Lesson 2

1. Match the pictures with the news.

Disasters and Consequences!
3

1. “Hurricane Kim is expected to hit the coastal area of San Felipe. Schools and roads a.
are closed and people are being evacuated.”

2. Yesterday at 4:00 PM, the east coast was hit by a tsunami. The tsunami destroyed
most houses around the beach and damaged important bridges and roads. Luckily, 4
the tsunami was announced and people could leave the area before it arrived. b.

3. The small city of Gaia was shaken by a powerful earthquake early this morning. The
earthquake destroyed a big part of the city. Luckily, just a few people were injured
and most were rescued alive from buildings and houses. About 56 were taken to
hospitals with minor injuries. c.

4. A huge tornado was detected by the National Emergency Center and people were 1
taken to shelters before it happened. No one was injured but all houses were
destroyed. “We’re happy to be alive. Houses are ruined but they will be rebuilt and
™‡ǯŽŽ‘˜‡‘ǡdz•ƒ‹†ƒƒơ‡…–‡†…‹–‹œ‡Ǥ d.

2. Write verbs (actions) that apply to people, disasters and places. 2

People ƒơ‡…–‡†Ȁ”‡•…—‡†Ȁ‡˜ƒ…—ƒ–‡†Ȁ‹Œ—”‡†Ȁ–ƒ‡–‘•Š‡Ž–‡”•‘”Š‘•’‹–ƒŽ•

Disasters expected / announced / detected Vocabulary Strategy

ZĞůĂƚĞĂĐƟŽŶƐƚŽƐƵďũĞĐƚƐ
Places closed / destroyed / hit / shaken / ruined / rebuilt ĂŶĚĂŐĞŶƚƐ͕ƚŚĂƚŝƐ͕ĂƐƐŽĐŝĂƚĞ
ŽƌĐĂƚĞŐŽƌŝnjĞǁŽƌĚƐƚŽ
3. Complete the sentences choosing words from the vocabulary in
ƌĞŵĞŵďĞƌƚŚĞŵďĞƩĞƌ͘
exercise 2.
Before the disaster During the disaster ŌĞƌƚŚĞĚŝƐĂƐƚĞƌ

• If a disaster is detected ͕ • Houses are ruined or damaged. • Houses are ruined .

ƉĞŽƉůĞŚĂǀĞƟŵĞƚŽƉƌĞƉĂƌĞ͘ • ŝƟĞƐĂƌĞ destroyed ďLJ • People who are trapped are
• If a tornado is announced ͕ earthquakes or hit ďLJ rescued .
people are evacuated or tsunamis. • ŝƟĞƐǁŝůůďĞ rebuilt .
taken to shelters. • People are evacuated or injured.
Pronunciation
4. Listen and classify the verbs according to their /ed/ endings. /ĚĞŶƟĨLJǀŽŝĐĞĚƐŽƵŶĚƐ
 ĞƚĞĐƚĞĚ
Ě Đ ĂƵƐĞĚ ĞǀĂĐƵĂƚĞĚ ruined ĐůŽƐĞĚ ďLJƉůĂĐŝŶŐLJŽƵƌŚĂŶĚŽŶ
ĞdžƉĞĐƚĞĚ injured ƉƌĞĚŝĐƚĞĚ ƌĞƐĐƵĞĚ damaged your throat.
destroyed ƉƌŽĚƵĐĞĚ trapped ĂŶŶŽƵŶĐĞĚ

/d/ destroyed /id/ detected /t/ caused

injured expected produced
ruined evacuated trapped
rescued predicted announced
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 Lesson 2

Disasters and Consequences!

Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will   Identifies Vocabulary   Using pictures
enable learners numbers. earthquake, hurricane, evacuate, tsunami, close,   Associating
to talk about   Listens for the ƒơ‡…–ǡ”‡•…—‡ǡ‹Œ—”‡ǡ•Š‡Ž–‡”•ǡ†‹•ƒ•–‡”•ǡ†‡–‡…–ǡ concepts
disasters and their main idea. destroy, cause, announce, hit, shake, ruin,   Identifying voice
consequences.   Listens for rebuild and voiceless
important details. Expressions sounds
What a shame!   Recognizing
That’s terrible! numbers
Structures
Passive Voice questions

Remind students of the importance activating vocabulary

WARM UP (books closed)
Select some English newspaper articles and make copies.
Cut the headlines from the texts and invite students to
match the headlines and texts as quickly as possible. Advice
•–—†‡–•–‘•…ƒ–Š‡–‡š–•–‘Ƥ†…Ž—‡•‹–Š‡…‘–‡š––‘†‘
the task.
by means of associating concepts. Direct their attention
to the Vocabulary Strategy and go over the chart and the
example. Challenge students to explain the relationship
among the words. Provide a model so they can use it and
build on it: ‡‘’Ž‡ƒ”‡ƒơ‡…–‡†„›†‹•ƒ•–‡”•Ǥ‘‡’‡‘’Ž‡Šƒ˜‡
to be rescued or evacuated when there are disasters. Allow
students some time to go over the complete chart and have
ͭ
1. Match the pictures with the news.
Invite students to look at the title of the lesson. Ask them
to cover the text and only look at the pictures. Students
explore the topic by having them tell you about the pictures
they see. Guide them with these questions: What natural
them compare their answers with a partner.
EXTRA IDEAS
Challenge students to classify words according to the
disaster. Encourage them to use graphic organizers.
disasters can you name? What’s the worst disaster in your
opinion, why? Play the audio and invite students to listen
to the news and identify the disaster. Play the audio twice.
Ask some students to say their answers, invite the whole
class to agree or disagree with those answers, and then
play the audio a second time with books open, but this
time have them read and listen to check answers. Clarify
meanings and doubts about the vocabulary. Write these
questions on the board to check comprehension: a. What
†ƒƒ‰‡ †‹† –Š‡ –•—ƒ‹ …ƒ—•‡ǫ „Ǥ Š‡”‡ ‹• –Š‡ Š—””‹…ƒ‡
expected to occur? c. When did the earthquake happen?
d. Who detected the tornado?
2. Write verbs (actions) that apply to people,
disasters and places.
Invite students to concentrate on the vocabulary to talk
about disasters. Have them underline the words they
think they need in order to understand this kind of news.
Brainstorm with the whole class.
ͭ
3. Complete the sentences choosing words from
the vocabulary in exercise 2.
Students will now use the words in context. Draw students’
attention to the title of each of the columns (before, during
and after). Ask: Šƒ– Šƒ’’‡• „‡ˆ‘”‡ ƒ ‡‡”‰‡…› Ž‹‡ ƒ
–‘”ƒ†‘ ‘” Š—””‹…ƒ‡ǫŠƒ– Šƒ’’‡• †—”‹‰ ƒ ‡ƒ”–Š“—ƒ‡ǫ
Šƒ– Šƒ’’‡• ƒˆ–‡” –Š‡ ‡‡”‰‡…›ǫ Invite them to think
of an example and then how words relate by completing
the sentences with the appropriate vocabulary. Remind
students of the use of the past participle in the sentences
using Passive Voice.
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 4. Listen and classify the verbs according to their
/ed/ endings.
Have some volunteers go over the previous sentences
and call their attention to the Pronunciation Strategy. Tell
students that the pronunciation of regular verbs depends on
7. Listen to the interviews and choose the correct
answer.
Set the scene with the students: they’ll listen to two
news reports on the radio. Have students center their
attention on the questions for the listening exercise and
–Š‡‹†‘ˆ•‘—†•’”‡…‡†‹‰–Š‡•—ƥšȂ‡†Ǥˆ–Š‡•‘—†‹• call their attention to the Listening Strategy. Remind them
˜‘‹…‡†ȋ™‹–Š˜‹„”ƒ–‹‘Ȍǡ–Š‡›•Š‘—Ž†’”‘‘—…‡–Š‡•—ƥšȀ†Ȁǡ that to make predictions they need to use the clues the
if they sound is voiceless (no vibration), the pronunciation is context provides and their own experience or knowledge.
Ȁ–ȀǤˆ–Š‡ƤƒŽ•‘—†‹•Ȁ†Ȁ‘”Ȁ–Ȁǡ–Š‡ƒƒ††‹–‹‘ƒŽ•›ŽŽƒ„Ž‡ Previewing the exercise can help them make more informed
•Š‘—Ž†„‡’”‘‘—…‡†Ȁ‡†ȀǤ˜‹–‡•–—†‡–•–‘™‘”‹’ƒ‹”• predictions. Have them relate the three questions to predict
and classify the verbs into the three categories. the news. Ask them to read the questions and the possible
answers to make predictions about the two conversations.
ͮ Ask: What clues in the context helped you predict?
5. Listen to the conversation and tick true or
false below. Then complete the grammar chart.
Have students preview the conversation and tell you how
the information is shared. Remind them to look at the
pictures and pass their eyes quickly over it to work out the
context and the topic of the conversation. Ask: Who are
the speakers? (two students)Šƒ– ƒ”‡ –Š‡› –ƒŽ‹‰ ƒ„‘—–ǫ
ȋ
ƒ’ƒǯ• ‡ƒ”–Š“—ƒ‡ ‹ ͮͬͭͬȌ What does the Richter scale temperature: ͯͬ…‡–‹‰”ƒ†‡
measure? (the strength of the earthquake) Direct their
attention to the sentences below and have students read
the conversation again with the statements in mind and
check true or false. Then invite students to look at the
Key Expressions. Explain that the purpose of this kind of
sentence is used to react to bad news in a sympathetic way.
Add more examples. Write on the board: What a pity! That’s
terrible! That’s too bad! That’s too + adjective. I’m sorry to hear
that.
Have students practice the conversation in pairs. Allow some
time for students to become familiar with the language.
Encourage them to change roles and practice the correct
intonation and rhythm. After students have practiced the
conversation, direct their attention to the questions in
Passive Voice. Have them underline those questions and
invite them to infer the question patterns and rules. Guide
them with these questions: Which is the auxiliary verb? (verb
to be). Šƒ–ˆ‘”†‘‡•–Š‡ƒ—š‹Ž‹ƒ”›˜‡”„–ƒ‡‹–Š‡†‹ơ‡”‡–
sentences? ȋ™‹ŽŽ„‡Ȁ‹•ǡƒ”‡Ȁ™ƒ•ǡ™‡”‡ȌWhat form does the
main verb take? ȋ’ƒ”–‹…‹’Ž‡Ȍƒ˜‡–Š‡…‘’Ž‡–‡–Š‡‡ƪ‡…–
on Grammar chart and have them compare their answers in
pairs.
˜‹–‡ •–—†‡–• –‘ ”‡ƪ‡…– ‘ –Š‡ ‹’‘”–ƒ…‡ ‘ˆ —„‡”•Ǥ
Challenge them to name typical information that comes in
numbers when listening to the news. Write the list on the
board. Go over those numbers with the students.
years:ͭ͵͠͵Ȁͮͬͬͬ
times:ͱǣͱͬ’
prices and money:͆ͯͰǤͱͲ
number of people: ͭͬͬͬ
Richter scale:ʹǤͲ
Draw students’ attention to the exercise and have them
identify the questions that need a number and have them
practice saying those numbers out loud.
”‘Œ‡…––ƒ‰‡ͮ
Create questions to explore your piece of news.
Once students have chosen the news, go over the example.
Remind students that not all questions need to be in Passive
Voice. You might like to tell students that journalist use
the question approach to collect information. Write on the
board wh-questions (what, who, where, how, when, why) and
have students decide which ones are the most important (it
will depend on the news, but usually the what and who are
the most important).
Go around the class providing help .
Investigate the answers to those questions: read, talk to
people, interview people, etc.
Once students have created their questions, get students
to name the kind of sources and methods they’re going to
ͮ —•‡–‘Ƥ†–Š‡ƒ•™‡”•–‘–Š‘•‡“—‡•–‹‘•Ǥ‡‹†–Š‡–‘
complete the collection of information for next class.
6. Unscramble the words to create a question in
the Passive Voice.
Direct students’ attention to the words. Remind them that
they need to include the verb to be in past. Allow time to
Ƥ‹•Šƒ†Šƒ˜‡•–—†‡–•™‘”‹’ƒ‹”•–‘…Š‡…–Š‡‹”ƒ•™‡”•Ǥ
You might like to write these sentences on the board to give
students extra practice.

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 Grammar and Vocabulary
5. Listen to the conversation and tick (True) or (False) below.
Then, complete the grammar chart.
A:<ŽŝĐŚŝ͕ǁĂƐLJŽƵƌŚŽƵƐĞdestroyedŽƌĚĂŵĂŐĞĚďLJƚŚĞĞĂƌƚŚƋƵĂŬĞŝŶ:ĂƉĂŶ͍
B:tĞůů͕&ƌĂŶŬ͕LJĞƐ͕ŵLJŚŽƵƐĞĂŶĚŵLJƐĐŚŽŽůwereĐŽŵƉůĞƚĞůLJĚĞƐƚƌŽLJĞĚ͕ƐŽ/͛ǀĞĐŽŵĞƚŽ
ƐƚƵĚLJŝŶŵĞƌŝĐĂĨŽƌĂLJĞĂƌ͘
A:KŚ͕ǁŚĂƚĂƐŚĂŵĞ͊/ŚĞĂƌĚŝƚǁĂƐƚŚĞƐƚƌŽŶŐĞƐƚƋƵĂŬĞĞǀĞƌ͘ϵ͘ϬŽŶƚŚĞZŝĐŚƚĞƌƐĐĂůĞ͘
wasn’t it?
B:zĞĂŚĂŶĚƚŚĂƚ͛ƐŶŽƚĂůů͘ŌĞƌĂƐƚƌŽŶŐƐĞĂƋƵĂŬĞ͕ŵŽƌĞĚĞƐƚƌƵĐƟŽŶ
Reflect on Grammar
ĐŽŵĞƐǁŝƚŚƚƐƵŶĂŵŝƐ͘
Questions
A:tŚLJ͍tŚĂƚŝƐĚĞƐƚƌŽLJĞĚďLJĂƚƐƵŶĂŵŝ͍
Past
B: All the nearest sea towns are destroyed and lots of people are
was your house destroyed by the
ŬŝůůĞĚďLJŝƚ͘
quake? (Yes / no question)
A:dŚĂƚ͛ƐƚĞƌƌŝďůĞ͊tŝůůƋƵĂŬĞƐďĞƉƌĞĚŝĐƚĞĚŽŶĞĚĂLJ͍
B:tĞůů͕/ƌĞĂůůLJŚŽƉĞƐŽ͘ Present
T F What is destroyed in a tsunami?
a. Koichi’s house was destroyed in the disaster. (Wh-question)
b. Koichi’s in America on vacation. Future
c. 9.0 on the Richter scale is said to be a low number. will quakes be predicted
d. Tsunamis are produced by earthquakes. one day? (Yes/no question)
e. Earthquakes are predicted nowadays. 1. Questions in the Passive Voice use
6. Unscramble the words to create a question in the the auxiliary to be and the
Passive Voice. past participle form of the verb.
Was the city shaken 2. —š‹Ž‹ƒ”›˜‡”„–‘„‡ˆ‘”†‹ơ‡”‡––‡•‡•ǣ
a. earthquake / shaken / the city
Past Present Future
by the earthquake?
b. cut / electric service / tornado Was the electric was / were am / is / are will be
service cut by the tornado?
c. people / tsunami / injured Were people Key Expressions
injured by the tsunami? What a shame!:
dŚĂƚ͛ƐƚĞƌƌŝďůĞ͊
d. announced / hurricane / on time Was the hurricane
announced on time?

7. Listen to the interviews and choose the correct answer.

1. A. Where were the people 2. A. How many houses were damaged? Listening Strategy
taken? a. 12 b. 5 c. 2 WƌĞǀŝĞǁƚŚĞƋƵĞƐƟŽŶƐĂŶĚ
a. to the hospital B. How many houses were ƉŽƐƐŝďůĞĂŶƐǁĞƌƐďĞĨŽƌĞLJŽƵ
b. to a shelter destroyed? ůŝƐƚĞŶ͘DĂŬĞƉƌĞĚŝĐƟŽŶƐǁŚĞŶ
c. to the police station a. 12 ƉŽƐƐŝďůĞ͘^ĂLJŶƵŵďĞƌƐŽƵƚůŽƵĚ͘
B. How many houses in total b. 5
were damaged? c. 24
a. 1 b. 3 c. 4 C. How many people are staying in
C. When was the house built? the refuge?
a. in 1993 a. 512
b. in 1893 b. 500
c. in 1883 c. 524
Project Stage 2
• Create questions to explore your piece of news. E.g. What’s the problem? The soccer pitch is damaged.
• Investigate the answers to those questions: read, talk to How much money is needed to repair the soccer pitch?
people, interview people, etc.
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