Chapter 1: Earth Forces

CLIL: teacher resources

1. Learning vocabulary about the formation of the Earth

Students practise the key words in 1.1 Formation. Related to question 2 in student book.

1. For question 2 in the student book, the student has already written down the meaning of each of the following words:

CLIL: teacher resources

core

crust

inner core

lithosphere

mantle

molten rock

outer core

radioactive

tectonic plates

CLIL: teacher resources

2. Student chooses four words and describes each of them to his partner.

3. The partner has to guess the word. If he gets it right then he has to spell it.

4. The teacher can also put the students in groups of two or three and give each student in the group four or three words, respectively.

2. What do you know about earthquakes?

Activating the students’ knowledge of earthquakes before 1.4 Earthquakes.

1. Individually the students should write down what they know about Earthquakes:

•Where were the most recent earthquakes?

How many people were affected?

•How do earthquakes happen?

•How are people warned?

•How are they measured?

•Have there been any earthquakes in the Netherlands?

•Is there anything you would like to know about earthquakes?

2. Now in small groups compare the information and try to answer each other’s questions.

3. Teacher can address any questions or lead discussion.

4. Alternatively, students can brainstorm in groups and then group their ideas into their own categories.

3. Comprehension, numbers and units

Students read 1.5 Case study: Haiti, 2010 earthquake,then check their knowledge of numbers and units. This exercise also helps to give meaning to the numbers.

1. Students look at the following numbers:

137.8250000603

2. In pairs they should say the numbers out loud and then from memory write down what the numbers stand for and their units.

•e.g. 3 million people were affected by the earthquake.

3. Students can check their answers in the text.

4. Authentic materials on the Haiti earthquake

Students watch news clips and read personal accounts of the Haiti earthquake.

Possible outcomes:

1. Students make a video of an interview with an ‘earthquake survivor’.

2. Students make a news report on the earthquake looking back.

3. Students make a mini documentary on the earthquake.

4. Students write a diary with several entries – written as a Haitian teenager just after the earthquake.

5. Students make a play and act it out/film it based on what they have observed and read.

6. Students write a short story based on what they have observed and read.

7. NOTE: this exercise is similar to: 6. Alternative activity for assignment 2, page 34.

5. SEE: social, economic, (political) and environmental issues

Students describe the long-term and short-term effects of the 2010 and 2011 ash eruptions in Iceland. This relates to question 2 in 1.11 Case study: Iceland – Land of fire and ice.

1. Students describe the long-term and short-term effects of the ash eruptions in Iceland using SEE.

2. Students should write a short report:

•Write the important facts excluding irrelevant details.

•Include examples to support the facts.

•Start a new paragraph for each issue.

•Write a conclusion.

•Language should be clear and to the point.

6. Alternative activity for assignment 2, page 34

A different starting point could be to make a Venn diagram for the comparison between the two countries. Watch some news clips and read some articles on the disasters.

Possible outcomes:

•The students could then do a transcribed interview with two survivors (which would also show understanding of the similarities and differences given in the assignment).

•They could also make a mini documentary film.

•Or: make a brochure for visitors to one of the countries to inform the visitor on how to survive an earthquake/tsunami in that country. What you would need to take to help you and what to expect.

•Or: imagine that there was a serious earthquake/tsunami here in the Netherlands – using knowledge of the way people coped in Haiti and Japan, write a newspaper article about how the Dutch population coped.

•Read accounts written by a charity organisation that helped in the two disasters. Write a letter to the organisation commenting on what you think they did well or could have been improved on.

7. Tectonic auction

A revision game to check the students’ understanding of the chapter.

1. The teacher writes down 10 statements. Some must be true and some false; for example:

•When two plates move away from each other it is called a destructive plate boundary.

•People who have no home after a disaster are classified as displaced persons.

2. In groups, the students are given time to discuss which statements are true and which are false.

3. The teacher ‘gives’ each group 2000 euros to bid on the false statements only.

•The group name and amount of money should be put on the board in a table.

4. The teacher reads out each statement and allows the groups to bid on the answer.

•Students can only bid on statements they believe to be false.

•Only accept bids of 10 euros or higher.

•One person should be the allotted bidder per group (it can get pretty hectic).

5. When the groups have stopped bidding, the teacher reads out whether the statement is true or false.

•If the statement is false, the highest bidding group gets a point (and loses the amount of money bid).

•If the statement is true, the highest bidding group doesn’t get a point (and loses the amount of money bid).

6. The winners are the group with the most points after all the statements have been read.

•If the result is a tie, the group with the most points and the most money wins.

7. If the class doesn’t lend itself to an auction activity then:

•each group can make up five questions and note the answers (they can use the book).

•The teacher then collects in all the questions and answers.

•The teacher reads out all the questions and each group then has to answer the questions from the other groups.

•The winning group has the most correct answers (questions have to be discussed so they practise the terminology, etc.).

8. Writing a summary of the chapter

Write a summary of the chapter. Students show their peers the summary and ask them to evaluate it. They then rewrite any parts that need changing.

Tips on how to write a good summary:

1. Use the section headings in the student book.

2. Reread the section and write down the main idea of the section. Often the main idea is summarised in the first sentence of the section.

3. Write down how the main ideas are discussed in the section.

4. Select the important information from 3.

5. Reread the notes you made in class. Select important information and add to the summary.

6. Write out the summary to the section in a clear and logical way.

7. Repeat for all the sections.

8. Keep note of the key terms – in bold or coloured blue in the text.