Lesson plan «Natural Disasters in Kazakhstan»
Lesson plan
Long-term plan unit: 7.3C Natural Disasters | School: NIS Pavlodar | ||||||
Date: | Teacher name: | ||||||
Grade: 7 | Number present: | absent: | |||||
Theme of the lesson | Natural Disasters in Kazakhstan | ||||||
Learning objectives that are achieved at this lesson | 7.C2 use speaking and listening skills to provide sensitive feedback to peers 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 | ||||||
Lesson objectives | All learners will be able to: Learn 16 out of 20 words related to the topic. Read about natural disasters in Kazakhstan and understand the main idea of the text level 1. Most learners will be able to: Learn 19 out of 20 words related to the topic. Read about natural disasters in Kazakhstan, understand the main idea and specific information of the text level 1. Some learners will be able to: Learn 22 out of 27 words related to the topic. Read about natural disasters in Kazakhstan, understand the main idea and specific information of the text level 2. | ||||||
Assessment criteria | Learners achieved the LO if they were able to match 3 out of 4 disasters and their descriptions. | ||||||
Language objective | Past Simple Tense | ||||||
Intercultural awareness | Learners find out about weather in different parts of the world and in Kazakhstan | ||||||
Values instilled at the lesson | Transparency: learners and teachers work together to develop goals and objectives of the lesson. Teacher and learners assess each other and justify the an assessment, give feedback. Cooperation: The teacher and learners in collaboration achieve the lesson objectives and discuss the results of cooperation; feedback "teacher-student", " learner - learner " is carried out throughout the entire lesson. Patriotism: learners learn about natural disasters in Kazakhstan | ||||||
Cross-curricular links | Geography: learners learn about natural disasters in different parts of Kazakhstan. | ||||||
ICT skills | Learners use laptops for vocabulary work. | ||||||
Previous learning | Learners will be familiar with some of the vocabulary associated with natural disasters. Learners may have some knowledge of the associated problems, but they are not expected to have a thorough knowledge. | ||||||
Kazakh culture | Learners find out about measures taken after the disasters in Kazakhstan | ||||||
Pastoral Care | Student centred teaching: respect, support and scaffolding; To create a friendly atmosphere for collaborative work. Promote a sense of self-esteem and self-respect and respect for others among all the learners. | ||||||
Health and Safety | Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords. | ||||||
Course of the lesson | |||||||
Planned stages of the lesson | Planned activities at the lesson | Resources | |||||
Beginning: 5 min 2 min 2 min 5 min 10 min 10 min | Warming up activity Learners watch a video and tell what familiar words and phrases they heard (topical vocabulary from the previous lesson) – mudslide, flood, heavy rains … Some learners may be able to tell the main message of the video – what caused the mudslide in Almaty (melting of glaciers) Teacher and learners discuss the topic and lesson objectives: Read about natural disasters in Kazakhstan Discuss what natural disasters are common in Kazakhstan, their causes and results Teacher presents some facts about disasters in Kazakhstan and displays a table on the active board. Example: In 2005 there was a flood. Fortunately, no one died, but 25 thousand people were affected and it bought damage of 7662 $. Reading strategy: scanning Learners are divided into two mixed ability groups and given two short texts about other disasters in Kazakhstan. They analyze the information together and fill in the table. Then groups compare information in their tables. Vocabulary work Learners match the topical vocabulary in English with equivalents in Russian. For this activity learners can use online dictionaries. Wordlists are differentiated according to the level of learners. Reading Learners read texts “Recent major disasters and response activities” according to their level (easier, harder). Learners show their understanding by matching disasters and dates with their description. This work is done in writing. Assessment Learners submit their papers. Learners will achieve their learning objective if they can match 3 out of 4 disasters and their descriptions. | https://www.youtube.com/watch?v=iIjSuGYSlIE Presentation slide 2 Presentation slide 3 Appendix 3 Appendix 4,5 Appendix 1,2 | |||||
5 min | Reflection: Learners put the cards with words on the board in the following order: cause – disaster – result Cards: heavy rains, flood, houses were inundated, sharp rise in air temperature, earthquake, roads were destroyed. | Reflection cards | |||||
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 students’ learning? | Critical thinking | |||||
Texts and wordlists of two levels are provided. | Learners’ reading will be assessed by the teacher according to the success criteria. Vocabulary work is peer-assessed by different groups | Learners find out about cause and result relations. | |||||
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? 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. | ||||||
All learners achieved the learning objectives as the reading task was differentiated. I needed some more time for reflection so next time I will leave more time for this activity. | |||||||
Summary evaluation What two things went really well (consider both teaching and learning)? 1: group work while filling in the table; 2: reading comprehension; What two things would have improved the lesson (consider both teaching and learning)? 1: make reflection a written task; 2: group\pair work; What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson? Most of the students have problems with Past Simple Tense. | |||||||
Appendix 1
Formative assessment
Level 1 (less able learners)
7.3C Natural Disasters | ||
Key Learning objectives | Success criteria | Task |
7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics | Students achieved the LO if they were able to match 3 out of 4 disasters and their descriptions. | Read the text Recent major disasters and response activities (easier) In May 2003, the Zhambyl region was hit by an earthquake with a magnitude of 5.4 on the Richter scale. The earthquake affected 43,300 people and destroyed many buildings. The local administration and people were not ready for this disaster. Flooding in east Kazakhstan in May 2001 lasted for more than one month, affecting 4,500 people and damaging roads and buildings in the east Kazakhstan and Semipalatinsk region. The National Society of Kazakhstan supported flood victims with food, bedding and other very important things. |
Match the events and their description
Event | Description |
1 Floods in 1993 | It lasted for more than one month. |
More than 13,000 people lost their homes | |
2 Floods in 2001 | Ten lives were lost. |
The local administration and people were not ready for this disaster. | |
3 Earthquake in 2003 | 5,500 houses were damaged. |
2,383 houses were inundated. | |
4 Floods in 2008 | It damaged roads and buildings in the east Kazakhstan and Semipalatinsk region. |
It affected 43,300 people and destroyed many buildings. |
Appendix 2
Formative assessment
Level 2 (more able learners)
7.3C Natural Disasters | ||
Key Learning objectives | Success criteria | Task |
7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics | Students achieved the LO if they were able to match 3 out of 4 disasters and their descriptions. | Read the text Recent major disasters and response activities (harder) In May 2003, the Zhambyl region was hit by an earthquake with a magnitude of 5.4 on the Richter scale. The earthquake affected 43,300 people and brought devastation to housing and social infrastructure. The consequences of the earthquake showed that neither people nor the local administration, including medical centers, were prepared for such disasters. Flooding in east Kazakhstan in May 2001 lasted for more than one month, affecting 4,500 people and damaging roads and infrastructure in 28 settlements in the east Kazakhstan and Semipalatinsk region. The National Society of Kazakhstan provided immediate support to flood victims in the form of food, bedding and other very important things. |
Match the events and their description
Event | Description |
1 Floods in 1993 | It lasted for more than one month. |
More than 13,000 people lost their homes | |
2 Floods in 2001 | Ten lives were lost. |
The local administration and people were not ready for this disaster. | |
3 Earthquake in 2003 | 5,500 houses were damaged. |
2,383 houses were inundated. | |
4 Floods in 2008 | It damaged roads and buildings in the east Kazakhstan and Semipalatinsk region. |
It affected 43,300 people and destroyed many buildings. |
Appendix 3
Natural disasters in Kazakhstan
Recent major disasters
Year | Disaster | Killed | Affected | Damage |
| | | | |
2005 | Flood | 0 | 25 000 | 7662 $ |
2004 | Landslide | 48 | - | - |
2003 | Earthquake | 3 | 36626 | - |
| | | | |
Source: "EM-DAT: The OFDA/CRED International Disaster Database www.em-dat.net - Universite Catholique de Louvain - Brussels - Belgium"
Read this information and add it to the table above
Kazakhstan suffered severe damages from floods as a result of melting snow because of the sharp rise in temperature and heavy rains during May 1993. The flood caused much damage, ten lives were lost and about 30,000 people lost their homes. 5,500 houses were damaged.
On 21-22 February 2008, South Kazakhstan was flooded as a result of heavy rains and a sharp rise in air temperature, which led to fast melting of snow. In total 2,383 houses were inundated; 298 houses were destroyed, one person died and more than 13,000 people lost their homes.
Appendix 4
Natural disasters in Kazakhstan
Vocabulary level 1 (less able learners)
Match English words with their Russian equivalents
Make a word list and memorize the words
English | Equivalent | Russian |
| Damage | | Полный, целый |
| Disaster | | Наводнение |
| Flood | | Землетрясение |
| Landslide | | Страдать |
| Earthquake | | Таять |
| Suffer | | Суровый |
| Severe | | Жертва |
| To melt | | Резкий подъем |
| Sharp rise | | Ущерб |
| To cause | | Длиться |
| Increase | | Поддержка |
| Total | | Оползень |
| To inundate | | Шкала Рихтера |
| To destroy | | Причинить, стать причиной |
| Magnitude | | Бедствие |
| Richter scale | | Магнитуда, сила |
| To affect | | Разрушать |
| To last | | Усиление, повышение |
| To support | | Затоплять |
| Victim | | Влиять |
Appendix 5
Natural disasters in Kazakhstan
Vocabulary level 2 (more able learners)
Match English words with their Russian equivalents
Make a word list and memorize the words
English | Equivalent | Russian |
| Damage | | Ни …, ни … |
| Disaster | | Усиление, повышение |
| Flood | | Ущерб |
| Landslide | | Наводнение |
| Earthquake | | Оползень |
| Suffer | | Таять |
| Severe | | Разрушать |
| To melt | | Землетрясение |
| Sharp rise | | Страдать |
| To cause | | Причинить, стать причиной |
| Consequence | | Подготовиться |
| Neither … nor | | Бедствие |
| Increase | | Суровый |
| Total | | Последствие |
| To inundate | | Резкий подъем |
| To destroy | | Полный, целый |
| Magnitude | | Затоплять |
| Richter scale | | Магнитуда, сила |
| To affect | | Обеспечить |
| Devastation | | Поселение |
| To prepare | | Жертва |
| To last | | Длиться |
| Settlement | | Влиять |
| To provide | | Шкала Рихтера |
| Immediate | | Разруха |
| Support | | Поддержка |
| Victim | | Незамедлительный |
Issue: 5
Dated: July 2015
