Project: Understanding Natural Disasters: Causes, Effects, and Preparedness

Project Objective:

By the end of this 2-class project, students will improve their English speaking, reading, and writing skills through research and presentation on natural disasters. They will learn to describe different types of disasters, their causes, effects, and ways to prepare or respond in an emergency. This project encourages teamwork, research, critical thinking, and the practical use of English in a real-world context.

Class Structure

Class 1 (45 minutes): Research and Group Work

Objective: Students will research their assigned natural disaster, gathering information in English on its causes, effects, and how to prepare for or respond to it.

 

  1. Introduction (10 minutes)
    • Briefly introduce the topic of natural disasters.
    • Show pictures and videos of different types of disasters (earthquakes, floods, wildfires, hurricanes, etc.).
    • Discuss key vocabulary: disaster, emergency, preparation, evacuation, impact, destruction, etc.
    • Explain the project: students will be divided into small groups, and each group will research a different type of natural disaster.
  2. Group Assignments (5 minutes)
    • Divide the class into groups of 3-4 students.
    • Assign each group one natural disaster (e.g., earthquakes, floods, wildfires, hurricanes, tsunamis, or volcanoes).
    • Each group will answer key questions in their research:
      1. What causes this natural disaster?
      2. What are the effects of this disaster on people and the environment?
      3. How can people prepare for or respond to this disaster?
  3. Research Time (20 minutes)
    • Students will use the internet or printed articles provided by the teacher to gather information in English.
    • Encourage students to look for simple explanations of the science behind the disaster as well as real-life examples (e.g., “The 2010 Haiti earthquake” or “California wildfires”).
    • Each group should collect at least three facts about the causes, effects, and preparedness for their disaster.
  4. Group Discussion (10 minutes)
    • After the research, students discuss in their groups and organize the information into three sections:
      1. Causes
      2. Effects
      3. Preparedness/Response
    • Groups decide how they will present the information (posters, slides, or a verbal presentation for next class).

Class 2 (45 minutes): Presentations and Peer Feedback

Objective: Students will present their findings on their assigned disaster to the class, enhancing speaking skills and practicing listening comprehension.

 

  1. Presentation Preparation (10 minutes)
    • Allow groups time to finalize their presentations, rehearse, and make any last-minute adjustments.
    • Remind them to focus on clear pronunciation, using the vocabulary from the previous class, and explaining concepts simply.
  2. Presentations (25 minutes)
    • Each group presents their findings in 3-5 minutes.
      • One student presents the causes, another student the effects, and the third presents preparedness. If there are 4 students, the last can give examples of real-life disasters.
      • Encourage the audience (other students) to take notes because they will be giving feedback.
      • During presentations, remind presenters to speak slowly and clearly.
  3. Peer Feedback (10 minutes)
    • After each presentation, ask the rest of the class to give positive feedback and suggest one area of improvement (for example: pronunciation, vocabulary use, or clarity).
    • Use sentence starters for feedback such as:
      • “I liked how they explained…”
      • “They could improve by…”
      • “I learned that…”

Assessment and Reflection

Rubric (Optional for grading)

  • Content: How well did the group explain the disaster’s causes, effects, and preparedness? (10 points)
  • Language Use: Did they use the vocabulary and correct grammar? (10 points)
  • Presentation Skills: Did they speak clearly and confidently? (10 points)
  • Teamwork: Did the group work well together, with equal participation? (10 points)

Reflection (Optional Homework or In-Class Activity)

  • After the project, ask students to write a short paragraph about what they learned about natural disasters and how this activity helped them improve their English skills.

Project Adaptations

  • For lower-level students: Simplify the research materials, provide key phrases, and allow more time for presentations.
  • For higher-level students: Ask them to write a one-page report on their disaster, summarizing their findings.

Materials Needed:

  • Internet access (or printed articles on natural disasters)
  • Posters, markers, or digital tools (PowerPoint, Google Slides) for presentations
  • Vocabulary handouts related to natural disasters (optional)

Why This Project?

This project engages students in real-world English practice, improving reading, speaking, and presentation skills. It allows them to explore a relevant global topic while building collaboration and research abilities. Through this hands-on activity, students will gain confidence in using English for communication and critical thinking.

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