Name of the Teacher Date Level of the class Length of lesson
Mandy Claudelle Jeggels 27 November 2023 Advanced (C1) 60 Minutes
Lesson Type: Four skills - Reading
Lesson Topic: Natural Disasters
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
1. Obtain information from a text and formulate an understanding of 1. Students will have read a passage of text that tests and enhances their
the text and formulate an understanding of the text by employing comprehension of written and spoken language.
reading techniques to help practise and improve their skills. The skills 2. Students will have learned new vocabulary, new words that appear in
that are being practised and employed are reading for gist and the text that students may not have encountered yet.
reading for detail. 3. Students will have completed activities based on reading for gist, and
2. Students will be better able to understand the meaning and use of activities based on reading for understanding.
the new vocabulary introduced in the text. 4. Students will have used various reading techniques and worked
3. Students will be better able to identify important words from the individually and with a partner to answer and discuss the target
text. vocabulary and definitions from the text.
4. Students will form a better understanding of natural disasters 5. Students will have identified the main points in the text and complete
through the text. worksheet activities.
5. To learn and understand the following vocabulary from the text:
earthquake, flood, wildfire, air pollution, global warming, cyclone,
hailstorm, climate.
1 Lesson Plan 150823
,Anticipated difficulties: Suggested solutions:
1. Students may not be familiar with some words presented in the text. 1. Difficult words will be focused on in a vocabulary section that will focus
These words are included in the list of vocabulary to address during on the meaning, use and pronunciation of the words. This will form
the lesson. The pronunciation of difficult words may also be a part of the presentation stage of the lesson. I will allow students to use
challenge to some students, as they may not fully understand the dictionaries to look up words that they do not understand.
meaning of the text due to poor recognition. 2. The teacher will provide an example on the board by writing a typical
2. Some students may find the “reading for detail” activity difficult, morning routine passage on the board. Students must try and
where they are required to arrange sentences in the correct order rearrange the sentences so that it makes sense.
(strip story). Students may have difficulty with reordering the 3. The teacher and students will agree on class rules limiting the amount
sentences and not clearly understanding what they need to do in this of use of their L1. The teacher must make it clear that only English must
activity. be spoken during class and during group work. The teacher will monitor
3. Students may decide to communicate in their L1, as the class is students closely and ask if there are uncertainty and difficulty as to why
monolingual, and all students are Spanish. English is not being spoken.
4. Students may become discouraged, lose interest and enthusiasm 4. The teacher will make use of various exercises to keep students
during the lesson, as they may not understand some parts of the text. interested and eager to learn. The teacher will make it clear to students
5. Students may be easily distracted in class, as they are close in age, that they are not expected to learn or know the entire text. A sticker
and all are Spanish. They might feel interested in having their own will be given for good work. This would create a feeling of achievement
conversations in Spanish. They also might feel obliged to take out and confidence. Students will work in pairs which will help them to feel
their cell phones and show each other videos, photos, etc. comfortable in communicating and interacting with each other.
5. The teacher may group disruptive students with focused students, to
encourage disruptive students to focus on the lesson. I will ask that all
cell phones must be put away and on silent.
2 Lesson Plan 150823
, Authentic Text
Natural Disasters (735 words)
Morocco: Earthquake (203 words)
On 8 September 2023 at 22.11 UTC powerful earthquake of magnitude 6.8 struck Morocco at 18.5 km depth. The epicentre was in the High Atlas Mountains,
71km (44 miles) south-west of Marrakesh. Marrakesh, with a population of 840,000 inhabitants is most impacted city. According to media, several houses
have collapsed and other building were reported with structural damage. The epicentral area is not densely populated. As of 12:00 am, according to national
media, the death toll has reached at least 820 and this figure is likely to increase over the day. The ERCC activated Copernicus satellite mapping service and
Aristotle emergency reporting. Following the magnitude-6.8 earthquake that hit the Kingdom of Morocco’s High Atlas Mountain range on 8 September, a
total of 2,122 people are reported to have lost their lives; the vast majority in Al-Haouz, the epicenter, and Taroudant provinces. Another 2,421 individuals
are reported as injured. Initial assessments indicate that WASH, shelter, health, and food assistance are required. Several aftershocks have been reported,
families still trapped under the rubble of their homes, road blockages and difficult geographic conditions remain challenging to conduct search and rescue
interventions. Many residents sought refuge outdoors, fearing additional seismic activity and enduring unsettling aftershocks.
Brazil: Floods (268 words)
Intense weather is causing casualties and damage across southern Brazil. Since 4 September, an extratropical cyclone, bringing heavy rainfall, strong winds
and hailstorms, has been severely affecting the states of Santa Catarina and Rio Grande do Sul. According to the latest assessment from the Civil Defence in
Rio Grande do Sul, the severe weather has affected at least 340,928 people across 93 municipalities, leaving 46 people dead, 46 people missing and 924
injured. Some 3,130 people have been rescued, while 20,498 residents have been displaced and a further 4,794 have been left homeless. In certain areas,
river levels have surged to 17 metres above average, obstructing access from the capital city of Porto Alegre and the state's northern regions. This has
complicated both the delivery of aid and the assessment of damages. In the state of Rio Grande do Sul, millions have been exposed to the impact of the
cyclone and thousands directly impacted with damages to their homes. Entire communities are isolated and people have been waiting to be rescued. Both
states are currently responding with their own resources and capacities. While the volumes of rain that have occurred in the first days of September have
already exceeded the historical average in most parts of Rio Grande do Sul, the state’s Civil Defence and Secretariat of the Environment and Infrastructure
(SEMA) have warned of continued severe weather from Monday 11 September through Friday 15 September. Meteorologists explain that the conditions of
El Niño are influencing normal meteorological systems, bringing cold fronts, low pressure and extratropical cyclones that lead to greater frequency and
intensity of rainfall.
3 Lesson Plan 150823
Mandy Claudelle Jeggels 27 November 2023 Advanced (C1) 60 Minutes
Lesson Type: Four skills - Reading
Lesson Topic: Natural Disasters
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
1. Obtain information from a text and formulate an understanding of 1. Students will have read a passage of text that tests and enhances their
the text and formulate an understanding of the text by employing comprehension of written and spoken language.
reading techniques to help practise and improve their skills. The skills 2. Students will have learned new vocabulary, new words that appear in
that are being practised and employed are reading for gist and the text that students may not have encountered yet.
reading for detail. 3. Students will have completed activities based on reading for gist, and
2. Students will be better able to understand the meaning and use of activities based on reading for understanding.
the new vocabulary introduced in the text. 4. Students will have used various reading techniques and worked
3. Students will be better able to identify important words from the individually and with a partner to answer and discuss the target
text. vocabulary and definitions from the text.
4. Students will form a better understanding of natural disasters 5. Students will have identified the main points in the text and complete
through the text. worksheet activities.
5. To learn and understand the following vocabulary from the text:
earthquake, flood, wildfire, air pollution, global warming, cyclone,
hailstorm, climate.
1 Lesson Plan 150823
,Anticipated difficulties: Suggested solutions:
1. Students may not be familiar with some words presented in the text. 1. Difficult words will be focused on in a vocabulary section that will focus
These words are included in the list of vocabulary to address during on the meaning, use and pronunciation of the words. This will form
the lesson. The pronunciation of difficult words may also be a part of the presentation stage of the lesson. I will allow students to use
challenge to some students, as they may not fully understand the dictionaries to look up words that they do not understand.
meaning of the text due to poor recognition. 2. The teacher will provide an example on the board by writing a typical
2. Some students may find the “reading for detail” activity difficult, morning routine passage on the board. Students must try and
where they are required to arrange sentences in the correct order rearrange the sentences so that it makes sense.
(strip story). Students may have difficulty with reordering the 3. The teacher and students will agree on class rules limiting the amount
sentences and not clearly understanding what they need to do in this of use of their L1. The teacher must make it clear that only English must
activity. be spoken during class and during group work. The teacher will monitor
3. Students may decide to communicate in their L1, as the class is students closely and ask if there are uncertainty and difficulty as to why
monolingual, and all students are Spanish. English is not being spoken.
4. Students may become discouraged, lose interest and enthusiasm 4. The teacher will make use of various exercises to keep students
during the lesson, as they may not understand some parts of the text. interested and eager to learn. The teacher will make it clear to students
5. Students may be easily distracted in class, as they are close in age, that they are not expected to learn or know the entire text. A sticker
and all are Spanish. They might feel interested in having their own will be given for good work. This would create a feeling of achievement
conversations in Spanish. They also might feel obliged to take out and confidence. Students will work in pairs which will help them to feel
their cell phones and show each other videos, photos, etc. comfortable in communicating and interacting with each other.
5. The teacher may group disruptive students with focused students, to
encourage disruptive students to focus on the lesson. I will ask that all
cell phones must be put away and on silent.
2 Lesson Plan 150823
, Authentic Text
Natural Disasters (735 words)
Morocco: Earthquake (203 words)
On 8 September 2023 at 22.11 UTC powerful earthquake of magnitude 6.8 struck Morocco at 18.5 km depth. The epicentre was in the High Atlas Mountains,
71km (44 miles) south-west of Marrakesh. Marrakesh, with a population of 840,000 inhabitants is most impacted city. According to media, several houses
have collapsed and other building were reported with structural damage. The epicentral area is not densely populated. As of 12:00 am, according to national
media, the death toll has reached at least 820 and this figure is likely to increase over the day. The ERCC activated Copernicus satellite mapping service and
Aristotle emergency reporting. Following the magnitude-6.8 earthquake that hit the Kingdom of Morocco’s High Atlas Mountain range on 8 September, a
total of 2,122 people are reported to have lost their lives; the vast majority in Al-Haouz, the epicenter, and Taroudant provinces. Another 2,421 individuals
are reported as injured. Initial assessments indicate that WASH, shelter, health, and food assistance are required. Several aftershocks have been reported,
families still trapped under the rubble of their homes, road blockages and difficult geographic conditions remain challenging to conduct search and rescue
interventions. Many residents sought refuge outdoors, fearing additional seismic activity and enduring unsettling aftershocks.
Brazil: Floods (268 words)
Intense weather is causing casualties and damage across southern Brazil. Since 4 September, an extratropical cyclone, bringing heavy rainfall, strong winds
and hailstorms, has been severely affecting the states of Santa Catarina and Rio Grande do Sul. According to the latest assessment from the Civil Defence in
Rio Grande do Sul, the severe weather has affected at least 340,928 people across 93 municipalities, leaving 46 people dead, 46 people missing and 924
injured. Some 3,130 people have been rescued, while 20,498 residents have been displaced and a further 4,794 have been left homeless. In certain areas,
river levels have surged to 17 metres above average, obstructing access from the capital city of Porto Alegre and the state's northern regions. This has
complicated both the delivery of aid and the assessment of damages. In the state of Rio Grande do Sul, millions have been exposed to the impact of the
cyclone and thousands directly impacted with damages to their homes. Entire communities are isolated and people have been waiting to be rescued. Both
states are currently responding with their own resources and capacities. While the volumes of rain that have occurred in the first days of September have
already exceeded the historical average in most parts of Rio Grande do Sul, the state’s Civil Defence and Secretariat of the Environment and Infrastructure
(SEMA) have warned of continued severe weather from Monday 11 September through Friday 15 September. Meteorologists explain that the conditions of
El Niño are influencing normal meteorological systems, bringing cold fronts, low pressure and extratropical cyclones that lead to greater frequency and
intensity of rainfall.
3 Lesson Plan 150823
