Lessons
Natural disasters. Using “a cause” or “a reason”?
(10-th form O.Karpiuk)
Procedure
“In the eyes of nature we are just another species in trouble.”
I.Warm-up: finish the sentence:
An event which causes great harm or death is a natural ….(disaster)
What natural disasters do you know? Let’s watch the presentation
Listening activity: What natural disaster is it?
1. … - a long period of dry weather with no rain; (drought)
2. … - a large amount of water covering a place which is usually dry; (flood)
3. … - a storm with a very strong and fast wind; (hurricane)
4. … - a sudden violent shaking of the earth’s surface; (earthquake)
5. … - the situation when steam or lava escapes from a volcano; (volcanic eruption)
6. … - a serious situation when there is very little food; (famine)
Reading activity: read ex.5,p.95 and match natural hazards with their natural descriptions
1. a tornado
2. hailstorms
3. floods
4. an earthquake
5. an avalanche
6. a tsunami
7. a heat wave
8. a landslide
9. a blizzard
10. a hurricane
11. a volcanic eruption
12. a drought
13. a wildfire
Speaking activity: work in groups, discuss the following:
Scientists understand a lot about environment but they don’t understand everything. Every year there are big and small disasters in different parts of the world. Some of these happen very often, but some of them are a big shock. How do these natural disasters affect humans? Can we do anything about them?
Vocabulary: using “a cause” or “a reason”?
A cause is that which produces an effect, which makes a thing happen.
A reason is a fact which is put forward as a motive or explanation, or in order to justify some conclusion.
Writing: ex. 1, p.97 complete the sentences with “cause” or “reason”.
1. Carelessness is often the … of fire.
2. The … of the accident is still not known.
3. What is the … of lightning?
4. Scientists attribute changes in the weather to natural … .
III. Homework: finish ex.1,p.97, read and complete the text with the words in the box.
Natural disasters. Conditionals. Suggestions/results.
Objectives: to enrich new vocabulary through reading, speaking and writing; to practise grammar skills using Conditionals; learn to make up suggestions and use them in speech;
Procedure
I.Warm up: group up the words according to the columns:
tsunamis, droughts, blizzards, avalanches tornadoes, hurricanes, floods, earthquakes, hailstorms, whirlpools, heat waves, landslides, fires, ice storms, volcanic eruptions, tornadoes
Land movement disasters
|
Water disasters
|
Weather disasters
|
II. Main part:
Vocabulary: fill in the correct word : blew, drowned, shook, burst collapsed
1. A woman ______ when the River Avon burst its banks yesterday and flooded the village of Hampton-on-Avon.
2. The winds were so strong that they _____ away many roofs tops.
3. Heavy rains caused the River Avon to ______its banks.
4. Several buildings ________when an earthquake struck the town yesterday afternoon
5. The ground _________ harder and harder during the earthquake.
Grammar: Conditionals I,II
If _______ Vo _______ will V0
If _______ V2(ed) _________ would Vo
Writing: choose the correct word or phrase.
1. If Bill paid more attention in class, he will/would learn more.
2. Will/would Mary be upset if I didn’t invite her?
3. If I will do/do well in the exam, my parents will buy me an MP3 player.
4. He’ll/He’d go on a cruise if he had enough money.
5. They won’t mind/don’t mind if we’re a bit late this afternoon.
6. Will you still go to the concert if the tickets will cost/cost 60 pounds?
7. If I am/were you, I’d get a haircut!
8. We’ll leave at seven o’clock if the weather will be/is bad.
9. I’ll be surprised if John and Helen wouldn’t get/don’t get a new car soon.
10. If I shall have/had a bike, it wouldn’t take me so long to get to school.
Reading activity: read and make up Conditionals on the basis of the text below.
Every year the average office worker throws away about 80 kilos of paper which could be recycled.
The earth loses up to three species of plants or animals per day. Some scientists predict that it could be three species per hour by the year 2100. Rainforest trees control our climate: They absorb carbon dioxide, a major cause of the greenhouse effect. In the last 50 years or so, half of the world’s rainforests have been destroyed. The toilet uses more water than anything else in a household: ten to fifteen litres every time you use it.
Some people throw aluminium cans out of the car windows. It’s interesting if they are aware of the fact that each aluminium can will still be there 500 years later?
Example: If you throw an aluminium can out of the car window, it will still be there 500 years later.
Speaking activity: complete the list with your ideas. Use the phrases:drive electric cars, use less paper, create special parks for animals, teach hunters it’s wrong to kill animals, not to cut out forests.
If we used bicycles, we would have less air pollution.
If we planted new trees, rainforests wouldn’t disappear.
If we …
III.Homework: do ex.2,p.98
Match the suggestions with the possible results. Then make conditional sentences as in the example.
Suggestions
|
Result
|
Put bins on every streets corner
|
People have more oxygen
|
Have more trees/green areas
|
Not be so much rubbish everywhere
|
Improve public transport
|
People not drop litter in streets
|
People use bicycles
|
People not buy so many cars
|
People recycle things
|
Children be able to play safely
|
Create more parks
|
Cities be less polluted
|
Example: if the authorities put rubbish bins on every street corner, people wouldn’t drop litter in the streets.
Sarawak , Bomeo ,
Ecuador
How to act in a case of a natural disaster?
Objectives: practice listening skills using active vocabulary; learn to
guess the meaning of new words from the situations
Procedure
I.
Warm up: what emotions would you experience when you
witness a disaster? How do you feel?
II.
Main part.
Speaking activity: work in pairs and ask your partner what
he/she needs in a case of an earthquake.
-
What do you need in case of an earthquake? –
-
You need a whistle to attract attention.
Items
|
Reason to use
|
1 whistle
|
attract attention
|
2 life jacket
|
prevent yourself from drowning
|
3 fire extinguisher
|
put out a fire
|
4 torch
|
find your way
|
5 mobile phone
|
call for help
|
6 life belt
|
swim safely to the beach
|
7 first aid kit
|
treat a wound
|
8 axe
|
cut ropes
|
Listening activity:
Pre-listening task: read and decide whether the statements below are true
or false.
1. If an earthquake occurs when you are in school, you
should leave the building when the earthquake starts.
2. If an earthquake occurs when you are at home, you should
stand near the big table.
3. The best way to leave the building during an earthquake
is to get into a lift.
4. A good thing to do if you are outside during an
earthquake is to stand in an open area.
While-listening task: listen to the text and check your answers.
As soon as
the earthquake starts, students should get under the desks immediately and wait
until the teacher tells them it is safe to come out. The teacher should at the
same time go immediately to the teacher's desk, get underneath it and stay
there till the danger is over. Students must not argue with the teacher or question
instructions. As soon as the tremors stop, all students should walk towards the
exit and go straight to the school playground or any open space such as a
square or a park. They must wait there until the teacher tells them it is safe
to go. Whatever you do, don't panic: most accidents occur not as a result of
the earthquake itself but from people panicking.
If you are
at home when the earthquake occurs,
get immediately under the table in the living room or kitchen. Choose the
biggest and strongest table you can find. You must not go anywhere near the
window and don't go out onto the balcony. Once the tremors have stopped, you
can come out from under the table but you must leave the building straight
away. You should walk down the stairs and should not use the lift - there may
be power cut as a result of the earthquake and you could find yourself trapped
inside the lift for hours.
If you are
in the street when the earthquake
takes place, do not stand near buildings, fences or walls — move away as quickly
as possible and try to find a large open space wait in. Standing under trees
could also be dangerous.
Post – listening task:listen again and give your partner advice about what
he/she should do when there is an earthquake and he/she is:
·
at school
·
at home
·
in the street
Writing activity: make up instructions and complete the
sentences
If an
earthquake occurs…
Task for the 1st group:
1.If you are in class, you should …. and stay there
till……
2.You mustn’t …….
3.As soon as the vibration stops, you should ….
4.You must ….
5. Don’t….
Task for the 2nd group:
1.
If you are at
home, you should ….
2.
You mustn’t ….
3.
You can come out
….but you must … .
4.
You should ….and
you shouldn’t ….
5.
If you are in
the street, don’t …. and try to ….
III.Homework: do ex.2,p.100 give your partner advice on what students
and a teacher should do when there is a fire. Use the word combinations:
·
Don’t use the lifts.
·
Keep calm.
·
Call the fire brigade.
·
Don’t panic.
·
Make sure all the windows are closed
·
Follow your teacher’s instruction.
·
Make sure all doors are shut.
·
Keep the fire doors closed.
The
influence of natural disasters on the Earth. Global warnings.
Objectives: - developing reading,
listening and speaking skills;
-
to
read the text to know what it is about;
-
to
develop listening skills for further discussion;
-
to
enrich students vision of ecology problems;
-
to
develop communicative skills;
-
to
practice using the first conditional;
-
to
widen students’ outlook.
Equipment: cards with tasks; text “Global warnings” (taken from
”Matrix”, p.57), pictures.
Procedure:
I. Greetings.
II.
Warming up activity:
T: Do you agree with the sayings:
“Nature is a book with deep contents. We can
study each page carefully but to read and explain it entirely is beyond our
power”.
(Goethe)
T. How can you explain other Goethe’s
words?
“Nature
constantly talks to Man but keeps its secrets; Man constantly exerts pressure
on Nature but will never be able to subdue it.”
(Goethe)
III. Listening:
1.Pre-listening task
T: You will listen to an extract
from a 16-year-old American student. Say if the girl managed to express her
deep respect and concern for nature.
TEXT
Once
the land was free. The wind blew wild across the Earth’s face. The air was
clean and crisp, so crisp in the cool early morning, that it hurt the lungs
just to breathe it. Nature was the ruler, the queen. People conquered the land,
stripped it of its pride and now it kneels conquered. Nature bows its head in
defeat. The battle is lost but who won the war? Man? The man is blind but one
day we shall have to look and when we do it, we won’t like what we see.
2.
Post-listening tasks
a) T: What words impressed you most of all?
Possible
answers: wind blew across the Earth’s face, the air was crisp, it
hurt the lungs, nature was the ruler, the queen, people stripped nature
of its pride, nature kneels conquered, nature bows its head in defeat.
b) T: Do you think that we are capable
of correcting the damage we have done to the Earth’s ecological system?
IV. Grammar revision (first conditional) T: Environmentalists are worried about
the greenhouse effect. Make sentences using If…, … will …
Example:
If
the Earth gets warmer, the sea will get warmer.
If
the sea gets warmer, … will …
-the
climate gets warmer;
-the
ice at the North and South Poles melts;
-the
sea level rises;
-there are floods in many parts of the world;
-many
people lose their homes and lands.
V. Reading
1.
Pre-reading task
T:
Look at the article. Where do you think it comes from (a newspaper, magazine,
etc.)?
2.
While-reading activity. (Chain reading)
T: Read the text and match the headings with the
paragraphs.
a Melting ice
b The greenhouse effect
c Hope for the future
d Disappearing islands
e A lesson from the history
f The effects of global warming
Key:
1-d; 2-a; 3-b; 4-e; 5-f; 6-c
Text “Global Warnings”
1________
The islanders of Kiribati Tuvalu island
of Tebua Tarawra Kiribati Tuvalu
2__________
Most scientists around the world
agree that the Earth is getting warmer. They believe that some places are
already 2° hotter than they were 50 years ago, and that temperatures will go up
another 5° in the next hundred years. This means that the ice at the North and
South Pole will melt, the oceans will expand and the sea will rise by as much
as one metre.
3_________
In the atmosphere above the earth,
gases like carbon dioxide naturally trap the sun’s heat and keep the air warm.
This stops most of the world from becoming covered in ice. However, the problem
is that human beings are now making this happen more quickly and dramatically in
what scientists call the ‘greenhouse effect’. We are creating more and more
carbon dioxide by burning fossil fuels (coal and oil) to make electricity and
drive cars. In the USA
4________
Nobody knows what will happen if
global warming continues, but we can look at an example from the past to see
what might happen. In the Pacific Ocean there
is another small island, a rocky, treeless place called Easter
Island , which has many strange old statues. Hundreds of years ago
it was green and rich and covered in trees. However, the islanders cut down
their trees to make fires, build boats and move their statues. As the forest
got smaller, they had less fruit and fewer wild animals and birds to eat; and
the people began to go hungry. In the end, there were no trees at all. The
islanders started wars and killed each other, until there was almost no-one
left.
5__________
Some scientists believe that in the
future the weather will be more extreme – there will be stronger hurricanes,
bigger floods and longer droughts. Some parts of the world may get warmer and
wetter, and others may get colder. This may affect forests, the food we grow
and the animals that live in the wild, and cause disease to spread more quickly.
6___________
In many ways we are luckier than the
Easter Islanders, we know about the problems and dangers and what we should do.
Let us hope that we do not make the same mistakes and we learn to look after
the environment.
3.Post- reading task
T: Answer the questions:
1.
What are the islanders in Kiribati Tuvalu
2.
What is the main cause of global warming?
3.
What did the people on Easter Island do wrong?
4.
What might the main effects of global warming be?
VI. Speaking
T:
And now let’s work in groups. The leader of your group will take the task-card.
Tasks on cards:
The
1-st card : say which facts are new for you.
The
2-nd card : say which facts are the most interesting and why.
The
3-d card : say why the events described in the article are important for
the whole world.
VII. Summing up
T:
Thanks a lot for your opinions. Your marks are: …What was the topic of our
lesson? What did we do? What did you like best of all?
VIII. Homework: Write an article to the
newspaper “Why should we take care of our planet”.
Objectives: - developing reading,
writing, listening and speaking skills;
-
to
read the text to know what it is about;
-
to
enrich students vision of ecology problems;
-
to
develop communicative skills;
- to practice using the passive voice;
-
to
widen students’ outlook;
-
to
develop learners’ socio-linguistic competence.
Equipment: sayings about ecology, a
tape-recorder, grammar cards ”Passive voice”, task-cards.
Procedure
I.
Greetings.Warming up. Listen to the poem. What is it about?
Only
when all the rivers have run dry
And
all the fish in the sea have died.
Only
when all the rainforests have been cut down
And
there is no food for the animals.
Only
when all the blue skies
Have
been filled with smoke
And
the cities of the world have choked
Will
the white man understand
That
it’s too late to save the earth!
(Native
American poem)
II.
Main part.
Speaking activity: checking up home assignment
Read your articles” Why should we
care about nature?”
Reading activity.
Pre-reading task: What is this text about?
to
threaten - погрожувати
We, humans, now dominate the Earth –
and our planet is in grave danger of suffering from our activities.
But from time to time the Earth
threatens us, warns of the danger of killing the planet and ourselves. We have
to be very careful what we do with nature, provoking to some extent natural
disasters like drought, sandstorms and famine in Africa, flood in Netherlands,
hurricanes in the USA, volcanoes and earthquakes in Turkey, Japan, Mexico,
Italy, Armenia, typhoons and tidal waves, landslide and fire. Natural disasters
make big problems and people all over the world come to help the regions where
the catastrophe has happened. Different countries send to the area of the
natural disaster food and medical supplies, as well as doctors, nurses,
blankets, tents and clothes.
Natural catastrophes, being great
tragedies, teach us to be merciful to the other people and to our planet – the
Earth.
Post- reading task: answer the questions. Work in pairs.
(questions-answers)
1.Why is our planet in grave danger?
2.Are we careful with nature?
3. What natural disasters do you know?
4.What do natural catastrophes teach
us.
Grammar
practice. Present Simple
Passive: S am, is are V3(ed)
Task: learn about the destruction of rainforests. Complete the
sentences with Present Simple Passive.
The land … ( use) for animals and
crops.
The soil … ( blow away)by the wind.
Trees
.. . ( cut down).
The wood … ( export) to Japan Europe and North America .
The homes of millions of animals …(
destroy)
The wood … (make) into furniture.
More trees … (cut down).
The soil …( wash away) by the rain.
The land … ( turn into) a desert and
nothing can … (grow).
Reading activity: Text
“Forest Fires”
Pre-reading task: read and complete the
text. Put the verbs in brackets into the passive voice( do it orally and mind
the rule ). (Three variants on cards). Answer the questions:
Why
do people start fires?
How
fires are caused?
What
is done about the problem?
1. Forest fires are a big problem in many
parts of the world. Millions of hectares of forests … (damage) by fires every
year. In some places whole forests … (destroy).
2. Some fires … (produce) by lightning
and other natural causes. Most fires, however, …(cause) by people. Cigarette
ends …(through away). Campfires …(not put out) properly. Land …(burn) by
farmers before it …(replant). Often fires …(use) to clear forests for roads,
miners or farms. About 37% of fires …(start) deliberately.
3.Fires cost a lot of money.
Millions of dollars …(spend) on fighting fires, and in some places new forests
…(plant). However, most of the trees …(not replace), so every year thousands of
hectares of forests …(lose) forever.
Listening activity.
1. Pre-listening task
T:
Our planet is very big. There are six continents on our planet: Asia , Eurasia ,
Australia Antarctica . People live in different countries on five
continents and many islands. They speak different languages. Our country Ukraine Europe .
You will listen to the text about
the Penans. It is the tribe, living in Sarawak , Malaysia island
of Borneo
How do you feel about these people?
Do they look friendly?
2. While-listening, find the
correct answers to these questions.
a)
Where do the people live?
b)
What has happened recently?
Their village has
been polluted by a nuclear power station.
The government has
built a dam across the river.
Timber companies
have started to cut down their forest.
c)
What have the people done?
They have attacked
the workers.
They have blocked
the roads.
They have held a
demonstration in the city.
d)
What will happen if the people don’t win their fight?
The tribe and its
lifestyle will be destroyed.
The children of the
tribe will die.
The tribe will be
moved to another place.
The Penans.
Penan mother: It’s our land, but they’re
destroying it.
Announcer: These are the words of a Penan
mother. As she was speaking, another tree fell. The Penans live in the tropical
rainforest of Sarawak . Until recently they had
a peaceful life in the forest. One of their leaders described their life for
me.
Penan leader: We caught fish in clean rivers. We
hunted wild animals in the jungle. We ate fruit from the trees. Our life was
not easy, but we were happy. Now all that has changed.
Announcer: What has happened to the
world of the Penans? Timber companies have arrived and have started to cut down
the trees. One third of Sarawak ’s rainforest
has already been destroyed. The clean rivers have been polluted by mud. The
animals have been frightened away by noise.
But the peaceful Penan tribe have
said, “Enough is enough”. The roads into the forest have been blocked by groups
of Penan men, women and children. So far, nobody has been hurt. But the Penans
expect trouble soon. Letters have been written by the Penan leaders to the
government and to the United Nations.
Penan leader: The forest is our home. Everything
is provided by the forest. If it is destroyed, we will be destroyed, too.
Announcer: The Penans are fighting for their
lives. The forest provides their food, their houses, their medicine. If the
forest is cut down, their young people will move to the cities. The tribe and
its lifestyle will be destroyed forever.
Penan leader: For the timber companies, this is a
question of money. But for us, it is a matter of life and death. We have no
choice. Until we die, we will block this road.
3. Post-listening task.
T: What do you think?
Who would you support?
What would you do if
you were a Penan? Why?
` III.
Homework T: Write the Penans’
letter to the United Nations.
Prepare for discussion the
quotation “Only when the last tree has died and the last river has been
poisoned and the last fish has been caught will we realize that we can’t eat
money.” What is your opinion on it?
Summarizing.
T: We have done a lot of things at the lesson
what types of today’s activities did you like best of all? Your marks are …
Thank you for good work.
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