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Lucﾃｭa Vega Granados

This document outlines an English lesson plan about natural disasters and catastrophes for first year Bachillerato students in Spain. The lesson uses present, past, and conditional tenses to describe, narrate, and hypothesize about disasters. Vocabulary focuses on specific terms and expressions related to different natural disasters. A jigsaw activity divides students into groups to research and present on earthquakes, hurricanes, floods, snowstorms, or fires. Students will develop skills in reading, listening, writing, and oral presentation. They will research causes, effects, prevention, and examples for their assigned disaster topic. The lesson aims to develop English proficiency while learning about natural catastrophes.

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COMPLEMENTOS PARA LA FORMACIﾃ哲 DISCIPLINAR EN LENGUA INGLESA Mﾃ｡ster en formaciﾃｳn del profesorado de Secundaria Universidad Internacional Isabel I de Castilla
ESL LESSON ON NATURAL DISASTERS AND CATASTROPHES Lucﾃｭa Vega Granados
Target group 窶｢ Subject: English as a foreign language 窶｢ First year of Bachillerato 窶｢ Twenty two students 窶｢ Two pupils failed the subject the previous academic year 窶｢ Location: a high school in a small miner town of Asturias (Spain)
Grammar 窶｢ Use of present tenses: descriptions of the disasters, causes, effects, etc. 窶｢ Use of past tenses: narrations about past natural catastrophes in the world 窶｢ Use of conditional tenses: hypothetical situations to prevent the disasters
Vocabulary 窶｢ Specific words about different natural disasters and catastrophes: hurricane, earthquake, flood, tsunami, thunderstorm, vulnerability, risk, damage, wound, etc. 窶｢ Expressions: circumstances beyond one's control, unforseen event, humanitarian organization, etc.
Skills 窶｢ Reading comprehension: the students read different information about the topic, for example using the Internet, and summarize and choose what they consider better 窶｢ Listening: the students listen and watch several videos of real natural disasters to compare the different situations
Skills 窶｢ Writing: the students write in the target language, English, the final project about the topic 窶｢ Oral interaction: the students present their conclusions to the rest of the class and answer their mates' questions
Activity: Jigsaw 窶｢ Cooperative exercise 窶｢ The class is divided into four or five groups 窶｢ Each group works on one natural disaster or catastrophe
Group 1 窶｢ Topic: Earthquakes 窶｢ Structure: 窶｢ Description 窶｢ Causes 窶｢ Effects 窶｢ Prevention 窶｢ Examples
Group 2 窶｢ Topic: Hurricanes 窶｢ Structure: 窶｢ Description 窶｢ Causes 窶｢ Effects 窶｢ Prevention 窶｢ Examples
Group 3 窶｢ Topic: Floods 窶｢ Structure: 窶｢ Description 窶｢ Causes 窶｢ Effects 窶｢ Prevention 窶｢ Examples
Group 4 窶｢ Topic: Snowstorms 窶｢ Structure: 窶｢ Description 窶｢ Causes 窶｢ Effects 窶｢ Prevention 窶｢ Examples
Group 5 窶｢ Topic: Fires 窶｢ Structure: 窶｢ Description 窶｢ Causes 窶｢ Effects 窶｢ Prevention 窶｢ Examples
Jigsaw: Process 窶｢ Each member of the group searches information about a part of the structure 窶｢ They share the information with the students of the other groups that have the same part 窶｢ Each group creates a test with the most relevant questions about the topic 窶｢ The groups make an oral presentation in front of their mates and the teacher
Assessment 窶｢ The teacher creates a test with the questions of the groups and the students have to answer it 窶｢ The teacher and the students assess the oral presentations
Useful links 窶｢ https: //www.ache.org/pubs/McGlown%20Sample.pdf 窶｢ http: //m.youtube.com/watch?v=Kg-6whkbZXs 窶｢ http: //m.youtube.com/watch?v=HhD85cQejTg 窶｢ www.unesco.org/archives/multimedia/?s=films_ details&pg=33&id=2795#.VNfOyXuCOc0

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Presentacioﾌ］ complementos

  • 1. COMPLEMENTOS PARA LA FORMACIﾃ哲 DISCIPLINAR EN LENGUA INGLESA Mﾃ｡ster en formaciﾃｳn del profesorado de Secundaria Universidad Internacional Isabel I de Castilla
  • 2. ESL LESSON ON NATURAL DISASTERS AND CATASTROPHES Lucﾃｭa Vega Granados
  • 3. Target group 窶｢ Subject: English as a foreign language 窶｢ First year of Bachillerato 窶｢ Twenty two students 窶｢ Two pupils failed the subject the previous academic year 窶｢ Location: a high school in a small miner town of Asturias (Spain)
  • 4. Grammar 窶｢ Use of present tenses: descriptions of the disasters, causes, effects, etc. 窶｢ Use of past tenses: narrations about past natural catastrophes in the world 窶｢ Use of conditional tenses: hypothetical situations to prevent the disasters
  • 5. Vocabulary 窶｢ Specific words about different natural disasters and catastrophes: hurricane, earthquake, flood, tsunami, thunderstorm, vulnerability, risk, damage, wound, etc. 窶｢ Expressions: circumstances beyond one's control, unforseen event, humanitarian organization, etc.
  • 6. Skills 窶｢ Reading comprehension: the students read different information about the topic, for example using the Internet, and summarize and choose what they consider better 窶｢ Listening: the students listen and watch several videos of real natural disasters to compare the different situations
  • 7. Skills 窶｢ Writing: the students write in the target language, English, the final project about the topic 窶｢ Oral interaction: the students present their conclusions to the rest of the class and answer their mates' questions
  • 8. Activity: Jigsaw 窶｢ Cooperative exercise 窶｢ The class is divided into four or five groups 窶｢ Each group works on one natural disaster or catastrophe
  • 9. Group 1 窶｢ Topic: Earthquakes 窶｢ Structure: 窶｢ Description 窶｢ Causes 窶｢ Effects 窶｢ Prevention 窶｢ Examples
  • 10. Group 2 窶｢ Topic: Hurricanes 窶｢ Structure: 窶｢ Description 窶｢ Causes 窶｢ Effects 窶｢ Prevention 窶｢ Examples
  • 11. Group 3 窶｢ Topic: Floods 窶｢ Structure: 窶｢ Description 窶｢ Causes 窶｢ Effects 窶｢ Prevention 窶｢ Examples
  • 12. Group 4 窶｢ Topic: Snowstorms 窶｢ Structure: 窶｢ Description 窶｢ Causes 窶｢ Effects 窶｢ Prevention 窶｢ Examples
  • 13. Group 5 窶｢ Topic: Fires 窶｢ Structure: 窶｢ Description 窶｢ Causes 窶｢ Effects 窶｢ Prevention 窶｢ Examples
  • 14. Jigsaw: Process 窶｢ Each member of the group searches information about a part of the structure 窶｢ They share the information with the students of the other groups that have the same part 窶｢ Each group creates a test with the most relevant questions about the topic 窶｢ The groups make an oral presentation in front of their mates and the teacher
  • 15. Assessment 窶｢ The teacher creates a test with the questions of the groups and the students have to answer it 窶｢ The teacher and the students assess the oral presentations
  • 16. Useful links 窶｢ https: //www.ache.org/pubs/McGlown%20Sample.pdf 窶｢ http: //m.youtube.com/watch?v=Kg-6whkbZXs 窶｢ http: //m.youtube.com/watch?v=HhD85cQejTg 窶｢ www.unesco.org/archives/multimedia/?s=films_ details&pg=33&id=2795#.VNfOyXuCOc0