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- Excel 9 Module 7 P 81 Ex 6 Скачать mp3
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Источник
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:
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Understand specific information in the text and mark sentences as True or False;
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Use vocabulary and simple sentences on the topic “ Natural Disasters” for developing their speech
Most learners will be able to:
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Deduce meaning from context by finding the words in the text;
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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
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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?
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Long-term plan Unit 7: Natural |
School: |
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Date: 21.02.20 |
Teacher’s name: Darmenova |
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Grade: 7C |
Number present: |
absent: |
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Theme: True Stories. |
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Learning that this lesson is contributing |
7.L4 7.S7 7.W2 |
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Lesson |
All understand and use the vocabulary on the topic «Natural Most use appropriate Some organize |
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Criteria |
1. 2. 3. |
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Value links |
Respect and 1. listening 2. listening 3. encouraging 4. helping 5. work |
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Bloom’s taxonomy |
knowledge, understanding, application, |
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Cross curricular |
geography |
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ICT |
Computer/E-book/Pickers |
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Previous |
Grammar: Past |
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Plan |
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Planned timing |
Planned |
Resources |
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Beginning (14 5 min IW 5 min Self-Assess Ment 2 min |
Greeting The teacher and -Good afternoon, — Good -How are you -We are fine, — What date is —Today is 21 st of February -Who is absent? -All are Today we have Green- Yellow— Pink- Blue-Problems Is it clear for Lead-up: |
power point tion cards |
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Teacher — Now After -Ok. Let’s check and assess our work. Please choose Answers 1.False 2. True 3. True 4. True 5. False 6. True — How do you -The theme is Today we are — — — |
LEARNERS Learners write Descriptor *watch the video *mark the sentences True/False
Learners (Students’ |
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Middle (30 min) 2 min 3 min 1 min 10 min 1 min 6 min 2 min |
— — Answers 1. Where did you 2. Who was/were you 3. What was the 4. What did you do there? 5. What did happen? 6. What did happen — Teacher Avalanche Flood- Lighting- Earthquake- Fire- —Now please, assess your partner |
— Task1. Work individually. Write down the 1. Whereyougo? 2. Who/with you? 3. 4. 5. What happen? 6. What happen in Task2. Learners Task3. Discuss in pairs. Ask and answer pictures using the questions from Put |
pictures pictures |
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— — — -You |
Task 4. Work in groups. Tell the story 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, Learners |
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-Now -Ok. -Thanks, |
Learners take |
Stripes with sentences 3 papers A3 Glue |
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End (3min) |
Reflection for Let summarise Now you have -If you — If you understand — If you — If you Learners show -Thank you for |
Plicker’s signs |
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|
Homework |
prepare a story |
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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
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