Lesson plan

Level: 2ndYear lit &philo

Unit: No Man Is an Island
Theme: Disasters and safety
Sequence: Developing skills

Objective: By the end of this lesson, learners will be able to recognize earthquakes safety
measures, give advice and recommendations using had better
Materials: Worksheets / handouts / pictures /projector Duration: 01 hour.
Competency: Interacting orally+ practicing the grasped language forms. Function: describing,
expressing opinion.

Rubric Procedures/correction Focus Objectives Time

T greets the students
T provides the students with the lesson’s T →Ss
handouts
Task 1
T asks the students to check the pictures and
choose the best answer 10min

Ss→Ss

To set Ls
in context/
Pre prepareLs
Listening 1-What is the type of disaster shown in the for the
pictures? T →Ss
listening
a-Man-made disaster b-Natural script/ to
disaster predict the 5min
2-Based on the pictures presented, what is the content of
name of this disaster? the
a-Tsunami b-Flood c- listening
Earthquake script.
 Students may give different answers
T corrects with the students Ss→Ss
Task 2
T asks the pupils to look at the earthquake
safety measures and order them according to
 their importance

5min

T →Ss

 Students reorder the safety measures

according to their own point of view To listen 10
for general min
T invites pps to watch the first part of the information
video and check their answers to task 2
During
above
listening Task 3

T asks pps to listen again and reorder the

earthquake safety measures a-f according to Ss→Ss
their importance and appearance as in the
video

Safety measures Order 1-6

a-make sure to have your

emergency kit on hand
b-if you are inside of a building,
make sure to stay calm To listen
c-if you are outside, stay for specific
outdoors ,stay away from information
buildings trees and power lines
d-stay away from fixed shelves, T →Ss 10min
cupboards and windows
e-make sure to stay away from
the sea
f- create a life triangle(drop-
cover-hold)

 Students reorder them according to the

video Identify the
form and
Key:
use of the
new
 The sentences a b c d e f pattern
structure
Their order 4 1 5 2 6 3

Task 4
T invites her Ls to watch the second part
about the safety measures after an
earthquake and write true or false next to the
Post statements
a-After an earthquake you’d better check for
listening
cars and other vehicles 10min
b-You had better not to forget to wear shoes
when checking for building damage
c-You had better use the phone always
Task 5
T asks her pps to choose the best answer T →Ss
-“had better” express:

a- condition b- advice to practise 10min

c- addition both form
and
-had better can be replaced by:
meaning
a- should b- must
c- ought to

-the structure of the sentence is

a-had better + verb in the present simple b- had

better + stem

 Students choose different answers

 To express advice/giving recommendation , we use

had better
 It has the same meaning as should and ought to
Structure: had better/not- should-ought to + stem

Your Turn
Pair work: Ask for and give advice about what people
do when a natural or Man-made disaster takes place?
Use had better and its negatives
You :What should we do after Syria’s earthquake ?
Your partner :……………………………………….
You :
Your partner :

 Students report their dialogues orally