Excel 7 grade great disaster

7.3С Natural Disasters

Term 3 Unit 3

School: 19 Temirtau

Date: _____

Teacher’s name: Perminova M.G

Theme of the lesson:

“Natural Disasters. Tornadoes”.

Learning objectives(s) that this lesson is contributing to

7.C8 develop intercultural awareness through reading and discussion.

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

7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics.

7.R5 deduce meaning from context in short texts on a growing range of familiar 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:

• Understand specific information in the text and mark sentences as True or False;

• Use vocabulary and simple sentences on the topic “ Natural Disasters” for developing their speech

Most learners will be able to:

• Deduce meaning from context by finding the words in the text;

• Provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility;

Some learners will be able to:

• Use topic-related vocabulary in their own context independently with much freedom;

Assessment criteria

• Revise vocabulary

• Express thoughts/ ideas

Value links

Responsibility, Global Citizenship

Previous learning

Learning some subject-specific vocabulary and reading about hurricanes

Resources

Smart board , worksheets ( handouts)

Planned timings

Planned activities

Differentiation

2 minutes

5 min

Greeting ( 1 min)

Warm-up

Look at the pictures and tell what you see there ( pictures on the topic “ Disasters”- tornado, hurricane, flood, earthquake, cyclone,

What’s the topic of our lesson?

Lead in

LO: to increase students’ motivation to participate in the lesson

“A Disaster Quiz” (Power point presentation)

-Instruction

-Individual work

-Feedback

• Learners should try to answer the quiz questions as quickly as it is possible. They should raise their hands . The teacher may also think of any suitable reward for the best learner, eg. a candy or a colourful sticker, maybe smiles

Self-assessment

Main part

5 min.

10 min.

15 min

The main part of the lesson

Pre-reading Activity

LO: To generate students’ interest in the topic

-Instruction

-Pair work

-Feedback

Before reading the text about tornadoes learners should work in pairs and discuss the following questions:

1) What kind of natural disasters do you know?

2) How can people predict the weather?

3) Can we prevent any natural disasters beforehand?

4) What can we do in case of emergency?

Reading

LO: To orientate students to the content of the text

Teacher suggests a reading activity to the learners. Appendix 1 Formative Reading “Tornadoes”

The text:

“Tornado is a violent wind movement. They are also called twisters or cyclones. Most people recognize them as a towering black funnel extending downward from the base of a large cumulonimbus cloud. It rotates at speeds up to three hundred miles per hour (480 kpm.) or in some rare cases, even faster. In the centre of the tornado, the air pressure is very low in comparison to surrounding air pressure.

The speed of the wind is the primary cause of deaths and destruction of property. Many people are killed by flying objects and debris (missiles). They happen in certain parts of the world Australia, the Midwestern and Southern of United States.

They also occur more frequently in the spring and summer months. Tornadoes usually occur as part of a severe thunderstorm and often come in advance of cold fronts, however, they can also occur (although less frequently) ahead of warm fronts, and even behind cold fronts.

The greatest killer tornado in the United States occurred during the year 1925 in Indiana, Illinois, and Missouri. It killed six hundred ninety-five people and injured over two thousand”.

Reading Task 1

7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics

7.R5 deduce meaning from context in short texts on a growing range of familiar general and curricular topics

Learners read the passage “Tornadoes”. They get a sheet with the questions and mark if the sentences are True or False.

1. Tornadoes are also known as twisters. _____________

2. The speed of tornadoes is always the same. _____________

3. Tornadoes cannot damage property. _____________

4. Tornadoes mostly happen in specific places of the planet. _____________

5. One of the strongest tornadoes happened at the end of the 20th century in America. _____________

Answers:

1. True

2. False

3. False

4. True

5. False

Reading Task 2

Find the words that mean:

6. Verb that means “turn around, revolve” (paragraph 1)- ________________________

7. Noun, synonym to the word damage (paragraph 2)- ________________________

8. Adverb, antonym to the word seldom, hardly ever (paragraph 3) -________________________

9. Synonym to the word happen (paragraph 4)- ________________________

10. Verb that means “hurt” (paragraph 4)- ________________________

Answers:

6. Rotate

7. Destruction

8. Frequently

9. Occur

10.Injure

*Reading Task 3

Complete the sentences with NO MORE THAN 3 WORDS.

11. Tornado can be described as a strong ____________________________________.

12. Tornadoes cause __________________________________________.

13. Three states ______________________________________ were hit by severe tornadoes in the past.

Answers:

11. Wind movement

12. Death and destruction

13. Indiana, Illinois, Missouri.

Descripter:

• Comprehend the task and marks True or False;

• Understand the meaning of the words from the text;

• Fill in the missing words where necessary

Assessment: Learners evaluate their own progress, using the “Keys” to the tasks.

To get achieved – -5-8 points for all students, most students- 9-11 points, some students12- 13 points.

All students will be able to express their thoughts with support

More students will be able provide unprepared speech with some flexibility.

Some students will be able to use topic-related vocabulary with much freedom.

Less-able students will be able to do Level 1 ( maybe only TASK A),

more-able students will be able to do Level 1. TASK A and B

Some students will be able to do Level 2 ( A,B,C)

2 min.

Reflection “Here I am!” technique

The teacher puts three pictures on the walls around the classroom: the top of the mountain (success), the deserted island (frustration), the cross-roads (hesitation)

The learners write their names on the sticky papers and place their stickers on the appropriate picture, expressing spiritual, emotional state.

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:

Provide less able learners with easier reading tasks

More able learners:

Get an extra reading task

Make analysis of their work and help weaker ones to arrange information.

• Monitor learners to check they can do the reading tasks properly

• Observe learners when participating in speaking. Did each learner contribute to the speaking and discussion? If not, why not?

Some questions provide critical thinking while answering to them.

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?

Long-term plan unit: Unit 7: Natural Disasters	School: school-gymnasium # 7
Date: 21.02.20	Teacher’s name: Darmenova N.E.
Grade: 7C	Number present:	absent:
Theme: True Stories.
Learning objectives that this lesson  is contributing to	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 7.W2 write with some support about real and imaginary past events, activities and  experiences on a growing range of familiar general topics and some curricular topics
Lesson objectives	All learners will be able to: understand and use the vocabulary on the topic «Natural Disasters» Most learners will be able to: use appropriate vocabulary and syntax on a wide range while talking and writing about the topic «Natural Disasters» Some learners will be able to: organize sentences into paragraphs to write about the topic «Natural Disasters»
Criteria	1.         understand the meaning of the words on topic in speech 2.         know and apply the vocabulary and make up sentences with it to talk about the topic 3.         synthesize and link sentences into coherent paragraphs to write on the topic
Value links	Respect and cooperation by: 1.      listening to the teacher 2.      listening to each other 3.      encouraging each other 4.      helping each other 5.      work in a team/pair
Bloom’s taxonomy	knowledge, understanding, application, analysis, synthesis, assessment
Cross curricular links	geography
ICT	Computer/E-book/Pickers
Previous learning	Grammar: Past Continuous.
Plan
Planned timing	Planned activities	Resources
Beginning (14 min) 5 min IW 5 min Self-Assess Ment 2 min	Greeting The teacher and students greet each other. -Good afternoon, learners! — Good afternoon, teacher! -How are you today? How is your mood? -We are fine, thanks and you? — What date is it today? —Today is 21 st of February -Who is absent? -All are present. Today we have unusual lesson. Please look at the board there we have Assessment Table after every task you should give the stickers to your classmates and yourself. Green- Excellent job Yellow— Good job Pink- have some question Blue-Problems Is it clear for you? Ok let’s start our 1 task. Lead-up:	power point presenta tion cards
Teacher — Now we are going to watch video and after it you will do exercise. Before we start watching video please open your copybooks and write down the date, classwork. Now I give you cards with exercise. Please read the task. Read the sentences. Let’s look at the white board and watch the video. After watching video teacher shows the keys of the exercise. -Ok. Let’s check and assess our work. Please choose the sticker according your results. Answers 1.False 2. True 3. True 4. True 5. False 6. True — How do you think what is the theme of the lesson? -The theme is “True Stories”.  The aim of our lesson is: To find out safety rules during the natural disaster. Today we are going to: —          watch the video —          describe pictures —          find out the safety rules	LEARNERS Learners open the copybooks and write the date, classwork. After they read the task. Read the sentences Students watch video and do exercise. Descriptor *watch the video *mark the sentences True/False Learners check themselves. Put stickers to the Assessment Table (Students’ answers).
Middle (30 min)  2 min 3 min 1 min 10 min 1 min 6 min 2 min	—          Let’s continue our lesson. I give you parts of the words you should find another one and find your pair for the next task —          Ok. Take your seats. Look at to your cards and first task is…. Answers 1.      Where did you go? 2.      Who was/were you with? 3.      What was the weather like? 4.      What did you do there? 5.      What did happen? 6.      What did happen in the end? — I give each pair the pictures. You should put the pictures in order to make up a story. Teacher gives pictures according the learners’ knowledge level. (Differentiation) Avalanche –Motivated learners Flood- Motivated learners Lighting- Motivated learners Earthquake- Weak-motivated learn. Fire- Weak-motivated learn. —Now please, assess your partner	—          Learners search parts of the picture and find pair for the next task Task1. Work individually. Write down the questions: 1.      Whereyougo? 2.      Who/with you? 3.      What weather be like? 4.      What / you/do/there? 5.      What happen? 6.      What happen in the end? Task2. Work in pairs.  Put the pictures in order to make up a story Learners put the pictures in order to make up a story. But some learners make up the dialogue. Task3. Discuss in pairs. Ask and answer questions to describe pictures using the questions from previous task. Put stickers to the Assessment Table	pictures pictures
—          It’s time to task #4. We should divide into 3 groups. Please pairs with natural disasters Earthquake and Fire sit here. You will be 1 group. (Olga. Leila, Daniil, Nurai) -Weak-motivated learn. —          Pairs with natural disasters Avalanche and Flood sit there. You will be 2 group. (Alina, Shahzoda, Valentina) —          Pairs with natural disasters Lightning and Flood sit there. You will be 3 group. (Altynai, Aleksandra, Sofia) -You work in groups. Tell the story to each other using the phrases, stories, dialogue. After that you should discuss in the groups and assess each member of your group.	Task 4. Work in groups. Tell the story to each other using the phrases below: It happened ……… And then…… But suddenly…… So anyway then……. So the next thing I did was…. After that…… Eventually……. WOW! That was amazing! (scary, terrific, etc) Learners tell to each other their stories and discuss in the groups. After 1 member put the stickers.
-Now look to the board there we have 3 posters with natural disasters I give you some safety rules you should find the natural disaster according to your rule. -Ok. Let’s see. You are right. Please look at them. You should know them if there will be a natural disaster. -Thanks, take your seats.	Learners take the rule and put it to the poster. Learners again divided into the 3 groups.	Stripes with sentences 3 papers A3 Glue
End (3min)	Reflection for students Let summarise our lesson. Look at our Assessment Table. You  see how you work during the lesson. And I give you last stickers for the last task. Now you have papers with Plicker’s sign. -If you understand everything show me please A side — If you understand everything, but have some mistakes show me please B side — If you understand everything, but have some problems show me please C side — If you understand a little bit and have problems with task show me please D side Learners show their cards. -Thank you for your active participating.	Plicker’s signs
Homework	prepare a story using 10 sentences.

Earthquake

1.     
Don’t
panic

2.     
Drop
wherever you are on to your hands and knees

3.     
Cover
your head and neck with your arms.

4.     
If a table or desk is nearby, crawl under it
for shelter. 

5.     
 If
no shelter is nearby, crawl next to an interior wall (away from windows). 

6.     
If
you are under a table or desk, hold on with one hand 

7.     
If you can’t find a table or desk, cover your
head and neck with both arms and hands. 

8.     
Check yourself to see if you are hurt

9.     
Go outside and quickly move away from the
building. 

10. 
Go
to assembly point

Fire

1.     
Don’t play with matches and lighters. 

2.     
In case of fire: DON’T HIDE! You
should NEVER hide in closets or under desk

3.     
Fall & Crawl. It is easier to breath in a
fire if you stay low while getting out.

4.     
Use the back of your hand to test if a door is
hot before you open it. If it is hot, try to use another way out.

5.     
If your clothes are on fire; Stop, Drop, and
Roll until the fire is out.

6.     
Shout for help, but don’t run. Running makes fire
burn faster.

7.     
If there much smoke cover your mouth with hand or
cloth

8.     
Choose a meeting place outside

9.     
NEVER go back into a burning building for any
reason. If someone is missing, tell the firefighters. They have the clothing
and equipment to safely rescue people.

10.   Know your local emergency number.

Flood

1.
Stay informed about flooding conditions in your area

2.   
Don’t
try to walk through a flooded area

3.   
Avoid low spots,
like ditches, basements, or underpasses

4.    Do not walk through flooded areas. 

5.    If you have to walk in water, wherever
possible, walk where the water is not moving.

6.    Do not touch electrical equipment if you
are wet or standing in water

7.    Avoid floodwaters; water may be
contaminated by oil, gas

8.    Go higher place

9.    Call emergency and wait them

10.Drink only bottled water

Новости

Предмет	Английский язык 7 класс
Ф.И.О. учителя	Артыкбаева Б.А.
Учебник	Excel 7 Module-7 Natural Disasters
Урок № 79 , тема урока	06.04.2020 Unit revision (Повторение главы)
Цели обучения (кратко)	7.C6 Organise and present information clearly to others 7.R2 Understand specific information and detail in texts on a range of familiar general and curricular topics 7.W1 Plan, write, edit and proofread work at text
Ф.И. учащегося (заполняется учеником)
Порядок действий	Ресурсы (заполняется учителем)	Выполнение (заполняется учеником)
Изучи (Отметь знаком «+» материал, с которым ознакомился(лась)	Good day, dear pupil. 1. Read the text “Seriously powerful weather satellite put into space”. (Прочитайте и ознакомьтесь с содеожанием текста) Приложение 1
Выполни (отправить учителю через кунделик или по ватсапу )	2. Formative assessment: (Формативное оценивание) Приложение 2 (Обвести кружочком правильную букву T или F, буква T— если преложение соответствует содержанию текста и букву F, если нет)
Рефлексия (Поставь знаки «+» или «-»)	1. Я понял о чем говорится в тексте. 2.Я смог выполнить задание по формативному оцениванию.
Обратная связь от учителя (словесная оценка и/или комментарий)	Дорогой ученик, все задания ты должен выполнять в тетради и четко следовать моим инструкциям, чтобы хорошо изучить тему. Будь внимателен и у тебя всё получится.Good luck 

Приложение 1 .

Text. Seriously powerful weather satellite put into space

The USA has put into space the world’s most advanced and powerful weather satellite. Scientists say it will revolutionize how we predict the weather and how we look at weather events. The National Oceanic and Atmospheric Administration (NOAA) said its $ 1 billion Environmental Geostationary Operational Satellite (GOES — R) will take weather photographs five times faster than other satellites, and with four times higher image quality. The NOAA said: “Without a doubt, GOES-R revolutionize weather forecasting as we know it”. A weather forecaster said the difference in the speed and quality of the satellite’s images is like the difference between old black and white TV pictures and today’s HD televisions.

The new satellite will give us powerful, real-time images and information. These will make the world a safer place. Airline pilots will receive better data to stay away from turbulence. The satellite will be able to zoom in on severe weather events to get much more detailed and accurate pictures. This will help emergency services to warn people more quickly and reduce the costs to human life and property. People will have better information about hurricanes, tornadoes, flooding, volcanic ash clouds, and wildfires. A scientist at the NOAA said: “It will give the weather as it’s looking now rather than the weather that happened 15 to 30 minutes ago”. The NOAA said weather forecasters couldn’t wait to use it.

Приложение 2. Formative Assessment Reading

Unit	7.3С Writing a newspaper article about a disaster for a school magazine
Learning Objectives	7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics
Level of thinking skills	Comprehension Application Analysis
Assessment criteria	Identify the specific information in the text; You will get “Achieved” if you have 8 right answers out of 10.
Task: Are the sentences connected with the text you have read True or False? a) Scientists say the satellite will cause arevolution in space. T / F b) The satellite cost a billion dollars.- T / F c) The satellite can take photos ten times faster than other satellites.- T / F d) The pictures from the satellite are like those from black and white TVs.- T / F e) The satellite will give us real-time photos of the weather.- T / F f) The satellite will help airplanes to avoid turbulence.- T / F g) We will not have to rely on weather information that is 15 minutes old.- T / F h) Weather forecasters will wait patiently to use the satellite.- T / F
Descriptor	A learner
	comprehends the task and marks sentences True or false

Ф.И.учащегося (заполнить)_____________________________________________________