Causes and consequences of natural disasters

LESSON: Module 2 Lesson 3

School:

№39 named after L.Zholdasov

Date: 1.10.2020.

Teacher name: Raikulova S.

CLASS: 10 ^A

Number present:

absent:

Lesson title

Causes and consequences of natural disasters

Learning objectives(s) that this lesson is contributing to

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Most learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result

Some learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech

Assessment criteria

-Demonstrate the ability to write grammatically correct sentences on familiar topics;

-Differentiate between usage of infinitive and gerund forms after a limited variety of verbs, adjectives and prepositions;

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

Natural Disasters

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

Greeting

To revise compound adjectives

• Elicit how compound adjectives are formed (A compound adjective is formed when two or more adjectives are joined together to modify the same noun.)

• Then give Ss time to find four examples in the text.

• Refer Ss to the Grammar Reference section for more details.

Answer Key

swamp-like 4-month-old

hard-working world-famous

Teacher’s ideas

PRESENTATION AND PRACTICE

To practise compound adjectives

Task 1

Individual work (giving cards with task)

• Explain the task and give Ss time to complete it.

• Check Ss' answers. Elicit sentences from various Ss around the class.

Suggested Answer Key

After the flood, many areas had a swamp-lit appearance.

Tom is a hard-working man.

Jane took her 4-month-old baby to the doc U George Clooney is a world-famous actor.

Descriptor A learner

-completes the sentences;

-checks in the Grammar Reference Section;

AFL “Read aloud” (students give their card by clockwise and one student reads aloud the answers )

Grammar rules:

To present/revise (to) infinitive/ -ing forms

• Explain/Elicit that the infinitive is the: of all verbs. Explain/Elicit that we can use or without the preposition to. Say then w the board: / want to play football. I can play football. Explain/Elicit that we use to-infinitive after certain verbs such as would like, love, want, expect, hope, offer, promise, decide and after be + adjective and wit and enough. Explain/Elicit that we use infinitive without to with modal verbs must, should, etc) and after the verbs le make.

• Explain/Elicit that the -ing form is the form that ends in -ing. Say then write or board: Swimming is fun. Explain/Elicit the can use the -ing form as a noun. Say then \ on the board: / like running. Explain/Elicit we use the -ing form with the verbs like, I hate, dislike, enjoy, prefer.

Task 2

Pair work

Put the verbs in brackets into the correct form. Check in the Grammar Reference Section.

Answer Key

1. driving 3 getting 5 repairing

2. to buy 4 leave 6 rescuing

Descriptor A learner

-puts the verbs in brackets into the correct form;

- checks his/her answers in the Gram/ Reference section;

AFL “Firework”

To practise (to) infinitive/-/ing forms

• Explain the task and give Ss time to complete it.

• Check Ss' answers. Then ask various Ss to t( the class how the sentences' meanings differ.

Answer Key

1. a to stand (remember)

b reading (fail to remember)

1. a to buy (paused) b working (ceased)

2. a not moving (disappointment) b to inform (remorse)

3. a to stay (attempt) b using (experiment)

4. a to put (intention)

b going (has the meaning)

• For Ex. 8,9 see p. 22(T)

Cards

ENDING THE LESSON

Feedback “Knowledge tree”

Giving home task

Our lesson is over. Good bye!

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?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

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

LESSON: Module 2. Lesson 5

School: №39 named after L.Zholdasov

Date: 8.10.2020.

Teacher name: Raikulova S.

CLASS: 10 ^A

Number present:

absent:

Lesson title

Focus on Kazakhstan: reporting on the causes and consequences of natural disasters

Learning objectives(s) that this lesson is contributing to

10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

10.6.14 - use a variety of prepositional phrases before nouns and adjectives use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give

Most learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information

Some learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information, talk about the ASCE Foundation, write an email about the Dream Big film

Assessment criteria

-Identify the correct form of a word, appropriate sentence structure and text layout;

- Demonstrate the ability to write grammatically correct sentences on familiar topics;

-Employ the rule for nouns and adjectives in common prepositional phrases in practice;

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

Natural Disasters

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

Greeting

To consolidate new vocabulary

Task 1

Group work

• Explain the task and give Ss time to complete it.

• Check Ss' answers and then ask various Ss to use the phrases to talk about flooding in Kazakhstan.

Answer Key

1 moving 5 flood

2 heavy 6 higher

3 emergency 7 power

4 recurring 8 public

Suggested Answer Key

Heavy rain and extreme weather causes recurring floods in Kazakhstan. Flood damage and moving floodwaters have affected residential areas, power lines and public buildings.

Descriptor A learner

-completes phrases to talk about flooding in Kazakhstan;

AFL “Traffic light”

PRESENTATION AND PRACTICE

Task 2

Work in pairs

a) (Aim To practise prepositions & prepositional phrases

• Explain the task and give Ss time to complete it.

• Check Ss' answers.

• Ss work in pairs and use the Useful Language in the box and the headlines in Ex. 1b to make exchanges.

Suggested Answer Key

A: You'll never guess what's happened! Violent tremors have hit the capital city.

B: Oh no! That's terrible!

A: Did you see the news? There's been an oil spill off the coast.

B: That's so depressing.

A: Have you heard? There was a dangerous blast at a chemical plant.

B: Really? How horrible!

A: Guess what happened! Some buildings downtown were damaged by a hurricane.

В: I don't believe it.

A: Look at this! Rising river waters have closed roads.

B: It's awful, isn't it?

A: Did you hear about the side of a mountain that collapsed onto some homes?

B: Oh no! That's awful!

Descriptor A learner

- uses the Useful Language in the box and the headlines in Ex. 1b to make exchanges.

AFL Peer assessment by “Thumbs”

Task 3

Individual work

• Explain the task and ask Ss to read the sentences 1-5 and underline the key words.

• Elicit what the radio news report will be about (a train crash and a flood). Ss tick the sentences as true or false.

Answer Key

IF 2 T 3 T 4 F 5 F

Answer Key

1. to 2 to 3 from 4 for 5 with

Descriptor A learner

- reads the sentences;

- underlines the key words;

- ticks the sentences as true or false;

AFL self assessment

Task 4

To practise prepositional phrases

Ask various Ss to use the phrases in Ex. 6a to talk about the natural disasters in Ex. 1a.

Suggested Answer Key

The war led to a huge loss of life.

People who live close to snowy mountains are more likely to experience avalanches.

The shutters protect their home from storm damage. Wars and natural disasters are responsible for a huge loss of life.

They dealt with the livestock by moving them to higher ground during the flood.

Descriptor A learner

- uses the phrases;

-talks about the natural disasters;

1. To role-play giving and reacting to bad

news

• Explain the task and ask two Ss to act out the example exchange.

• Ss work in pairs and use the Useful Language in the box and the headlines in Ex. 1b to make exchanges.

Suggested Answer Key

A: You'll never guess what's happened! Violent tremors have hit the capital city.

B: Oh no! That's terrible!

A: Did you see the news? There's been an oil spill off the coast.

B: That's so depressing.

A: Have you heard? There was a dangerous blast at a chemical plant.

B: Really? How horrible!

A: Guess what happened! Some buildings downtown were damaged by a hurricane.

В: I don't believe it.

A: Look at this! Rising river waters have closed roads.

B: It's awful, isn't it?

A: Did you hear about the side of a mountain that collapsed onto some homes?

B: Oh no! That's awful!

• To listen to for specific information Explain the task and ask Ss to read the sentences 1-5 and underline the key words.

• Elicit what the radio news report will be about (a train crash and a flood). Play the recording. Ss listen and tick the sentences as true or false.

• Check Ss' answers. You can play the recording again with pauses for Ss to check their answers.

Answer Key

IF 2 T 3 T 4 F 5 F

To discuss solutions to help people affected by a flood

• Explain the task and divide the class into small groups.

• Give Ss time to discuss solutions to a flood from the perspective of the emergency services.

• Monitor the activity around the class and then ask some groups to share their ideas with the class.

Suggested Answer Key

A: I would call out the coast guard to rescue people from their homes where the streets are flooded.

B: Good idea. I think we should also take food and fresh water to people who are safe but unable to leave their homes due to the floodwaters.

C: Yes, I agree. Also, we should set up a rescue centre for people who have been made homeless, as well as a shelter where they can sleep and get a hot meal.

For Ex. 9 see p. 24(T)

ENDING THE LESSON

Ask various Ss around the class to read their emails aloud to the class.

(Other Ss listen carefully and ask questions if necessary)

Student’s Book: Language Review 1c

Workbook: 1c

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?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

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