План-конспект уроку англійської мови у 9 класі

Тема: Natural Disasters

Мета: Узагальнити лексичний та граматичний матеріал з теми «Natural Disasters»
Обладнання: Підручник “On Screen B1+”, робочий зошит, роздатковий матеріал,
ноутбук, телевізор, дошка, картки для виконання завдань, мультимедійний диск з аудіо-
та відеоматеріалами.
Хід уроку:
Good morning everybody. I gladly welcome our guests and hope we will have fruitful
cooperation today. To begin with, I’d like you to pick a card and find your partner for this
lesson. The person with the same number is the one you’re going to sit next to. (…)
Now, read the quotation you see on the screen: “We cannot stop natural disasters but we
can arm ourselves with knowledge: so many lives wouldn’t have to be lost if there was enough
disaster preparedness.” (Petra Nemcova)
So, what is our topic, S1? (Natural Disasters) Do you agree or disagree with the
quotation we have just read? Why? S2,3…
For today you had to revise the vocabulary of our topic and the use of the Past tense
forms. So, at our lesson we are going to see what you have learnt during the last few weeks.
As you understand, it is really important to know a lot about natural disasters, and today
we’re going to recollect what you have learnt about this topic. I’d like to see if you can
differentiate between natural disasters and accidents. Come up to me one by one and put the
words in the right column. (…)
Natural Disasters Accidents
Earthquake Train crash
Tornado Car crash
Volcanic eruption Factory fire
Flood Oil spill
Drought Building collapse
Tsunami Drowning
Wildfire Plane crash
Landslide Gas leak
Food poisoning
Shipwreck

Now, let’s have a closer look at some of the most common natural disasters. Who can
tell me what earthquakes are? (S1…)
 Look into your handouts. In ex.1 there is a text about an earthquake, but to be able to
work with it we need to remember the past tense verb forms. Can you name them, S1? (Past
Simple, Past Continuous, Past Perfect, Past Perfect Continuous) Read the task, S2 (…) Now,
you have 2 minutes to work with your partner and put the verbs in brackets into the correct
form. (…) Let us check:
Exercise 1. Put the verbs in brackets into the correct past form:
I 1)……………………….(live) in Japan for two years and I 2)………………………..
(never/experience) an earthquake before. But all that 3)…………………….. (change) one
Tuesday morning at work. While I 4)……………………… (sit) at my desk I suddenly 5)
…………………….. (feel) a small tremor. Before I knew it, my entire desk 6)
…………………………… (shake) and my colleagues 7)………………………. (scream). At
that moment, I 8)………………………… (remember) that I 9)…………………….. (see) a
safety film about earthquakes the week before. As the film advised, I immediately 10)
………………….. (run) to the doorway and 11)………………………… (stand) underneath
it. After the shaking stopped, I 12)……………………. (notice) that the office windows 13)
………………….. (break) and glass was everywhere. Luckily, no one was seriously injured
and we 14)……………………. (be) all very relieved it was over!
Keys: 1 had been living; 2 had never experienced; 3 changed; 4 was sitting; 5 felt; 6
was shaking; 7 were screaming; 8 remembered; 9 had seen; 10 ran; 11 stood; 12 noticed; 13
had broken; 14 were.
Thank you. It’s time to move on to the next natural disaster – volcanic eruptions. Who
would like to tell us a few words about them? (S1…) Open your WBs at p.22, ex.5 -it is a
listening activity connected with earthquakes. Let’s read the task (S2):
WB p.22 ex.5. You will hear two people talking about a news story. Decide if each
sentence is correct or incorrect. Mark True or False:
Read the statements from 1 to 6 now, before you listen. You will hear the recording
once, so be attentive and get ready to justify your answers. Work on your own (WB Audio
Track 04):
1.Jenny was amazed by the news. ___________
2.Matt heard that the ash was three kilometres high. ___________
3.Matt says the volcano erupted at night.
4.Matt thinks it’s fortunate the lava flow didn’t hit the town. ___________
5.Matt thinks the volcano won’t erupt again. ___________
6.Jenny had a nightmare about the eruption. ___________
Keys: 1 false 2 true 3 false 4 true 5 false 6 false
 The next natural disaster for us to mention is lightning. Would anybody like to remind
us what it is? (S1 …) Open your SBs at p.32. Ex.2 suggests a short story about this natural
phenomenon. Read the task, S2. (Read the story. For gaps 1-8 think of the word that best fits
each gap). You have one minute to look through the text and do the task.
One day last autumn I had a terrible experience on my 1)………………. to work. It was
raining very heavily. I put 2)………………… my rubber boots and took my umbrella. I was
walking to my car 3)………………. all of a sudden there was a very bright light around me. At
the 4)……………….. time, I heard a loud bang. It was a bolt of lightning! It 5)………………
hit the top of my umbrella and gone into me. I was able to get back into the house. I felt ill 6)
………………….. I decided to go to hospital. The doctor said that I was lucky because if I had
not been wearing rubber boots, the lightning could have hurt me very 7)………………. . I
remembered that or teacher was always telling us 8)………………... to go out in a
thunderstorm with an umbrella. I wish I had listened to him!
Keys: 1 way; 2 on; 3 when; 4 same; 5 had; 6 so; 7 badly; 8 not/never.
Let’s move on to hurricanes. Who can tell us what they are? (S1…) For our next task
we have to combine hurricanes and floods, so I’d like to hear a few words about floods as well.
(S2…) And now each pair is going to get half a story about a hurricane and a flood, but the
sentences are going to be mixed up. Your task is to put the sentences in the correct order for
the text to make sense. Those who have odd numbers will have the first half, those who have
even numbers – the second half of the story. You have two minutes to make your half complete
(…)
I was flying to New York City to see my friend Mark and I was thrilled.
On the plane, I heard about a hurricane in Jamaica.
That was the 24th of October.
By the 26th of October, everyone was talking about it.
Sandy, which is the hurricane’s name, was moving north and getting stronger.
Three days later I was sitting in Mark’s flat when the sky went dark.
Soon, it was pouring with rain and the wind was blowing things up and down the street
outside.
Suddenly, water started coming up the road from the river.
The whole area was flooding, and Mark’s flat was only on the first floor.
A week later, parts of New York were still under water, and many New Yorkers were without
electricity.
The emergency services were working around the clock.
Sandy caused damage worth $50 billion in the USA alone.
At least 199 people lost their lives.
Nobody who met Sandy was likely to forget her.
 The last disaster we’re going to deal with today is a tornado. S1, can you please tell us
what it is? (…)
You are going to watch a video called “Tracking Tornadoes”. Look through the gapped
text (ex.2 in your handouts) to know what to be attentive to.
Exercise 2. Fill in the blanks with the words in the box:
greater cloud interested scientists
uncommon tornado increased lives

Although most people would run away from a hurricane or a(n) 1)

_________________ , storm seekers are drawn to them. Tim Samaras has been 2)
_________________ in tornadoes since he was a kid. On average there are 1,200
tornadoes every year in America. Damages can run into billions of dollars and loss of
life is not 3) ________________ . Tim, who is working with NOAA and NASA, is using
the latest geostationary satellites to reach a(n) 4) ____________ understanding of the
origin of tornadoes and, in turn, a(n) 5) _________________ ability to predict them. The
new GOES-R satellite helps Tim and the 6) _________________ see the entire face of
the Earth at once. It is also able to take pictures of 7) __________________ changes in
less time than today’s satellites. This is tremendously helpful as they can predict storms
and tornadoes faster, and so are able to put out a tornado warning earlier, which coud
save thousands of 8) ________________ .

Impressive, isn’t it? Now, fill in the gaps with the words given in the box and we’ll
check together. S1, come to the laptop, listen to your classmates attentively and click on the
words they have chosen. (…) +Answer the question on the screen: Why are scientists such as
Tim Samaras important? How do you think his work helps the rest of humanity?
Let’s sum up. What have we done today? (…) Do you think we can stop natural disasters
from happening? (…) Which task was the easiest/the most challenging for you? (…)
Your Home Assignment for the next time is to do some research on the Internet and find
out what is currently being done around the world to prevent nature from further destruction.
Any presentation of your findings is acceptable. Thank you for your work, come up to me with
your daybooks to get your marks.