LESSON PLAN

Grade: 9th (Preparatory class, 9th-12th grades English curriculum)

Level: B1
Topic: Natural Disasters
Duration: 80 minutes

Objectives:

• Students will be able to understand simple texts about natural disasters.

• Students will be able to talk about the future possible consequences.
• Students will be able to write simple pieces of statements about future
possible consequences.
• Students will have practiced grammar structure.
• Students will be able to practice some vocabulary items by seeing them in
certain contexts.
• Students will be able to use the target language in a context.

1. WARM-UP

Aims:

• To draw attention
• To create a relaxed atmosphere for learning and teaching
• To prepare a background for students to understand the topic
• To motivate students to think and work on the topic
• To arouse curiosity among students
• To set the stage for the reading passage

Duration: 3 minutes
Procedure:

• T greets the class.

 • T then asks students take a look at the pictures on the board for 6
seconds and then she says to students “Tell me what did you see? What
comes in your mind when you see these pictures?”
• T receives answers from the class and asks questions if necessary.
• After getting enough ideas, teacher asks “What can be our topic
today?”
• T receives answers again and then asks students what they can
remember about natural disasters and what is the last news that
students heard about them.
• T congratulates students for their effort on the activity and then asks
them “So, what is a disaster?” then she provides the answer.
• And says do you want to learn more about natural disasters?
• T continues with the reading section.

2- Reading

Aims:

• To enhance students’ reading skills

• To help students to see the contexts before teaching vocabulary and
grammar.
• To encourage students to read more.
• To create a stronger context. Thereafter, make a smooth transition to
the next stage of the lesson.

Duration: 15 minutes

2.A- Skimming

Duration: 4 minutes

Aims:

• To make students get the general idea of the reading text.

• To make students to grasp overall meaning
Procedures:

• T says:
o This time, I want you to read the text very quickly and choose the best
title for this text.
o We don’t have a title. Do you see?
o How many titles do we have?
o You have two minutes for it.
• After making the transition and giving the instructions, T asks students
whether his instructions are understood:
o What are we doing? Can anyone tell me?
• After getting the answers, T reminds the time limitations and leaves them
with the reading text.
• T receives the answers from the Ss and makes a brief explanation about the
answer to clarify any questions in Ss minds.
• T moves on with the vocabulary teaching part with the help of the directing
questions and incoming answers from Ss.

2.B- Vocabulary Teaching

Duration: 14 minutes

Aims:

• To make the understanding clearer.

• To help students to comprehend the newly introduced words.

Procedure:

• T directs Ss attention to target vocabulary items in the reading text by saying:

o Did you see some “Bold” words?
o How many Bold words are there?
o Can anyone tell me the first word?
• T says let’s learn these words one by one and starts vocabulary teaching
process with the first item.
• T shows some visuals about the target vocabulary and wants students to look
and produce ideas about them.
• T says:
o Our earth is such a wonderful place. Let’s learn more about it.
o On Earth, some things are natural and some things are man-made.
 Then she shows some example pictures. And after teaching every
vocabulary item she gives an interesting fact about it.

• T plays the pronunciation audio for the word and repeats it for the students.
• T moves onto next vocabulary item after giving some more examples and
receiving some answers.
• T repeats the same procedure for the next vocabulary items.
• T gives the definition for the “erosion” vocabulary item and shows an
experiment in which Selen teacher did.
• T gives the definition for the “landslide” vocabulary item and shows gifs and
gives an interesting fact about landslides.
• T uses an extract from the text to teach “flood” vocabulary item and shows
an VR video of it.

Vocabulary Activity 1:
ALPHABET SOUP

• T says:
o Now, we are going to complete our sentences!
o If you are not sure about your answer you can take a look at our soup.
o Remember: each word has its own colour.
o Let’s do the first one together.
• T and students do the first vocabulary practice.
• Ss are constantly involved in the activity.
• Finally, T collects their answers and gives feedback.

Vocabulary Activity 2:
BOOST UP YOUR VOCABULARY
• T says
o Let’s continue with another activity. This time we will find the closest
meaning to our highlighted words.
o How many questions are there?
o Let’s do the first question together. The rest is yours and you have 5
minutes to complete.
• T guides Ss after they are done with the activity.
2.C- Scanning – Activity 1

Duration: 7 minutes

Aims:

• To help students to comprehend the text more.

• To help students to get the detailed information about the reading
text.
• To make a transition to the grammar teaching part.

Procedure:

• Teachers says:
o We have just read the text about natural disasters. Can you tell me
what causes landsides?
o Let’s read the text again. This time, please read it very carefully and
answer these questions.
o Let’s do the first question together.
o You have 5 minutes to answer the questions. Let’s start.
• After giving the instruction, T gives and example and leaves Ss with the
activity.

2.E – Grammar Teaching

Duration: 8 minutes

Aims:

• To elicit the grammar point

• To ensure that students get the meaning of the grammar point.
• To analyze language
• To give students the form of the new structure
• To have students understand the form of the new structure.
• To show how do we use it in daily life
• To help students understand the use of the grammar point
 • To show the usage of the structure in daily life, where and when and
in which situations they can use this structure.

Procedure:
• Teacher asks “what can lead to erosion?”
• Teacher gets the answer and asks students to read the full sentence.
• Teacher says let’s look at this sentence now.
• Is the soil dry and dusty now?
• Will the soil be dry and dusty?
• Are we talking about the past, present or future?
• Are we talking about something that might happen?
• How many clauses are there?
• Which one is main clause?
• Which one is conditional clause?
• Are they the bare or past forms of the verb?
• What do we have at the beginning of sentence?
• What punctuation can you see?
• Is this problem real, or imaginary now?
• For what purposes do we use the sentences like this?
• Teacher gets students answers for each question and makes sure that
everyone agrees.

First Grammar Activity

Duration: 5 minutes

Aims:

• To check the understanding of given language functions and forms

among learners
• To practice grammar point
 • To have students focus on the accuracy of the structure

Procedures:

• Teachers says: ‘Now, we have 5 unfinished sentences and we will complete

the sentences. Let’s do the first one together’
• Teacher does the first one as an example for students.
• Teacher says: ‘You have 5 minutes and you will work individually.’
• Teacher gets the answers one by one.

Second Grammar Activity

GRAMMAR GAME SHOW

Duration: 5 minutes

Aims:

• To check the understanding of given language functions and forms

among learners
• To practice grammar point
• To clarify the grammar point
• To have students focus on the accuracy of the structure
• To make students have fun while learning
• To create a safe environment

Procedure:

• Teacher opens up her camera and students see that her background is
changed and she has sunglasses on. Also on her hand she has a microphone
• T says: ‘Welcome to the grammar game show. I’m your host Selen and today
we will talk about the first conditional. The conditional in which we use to
talk about something that will happen in the future only if something
 happens first. Now be alert because these questions are not your typical
questions.”
• Teacher continues by saying that ‘Our first round is an odd one out round…”
• Teacher says: ‘For every question you have 20 seconds to answer’
• Teacher continues hosting the Grammar Game Show.
• Teacher congratulates the students.

POST READING ACTIVITY

SPEAKING ACTIVITY

Duration: 5 minutes

Aims:

• To be sure that learners can use what they have covered at this lesson
• To have students focus on the fluency of the language
• To improve students’ imaginative and communicative skills
• To create a good/enjoyable atmosphere for the students
• To let students to use the target language effectively

Procedures:

• Teacher says: ‘Now, you have successfully finished the first part of our
show. But the show is not over yet. Now it is time to save your own skin. I
want you to imagine that you have survived a natural disaster and waiting for
rescue. Which one of you should be rescued first? You need to justify why
you should be one of the rescued people.’
• Teacher says: ‘For this activity, I will need three students. X, Y, Z you’ll
justify your reasons and the rest of the class will be the audience and will
decide which one of you should be rescued first.”
 • T says “ X you will be the student A: You are a scientist. You are currenly
working on a vaccine for covid-19 and you are close to finding a cure. You
are the only member of the research team who knows what the exact possible
cure is. You are single.”
• T says “Y you will be the student B: You are the last fire fighter in your
country. You were awarded a medal for bravery last month. You are married
and have a small baby.”
• T says “Z you will be the student C: You are the last brain surgeon in your
country and work at the local hospital. You specialize in treating the very
ill.”
• T says “remember: while you are trying to justify why you should be saved
first, you can use sentences like “If you rescue me first, I will find a vaccine”

PRONUNCIATION ACTIVITY

Duration: 5 minutes

Aims:

• To create an enjoyable atmosphere

• To help students to identify the word stress.

Procedure:

• Teacher says: ‘Now you are probably feelings stressed because of the games.
Let’s move on to word stress. Is it the same stress that you feel or different?
What do you know about word stress?’
• Teacher then explains “When words have more than one syllable we usually
stress one particular syllable. That means we emphasize that syllable or say it
more loudly. In the word natural for example, the stress is on the first
syllable. In the word erosion for example, the stress is on the second
syllable”
 • Teacher then shows the stress with big and small stars and makes students
listen to the words pronunciation.
• Teacher wears her rubber band on her hand and shows stress with it.
• Teacher then shortly explains the students how to notice word stress in a
dictionary.
• And then students will do an activity about word stress. They will listen and
answer which syllable is stressed”

LISTENING

Aims:

• To boost students’ listening abilities

• To give them a purpose to listen
• To help students to hear the words
• To help students to hear the pattern

Procedures:

• Teacher says: ‘We learned about the natural disasters now lets watch and see
how people react to natural disasters. I want you to listen and tell me which
natural disasters are mentioned.’
• Teacher plays the video once.
• Students answers and says Flood and Landslide.
• Then T says that “Now we have our true and false activity. BUT, you have to
predict things. You don’t have to give the right answers…”
• Teacher does the first one as an example.
• After collecting answers, teacher plays the video again.
• Teacher gets answers one by one…

WRITING ACTIVITY

Aims:

• To understand whether students learn the target vocabulary or not

• To understand whether students learn the grammar point or not
• To improve students’ writing skills
 • To give them an opportunity to spend quality time

Duration: 10 minutes

Procedures:

• Teacher says “Now, we have seen how Badu felt when he lost his favourite
things to the disaster. A disaster destroys lots of big things but small things
get broken too. Make a list of your favourite things: for example my
favourite things are my phone and my book. What are your favourite
things?”
• Teacher collects the answers and then she adds: ‘How do you feel if you
lose all of these things? Can you replace them all? Some children lose all of
their favourite things when there is a disaster. Try to think of one word to
explain how they may feel.’
• After collecting the answers T shows and explains how someone can help
during this situation.
• Teacher then moves on to the writing activity and says ‘Now, that you’ve
learned how can someone help during a disaster. It is your turn to think: how
can YOU help during a disaster. What are your super skills that you can use
to raise awareness or help others? Please write down your ideas as a
paragraph and explain in which scenerios you can use your ideas. e.g. If a
flooding happens, I will help people to move to a higher ground..’
• Teacher says ‘You have 10 minutes and you will work as individually.’
• After they finish writing their paragraph teacher says that now they need to
asses their writing.
• T shows the self-assesment checklist and shows students how to use it.
• T says “If you have more “Yes” than “No” then you have done a great job!
And If you have more “No” than “Yes” then you should be more careful the
next time you write.”
WRAP-UP

Duration: 3 minutes

Aims:

• To make lesson more meaningful

• To summarize the lesson
• To understand what students have learned

Procedure:

• Teacher says “Now that you have a learned about the natural disasters. You
may feel a bit scared right now. But remember: Things soon get back to
normal after most disasters. Disasters are not God’s punishment.”
• Then she says “Every person who helps makes a difference. We need super
fundraisers, people to spread the message about the natural disasters, and
local people to help and charities. And remember: TOGETHER WE ARE
STRONGER.”
• Teacher asks: What do we learn today?
• Students say what they learned.
• Teacher writes them and explains.

HOMEWORK

Duration: 3 minutes

Aims:

• to help learners to understand natural disasters

• to help students practice English

Procedure:

• Teacher says: ‘Now that you’ve learned about the natural disasters, let’s do
an experiment to understand how and why natural disasters happen…’ . As a
homework I want you to do an experiment. First answer these three questions
and then follow these steps (teacher reads them)
• Teacher adds: ‘I want you to record a video while doing the experiment. It
should be around 2 minutes. Then on our next lesson we will watch them
together’
• Teacher shows the example and say that they can get help from it.
• Teacher asks whether or not students have any question to ask.
• Teacher gives feedback and says see you.