MATERIAL DESIGN

DIZNERYS QUIROZEDUARDO MACKENZIEHUMBERTO LECHUGA

UNIVERSIDAD DEL NORTEMASTERS IN ENGLISH TEACHINGBARRANQUILLA, 2013

NameInstitucin Educativa de Sabanalarga, CODESA

Type of institution (Private; state; co-educational, etc.) Information from the Vision and Mission of the institution may be helpful, too.The Institucin Educativa de Sabanalarga, CODESA, is a public school created in 1915.

The mission of our institution is to educate children according to their needs through the implementation of processes, methodologies, strategies which stimulate our students to practice and develop their communicative competences.

Our vision is concerned to create a curriculum that helps us to bring our students a better acquisition of the second language, according to the actual advances of the pedagogic resources.

Place where it is located ( city; municipality), Relevant cultural features ( if applicable)The institution is located in the northeastern part of the town, for ages it has hosted in its cloisters teenagers of several municipalities in the south and southwest of the department. It currently has 5 locations in which provide pre-school, primary and secondary studies. It has 4,600 students in the three working day sections.

Institutional goals and purposes (View of education as specified in the P.E.I.) How do the institutions authorities view English instruction? How is the learning of English perceived by other teachers and parents?The school essential policies are contained in Article 67 of the Constitution, in Article 5 of the General Law of Education and in the following aspects:a.) The community service, advocacy, general prosperity and ensuring the effectiveness of the principles, rights and duties enshrined in the Constitution and the participation of all in making decisions that will affect in some way the life of the Community education.b.) The contribution in the formation and maturation of the personality of the learner, to be partakers of changes to improve the quality of life.c.) The projection of learners to work practice through knowledge and skills acquired for each mode offered by the Institution.d.) Acquiring student's sense of responsibility so that they can achieve it, making it freely, answering by themselves, to themselves and to others.e.) The recognition, education and protection of the Colombian ethnic, culture and religion.

Resources (available at the institution; your own resources)A technology and bilinguism classroom with 20 computers and a smartboard each one of them with internet connection.A portable deviceA students book, a practice book with CD, and a class CD.

ContextHow many students are there in this class?There are 41 students.

Are there possibilities for classroom arrangement?Absolutely. It depends on the activity of the class.

What time is this class? How often do you have this class? Does this affect learning in your particular situation? Why? Why not?Do you think this class is affected by constraints such as timetable?Classes depend on a specific schedule. In my case English classes are on Mondays, Tuesdays and Thursdays, it means three days a week. It would much better to have more English classes during the week, this situation would improve the learning process

Implications for Course and Material Design

YOUR UNIT (Input for material development)MAIN FEATURES

SKILL YOU WILL FOCUS ON: Describe important aspects of the skill that you will focus on in this unit.

WritingWriting styles Cooperative writingText organizationUse of appropriate vocabulary (guessing meaning)Brainstorming. Making notesWriting process.

GOAL OR STANDARD: Write the goal or standard (s) you will to focus on for the design of your materials.

OBJECTIVES: Write down the objectives of the unit you will design.

Escribo un texto corto relativo a m, a mi familia, mis amigos, mi entorno o sobre hechos que me son familiares.

Students will be able to write descriptive texts related to places

POSSIBLE TOPIC(S) TO BE COVERED WITHIN THE UNIT: consider your students needs and interests.

Tourist placesTime expressionsAdjectivesSimple present, present progressiveFrequency adverbsConnectors

CONTENTS: Write a list of contents that you consider should be worked out in the unit considering: 1. what your students need to learn2. what they are interested in learning3. what they lack

Writing textsParagraph OrganizationCoherenceCohesionSequence connectors

TYPE (S) OF TEACHING- LEARNING SYSTEMS: Write the teaching-learning system (s) that you will apply in the development of the unit (mass instruction or lecturing, individualized learning, or group work)

During the development of this unit, we will apply mass instruction to provide the clear instructions and necessary explanations to develop the activities planned. The tasks will be developed in groups to promote the collaborative learning but finally they will have to work on individual written texts.

TYPE OFACTIVITIES AND MATERIALSWhat type of activities and materials work well with this group? Which type of activities would appeal to your students? Which type of activities would you like to design? Always think of evidence found in your classroom. According to the age of the students in this group will be suitable to plan activities in which they can participate actively by giving their ideas in small groups. They must be activities that include technological resources, pictures or others that catch the attention of the students.

WorksheetsSmart boardFlashcardsWorkshopsPower point slidesInternet Dictionary

LESSON PLAN 1

Name of the teacher: HumbertoLechuga GmezClass / grade: 7thNumber of students: 41Average ages of Students: 12 15 years oldUnit Number: 9Level of students: BeginnersTopic: Tourist placesAlloted time: 180 minGoal:

Escribo un texto corto relativo a m, a mi familia, mis amigos, mi entorno o sobre hechos que me son familiares.

General Objective:

Students will be able to write coherent descriptive texts related to places, applying the constituent features of this genre.

Specific Objectives:

At the end of the lesson students will be able to:

Review information related to tourist places. Identify the main features and the structure of a descriptive text Apply the main features and the structure of a descriptive text.. Create a descriptive text of a tourist place.

Assumed Knowledge:

Adjectives Simple present tense Past tense Prepositions of time Time expressions

Description of language item / skill:

Writing skill

Materials to be used:

Worksheets Flashcards Workshops PPT presentation Slideshare presentation Textbook Dictionary

LESSON PLAN FORM 1Class stageObjectiveTeachers students actionsType of interactionMaterialsAllotted time

Preparation

Review information related to tourist places.

Students will be organized in groups of 4. An image and a definition of the tourist places around the world will be given to each team,.

Students should find out the corresponding match according to the definitions and the illustrations.

Teacher verifies if the matches are correct, students should show the image and the right definition to the class reading aloud the information, and then teacher will show the slides of the tourist places.

At the end of this activity, teacher will show a grid encouraging students to recall information by completing the features in the grid.

Finally they will participate by writing each word or phrase on the board

Ss-Ss

T Ss

Power point presentation:http://www.slideshare.net/diznerysql/tourist-places-29650848

Workshop

30 Min

Presentation

Identify the main features and the structure of a descriptive text

Teacher will showa descriptive paragraph about a places seen on the previous activity.(Christ the redeemer )

Teacher will explain the generic structure of a descriptive text through a slideshare presentation.

Through this presentation teacher will specify the common structure and the useful language for writing descriptive texts such as: phrases to indicates location (very close to, next to, only ten minutes from, all round, .etc.); Adjectives (Huge, traditional, busy peacefuletc)Giving reasons: I would recommend a visit to, don`t miss..etc)

Then, teacher will present a web page where they can see a list of useful connectors to add information (moreover, also, in addition, furthermore, as well, and, not only..but also )

T -Sshttp://www.slideshare.net/juanpilar745/how-to-write-the-description-of-a-place

http://www.myenglishteacher.net/connectorsandotheraddinfowords.html

40 Min

Practice

Identify the main features and the structure of a descriptive text

Apply the main features and the structure of a descriptive text..

Teacher will provide a descriptive text to students (Description of my cityAlmera).Students have to identify the parts of the description and underline them and discuss with their partners. They also have to circle the connector used to link the ideas in the descriptive text.

They will check the activity with their partners and the guide of the teacher in order to provide explanation if it is necessary.

Students will read a textcalled Christ the redeemer. Then, students have to underline the structure of a descriptive text: (use different colors to differentiate each part)

Later, teacher guides the students toanalyze the general and detailed information of the descriptive texts above and complete a chart.

Then, students will do the same activity with another text called My last vacation.

Students check and compare the information written in the activity with other groups.

Students will see a picture of a tourist place and complete the graphic to brainstorm some ideas for describing that place They can use some vocabulary about adjectives and other words they know.

Using the information written in the graphic, students will write a descriptive paragraph and the activities they could do there for spending vacation.

After this activity, each of the groups will exchange their descriptive texts in order to check, compare and contrast the use of connectors and the common features of this type of texts.

T SsSs SsWorksheet activityhttp://periodico.ieslosangeles.es/ingles/183-description-of-my-city-almeria.html)

55 minn

Evaluation

Create a descriptive text of a tourist place.

Students will choose a tourist place (they are free to look for information in the internet) and they must create a descriptive composition according to the models implemented during the class.

Then, students will evaluate others group description and make some suggestions about it and they will receive feedback from their partners .

Finally, Taking in mind the observations received, they will write the final version of their description.

T SsSs-Ss

55 min

UNIT PLAN TEMPLATE Teacher

First and Last Name Humberto Lechuga Gmez, Diznerys Quiroz, Eduardo Mackenzie

School NameInstitucin Educativa de Sabanalarga, CODESA

Unit Overview

Unit Title: Describing places

Subject Area: English

Grade Level: 7th

Approximate Time Needed: 9 hours (3 hours a week)

Unit Foundation

Goal (s) or standards (Write here the Goals/Standards/competences to be developed in the unit)

Escribo un texto corto relativo a m, a mi familia, mis amigos, mi entorno o sobre hechos que me son familiares.

Student Objectives/Learning Outcomes

General objective:

At the end of the lessons students will be able to write descriptive and narrative texts

Specific Objectives:

Recognize the structure of descriptive texts Identifylanguage features used within descriptive text Revise correct use of nouns, verbsand adjectives Demonstrate knowledge of descriptive text by completing evaluation rubrics.

Assessment Plan (How will learning be assessed in this unit?)

Students should write a composition using the linguistic features explained during the unit.

Instructional Procedures (methodological decisions)

Input to develop writing activities: Readings Compositions models Pair and group tasks Use of resources Exchange information Information gap Graph organizer

Materials and Resources Required For Unit (design of new materials is compulsory)

Worksheets Smart board Flashcards workshops Power point slides Slideshare presentations Textbook

APPENDIX1

INSTITUCIN EDUCATIVA DE SABANALARGAENGLISH WORKSHEET7 DTOPIC: Tourist PlacesOBJECTIVE: Students will be able to write descriptive texts related to places.

1. Look at the pictures and identify some of the most important tourist places around the world2. Match the picture with its corresponding description.

A statue in Rio de Janeiro, Brazil; considered the largest art deco statue in the world. it is 30m tall, not including its 8 m pedestal.

A fortress in the city of Cartagena, Colombia. It is located on the hill of san Lzaro in a strategic location, dominating the city by land or sea. it was built by the Spanish during the colonial era.

A colossal sculpture on Ellis Island in the middle of New York harbor, in Manhattan, New York city.

Monuments built as tombs for the country's pharaohs and their consorts during the old and middle kingdom periods.

An iron lattice tower located on the champ de mars in Paris. The tower is the tallest structure in France and the most-visited paid monument in the world.

2. READ THE DESCRIPTION BELOW. Underline and discuss with your partner the features of the description that you can identify in the following text.

Identification of the placeThe reason for describing itInformation about the place both: general and in detail.Reasons why people like this place

Description of my City: Almeria. JUEVES, 24 DE FEBRERO DE 2011 10:02Hello! My name is Teresa. I'm thirteen years old and I'm going to talk about my city. Its name is Almera. It is in the south of Spain, in Andalusia.The weather in Almera is fantastic in summer and it's a bit cold in winter. In the center of Almera, there's a big cathedral. It's very beautiful. The town hall is in the center too. In the Paseo there are a lot of shops; furthermore, there are two shopping centers. Their names are Alcampo and Carrefour. I live near Alcampo. There is only one cinema in Almera and there's an archaeology museum too but there isn't an amusement park.My high school is in Los Angeles neighborhood and theres a bull ring near my high schoolIn Almera, theres a big school of music and dance. It's near the Ronda road. I play the piano in this school music.Moreover, in Almeria, there are a lot of beaches, tourist from over the world visit Almera for its beaches. They are very beautiful. There is an airport and a port. The people can travel by plane and boat.In Almera there are lots of bars. The food is delicious there. You can eat potatoes bravas, pinchos, migas and a lot of different dishes. . There is an Arabic castle in the north of Almera City.. Its name is Alcazaba. It's big and beautiful and it has got many gardens. It's smaller than the Alhambra.Almera there are great places. I recommend you to visit my wonderful city and enjoy it.by-teresa-tripiana-iglesias(taken from Los Angeles News. http://periodico.ieslosangeles.es/ingles/183-description-of-my-city-almeria.html)3. Read the texts below and underline the structure of a descriptive text: (use different colors to differentiate each part)

1. General statement2. Explanation3. Closing

CHRIST THE REDEEMER

Christ the Redeemer, or Cristo Redentor in Portuguese, is a larger-than-life statue of Jesus Christ with his arms outstretched, a symbol of peace that stands almost 40 meters high. Perched above Rio de Janeiro, on the 700-meters high Corcovado Mountain, the panoramic views of Rio de Janeiro and the Atlantic Ocean, from the base of the statue are breathtaking.The Statue is located in Rio de Janeiro, Brazil, and is one of the worlds best known and most visited monuments. It represents Jesus standing over the city of Rio, with arms outstretched, welcoming people from near and far.The span of his arms from fingertip to fingertip is 28 meters. A small chapel is housed in the base of the monument, which can fit about 150 people. As a vantage point, the Christ the Redeemer statue offers superb views of downtown Rio de Janeiro, the bay, Sugarloaf Mountain,Copacabana beachandIpanema Beach.

Read more:http://www.mapsofworld.com/travel/destinations/brazil/christ-the-redeemer-statue#ixzz2l9gXtuJO

MY SUMMER VACATIONI had a fantastic summer vacation! My family and I spent a lot of time at the beach. We also went on a trip to Disney World. We ended our summer by traveling to southern California for a soccer tournament. It was nice to be able to spend so much time with my family this summer. In the beginning of the summer, I went to the beach with my kids at least once a week. We were so lucky because every time we were at the beach I saw the dolphins splashing playfully in the surf. We would usually arrive around 12:00, when the sand was as hot as coals in a barbecue. Sometimes we would stay until 7:00 in the evening. At the end of the day I loved to watch the flaming red ball creep slowly down into the shimmering ocean. Going to the beach is my favorite thing to do in the summer. Towards the middle of my summer vacation, my whole family and I flew to Florida to visit Disney World. We had never been before, and I could not believe how big and beautiful the Disney property was. It was like being in the center of a rainbow. Everywhere you looked, there was loads of color. The weather was hot and humid. We were soaked with sweat the entire time, but we were able to refresh ourselves in the beach-like pool. We stayed at a hotel called The Beach Club, and the pool there actually had sand at the bottom of it. It was fun to travel all the way to Florida.As my vacation was coming to an end, we made a trip to Huntington Beach for my daughters soccer tournament. It was the first one we had been to since May, and I was anxious to see her team play. The weekend was filled with high-scoring soccer games and the company of good friends. Although I felt like a chicken roasting over an open flame in the extreme heat, I was grateful that I was not the one having to run around the soccer field. Haleys team made it all the way to the finals. After playing an extremely physical game involving somersaults, bruised bodies, and a yellow card, our team came in second place. It was surely an action-packed tournament. Even though my summer was loaded with activity, it still seemed like a long break. After spending so much time at the beach, traveling to Florida, and attending a soccer tournament, I felt like I needed a vacation!Read more: http://www.gobookee.org/get_book.php?u=aHR0cDovL3d3dy5pbXBvcnR3YXJlaG91c2UuY29tL21yc2JveXNlbi9TdHVkZW50cy9zYW1wbGVlc3NheS5QREYKU2FtcGxlIEVzc2F5IOKAkyBNeSBTdW1tZXIgVmFjYXRpb24gLSBJbXBvcnQgV2FyZWhvdXNl

4. ANALYZE THE GENERAL AND DETAILED INFORMATION OF THE DESCRIPTIVE TEXTS ABOVE AND COMPLETE THE FOLLOWING CHARTS:TEXT ANALYSIS 1CHRIST THE REDEEMER

SPECIFIC FEATURES OF THE PLACE

COUNTRY

LOCATION

HEIGHT

SYMBOL

TEXT ANALYSIS 2MY SUMMER VACATION

SPECIFIC FEATURES OF THE PLACE

COUNTRY

STATE

LENGTH OF TIME

LOCATIONS VISITED

WEATHER CONDITIONS

5. Look at the picture and use the graphic to brainstorm some ideas for describing that place. You can use some of the adjectives from the cube and other words.

6. Lets write a description. By using the information written above, and the internet resources, write a description about a place and the possible activities that you could do there on your vacations

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. RUBRIC FOR PEER CHECKINGUse this table to evaluate other groups description and make some suggestions about it.Features

X

Well-organized Information in the text

Balance between your ideas and words

Appropriate word-spelling

Text easy to understand

Completeness and appropriateness of text

There should be a space for checking whether the students used the structure and the constituent features of a descriptive text. Also, the use of connectors should be revised.Observations: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Taking in mind your peers suggestions, write your final version of your descriptive text.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MUD VOLCANO LOCATED IN NORTHERN COLOMBIA IN THE MUNICIPALITY OF SANTA CATALINA. A LOCAL TOURIST DESTINATION, POPULAR FOR ITS ALLEGED HEALING MUD-BATH.

A FORTRESS IN THE CITY OF CARTAGENA, COLOMBIA. IT IS LOCATED ON THE HILL OF SAN LZARO IN A STRATEGIC LOCATION, DOMINATING THE CITY BY LAND OR SEA. IT WAS BUILT BY THE SPANISH DURING THE COLONIAL ERA.

A TRADITIONAL HAT FROM COLOMBIA AND ONE OF ITS SYMBOLS, IT RESTS ON THE HEAD OF THE MUNICIPALITY OF JUAN DE ACOSTA, NEAR THE RESORT OF SAINT VERONICA, THE FIRST TOURIST STOP IN THIS STYLE.

A BRIDGE IN COLOMBIA BUILT OVER THE MAGDALENA RIVER TO CONNECT THE ISLAND OF SALAMANCA AND THE CITY OF BARRANQUILLA.

A MULTI-USE ALL-SEATER STADIUM IN BARRANQUILLA, COLOMBIA. IT IS THE HOME STADIUM OF LOCAL FOOTBALL TEAM ATLTICO JUNIOR.

A COLOSSAL SCULPTURE ON ELLIS ISLAND IN THE MIDDLE OF NEW YORK HARBOR, IN MANHATTAN, NEW YORK CITY.MONUMENTS BUILT AS TOMBS FOR THE COUNTRY'S PHARAOHS AND THEIR CONSORTS DURING THE OLD AND MIDDLE KINGDOM PERIODS. A STATUE IN RIO DE JANEIRO, BRAZIL; CONSIDERED THE LARGEST ART DECO STATUE IN THE WORLD. IT IS 30M TALL, NOT INCLUDING ITS 8 M PEDESTAL.

AN IRON LATTICE TOWER LOCATED ON THE CHAMP DE MARS IN PARIS. THE TOWER IS THE TALLEST STRUCTURE IN FRANCE AND THE MOST-VISITED PAID MONUMENT IN THE WORLD.

A PRE-COLUMBIAN 15TH-CENTURY INCA SITE IN PERU, IN SOUTH AMERICA. THE INCAS BUILT THE CITY ON A MOUNTAIN RIDGE, 2430M ABOVE SEA LEVEL.

THE MOST FAMOUS AMUSEMENT PARK IN THE WORLD. YOU CAN FIND MICKEY MOUSE AND HIS FRIENDS THERE

AN ISOLATED MOUNTAIN RANGE SEPARATED FROM THE ANDES CHAIN THAT RUNS THROUGH COLOMBIA. REACHING AN ALTITUDE OF 5,700 M, JUST 42 KM FROM THE CARIBBEAN COAST, IT IS THE WORLD'S HIGHEST COASTAL RANGE.

LESSON PLAN 2

Name of the teacher: Diznerys Quiroz, Eduardo Mackenzie, HumbertoLechugaClass / grade: 9 Number of students: 41Average ages of Students: 14-16Unit Number: 2Level of students: BeginnersTopic: Natural disastersAllotted time: 220 min (4 hours)

Goals:

Implementation of new vocabulary to talk about topics of their interest.

Harmony, cooperation and teamwork in the classroom

Objective:

Students should be able to: Recognize some of the most shocking disasters in the world. Identify vocabulary related to natural disasters and extreme weather Identify the vocabulary in a particular context. Accept the diversity of points of view. Apply the vocabulary about disasters to create conversations

Assumed Knowledge:

Present tensePast tenseImperatives

Description of language item / skill:

SpeakingGroup tasks activitiesConversationsRole plays

Materials to be used:

SlidesPhotocopiesVideosWorksheetsPower point presentation

LESSON PLAN FORM 2

Class stageObjectiveTeachers students actionsMaterialsType of interactionAllotted time

Preparation

Recognize some of the most shocking disasters in the world.Teacher will show a video in which students are going to recognize some of the disasters and extreme weather conditions that affect people in the planet.Teacher will ask some questions about what they saw in the video.

Authentic video from YouTube:http://www.youtube.com/watch?v=QfmRf8iOBkIT S Ss - Ss25 min

Presentation

Identify vocabulary related to natural disasters and extreme weather

Teacher will show a power point presentation in which they are going to watch some illustrations and definitions of the most dangerous events in the world.

Power point presentation about Natural disasters

T S Ss - Ss25 min

Practice

Classify vocabulary into different categories

Teacher will show a table to the students in which they are going to place the words in the right column according to the categories proposed. One of them is the natural disasters and the other one is the extreme weather conditions. There are 18 words and students must place 9 words in each column.

Worksheet(See appendix)Ss - Ss30 min

Practice

Identify the vocabulary in a particular context.

Teacher will show the video again about the most brutal natural disasters and after watching it, students must complete the table with information related to what disaster or event happened in a specific place, city or country in the world.

Videohttp://www.youtube.com/watch?v=QfmRf8iOBkI

Ss - Ss

30 min

Practice

Accept the diversity of points of view.

Teacher will show students a reading about safety during unexpected events.

After reading students will get in groups of three and they will discuss about different ways to behave during a natural disaster and how to survive and help other people.

The same groups will work together on a webquest, At that moment, theyre going to the bilinguism classroom and the teacher will be a guide during the whole process.

Students will follow the steps of the process to develop the task successfully.

The webquest will provide more practice, activities from authentic material from the web.Students need to collaborate to each other in order to work on the activities.

http://zunal.com/index-mywebquests.php

To log in as a guest to see the webquest please use the following information:

Username: eichelPassword: dannyg

And Go to :my webquests

Ss - Ss

80 min

EvaluationApply the vocabulary about disasters to create conversations

Present a role play where they will apply the vocabulary studied during the lesson and the input provides by the authentic materials of the webquest.

30min

UNIT PLAN TEMPLATE Teacher

First and Last Name Diznerys Quiroz, Eduardo Mackenzie, Humberto Lechuga

School NameInstitucin Educativa de Sabanalarga, CODESA

Unit Overview

Unit Title: Natural disasters

Subject Area: English

Grade Level: 9

Approximate Time Needed: 3 weeks (3 hours a week)

Unit Foundation

Goal (s) or standards (Write here the Goals/Standards/competences to be developed in the unit)

At the end of the unit, students will be able to:

Human: Harmony, cooperation and teamwork in the classroom

Learning: Implementation of speaking strategies in oral encounters.

Student Objectives/Learning Outcomes

At the end of the lessons, students will be able to:

Human: Work in a supportive collaborative and complementary way to communicate with each other while using the second language.

Learning: Start, keep and finish conversations about different topics of their interests

Assessment Plan (How will learning be assessed in this unit?)

Tasks participationRole playsWebquest workshop

Instructional Procedures (methodological decisions)

Most of the activities will be developed in a collaborative and supportive way.

Materials and Resources Required For Unit (design of new materials is compulsory)

Smart boardSlidesPhotocopiesVideosWorksheetsPower point presentation

WORKSHOPTOPIC: NATURAL DISASTERS

1. Place the words in the right column

Avalanche Downpour- Drought Earthquake Famine Flood Gale Hailstorm Heatwave- Hurricane - Landslide - Lightning - Snowstorm - Storm - Thunder And Lightning - Thunderstorm Tornado Tsunami Volcanic Eruption Blizzard.

Natural DisastersExtreme Weather

2. After watching the video most brutal natural disasters, complete the table with the following information:

Earthquake - Tornado Dust storm - Tornado- Gale Earthquake - Heat wave Flood - Tsunami.

PLACEDISASTER

Arizona

Phoenix, Arizona

East Coast, USA

Christchurch, New Zealand

Joplin, Missouri

Mississippi River Valley

Eastern Turkey

South East, USA

Japan

3. Read carefully the following information about an earthquake

During an EarthquakeIndoor Safety

If you are inside, stay inside. DO NOT run outside or to other rooms during shaking.In MOST situations, you will reduce your chance of injury from falling objects and even building collapse if you immediately:

DROP down onto your hands and kneesbefore the earthquake knocks you down. This position protects you from falling but allows you to still move if necessary. COVER your head and neck(and your entire body if possible) under the shelter of a sturdy table or desk. If there is no shelter nearby, get down near an interior wall or next to low-lying furniture that won't fall on you, and cover your head and neck with your arms and hands. HOLD ON to your shelter(or to your head and neck) until the shaking stops. Be prepared to move with your shelter if the shaking shifts it around.DO NOT stand in a doorway.You are safer under a table. In modern houses, doorways are no stronger than any other part of the house. The doorway does not protect you from the most likely source of injuryfalling or flying objects. Most earthquake-related injuries and deaths are caused by falling or flying objects (e.g., TVs, lamps, glass, bookcases), or by being knocked to the ground.

Retrieved from http://www.bt.cdc.gov/disasters/earthquakes/during.asp