Causes and consequences of natural disasters

LESSON: Module 2 Lesson 3

Causes and consequences of natural disasters

School:

№39 named after L.Zholdasov

Date: 1.10.2020.

Teacher name: Raikulova S.

CLASS: 10 ^A

Number present:

absent:

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

Learners have met the learning objective ( UE15, W3) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons.

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

1. 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

• 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.

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-inf 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.

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

• Ask Ss to check their answers in the Gram/ Reference section.

Answer Key

1. driving 3 getting 5 repairing

2. to buy 4 leave 6 rescuing

7 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)

ENDING THE LESSON

A Grammar quiz. (Teacher’s ideas)

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