материал, Flashcards , видеофайл “ Earthquakes ”, видеофайл к физминутке “ Head and shoulders :”.
Структура урока:
Подготовка учащихся к учебной деятельности.
1) организация класса
2) фонетическая зарядка
3) речевая зарядка
Повторение лексики по теме “ Natural disasters ”
Введение новой лексики
Первичное закрепление лексики
Работа с видеоматериалом
а) подведение итогов урока
б) домашнее задание
в) выставление оценок
1. Вступление : Good afternoon children. I’m glad to see you! Are you OK? I hope so! Who is on duty today? Look at the pictures and say what we are going to talk about. ( 1 слайд , 2 слайд ученики выводят тему урока ). In today’s lesson we continue to speak about natural disasters, we will revise the words, we will learn some new verbs, which we can use when we talk about natural disasters, and also we will watch a video about some of the dangerous natural disaster: earthquake. Let’s begin our lesson .(3 слайд )
2. Фонетическая разминка : It’s time to practice English sounds and train our tongues. Are you ready? Open your books at p.27. See ex.90. You will need these words today. Listen to them and read. Mind your pronunciation. (CD звуковое приложение к УМК ).
3. Речевая разминка : Let’s remember natural disasters. On the blackboard you see the pictures and try to say what happened on the pictures, choose the right sentence.
4 слайд
1.-A blizzard in the city
- A volcano erupted
- A tornado is coming
5 слайд
2.-A hurricane struck
-The blizzard struck
-A flood is destroyed the city
6 слайд
3 - The earthquake shook the city
-The blizzard struck
-A drought made the ground dried
7 слайд
4. The earthquake shook the city
-The blizzard struck
-A drought made the ground dried
8 слайд
5. - The hurricane hit the city
-The volcano erupted
-The flood destroyed the city
9 слайд
6. - The hurricane hit Tokyo
-The volcano erupted
-The blizzard struck
Read the sentences and substitute the picture with the suitable words (10 слайд )
4. Динамическая пауза : It’s time to have a rest and relax. Stand up and repeat the actions ( видео Head and shoulders)
4. Введение нового языкового материала :
We will continue to speak about disasters. But first you need some new words. Please, open ex. 87, p. 26. There are three words that you must differentiate: to destroy, to break and to damage. Read their meanings, the examples and translate. ( учебник Enjoy English 8 класс )
5. Первичное закрепление языкового материала:
Look at the blackboard . Complete the sentences with the words in the box. (11 слайд )
Make up your sentences with these words
6. Аудирование : Now it’s time to watch and learn some important information about one of the most dangerous disaster: earthquake. You know that The World is always changing. Natural disasters are changes which are so great they may cause damage to the shape of the land or to the lives of people and other living things. An earthquake is a violent shaking of the ground. Sometimes it is so strong that the ground splits apart. The result of an earthquake can be bad: homeless people, damaged buildings and cars, destroyed buildings, it hurt people, it can also kill the people. (12 слайд ). Children what do you think?
1. Can natural disasters ever be a good thing?
2. Why do you think there are so many movies about natural disasters?
3. Have you ever experienced the earthquake?
4. Do you know any countries where the earthquake can occur?
5. Can people protect the world from the earthquake? (13 слайд )
Let’s watch a video about an earthquake. Your task is to put the sentences into the correct order according to the video . (Worksheet 1) (14 слайд )
Let’s listen again and be ready to answer the questions (Worksheet 2) (15 слайд )
Watch the last part of the video and complete the gaps. (Worksheet 3) (16 слайд )
6. Заключительная часть : Our lesson comes to the end. How do you fe е l about the lesson, choose the best drawing that reflects your mood ( учащиеся поднимают flashcard). (17 слайд ) What have you learnt from this lesson? Are the natural disasters dangerous for our world? Can they destroy our world? Is there anything new you have learnt about earthquakes? (18 слайд ) And I would like to give you some advices how to behave in dangerous situations (19 слайд )
Thank you very much for your work. Your marks for the lesson are… Write down your home task. Your home task will be the following: ex.1, 2 p.17 WB (20 слайд )
The topic of our lesson:
The aims of the lesson
What happened? Choose the right sentence
Read the sentences and substitute the picture with the suitable words
- Yesterday, a terrible hit the rural area.
- An awful struck New York city.
- Families rushed away after the erupted.
- A severe ruined the crops.
- Hundreds of houses were destroyed
when the shook the city.
Fill in the blanks. Use the words in the box.
Destroy, damage, damaged, broken, destructive
- All kinds of disasters either . or completely . the environment. Floods, earthquakes and tornadoes leave a lot of . houses behind them.
- The last earthquake in the USA was very .
- "I'm sorry, I can't help you because of my '. finger." — "It's OK. I'll manage myself."
- My grandpa has a magic touch. He can repair all . things if the . is not too bad.
What do you think?
Put the parts of the video into the correct order
- The number of earthquakes each year on earth
- Why and where earthquakes do occur.
- An example of an earthquake: San Francisco
- What is being done for future
- One more example
- How scientists work
Watch the video again and answer the questions
- When did the San Francisco earthquake happen?
- What is the name of the device where the sismic waves are recorded?
- How many earthquakes are recorded every year?
- How many people die every year because of earthquakes?
- How much did the Alaska earthquake measure on the Ritcher scale?
April 18 1906
Watch the last part of the video and complete the gaps
- There’s no stop in of the earth from changing and moving, so engineers are ways to create better buildings,highways and bridges that will remain safe and stay in onenext timthe earth begins to
How do you fell about the lesson
What have you learnt from this lesson?
Natural disasters: what to do
Listen to the radio news
Don’t use lift
Don’t use matches
Take all necessary things (documents, money, photos) out of the house
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148 high school
7.3B Natural Disasters (Content with language)
School: №148 gymnasium
Date: 15.03.2018
Teacher’s name: Sembayeva Aida Azizkyzy
Grade 7 v
Number present:
Number absent:
Theme of the lesson:
Vocabulary on the topic of “ Natural disasters”
Reading task on the topic of “ Natural disasters”
Learning objectives(s) that this lesson is contributing to
7.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics
7.L4 understand with limited support the main points of extended talk on a range of general and curricular topics
Lesson objectives
All learners will be able to:
Match words with definitions, solve crossword;
Read the text and answer the questions;
Most learners will be able to:
Explain own point of view while speaking on topic of natural disasters;
Some learners will be able to:
Use critical thinking skills and a wide range of topical vocabulary while discussing natural disasters;
Language objective
New vocabulary on the topic of Natural disasters
Value links
Cross curricular l ink s
Previous learning
Natural disasters introduction
Use of ICT
Projector or Smart board for showing a presentation
Intercultural awareness
Know more about different natural disasters and their effect on people
Kazakh culture
Think about natural disasters that happen in Kazakhstan
Pastoral Care
Student centered 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.
Planned timings
Planned activities
Leed in learners enter the room, stay under the raining cloud,which symbolizes Kazakh saying : “ If its rains heavily, its good for beginning a new deal”, It is very important that president N.A.Nazarbayev pays attention to the national values. Kazakh people are very superstitious, that’s why they care of every weather changes, natural processes, even they predict the weather looking at the behavior of domestic animals. “If you staying under the heavy rain say a wish, it comes true”. That’s why let’s dream and wish positive words and wish it to the auditory.
Dividing into a group. Teacher tells learners to take cards on the table, according to this card they will be divided into groups: scientists and travelers.
(W) Teacher tells learners that they are going to describe a scene that teacher would like them to draw. Teacher reads out the following text:
“ 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. 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….”
Teacher asks learners to look at their pictures. What do they think has happened in the scene? Answers may vary from flood, hurricane, tsunami. When they have suggested some answers teacher asks them to think of as many different natural disaster as they can. Drill pronunciation.
Learners are informed about the lesson objectives
Learners watch a video
Power point presentation slide PPPS- 3
Didactic materials for the task
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).
P eer -assessment: Learners are encouraged to exchange their work-sheets and evaluate each other. Teacher should have enough “keys” to give one to each student
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
Vocabulary Task 1
Teacher suggests vocabulary activity to the learners. They solve crossword:
1. a very strong wind in west Atlantic
4. a large amount of water spread from a river, sea etc. that covers an area that is normally dry
6. a very bad event, causing harm or death
8. move somebody from a dangerous place
9. a long period without rain
2. a sudden violent movement of the ground
3. a strong wind that blows in a circle
5. hot liquid rock
7. (of a volcano) to explode and throw out fire, lava, smoke etc.
1. erupted; lava; evacuated
4. earthquake; tsunami
Teacher discusses the right answers and assesses the task asking the question: Who has 15 right answers? 14? 13? Etc. Teacher should explain the right choice in vocabulary tasks.
Reading task
Differentiation:
More able learners read the article “When things go wrong”. They should answer 7 multiple choice questions and 3 open-ended questions.
Read the article and choose the correct letter, A, B, C or D.
1. What natural disasters are discussed in this passage?
A rainbows, rivers, saplings, mountains, and metalwork
B volcanoes, earthquakes, tsunamis, and avalanches
C Roman mythology, Vulcan, and Mt. Etna
D Southern California, the Pacific Ocean, and Sicily
2. What does this passage describe?
A This passage describes chimneys and furnaces.
B This passage describes different natural disasters.
C This passage describes two volcanoes that have erupted within the past 10,000 years.
D This passage describes everyday life in Sicily.
3. People can take steps to prevent natural disasters.
What evidence from the passage supports this statement?
A The study of earthquakes is called seismology.
B A volcano is a vent in the earth through which magma and ash come out.
C There are three types of volcanoes: extinct, dormant, and active.
D People can plant trees to make life on earth more stable.
4. What is a natural disaster?
A an event caused by nature that harms human life
B the study of earthquakes, tsunamis, volcanoes, and avalanches
C the process by which a tiny sapling grows into a mighty tree
D a way that people can take care of their planet
5. What is this passage mostly about?
A saplings and rainbows
B avalanches and geologists
C natural disasters
D what causes tsunamis
6. Read the following sentence: “The water, soil, air and forces under the earth’s surface are all affected by our actions.” What does the word surface mean?
A a body of water where a tsunami is likely to happen
B the movement of land during an earthquake
C the outer layer or part of something
D the innermost layer or part of something
7. Choose the answer that best completes the sentence below.
There are several kinds of natural disasters, _______ earthquakes, volcanoes, and avalanches.
Task 2: Give full answers to the following questions
8. Where do volcanoes occur?
9. When do earthquakes occur?
10. What are some things that the natural disasters described in this passage have in common?
Suggested answer: Ideally, students will answer that volcanoes occur where tectonic plates come together or move apart. Another acceptable response is that volcanoes occur in the Pacific Ocean.
Suggested answer: Earthquakes occur when blocks of earth slide past one another and cause a fault on the earth’s surface.
Suggested answer: Answers may vary but should have a basis in the passage. For example, students may respond that earthquakes and volcanoes are caused by movements below the earth’s surface. They may also respond that all natural disasters defy complete prevention but that steps can be taken to make the earth more stable.
Learners peer-assess each-other’s works.
Learners are allowed to use on-line dictionaries
Worksheet with the tasks
What are the safety rules for an earthquake emergency?
Could the Internet be helpful in case of disaster?
Learner’spossible answer:
Don’t panic.Get under a table or a desk. Check for injuries.Call emergency services to get help for injured persons. Leave the room. Exit the building.Once outside, move to the evacuation assembly point. Wait for further instructions.
Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Vocabulary task
Formative Assessment
Reading (for more able students)
Natural Disasters (Content with language)
Learning Objectives
7.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics
Level of thinking skills
Assessment criteria
Answer comprehension questions;
Give full answers to open-ended questions.
When Things Go Wrong
Our planet has many wondrous things. We plant a tiny sapling and it becomes a mighty tree. Water runs in rivers. Rainbows appear in the sky. But it is not always easy to deal with nature. For instance, sometimes the earth cracks up, slides and slips. The very hot matter inside it oozes out on the surface. Strong waves of water destroy everything in their way. All these events that result from natural processes and can harm human and other life are called natural hazards, and can lead to natural disasters. Volcanoes, earthquakes, avalanches, sinkholes, tsunamis and landslides are some examples of natural disasters. Sometimes, one disaster is related to another. For example: volcanic eruptions can cause earthquakes, and earthquakes can cause landslides and tsunamis.
Vulcan and Volcanoes
Ever wonder where the word “volcano” comes from? It comes from Vulcan—the god of fire and metalwork in Roman mythology. It was believed that he worked inside Mt. Etna, one of the world’s oldest volcanoes, located in Sicily. “Etna” means chimney or furnace. Fire, metal, chimney and furnace—do you see any similarities to a volcano?
The Basic Structure of a Volcano
A volcano is a vent (rupture/crack) in the Earth through which molten (melted) magma and ash come out. Volcanoes occur at places where tectonic plates (under the Earth’s surface) come together or move apart. The “Ring of Fire” under the Pacific Ocean is one of the places where these plates converge. It is the site of 75% of the world’s volcanoes. There are about 452 volcanoes in the Pacific Ocean’s basin. Volcanoes are of three types. An active volcano is one that is erupting or has erupted in the last 10,000 years. An extinct volcano is unlikely to erupt again. A dormant or inactive volcano is between the two. There may be no record of its eruption in the recent past, but it is likely to erupt again. Some volcanoes can remain dormant for millions of years. The study of volcanoes is called volcanology.
Pulling a Tablecloth
What do you think would happen if you quickly pulled the tablecloth off a dining table? The placemats, plates, glasses and cutlery on the table would “quake.” The plates might break into pieces as they land on the surface of the table. The water in the glasses might spill. There might be a loud noise and a mess. The movement that occurs during an earthquake is similar.
An earthquake happens when blocks of earth slide past one another and cause a “fault” on the earth’s surface. The “hypocenter” is the place where the blocks of earth slide and the earthquake starts. It is below the surface. Its corresponding point on the surface is called “epicenter.” Southern California has about 10,000 earthquakes every year. Most of these, fortunately, go unnoticed. The study of earthquakes is called seismology.
Does “tsunami” sound like a word from a foreign language? That’s because it is! The word is pronounced with a silent “t” and means “harbor wave” in Japanese. It refers to a series of very long ocean waves that are caused by large disturbances in/under the ocean. Volcanoes, earthquakes, landslides and meteorites are the most common causes of a tsunami.
Who looks into tsunamis? Geologists, oceanographers, and seismologists—like earthquakes, tsunamis are caused by movements below the earth’s surface.
We get an idea about what an avalanche is by its other names: snow slide and snow slip. It is the sliding of snow down the slope of a mountain. We know that gravity pulls things downward on earth. A mass of snow on a slope slides down when the pull of gravity is greater than its own strength. When this mass is large, it takes things in its path along with it. A person who studies avalanches is called an avalanche meteorologist.
We cannot prevent natural disasters entirely. They arise from forces which are beyond our individual control. But there are some small ways in which we can take care of our planet. When we plant or preserve trees, we make our earth more stable. It is better able to clean polluted air and keep water in balance. We can walk to our school or the market and use less electricity. This would save our fossil fuels and keep the planet’s climate in order. We can avoid products (such as some deodorants) that are harmful to the environment. We must remember that things in nature are connected to each other. The water, soil, air and forces under the earth’s surface are all affected by our actions.
Name: _____________ Date: _______________________
1. What natural disasters are discussed in this passage?
A rainbows, rivers, saplings, mountains, and metalwork
B volcanoes, earthquakes, tsunamis, and avalanches
C Roman mythology, Vulcan, and Mt. Etna
D Southern California, the Pacific Ocean, and Sicily
2. What does this passage describe?
A This passage describes chimneys and furnaces.
B This passage describes different natural disasters.
C This passage describes two volcanoes that have erupted within the past 10,000 years.
D This passage describes everyday life in Sicily.
3. People can take steps to prevent natural disasters.
What evidence from the passage supports this statement?
A The study of earthquakes is called seismology.
B A volcano is a vent in the earth through which magma and ash come out.
C There are three types of volcanoes: extinct, dormant, and active.
D People can plant trees to make life on earth more stable.
4. What is a natural disaster?
A an event caused by nature that harms human life
B the study of earthquakes, tsunamis, volcanoes, and avalanches
C the process by which a tiny sapling grows into a mighty tree
D a way that people can take care of their planet
5. What is this passage mostly about?
A saplings and rainbows
B avalanches and geologists
C natural disasters
D what causes tsunamis
6. Read the following sentence: “The water, soil, air and forces under the earth’s surface are all affected by our actions.”
What does the word surface mean?
A a body of water where a tsunami is likely to happen
B the movement of land during an earthquake
C the outer layer or part of something
D the innermost layer or part of something
7. Choose the answer that best completes the sentence below.
There are several kinds of natural disasters, _______ earthquakes, volcanoes, and avalanches.
8. Where do volcanoes occur?
9. When do earthquakes occur?
10. What are some things that the natural disasters described in this passage have in common?
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