1

Yaxing Tang
Lesson Plan 1
CLASS: Intermediate level Proficiency level: B1-B2 Location: Virtual TOPIC: natural disasters
DATE: 10/19/2023 Learner：20 Intermediate level adult learners Teaching site: Temple WELL Program/online
Lesson Objectives:
● SWBAT analyzes reading texts and writes 2-3 complete sentences to describe 6 different natural disasters in the notebooks and assignments.

● SWBAT uses present perfect tense and simple past tense to create sentences or paragraphs in written form.
Rationale:
In the previous needs assessment, students expressed interest in topics related to nature, and natural disaster is one of the topics they are interested in. We
already ask our students whether they think the topic is sensitive, and they do not think it is sensitive. Also, they enjoyed learning grammar knowledge. Based
on the grammar assessment, Ss make many mistakes when it comes to the present perfect tense and simple past tense. The tense is their weak field. Also, Ss
express that they would like more opportunities to interact with their classmates, and they enjoy group discussion, thus, collaboration output activity -
information gap activity is used. All practice materials are shown on slides and sent through a group chat box because some Ss were unable to open other files
in Zoom.

Activity Course Procedure/ Activity Stages technol Key Language Forms/ Functions/ Ts Resour Time
Focus ogy Notes ces/
Strands used Materi
(Nation, als
2007)

01 Grammar Focus – Present perfect and simple past

Warm-up Greetings Zoom Google 9:30

● T opens the slides and greets the class, and asks Ss to type google Slides: AM –
their names in the chat box for the attendance slide link 9:35
● T reminds Ss that class will be recorded and encourages Ss AM
to open their Camera and requires Ss to prepare a pen and a
piece of paper for taking notes.
2

● T goes through the agenda for today’s class.

Language Pre-stage: Zoom Present perfect and simple past. Google 9:35
- focused ● T asks Ss what they did last weekend and asks how long google Simple past Slides: AM –
learning they have been in the U.S. slide Regular verb: base form + -ed link 9:45
& ● Ss share their answers. Irregular: See-saw, eat-ate
Meaningf ● T states students need to use simple past or present perfect 1. Definite time
ul Input tense when answering those questions. 2. No longer true
During-stage Present perfect
● T introduces simple past and present perfect tense to has /have + past participle
students. See-seen, choose-chosen
● T introduces when to use those 2 tenses and the verb form 1. Continuing - To express that the
of those 2 tenses. action or state began in the past and
● T uses different sample sentences to make the form and continues in the present.
context clearer. 2. Multiple times.
Post-stage 3. Indefinite time - An action that
● T asks students whether they have questions related to those happened in the past, although the
two tenses. exact time is not specific.
● Ss ask questions, and T provide answers to students.

Meaningf Let your classmates know more about you: Zoom Sample: Google 9:45
ul Output Pre-stage: google If you choose to write separate Slides: AM –
● T asks Ss to use at least 2 present perfect tense and at least 2 slide sentence: link 10:00
& simple past tense to introduce themselves. It can be written I used to study Chemical Engineering AM
in 4 separate sentences, 2 sentences for each tense, or 1 when I was in China.
Fluency paragraph. I have been in the U.S. for 5 years.
Develop ● T provides Ss the sample of the activity. I started taking piano lessons when I
ment During-stage was 7 years old.
● Ss write their own sentences or paragraphs in their own I've been playing piano for 20 years
notebook individually in the main room in 5-8 minutes. now.
● After Ss finish their sentences or paragraphs, they type it in
3

the chat box in 2 minutes. If you choose to write a paragraph:

Post-stage My name is Yaxing, I used to study
● T has Ss take turns to share their sentences or paragraphs. Chemical Engineering in China, but I
● T provides corrective feedback when noticing the wasn't very interested in it, so when I
grammatical errors in Ss’ sentences or paragraphs. came to the U.S., I started studying
TESOL. I've been in the U.S. for 5
years now, and I really enjoy the
TESOL program, and I've gained a lot
of valuable knowledge in this
program.

02 Six natural disasters

Language Language- focused learning Zoom Useful phrases for answering their Google 10:00
- focused Pre-stage: google experiences of natural disasters. Slides: am -
learning ● T asks Ss what natural disasters are and asks Ss if they slide I have experienced…… before. link 10:15
& know of any natural disasters and if they have experienced am
Meaningf any natural disasters. Natural disasters are catastrophic
ul Input ● Ss share their answers. events that occur in the natural
During-stage environment and result in significant
● T introduces the definition of natural disasters and destruction, damage, and sometimes
introduces 6 natural disasters by showing 6 natural disasters loss of life.
with corresponding pictures.
● Ss learn the meaning of those 6 natural disasters by
● T has Ss to do the pronunciation practice. T reads each 6 natural disasters: Tsunami,
vocabulary aloud and has Ss repeat after her. Typhoon, Tornado, Volcanic
Post-stage Eruption, Earthquake, and Sandstorm
● T asks students whether they have questions before moving
to the next activity.
● Ss ask questions, and T provide answers to students.
4

Meaningf Information gap activity Zoom T’s notes of the characteristic of each Google 10:15
ul Output Pre-stage: google natural disaster: Slides: AM –
● T puts Ss into 5 groups and asks Ss to read one paragraph slide Teacher will go to different link 10:55
breakout rooms to share the text.
& related to one natural disaster and use 2-3 complete AM
Group 1-Tsunami, group 2-Volcanic
sentences to summarize the main characteristics of the Eruption, group 3-Sandstorm,
Fluency natural disaster with their group members in 10 minutes. group 4-Earthquake, group 5-
Develop ● Before T puts Ss into breakout rooms, T demonstrates one Tornado
ment example by using the text related to the natural disaster -
Typhoon. Tsunami: A tsunami is a
● After T demonstrates what Ss need to come up with in the tremendously destructive sea wave,
happens in coastal areas. It can be
activity, T tells Ss that different groups will work on
caused by volcanoes and underwater
different topics. For instance, group 1 will have Tsunami, earthquakes and may triggers floods
group 2 will have Sandstorm…, and the dramatic loss of humans and
● T informs Ss that they need to take notes and after they buildings.
finish their work in their group, they will be reorganized
into different groups to share their information. A volcanic eruption is an explosion
● T puts Ss into breakout room and joins each group to send when a volcano spits out a big
explosion of hot magma, ash, and gas.
different natural disasters’ text separately in each group’s
It leads to population displacement
chat box. Group 1-Tsunami, group 2-Volcanic Eruption, and food shortages and leaves ash and
group 3-Sandstorm, group 4-Earthquake, group 5-Tornado. contaminated gas for a lasting time.
During-stage Also, it brings precious minerals and
● Ss will have 15 minutes to read their own text, discuss the fertile soils.
main characteristics of the natural disasters they are
assigned, take notes, and use 2-3 complete sentences to A sandstorm happens when the wind
lifts sand and dust from bare and dry
describe the main characteristics.
soils. It has a high speed of at least 25
● T puts Ss back to the main room and reorganizes Ss into mi/h (30km/h) and can infects your
different groups, and each learner in the new group shares skin, eyes, and nose.
their information they have discussed in their original group
in 15 minutes. An earthquake happens when the
Post-stage ground suddenly shakes. It lasts for
5

● T puts Ss back to the main room and have each group share either a few seconds or longer and
what they discussed/learned about natural disasters one by leads to building collapse and land
one in the order of tsunamis, volcanic eruptions, dust cracks.
storms, earthquakes, and tornadoes.
A tornado is a violently rotating
● After Ss share their answers of each natural disaster, T column of air contact with both the
shows the sample answers. surface of the earth and the cloud. It
happens when warm, moist air meets
cool, dry air, and has a speed lower
than 110 mi/h (180/h). Also, a tornado
flows and scatters houses, trees, and
cars and tosses them around.

Wrap-Up: Zoom Google 10:55

● T shows the homework that Ss need to do and have Ss finish google Slides: –
the homework and send it to her through email. slide link 11:00
AM

Differentiation: There will be one differentiated instruction in the “grammar part”. T provides Ss 2 choices, one is to use at least 2 present perfect tense and 2
simple past tense to create separate sentences, and another is to use at least 2 simple past tense and 2 present perfect tense to create a coherent paragraph. The
lower proficiency level Ss can choose to create sentences. The higher proficiency level Ss could create paragraphs. The topic and the target knowledge are the
same.
Assessment: T will assess students’ understanding of the target knowledge by observing Ss’ performance (both Ss’ notes that they typed in the chat box and
Ss’ oral explanation/discussion) in the breakout room and main room. Also, since Ss do not type their notes in the chat box during the natural disaster activity,
Ss will take a picture of their notes in the natural disaster activity and send it to T through email (Most students prefer to use paper to take notes). T can assess
through Ss’ pictures. Moreover, T will have Ss submit the homework after class to assess Ss’ learning and whether they meet the class objectives.
Homework
1. T will send all 6 texts to Ss through email and WhatsApp and have Ss write 2-3 sentences to describe all 6 natural disasters and send it through email.
2. Ss need to take pictures of their notes in natural disaster activity and send it to T through email.
3. Fill out the text which contains 10 blanks by choosing the correct form of the verb, present perfect, or simple past.
Anticipated Problems & Solutions for Contingency:
If the class finishes early, I will ask Ss to share what they have learned today, and they may start to write their homework.
If the class cannot finish the final activity - analyze each natural disaster’s characteristics, this activity will continue in the next class.