LESSON PLAN 7 – CAROLINE WAMBUI
Class level
Classroom
Intermediate
Room 3 Mad
Progress expectation
The students should be able to describe what is a disaster and the
difference between natural and an artificial disaster. They should be able to
use phrasal verbs in describing and talking about disasters.
Vocabulary related to disasters and usage of phrasal verbs in grammar
concept.
Natural Disasters.
Prepare student to be able to describe natural disasters, their different
characteristics and their effects to human and animals’ lives.
The students should be able to describe what natural disasters, the
difference between a natural and an artificial disaster, their different
characteristics, ways to prepare for these disasters and the aftermath
destructions using phrasal verbs.
It is assumed that intermediate students should understand vocabularies
like, weather and atmospheric changes, hot, cold and also should have
some grammar knowledge of phrasal verbs.
White board to write on, fountain pens to write with, handouts for practice
exercises, laptop for visuals.
The vocabulary practice on unscramble words will show if they understood
the words and can write the correct spellings e.g. .raucnhsrei – hurricanes. The
grammar practice on fill in the gaps with the appropriate phrasal verb will
show if they understood the usage. The discussion activity on recent or
well-known disasters e.g. the Haiti Earthquake 2010 and the Indonesian
Tsunami 2004 will show how well they understood the vocabularies and
how much they know about them. The produce activity will show how well
they understood the vocabularies and the use of phrasal verbs and can use
them in a real life situation role play where a disaster witness will describe a
disaster to a journalist using phrasal verbs.
Use this section to write up coherent comments about how your lesson
went.
Subject
Topic
Objective
Knowledge assumed
Material & equipment
Learning assessment
Post lesson notes
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Lesson date
Lesson duration
6 November 2014
1 hour
Did the lesson go to plan?
Did you need to modify, adapt or bin the plan?
Was your plan at the right level for your students?
How did your students react?
Was the material understandable, did your students learn what you
presented?
Who did not understand what was being taught and why didn’t they
understand?
Did any of the students behave negatively? If they did, how did you
deal with it?
How was the general level of attention?
Do you think the students were interested?
Did you keep your level of talking to a minimum? If not what, were
your reasons to do most of the talking in class?
Were your explanations and instructions understood? If not, why?
Did you have to explain anything in the students’ native language?
What was the general atmosphere in class?
Were there shy/over confident students?
What will you recommend to future teachers with regards to this
class?
What worked well and why?
What did not work and why? What would you do differently in the
future?
Tasks
Phase Duration Topic
Teacher activity
1
2
Introduction Will introduce herself to the
class and pass a sheet of
paper for the students to write
down their names.
2
5
Warm up
Will introduce the topic to the
class and ask the students,
what is the difference between
a natural and an artificial
disaster?
Will show visuals from the
laptop showing natural
disasters.
Will then ask the students if
they are familiar with the
images they have seen.
3
7
Vocabulary Will write all the names of all
presentation the images they have seen on
the board and give their
definitions, characters and
aftermath destructions.
Student activity
Will write down their
names and pass the
paper to the
teacher.
Will try to explain
the difference
between a natural
and an artificial
disaster. Will watch
the visuals from the
laptop.
Tell if they are
familiar with the
images they have
seen.
Will listen and take
short notes.
Resources
The students.
The teacher.
The laptop.
White board.
Fountain pens.
Ask any questions
on natural disasters.
Will answer any questions
arising from the topic.
4
5
5
4
6
7
Vocabulary Will give handouts with
practice
scrambled words from the
vocabularies learnt and
explain-working in pairs they
should read and unscramble
the words.
Will pull the class together and
go through the exercise.
Oral
Will ask the students to share
practice
their experiences if they have
ever witnessed or got caught
up in any of these disasters.
Grammar
Will give handouts with
presentation sentences on natural disasters
with the usage of phrasal
verbs.
Will work in pairs
Handout No1
and unscramble the
words.
Will go through the
exercise with the
teacher.
Will share their
The students.
experiences with the
class
Will work in pairs
and read the
sentences.
Will help the teacher
Will ask the students to work in explain the meaning
pairs and read the sentences. and structure of
phrasal verb.
Will ask one student to read out
one sentence and I will write it Will work with the
on the board .e.g.(you should learn teacher to find the
how tornadoes are formed and get out of synonym to replace
the phrasal verbs in
their way).
all other sentences.
Will explain the meaning of the
sentence explaining the part
where phrasal verb has been
used.
Will then explain on the
Handouts No2
structure and usage with the
help of the students.
Will then find the synonym to
replace the phrasal verb with
the help of the students. e. g(you
should learn how tornadoes are formed and
learn how to escape/avoid them) .
Will ask the students to read
again and underline all phrasal
verbs in the sentences.
7
5
8
5
Grammar
practice
Will then give the new words to
replace phrasal verbs and
maintain the meaning of the
sentences.
Will give out handouts and
explain- working in pairs read
the sentences and choose the
correct synonym from the box
to replace the phrasal verbs.
Will go through the exercise
with the class
Will work in pairs
Handouts No3
and choose the
correct synonym
from the box to
replace the phrasal
verb.
Will go through the
exercise with the
teacher.
PreWill ask the students to think of Will think of the
watching/wa a major natural disaster, name major natural
The students.
tching
it and the place it happened.
disasters and list
activity.
them down.
The laptop
Will write down what they give
and from the list will pick Haiti Will watch the video
earthquake and explain –to
and take notes of
watch a video and take note on the events
the order of events.
Will play a You-tube video
showing the earthquake
disaster in Haiti 2010.
9
10
4
10
Discussion
Activity.
Produce
activity
Will then discuss the video with
the class and ask the students
to use phrasal verbs to
describe the order of events
they have seen.
Will explain to the students to
work in pairs and do a real life
situation role play.
1 student should play as a
disaster witness and the other
student as journalist who
arrived late and want to know
what happened.
11
3
Wrap up
Will discuss the
video and use
phrasal verbs to
describe the order
of events
The students
The teacher.
Will work in pairs
The students
and do a role play of
a disaster witness
and a journalist who
wants to know what
happened.
The journalist
should ask
questions like:
Will go around listening and
What did you see?
monitoring the student’s
How did it start?
language and usage of phrasal What was your reaction?
verbs.
Ask the students to share what Share with the class The students.
they would do if today, the
what they would do
12
10
Back up
13
10
Back up
Spanish weather meteorologist in such situations.
announced that there will be a
hurricane ahead in 1 day.
Will teach on disaster
Will listen and
management services e. g The participate
Red Cross and The St. John’s
Handouts with
pictures
showing the
Red Cross and
the St. John’s
at work.
Will teach on Artificial disasters Will listen and share Handouts with
and ask the students to think
on ways to avoid
rules to prevent
and share on the ways to avoid and ways to handle artificial
artificial disasters and also on artificial disasters.
disasters.
ways to handle them if they
happened.
Students who attended
Name
Student Name
Age Level
Notes
Any other details about the student you want to add.