Stage Name Interaction Time length of Procedure Stage Aim / Rationale

pattern each stage

The Teacher presents the topic of the - to generate interest
Warmer T-S lesson `The Earth’s surface` in few words. in the topic of the
S – S (pair) 5 min. Then, the Teacher asks Students to work in lesson;
S–S–S pairs, on the following activity: `Do you like - to prepare students
(group) geography? Why?`. The answers of this for the next stage;
activity are discussed/ debated with the - to check your
whole group of children. students’ level of
language.
The Teacher asks Students to work in pairs, - to develop their
Elicitation (of T-S on the following activity: `Look at the imagination;
language in or S – S (pair) 5 min. pictures and specify the natural disasters!`
information about the S–S–S The answers of this activity are discussed - to learn some
picture/pictures) (group) with the whole group of children. Then, the new words.
Teacher writes the new words on the (vocabulary)
blackboard and the Students must copy
them into their notebooks.
- to improve their
Set 1streading task T–S 2 min. The Teacher tells Students to read the texts interest in reading;
Check instructions from the page 42 and then to find out the - to develop the
main ideas of the paragraphs. understanding of the
text.
The Students read the texts, individually - to improve their
1st Reading task T-S 5 min. and then, they discuss the main ideas of the attention,
S – S (pair) paragraphs in pairs. concentration in
reading.
The answers of this task are discussed with - to help them to be
Check answers to 1st S–S–S 4 min. the whole group of children. Then, The confident in their
Reading task (group) Teacher writes on the blackboard the main answers.
ideas of the texts and the Students copy the
answers into their notebooks.
The Teacher asks Students to underline and - to clarify the
Clarify/Check T-S 2 min. specify the unknown words from the texts. vocabulary of the
language and/or The Teacher writes the new words on the texts;
language questions blackboard and the Students copy them - to improve their
(from the students) into their notebooks. interest in translation.
 - to improve their
Set 2nd
reading task T-S 2 min. The Teacher asks Students to read the texts patience to reread the
Check instructions again and then to answer the following texts;
questions: ` What is the name for the
outside of the Earth?`, `What are plates?`, - to develop their
`What does the Richter Scale measure?` and focus on
` Where are most tsunamis?`. finding the correct
answers.
- to help them to
2nd Reading task T-S 5 min. The Students reread the texts, individually understand more
S – S (pair) and then, they debate the answers of the deeper the main ideas
previous questions in pairs. of the texts.

The answers of the previous questions are - to help them to be

Check answers to 2nd S–S–S 4 min. debated with the whole group of students. relaxed in their
Reading task (group) After analyzing the answers, the Teacher answers, even if them
must write the correct responses on the need some
blackboard and also the Students must copy improvements.
them into their notebooks.
- to clarify their
Clarify/Check perception.
language and/or T-S 4 min.
language questions The Teacher wants to know that all the
(from the students) Students understand or not the central idea
of the texts.
or The Teacher checks this constructive
purpose, by addressing them
Clarify / Elicit supplementary questions from the texts.
language for 3rd
Reading task

The Teacher asks Students to choose the - to establish

Set 3rd
reading task T-S 2 min. title of the lesson: `Plates and bowls`, themselves
Check instructions `Natural disasters` or ` Wave problems`. the title of the
The Students give arguments for their lesson.
decision.

- to compare their
3rd Reading task S – S (pair) 3 min. The Students decide the title of the lesson, own opinions with
in pairs. the others.
 S–S–S 4 min. The answers are discussed with the whole - to compare their
Check answers to 3rd (group) group of children. own views with the
Reading task The Teacher, together with the Students others;
decide the perfect title of the lesson and - to develop the
give the proper arguments. The teacher ability of accepting
write the title and the arguments on the different opinions.
blackboard and the Students copy them
into their notebooks.
T–S 4 min. The Teacher asks Students to complete the - to help them to fix
Extension activity (can S – S (pair) following sentences: the new words from
be a vocabulary ` Two of the worst natural disasters are ….. the texts.
activity, a listening, a and tsunamis.`
writing or a speaking `The ….. of the Earth is a solid rock layer
activity) called the crust.`
`The crust has different parts which are
called ……. . `
`People use a seismometer to …….how
strong the earthquake is.`
`A ………. is a series of enormous waves.`
`About ………… out of every ten tsunamis
happen in the Pacific Ocean.`
The Teacher asks Students to work in pairs.
S–S–S 4 min. The answers are debated with the whole - to help them to
Check answers to (group) group of Students. The Teacher write all memorize the
Extension activity the sentences on the blackboard and the vocabulary .
Students copy them into their notebooks.

T-S 5 min. The Teacher tells Students the review of the - to help them to
Review today’s lesson lesson: the Earth’s surface, the natural remember very
disasters, like earthquakes, tsunamis, the clearly all the stages
new learned vocabulary and also finds out of the lesson.
their general impression about today’s
lesson.