Unit 09 Natural Disasters Lesson 7 Looking back project
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<span class='text_page_counter'>(1)</span>UNIT 9: NATURAL DISASTERS. PERIOD 78: lesson 7: looking back and project. I) Objectives : 1. Educational aim : By the end of the lesson, Ss will be able: - Use the words to talk about natural disasters. - Use the words and phrases to complete the sentences. - Use past simple and past perfect to write about bad things that happened yesterday. 2. Knowledge: - Vocabulary : words related the topic. - Grammatical structures lexical items related the topic. II) Teaching aids : Text books, cassette, chalk, visual pictures and some boards. III) Procedure : Steps & ttime A. Warm up ( 5’). Learning activities. - This is the review section of the unit, so encourage Ss not to refer back to the unit pages. - Instead they can use what they have learnt during the unit to help them answer the questions. - That will help T and Ss see how far they have progressed, and which areas need further practice. - The questions in Looking Back match the Finished! Self-assessment statements at the end of this lesson. - Ss should check how well they did on each question and use that information when filling the self-assessment. I) Vocabulary B. Looking 1. Match the words (1-6) to their definitions back (A-F). - Have Ss work independently. - Then they can check their answers with a partner before discussing the answers as a class. - However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment. Key: 1.. 1. C 2. F 3. D 4. B 5. A 6. E 2. Use the words form the box in the correct form to complete the sentences. - Have Ss work independently. - Then they can check their answers with a partner before discussing the answers as a class. - However, tell Ss to keep a record of their. Language Models focus class work. drought individually mudslide flood tsunami pair work tornado earthquake.
<span class='text_page_counter'>(2)</span> original answers so they can use that information in their self-assessment. Key:. 1. 2. put 3. evacuated out take. individually. 4. 5. provided scattere d. II) Grammar 3. Decide which of the sentences can be changed to passive voice. Write them down. Explain why two of them cannot. - Have Ss work independently. - Then they can check their answers with a partner before discussing the answers as a class. - However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment. Key: 1. The tickets will be collected (by Mr.Smith). 2. A play was put on (by the students) at the end of term. 3. The sentence cannot be written in the passive because its main verb is is not a transitive verb. 4. The message was taken (by Julie). 5. The picture as painted by a local artist. 6. The sentence cannot be written in the passive because its main verb arrive is3not a transitive verb. 4. Match the two parts to make complete sentences. - Have Ss work independently. - Then they can check their answers with a partner before discussing the answers as a class. - However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment. Key:. 1. d 2. f 3. a 4. b 5. c 6. e 5a. Imagine five bad things that happened to you yesterday, and write them down. - First, ask Ss to work individually writing down, C. Performing or inventing five bad things that happened to them yesterday. - Then allow them to share the sentences with a partner. 5b. Work in groups. Add time clauses to your sentences as the following examples. Remember to use the past perfect.. pair work. passive voice individually pair work. past simple or past perfect. individualy pair work. individually.
<span class='text_page_counter'>(3)</span> - Ask Ss to work in groups. - Remind them to add time clauses and use the past perfect with their sentences. - Then ask each student to take turns to say out their sentences to the members of their group. - T may go around to provide help. III) Communication 6. Read the news headlines. In pairs, use the expressions from the box in GETTING STARTED to respond to them. - First, model this activity with a more able student. - Then ask Ss to work in pairs, using the expressions from the box in GETTING STARTED to respond to the news headlines. - T may go around to provide help. - Call on some pairs to practise in front of the D. class. Homework - Do all the ex again.. groupwork. pair work. *Feedback: ………………………………………………………………………………………… …………………………………………………………………………….
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