CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
COLLEGE OF EDUCATION EESL501
Ji Min Lee
Title: Natural Disaster
Grade Level: Grade 4-6
Duration: 120 minutes (60 minutes x 2 sessions)
Contents Objective: To be familiar with the contents/vocabulary for the natural disaster
Language Objective: To use proper words to describe a natural disaster
Learning Strategy: To demonstrate the facts about the natural disaster
To write a summary about the natural disasters with an article and a video
Reading Comprehension: understanding the facts about each disaster
Writing Skill:, note taking, summarizing, paraphrasing
To discuss and report on activity
Gathering information: Background research with given materials
Presenting information: using visual aids
List of Materials:
– articles about the natural disasters with reading comprehension questions on the natural disasters
– assessment sheet: Rubric for Summary Report
– a video clip about natural disasters
– background research materials
– visual aids: graphs, photos, etc
– vocabulary worksheet 1,2,3
– Show a video to raise students’ interest
– Help students to brainstorm about the natural disasters
– Write key facts about the natural disasters on the board
Task 1: Reading an article about the natural disasters and write a summary
– Introduce the article titled ‘Red Alert: Volcanoes’ and ‘What are the earthquakes’
– Give a gist of each story
– Write key words on the board and handout the vocabulary worksheet
(Use the vocabulary worksheet)
– Give a scanning task to find out the answers of reading comprehension questions
– Have them write a summary for each natural disaster (Earthquake or Volcano)
– Require students to compare the summary with peers
Task 2: Discussing and reporting
– Give one natural disaster for each team to present
– Offer them materials about the disaster and ask them to gather its information
– Make teams in pairs for students to discuss how the natural disaster happens and what effects it makes
– Explain students to make visual aids with peers in group sharing their ideas, which will be part of presentation
– Have students to present about each disaster using the visual aids that they made.
Citation of sources:
Diaz-Rico, L.T. (2008). Strategies for Teaching English Language Learners. Boston, MA: Pearson Education.
Vocabulary Sheet 1
caption, jagged, landslide, mantle, tsunami, picture, seconds, part, layer, focus, lines, damage, rocks, bridges, shock, large
Vocabulary Sheet 2
emit, peak, often, danger, dangerous, erupt, lava, during, warn, study, measure, also, near, quickly, learn, might
Reading Comprehension Questions
1. The place where an earthquake begins is called the
2. What is the Earth’s mantle?
a. Pieces of the Earth’s crust
b. The place where an earthquake begins
c. A layer of hot, melted rock
3. Where do most earthquakes happen?
a. Under the ocean
b. Where two plates meet
c. On a mountain
4. The Earth’s crust is made up of
a. Puzzle pieces
b. Many pieces called plates
c. Hot, melted rock
5. If an earthquake happens under the ocean, it causes giant waves called
6. The word dynamic means
a. Active and always changing
b. Having many pieces
c. Causing earthquakes
7. The Earth’s crust is solid.
8. Earthquakes may cause
a. No damage at all
b. Giant waves called tsunamis
c. Landslides or mudslides
d. All of the above
8. When a volcano erupts, it can be like
a. A warning
b. An explosion
c. Reading signs
8. Which of these does not happen during a volcanic eruption?
a. Rock is thrown into the air.
b. Streams of lava flow down the peak.
c. Deadly gases fill the air.
d. Gases in the air explode.
9. Scientists can study how land and around a volcano change over time to predict when an eruption might happen.
d. All of the above
10. In the passage, what does the word emit mean?
Name one thing that often happens to the ground when a volcano erupts or is about to erupt.
Assessment Sheet: Rubric for Summary Presentation
Firm understanding of writing task
Logical connections between ideas
Ideas well paraphrased
Effective and competent use of sophisticated vocabulary
Few mechanical difficulties or stylistic problems
(repetitiveness, dangling, modifiers, etc.)
Clear and effective use of visual aids
Clear and smooth transition
not reading papers.
Speaking loud enough to be heard