Short-term plan

Long-term plan unit: 7.3B: School: №36

Date: 15.02.2022 Teacher name: Nugmanova Aidana

Grade: 7Ә Number present: absent:

Theme of the lesson: Natural disasters. Vocabulary
Learning 7.S7 use appropriate subject-specific vocabulary and syntax to talk
objectives(s) that about a limited range of general topics, and some curricular topics
this lesson is 7.C3 respect different points of view
contributing to
Lesson objectives All learners will be able to:
- Revise topical vocabulary
- Study new topical vocabulary
Most learners will be able to:
- Use new vocabulary at sentence level
- Search for appropriate information on the internet and research
a given problem
Some learners will be able to:
- Evaluate their classmates
- Express their thoughts, ideas and experiences, supporting them
with arguments
Assessment criteria Learners meet the learning objective if they are able to apply the
topical vocabulary in writing and speaking and listen to each other’s
opinion with respect
Value links Respect and concern
Global citizenship Different types of natural events.
Cross curricular Geography, History, Ecology
links
ICT skills use of laptops, work with the internet resources, interactive board
Previous learning Film genres. Names of natural disasters.
Intercultural The influence of natural disasters on our lands of Kazakhstan.
awareness
Kazakh culture/ Sharing ideas about natural disasters in Kazakhstan.
authenticity
Health and Safety During the lesson teacher should watch posture of the learners
Teacher makes sure power cords are not a tripping hazard
Everyday classroom pre-cautions
Plan
Planned Planned activities Resources
timings
Warm-up. (W,I) PPT
[0-5] The lesson starts with the talk about the weather. Suggested
teacher’s questions:
What is the weather like today?
Can the weather be dangerous?
How can it be dangerous?
Teacher make students establish the topic through asking the PPT
 [6-7] questions then introduces the topic of the lesson and learning
and lesson objectives. (W, I)
Introduction of new vocabulary
[6-16] (W,I) PPT
Students watch a presentation of the
words on the topic and repeat the
new words after the speaker. Teacher
gives students handouts with the
words to remember.
 Avalanche
 Drought
 Earthquake
 Forest Fire
 Landslide
 Flood
 Storm
 Tsunami
[17-28]  Hurricane
 Blizzard
Consolidation of the knowledge (W, I) HO 1
Students are given pictures with the names of natural disasters. On
the other side, they have a sentence. They read their sentences aloud
and say whether the sentence true or false.

1. A tsunami is not dangerous to people on a coast (FALSE)

2. An earthquake can crack streets and move buildings (TRUE)
3. Flood cannot happen because of
rain (FALSE)
4. Forest fire cannot happen in
autumn (FALSE)
5. It is dangerous to make loud noise
in mountains because it may provoke
avalanche (TRUE)
6. Storms cannot damage houses
(FALSE)
7. A blizzard can happen without
snow (FALSE)
8. A drought happens near the
seaside (FALSE)
9. A hurricane is a violent and
dangerous storm (TRUE)
10. Landslides usually happen in oceans and seas (FALSE)
[29-36]
Then, teacher asks students to put their pictures with disasters into
categories Air, Earth, Water and Fire. Students put their pictures on
the board.
Teacher asks students to look at the disasters on the board and think
which disasters can and cannot occur in Kazakhstan and why.
HO 2
Laptops
 Group work (G)
Students are divided into three
[37-40] groups and given laptops. They
are asked to research the
questions given in Appendix 3
Peer-assessment:
Then, students present their
projects to each other and
evaluate each other according to
descriptors demonstrated on the
interactive board.
DESCRIPTORS: A learner
1. Works in group
2. Answers the given
questions
3. Writes down answers
grammatically correct
4. Presents the searched
information to other groups
5. Evaluates another group PPT

Reflection: (I, G)
At the end of the lesson, students reflect on their learning. They
write on stickers what they liked most about the lesson and whether
they experienced any difficulties. Then, they should tell about
it to each other.

Additional information
Differentiation – Assessment – how are Health and safety check
how do you plan to you planning to check ICT links
give more support? learners’ learning?
How do you plan to
challenge the more
able learners?
The task supposes peer-assessment Points from Safety rules used at this
working in 3 groups, lesson.
so teacher can divide
the groups according
to their levels,
including the less-
able and more-able
students
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
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?

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 achievements/difficulties of
individuals that will inform my next lesson?