Natural disaster .Consequences of natural disaster

«Natural Disasters. Focus on Kazakhstan: reporting on the causes and consequences of natural disasters»

Theme : Natural Disasters. Focus on Kazakhstan: reporting on the causes and consequences of natural disasters.
Date: ______			Teacher name:Alimseitova A.T
Course:			Number present:		absent:
Learning objective(s) that these lessons are contributing to		10.4.3 Skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics 10.4.7 Recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics 10.5.8 Communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics
Lesson objectives		All learners will be able to: Match the words from the text to their synonyms with support Read the article and identify the topic Read the article and complete the graphic organizer with 3 effects Most learners will be able to: Match the words from the text to their synonyms with limited support Read the article and identify its topic and title Read the article and complete the graphic organizer with 4 effects Some learners will be able to: Match the words from the text to their synonyms and identify extra synonyms Read the article and identify its topic, title and thesis Read the article and complete the graphic organizer with 5 effects
Language objective		Practice using a wide variety of active and passive simple present and past forms and past perfect simple forms
Value links		Respect, Cooperation
Cross curricular links		Science, Geography
ICT skills		Use of online definition dictionary if necessary
Previous learning		Causes and consequences of natural disasters (atmosphere, lithosphere, hydrosphere)
Kazakh culture		Natural disasters in Kazakhstan
Intercultural link		Natural disasters in the world
Pastoral care		To create a friendly atmosphere for collaborative work
Health and Safety		Make sure power cords are not a tripping hazard. Everyday classroom precautions
Plan
Timings	Planned activities					Resources
8 min (W, I)	Lead-in Greet learners and tell them the lesson objectives. Read and discuss an article about the Aral Sea Identify causes and effects of the Aral Sea crisis. To activate and check learners` prior knowledge of the Aral Sea crisis, ask them to complete a K-W-L chart. They work individually and complete the chart writing what they know and want to know about the topic.					PPP Slide 2 PPP Slide 3 Handout 1
7 min (I, W) 10 min (I,f) 10 min (I,f) 10 min	Middle Pre-reading To pre-teach possible blocking lexis, ask learners to match words from the text with their synonyms. Differentiation by task Less confident learners get only 5 synonyms to match whereas more confident ones get 2 extra words. Go over the answers as a class. Alterations Changes Skipper Captain Recede Move back Dwindle Decrease Tough Difficult While-reading Reading for gist To get the main idea of the text, ask learners to read the article and identify the 3 Ts: title, topic and thesis. Answers: b; Suggested answers: The problem of the Aral Sea, The Aral Sea crisis, The drought of the Aral Sea etc. Suggested answers: The drought of the Aral Sea had tragic impact not only the environment in that place but on people`s life as well. Reading for specific information To complete a graphic organizer with necessary information, ask them to read the article again and complete the graphic organizer according to the information presented in the text. Possible answers: Cause- the Aral Sea has dried up. Effects: dead fish, climate change, people`s life became tough, the number of antelopes decreased, plants dried up. Differentiation by outcome Less confident learners may write 3-4 effects. Post-reading reflection Refer back to the K-W-L chart and ask learners to complete the last column. Nominate some learners to share their ideas with the class.					Handouts 2a/b Handout 3 Handout 4 Handout 1 PPP Slide 4
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Learners ‘Assessment – how are you planning to check learn learning?		Cross-curricular links
Differentiation by task Less confident learners get only 5 synonyms to match whereas more confident ones get 2 extra words. Differentiation by outcome Less confident learners may write 3-4 effects.				Students will be assessed through observation self/peer checking		Science, sociology
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 individuals that will inform my next lesson?