In the name of Allah
Sample Lesson Plan Based on Lesson Four, BOOK 1 Pre -University Textbook
By :
Disrtict English Group Winter 1387
Earthquakes and How to Survive Them
Communication objectives:
To describe the structure of the earth To discuss how an earthquake happens To plan what to do before/ during and after an earthquake
Language Objectives :
To improve the students' reading comprehension skills (scanning, skimming, guessing meaning from the context, identifying main ideas etc.) To use so/such ... that
To use enough ltoo
To understand so/such ... that l enough ltoo in sentences
To understand the connection between sentence and text parts through punctuation marks (,- . etc. )
Learning Strategies and thinking objectives To apply prior knowledge
To identify details To classify
To sequence
To cooperate with peers To skim and scan
To recall by visualizing
To guess the meanings of unfamiliar words through pictures, and cognates and borrowing words
To make connections to real life situations To compare and contrast
Materials :
Pre-university text book lA computer set and its necessary hard wares l Data projector / Whiteboard /Longman Digital Dictionary (CD's) / Crayons or Markers /Earthquake poster /Drop, Cover and Hold on Poster /Paper Copies of Vocabulary Task / Soft music /
Imagination
Lesson presentation:
Suggested time :100 minutes
Warm up
Hi everybody. Today you're going to read another interesting article in your text book, unit 4. I'm sure you'll enjoy it since the writer in this article is trying to give you information about a very common happening on our planet, the earth.
But before going to the text and read it, I guess you'll have to become familiar with some new words and expressions which are really helpful to you for your better and quicker understanding of the passage.
0. k. are you ready ? everybody here? Books closed, please. Just listen and learn the new words extracted directly from the passage in unit 4.
Key words and expressions in the passage :
A : Pronunciations and correct stress patterns: ( 5 minutes)
Soft music on - of course not loudly;
Using the data projector 1 project the power point slid show of the key words (the table below) or ( 1 write the key words and expressions on the board very quickly. Then 1 pronounce them with the correct pronunciations and stress patterns.
1 ask the students to identify the stressed syllable in each word when they hear It.
Music off;
Then 1 have my students repeat them after me several times to master the correct pronunciations.
Using the pointer, 1 ask the class or call one certain student to pronounce the pointed word or expression.
earthquake / survive / layer / in comparison to - with / float / liquid / consist of / smoothly / experience / common / instrument / shake / rattle / damage / shock / populated / luckily / destructive / destruction / probable / hit / entirely / predict / prediction / locate / possibility / organization / forecast / flood / reality / mechanism / emergency / procedure / fire department / calm / provide / aid / aftershock
Key words and expressions in the passage :
B : Dictionary definitions and meanings (15 minutes)
1 give a copy of this dictionary word definition and the example sentences to each one of the learners. Then quickly check each word with its meaning. To be sure that they have got the exact meaning intended in this unit, 1 try to extract the Persian equivalent for each word from the students after they saw and read the meaning.
As needed 1 use some pictures (provided by the Longman Digital Dictionary) to explain the meanings of these words.
I also project the Longman Dictionary by the Data Projector on the screen and try to screen the word definitions and sample context/s or example/s in which each word is used so that the students can learn from both the word definitions and contexts.
1. earthquake : a sudden shaking of the earth's surface The powerful earthquake caused a lot of injury and death. 2. survive : continue to live after an accident, war or illness These plants cannot survive in very cold conditions.
3. layer : an amount of substance that covers a surface
The earth is made up of three main layers: the crust, the mantle and the core. 4. in comparison to : when compared with sb / sth
Tom is a tall boy in comparison with the boys of his own age. 5. float : stay on the surface of a liquid without sinking
A plastic bag was floating on the water. 6.liquid : a substance that is not a solid or gas The liquid in that bottle is dangerous. Keep it out of reach of small children. 7. consist of : be formed from ; be made up of
Water consists of hydrogen and oxygen. These two gases combine to form water. 8. smoothly : without any sudden movements or changes; in a steady way Based on the new report, the traffic is moving smoothly.
9. experience: skill gained from doing a job
The people living in this area have never experienced a strong earthquake. 10. common: happening often; shared by everyone
Heart disease is one of the common causes of death. 11. instrument: tool
They have ordered new surgical instruments for this hospital. 12. shake : move sth up and down or from side to side
It is necessary to shake the bottle well before taking the medicine. 13. rattle : move sth with a sound
The open windows were rattling in the wind all night. 14. damage: physical harm
Smoking can easily damage health.
15. shock: violent shaking ; unpleasant surprise
The shock of the explosion could be felt up to s ix miles away. 16. populated: full of people
Unluckily, the earthquake happened in a populated area. 17. luckily: fortunately
Luckily, I got a good job as soon as I received my university degree. 18. destructive: causing damage and destruction
We're worried about the destructive effects of modern bombs. 19. destruction : the act of destroying sth
We are concerned about the environmental destruction caused by humans. 20. probable : likely to exist or to be true
The probable cause of the accident was high speed. 21. hit : come against sb/sth with force
Earthquakes usually hit the places that are in earthquake zones. 22. entirely : completely
I entirely agree with you about changing our house. 23. predict : say that sth will happen
Scientists are looking for a reliable method of predicting earthquakes.
24. prediction : the act of predicting sth
The results of the experiment showed that our predictions were right. 25. locate : find the exact place of sth
We couldn't locate the source of the radio signals.
26. possibility : the fact that sth might exist or happen There is a possibility that our plane will not arrive on time. 27. organization : a group that has formed for a particular purpose They have formed a new organization to support the environment. 28. forecast : say what the weather will be like
Weather organization have forecasted snowfall and rainfall for the weekend. 29. flood : when a lot of water covers an area that is usually dry
The heavy rain has caused floods in many parts of the country.
30. reality : what actually happens or is true, not what is imagined I don't know why she refuses to face reality.
31. mechanism : the way that sth works
We need to learn more about earthquake mechanisms. 32. emergency : an event that needs immediate action The plane had to make an emergency landing in this airport. 33. procedure : a way of doing sth
My father pays a lot of attention to safety procedures at home. 34. fire department: fire service
The fire department is going to employ some firemen. 35. calm : relaxed and quiet; not angry, nervous or upset It's very important to keep calm in an emergency.
36. provide : give sth to sb, make sth available for sb who needs it He provided me with everything I needed.
37. aid : help
He survived only because first aid was given to him at the scene of the accident 38. aftershock: a small earthquake that happens after a bigger one
Many buildings were destroyed because of the aftershocks.
After introducing the correct pronunciations, stress patterns meanings, definitions and sample contexts, I provide the students with some vocabulary tasks.
Music On ;
Vocabulary task A : (10 minutes)
I distribute the paper copies of these voc. tasks among the students. I ask them to do the activity in pairs.
After 10 minutes ,I ask each pair to exchange its paper with the neighboring pair for comparison. (4 minutes)
Match the items in column A with those in column B.
Pad A | paw $ |
A. when compared with sb / sth | ( )earthquake |
B. stay on the surface of a liquid without sinking | ( )survive |
C. an amount of substance that covers a surface | ( )layer |
D. a sudden shaking of the earth's surface | ( | )in comparison to |
E. continue to live after an accident, war or illness | ( | )float |
F. be formed from ; be made up of | ( | )liquid |
G. without any sudden movements or changes; in a steady way | ( | )consist of |
H. skill gained from doing a job | ( | )smoothly |
I. happening often; shared by everyone | ( | )experience |
J. a substance that is not a solid or gas | ( | )common |
Pad A | Part $ | |
A. tool | ( | )shake |
B. move sth up and down or from side to side | ( | )rattle |
C. move sth with a sound | ( | )damage |
D. physical harm | ||
E. violent shaking ; unpleasant surprise | ( | )instrument |
F. full of people | ( | )shock |
G. fortunately | ( | )populated |
H. causing damage and destruction | ( | )luckily |
I. the act of destroying sth | ( | )destructive |
J. likely to exist or to be true | ( | )destruction |
K. come against sb/sth with force | ( | )probable |
L. completely | ( | )hit |
( | )entirely | |
Part A | Pait $ | |
( | )fire department | |
A. say that sth will happen | ( | )predict |
B. the act of predicting sth | ( | )flood |
C. find the exact place of sth | ( | )forecast |
D. the fact that sth might exist or happen | ( | )possibility |
E. a group that has formed for a particular purpose | ( | )aid |
F. say what the weather will be like | ( | )organization |
G. when a lot of water covers an area that is usually dry | ( | )reality |
H. what actually happens or is true, not what is imagined | ( | )locate |
I. the way that sth works | ( | )mechanism |
J. an event that needs immediate action | ( | )provide |
K. a way of doing sth | ( | )emergency |
L. fire service | )aftershock | |
M. relaxed and quiet; not angry, nervous or upset | ( | )procedure |
N. give sth to sb,make sth available for sb who needs it help | ( | )calm |
O. a small earthquake that happens after a bigger one | ( | )prediction |
Vocabulary task B : ( 5 minutes )
Match the words or expressions with the suggested Persian equivalents given below.
earthquake / survive / layer / in comparison to - with / float / liquid / consist of / smoothly / experience / common / instrument / shake / rattle / damage / shock / populated / luckily / destructive / destruction / probable / hit / entirely / predict / prediction / locate / possibility / organization / forecast / flood / reality / mechanism / emergency / procedure / fire department / calm / provide / aid / aftershock
Music off :
(Now I ask the students to open their textbooks on page 33.)
Before Reading Activities : A : the Opening page (p. 33) ( 3 minutes): The purpose of this page is to draw the readers into the theme and content of the lesson.
I call my students' attention to the lesson title, the photo and the sentences in the box on page 33.
I read the title aloud. "Earthquakes and How to Survive Them". I ask: What do you think this passage is about?
I ask them to identify what they see in the photo. I ask them to guess what the passage is about.
I have them read the English sentences below the photo and restate it in their own words and then say if they agree with it or not.
Finally, I ask them about the connection that might be between the photo, the title and the sentences on this page.
I also help them understand the picture on page 34, showing the structure of the planet earth : the crust, the mantle, the core ( outer and inner)
B: Before Reading Questions ( 10 minutes):
In this section I ask questions to reflect on my students' prior knowledge of the passage " Earthquake and how to survive them".
I give the students enough time and chance to think about these questions and discuss them with the purpose of helping them activate their background knowledge on the topic.
I also ask the students to scan the reading and use the information they have found to answer some of the pre-reading questions or tasks.
Using the Data Projector I project the following questions one by one in the form of power point slides on the screen. I ask the whole class to think
about each question and then I call a name to discuss and express his idea(s).
Note : If the data projector is not available or some problems happen when using it, I'll ask the questions orally or write some of them on the board very quickly.
Before Reading QUESTIONS :
• Have you ever experienced an earthquake?
• When was the last earthquake that you remember?
• Has your house been damaged by an earthquake?
• Were you frightened the first time you experienced an earthquake?
• How can you prepare for a possible earthquake? (you can scan the text in the book.)
• What preparations should you make before the earthquake hits?
• What happens during an earthquake? (you can scan the text in the book)
• What areas of the world have many earthquakes? (you can scan the text in the book)
• What kind of injuries are caused by earthquakes?
O How do you treat these injuries?
• What frightens people most after an earthquake?
• How can you deal with post traumatic stress resulting from an earthquake? • Where is the best place to go during an earthquake? ( you can scan the text in the book.)
• Is it possible to know in advance that an earthquake is coming? (you can scan the text in the book)
• Is an earthquake always followed by a tsunami?
• What causes a tsunami after an earthquake?
• How do you measure earthquakes?
• Is your home built to withstand earthquakes?
O Where in your house would you hide if there were an earthquake? • What causes aftershocks?
• Do you live in an area that has earthquakes?
O Are you afraid to be living in an earthquake prone place?
O Have you thought about moving?
While Reading Activities : (40 minutes)
Now please open your books on page 35. this is the beginning of the passage we're going to deal with today.
What's the title?
Well, class. Scan the passage and tell me - every body, please :
In which paragraph does the writer explain the earth's structure?
In which paragraph does the writer gives the number of shocks that occur every year?
In which paragraph does the writer talk about earthquake prediction?
Now tell me: How many sub-headings does the writer provide under the heading "What to Do?"
Under which sub-heading does the writer probably talk about ' fixing heavy things on the walls?"
Under which sub-heading does the writer probably talk about "Standing away from buildings and tress?"
Under which sub-heading does the writer probably talk about " Providing first aid?"
Now I ask the students to refer back to the first paragraph of the passage.
I have them read the first paragraph silently with their eyes not their lips.
At the same time, I project the pre-prepared power point slide of the paragraph on the screen.
I encourage the students to try to guess the meanings of unfamiliar and challenging words from the context around .(I remind them of this important skill.)
The students are also allowed to use the voc. sheets I gave them in the form of voc. tasks A and B to remember the meanings of the new words in the passage. (I remind them of this.)
They can also refer to the right sidebar to get the meanings of some challenging words or expressions. (I remind them of this.)
They can also use their own dictionaries. (I remind them of this.)
I refer them to the picture depicting the earth's structure on page 34 . I point to that picture (p.34) to help them understand the paragraph far better.
I also encourage the students to read actively.
They should circle the words, write questions in the margins, and take notes which make their reading more active and meaningful. (I remind them of this.)
I make sure my students know how to use the vocabulary glosses and other support tools to assist them in the reading process. (I check and monitor their performance while reading silently.)
10
Pointing to the projected slide on the screen , I read the paragraph aloud and ask the students to listen to how the words are arouped together. As they listen, I have them lightly underline or circle the groups of words.
Now I ask some questions ( \Nh. Or Yes/No ) and some true/false statements based on the first paragraph to check their comprehension.
1- What are the three main layers of the planet earth?
2- What's the crust?/ mantle/ core? What are they made or /what are they like? /
3- Is the crust layer the same every where? How does it differ? 4- What are the broken pieces of the crust called?
5-True /false : The mantle layer is broken into many pieces called plates. 6-True/false : The crust layer is thinner than the other two layers.
7- Describe the core layer.
8- Restate the par. With your own sentences.
I also call somebody to ask a question Other peers should find the answer. Paragraph 2 :
The same procedure as I did with the first paragraph;
a. b. c. d. e. f. g. h.
silent reading
projecting the par. on the screen circling new and unfamiliar words encouraging students to guess the meaning of challenging words from context reading aloud
checking comprehension
asking for the paragraph main idea restating the paragraph
How does an earthquake occur? / What happens before happening ?
Using the data projector,I project the following sentences on the screen. Then I ask the students to put them in the correct order of their happening.
I follow almost the same procedure with the rest of the passage and the other paragraphs. I also time the students' reading.
The same procedure
a. silent reading
b. projecting the par. on the screen c. circling new and unfamiliar words d. encouraging students to guess the meaning of challenging words from context e. reading aloud ( me or a certain student)
f. checking comprehension
g. asking for the paragraph main idea h. restating the paragraph
Comprehension check questions :
par. 3.
1. What's the main idea of par. 3?
2. What does "it" refer to in line 2?
3. Do all people experience an earthquake?
4. Do you know the special instrument used for measuring earthquakes? 5. Look at the structure of "so light that..." . what does it mean?
6. Pay attention to the place of the word "enough" in the last sentence. 7. What is the structure following "adj. enough..."?
I briefly explain the structure of " so .....that...." and " "adj. enough ...I I.
Comprehension check questions :
Paragraphs 4. / 5 / 6/ 7 :
1. 2. 3. 4. 5. 6. 7. 8.
( true / false ). Most earthquakes happen in populated areas. Where's the most probable area for today's earthquakes?
( true/ false) Nowadays earthquakes can be predicted. Almost ............earthquakes happen each year. What's the main idea of par. 7?
Is earthquake prediction a future possibility? What does "this" refer to in line 3 of par. 7? When does earthquake prediction become a reality?
The "What to do" part.
Here I also hang the large poster ( containing 10 different pictures )on the classroom wall. This poster depicts what we should do before and during an earthquake. Pointing to each part of the poster, I ask the students to distinguish the related sentence in the "what to do" part.
I also do the same procedure :
a. silent reading
b. projecting the par. on the screen c. circling new and unfamiliar words d. encouraging students to guess the meaning of challenging words from context
e. reading aloud ( me or a certain student)
f. checking comprehension
g. asking for the paragraph main idea h. restating the paragraph
Comprehension check questions : ( par. 8/ 9/ 10 page 36)
1. What's the rest of the passage about?
2. What are the things that the writer suggests us to do before an earthquake?
3. What should we do during an earthquake? 4. What should we do after an earthquake? 5. Questions asked by the students.
After Reading
Post reading activities: (10 minutes)
I have my students refer to "Comprehension Check" part on page 37 of their textbooks.
I call the students by name, point to a certain number of the Comprehension Check statements or questions and give them a chance to think and discuss about this part.
I also get the students to discuss their reaction to the reading passage in pairs and groups with the purpose of giving them an opportunity to check their comprehension more critically and analyze their reaction to the passage.
I show the students the value of returning to the reading passage again and again to answer the comprehension and discussion questions. I ask them to point out the specific places in the reading where they have found answers to the questions.
Now I give them a 10 minutes time to write a summery of the passage and hand it to me.
I read two of the summaries written (chosen by chance) to the class and ask for their ideas about them.
For further reading ,I encourage the students to refer to some internet sites and search for topics related to EARTHQUAKE in English.
I also provide them with the following text for extensive outside reading. I ask them to read the text at home and check their understanding with me the next session in the classroom..
Earthquakes strike without warning, and the major shock is usually followed by numerous, after shocks, which may last for weeks or months. An earthquake's effect on buildings will vary from building to building. Fire alarm or sprinkler systems may be activated by the shaking. Elevators and stairways will need to be inspected for damage before they can be used.
The major threat of injury during an earthquake is from falling objects and debris, and many injuries are sustained while entering or leaving buildings. Therefore, it is important to remain inside the building and quickly move away from windows, glass and free standing partitions and shelves. Take cover under a sturdy desk or table, in a doorway, or against an inside wall until the shaking stops.
Give DROP AND COVER command.
1. After shaking stops, check for injuries, and render first aid
2. If ordered by Site Coordinator, evacuate.
3. DO NOT return to building.
4. DO NOT light any fires.
5. Keep a safe distance from any downed power lines.
6. Check attendance whether or not evacuation takes place. Report any missing students to Site Coordinator.
7. Stay alert for aftershocks
8. Site Coordinator will issue fur.her instructions.
Drop Co ve r
1. Get under desk or table or other sturdy furniture with back to windows.
2. If not near any furniture, sit in a corner or with back against a wall with back to windows.
3. Drop to knees, clasp both hands behind neck, bury face in arms, make body as small as possible, close eyes, and cover ears with forearms.
4. If notebooks or jackets are handy, hold over head for added protection.
5. Stay away from windows, bookcases, or other heavy objects.
6. Maintain position until shaking stops.
1. Assume DROP AND COVER position in an open space.
2. Maintain position until shaking stops.
3. Move away from buildings, trees, overhead wires, and poles.
4. Do NOT enter building until it is determined to be safe.
Goodbye and Have a Nice Day
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