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ESL Stages S3 and S4: Volcanoes, plate tectonics and the Earth’s crust
Unit description
This unit draws on the topic of volcanoes, plate tectonics and the Earth’s crust, to introduce and practise language skills for ESL students. The
unit spans Level 4 – Level 6 of the Science CSF and within the unit there are a number of variations and S4 extension activities that suggest
options depending on the students’ language needs, their year level and the teaching context. For example, the activity Making a model of a
volcano would be better suited to Year 7 students than Year 10 students, who would more profitably do the later activity, Making a model of
how plate boundaries move.
Summary of tasks
Language focus
Assessment
1.
Introductory activities
Language functions
ESL Companion
2.
Making a model volcano—class talk
Outcomes from the ESL Companion are specified throughout the unit.
3.
Developing a class media file on disasters
describing, classifying, showing cause and effect
predicting, explaining
Language features
Observe students’ use of note-taking skills and use of the data grid in
undertaking a research task.
4.
5.
Student media file: getting the gist
Fire down below: the composition of the
earth—reading—making inferences
there is/are, simple present and present continuous,
use of topic sentences, sequence markers: eg. then,
next, noun groups, reported speech, passive
abbreviations
Informal observation
Planned observation
Note students’ use of word stress and reported speech.
6.
Understanding what causes a volcano.
7.
Using a model of how plate boundaries
move—writing an explanation
Pronunciation
Focused analysis
Word stress, neutral (schwa) form
8.
Writing an explanation
Key terms
Assess class talk on the basis of established criteria.
Assess written explanation on the basis of established criteria.
9.
Effects of volcanoes—links to literature
study
Volcanoes: dormant, active, extinct, eruption,
cone, crater, lava
Composition of the earth: Earth’s crust, magma,
mantle, core, molten
Tectonic plates: collision, divergent, convergent,
ocean plate, continental plate, continental crust,
folding, subduction, correlation, relationship,
destruction
10. Researching a well-known volcano
Resource File
 Language extension exercises
 Making a model to show plate movements
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
Self or peer assessment
Students take notes using a listening grid as they listen to other students’
talks.
PAGE 1
S3 and S4 learning outcomes addressed in this unit
Communication
Speaking and Listening
Reading
Writing
...in supportive classroom situations,
express the gist of ideas and opinions.
(ESSLS301)
Interpret... a range of accessible
mainstream texts in use across the
curriculum ... (ESRES301)
Communicate... through a range of text
types after teacher modeling and support.
(ESWRS301)
...present complex ideas and information
in a sustained organised way.
(ESSLS401)
Contextual understanding
Linguistic structures and features
Strategies
Write... texts from across the mainstream
curriculum after appropriate teacher
modeling. (ESWRS401)
Interpret accessible texts from across the
curriculum, drawing on related
background information associated with
the content and text type. (ESRES302)
Demonstrate understanding of how the
purpose and audience of a text can
influence the content and form of the
writing. (ESWRS302)
Interpret a range of texts from across the
curriculum in terms of their purpose,
audience and context. (ESRES402)
Draw on an understanding of different
text types to adapt writing, taking some
account of purpose and audience.
(ESWRS402)
Manipulate available spoken English
repertoire to communicate in extended
but predictable situations. (ESSLS303)
Identify some of the qualities that
improve the cohesion and accessibility of
written texts. (ESRES303)
… write cohesive texts for a range of
purposes. (ESWRS303)
Show sufficient control of basic
structures and features... to participate
effectively...(ESSLS403)
Collaborate with the teacher to form
strategies for improving...speech
performance. (ESSLS304)
Show an awareness of the role of the
structures and features in a range of
accessible mainstream texts.
(ESRES403)
Use a range of strategies for
understanding text at the word, sentence
and whole-text level... (ESRES304)
Develop speaking and listening strategies
to participate effectively in a supportive
mainstream class. (ESSLS404)
Find...information...and employ
strategies for interpreting unfamiliar texts
in common use ... (ESRES404)
Show understanding of how shades of
meaning can be expressed...to take
account of purpose and context.
(ESSLS402)
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
Use an expanding repertoire of English
structures and features to convey a range
of school-based language functions and
shades of meaning. (ESWRS403)
Focus on planning and editing writing to
improve range and clarity of expression.
(ESWRS304)
Plan, review and redraft writing to
enhance its fluency, accuracy, and
appropriateness to purpose and audience.
(ESWRS404)
PAGE 2
Links to other Key Learning areas
The unit links to content from the Geography strand from SOSE and the Earth and Space strand from Science.
Suggestions for the mainstream classroom
The context for this unit is an ESL classroom setting. However, most of the activities from the unit, including many of the language activities, would be relevant to all
students in mainstream Science, SOSE or English classrooms. Activities and features from the unit suited to the mainstream context include:
 Visualising the topic
 Preparing for a talk
 Getting the gist of a factual report
 Guiding students to make inferences
 Using visual resources such as diagrams, models, etc. to practise and learn new terms and language
 Focusing on word stress
 Preparing a written explanation
 Assessment criteria for ESL written and spoken tasks
 Language activities working with a text.
ESL Resources The text Science Worksheets (O’Toole, M., 1992) provides a wide range of useful language activities on this and other topics in the science area.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
PAGE 3
Text-based tasks
Language focus
Assessment and notes
1. Introductory activities
Language of description
Assessment
there is/are, there was/were,
present continuous where verb to be is omitted,
for example:
There is something (that is) coming out of the
top of the volcano.

Preparatory language work
In a preceding lesson, before starting the topic, model and practise
a few examples of the language of description on the board. For
example, point out the window and ask students to describe what
they see. If no suitable view presents itself, sketch a scene on the
board with trees, a sun, and some people, etc., and ask the class to
describe the scene. Underline examples of the language of
description, for example: There is a little girl (who is) sitting on a
bench.
What is a volcano?
Use photographs and, if possible, a video of a volcanic eruption to
help students visualise the topic. Ask a geography/science teacher
for a suitable video. Alternatively the ABC Behind the News (BTN)
series have several live sequences of an eruption. For a list see the
BTN web site. www.abc.net.au/btn
Ask students to name, describe and react to what they can see in the
photograph or video segment and write the words on the board.
Ask the class to organise the words from the blackboard into
meaningful groups and find a label that best categorises each
group. For example, words describing an eruption, words
describing a volcano. Ask students to record the grouped terms into
their workbooks.
Ask students about volcanoes they have heard or read about,
especially any in their country of origin. Be wary of introducing too
many technical terms at this stage unless the students introduce
them. Allow students to work with and build on the language they
already have. Later in the unit they will be expected to use more
appropriate terminology.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
Typical vocabulary elicited from
students
The schwa
Check that all students can recognise where and how to
pronounce the schwa in the unstressed syllables as a
failure to do so will affect the rhythm of their speech.

Outcomes
hot, fire, bright, yellow, gold, orange, black,
scary, death, mountain, fountain, glow, dark,
erupt, kill, burn, hole, rocks, flying, smoke,
cloud, ash, noisy
ESSLS303
ESSLS403
Likely key terms to be introduced

(Speaking/Listening: LSF)
(Speaking/Listening: LSF)
Notes
Visualising the topic with a photograph
erupt, dormant, lava, active, inactive, cone
It is helpful to use a photograph or a video segment rather
than a diagram at this stage. This helps students visualise
the topic and also enhances the elicitation of what they
List new words on the board as they are
introduced and ask students to repeat them after already know. Presented with a diagram students are more
likely to only label it. Photos or video, on the other hand,
you. For words of two or more syllables
are likely to encourage description and reaction in addition
indicate where stress falls using underlining.
Ask students to do the same when copying new to naming activities.
words into their workbook, for example:
dormant, lava etc.
 Word stress
Word stress
Emphasise how, in many cases, the unstressed
syllable is reduced to the neutral schwa sound,
(ɘ) for example, the unstressed syllables in:
dormant, lava, mountain and erupted.
Integrate ongoing language work of this kind into the
lesson in such a way that it is does not disrupt the
momentum and interest of the topic. For example,
routines need to be established so that students are used to
new words being written with the word stress underlined.
Where extensive language practice is required it may be
best left till later in the lesson or else done in another
lesson focusing on language extension work.
PAGE 4
Text-based tasks
Language focus
Assessment and notes
What is a volcano? (cont.)
Distribute a labelled diagram of a volcano. Discuss the labelled
terms and what they refer to, where appropriate finding links to
everyday uses of the terms students may already know, for example,
cone — ice-cream cone, vent—air vent, etc.
Matching activity
Choose some key terms from the diagram and write simple definitions
for the terms. Make a set of cards so that each term has a matching
definition. Give students either a term or its definition and ask them to
circulate, trying to find their matching partner.
As an extension activity, review the video for specific information
using, for example, a cloze.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
PAGE 5
Text-based tasks
Language focus
Assessment and notes
2. Making a model
Class talk explaining an eruption
Assessment
Ask students to form groups to construct a volcano using plaster of
Paris for the cone and surrounds. The eruption and subsequent lava
flow can be simulated using bicarbonate of soda. (This activity
would perhaps best suit lower secondary students. There is another
model activity on plate tectonics later in this (activity 7.) which
relates to middle secondary content.)
Possible features of a spoken explanation
Present tense, for example: Lava cools to form
igneous rocks such as basalt.
Sequence markers such as then, next, as.
Language of cause and effect, for example: This
causes it to…, results in a…
Language of classification and description
Use of is for naming or defining, for example:
Lava is the molten rock, or magma, which is
expelled from a volcano.
Use of time markers, for example:
Before we started the model we –…
At the end of this talk I’ll …
Use of connectives, for example:
Because, without, but.
 Class talk
Class talk explaining an eruption
Students can use the completed model for a class talk explaining
how the volcano works. Briefly model a possible structure of the
talk and some likely language. The model-making task and talk
could also be used as a variation for an end-of-unit revision activity.
Each group will find their own way to explain what happens.
Likely structure for the talk
1.
2.
3.
4.
5.
Introduction to grab the interest of the
audience.
General description or definition of the
phenomenon.
Sequenced explanation.
Conclusion, perhaps relating back to the
introduction.
Respond to follow-up questions from the
class after support and modelling.
Class talk
Sample talk starter. You have all seen pictures
of volcanoes erupting and the destruction they
cause. Today I’m going to use this model to
explain what a volcano is and how it works.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
The talk can form part of the students’ oral assessment.
Make sure students have a clear understanding of the
purpose of the talk, that is to explain how a volcano works.
Criteria to look for include:
 appropriate body language (for example, eye contact
and gestures)
 use of written prompts rather than extensive notes,
while still maintaining eye contact with the audience
 appropriateness of the talk content to its purpose and
audience
 appropriateness of the language of the talk to its
purpose and audience
 effort made to speak clearly
 organisation showing appropriate beginning, middle,
and end
 response to follow-up questions from the class.

Outcomes
ESSLS301 (Speaking/Listening: Communication)
ESSLS302 (Speaking/Listening: Contextual
understanding)
ESSLS303 (Speaking/Listening: LSF)
ESSLS304 (Speaking/Listening: Strategies)
PAGE 6
Text-based tasks
Language focus
Assessment and notes
3. Class Media file on disasters
S4 extension: Language of reporting
Notes
For the duration of the unit keep a class media file on natural
disasters (including volcanoes), rotating responsibility for the
collection and display of items through pairs of students. Displayed
items and illustrations can then be referred to throughout the unit.
Allow time at the end of each week for students to briefly report their
findings. The ‘Earthwatch’ section in Education Age contains brief
reports of disasters or important natural events and a world map
showing where they occur. If possible, put aside each week’s map
before the unit so you have a record of natural events that can be
added to during the unit.
Point out how reported speech is often (but not
always), accompanied by a tense shift and
other changes for example:
present –> past
present continuous –> past continuous
will –> would
present perfect –> past perfect
now –> then
today –> that day
here –> there
 S4 extension media file
Page 108 of Hazard -wise (Dolan, 1995) details common features of
disaster reports including: the use of graphic pictures, bias towards
local events, how the degree of coverage is determined by
Australia’s relationship with the country, oversimplification of the
effects of the volcano, and sensationalised reporting. Although not
all these features are likely to emerge during the unit, it is important
to encourage students to consider the type of coverage and not just
the content.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
This activity enables students to learn about the role and
influence of the Australian media in covering world
news. Comparison of media coverage of similar events in
the students’ countries of origin would also be valuable.
At the end of the unit, discuss reasons for variations in
the coverage of world disasters.
 Language of reporting
Point out that reported speech is useful when students
need to quote sources when researching a topic, for
example, The article claimed that …
 Setting aside time for a special language
focus
Although the focus on the language of reported speech is
complementary to the unit on volcanoes, it can take away
some momentum. One way around this is to set aside a
period for language work of this kind. You can then
make a brief reference to the point of language during the
topic based lesson, but do more intensive work to
practise the feature, for example, exercises and games, at
another time including homework time.
PAGE 7
Text-based tasks
4. Student media file: getting the gist
Students practise getting the gist of a difficult short media article
without necessarily understanding it in its entirety. Choose a suitable
media article and ask students to practise ways to approach the
article. Use the headings and any pictures to predict what the article
might be about and terms that might be included. Explain to students
that magazine or newspaper headlines are generally cryptic and may
often involve a catchy play on words.
Ask students to try reading the first paragraph, then skim over the
first lines of subsequent paragraphs and read the last paragraph to
see if this gives an overview of what the article is about.
Ask students to place the articles into their workbook and write a
short paragraph underneath that outlines the gist of the article. Model
one or two examples of how this might be done on the board
showing how it is not usually possible to transfer full sentences from
the text, as they contain too much detail for this purpose.
Language focus
Assessment and notes
Media file: Getting the gist
Assessment
Note that finding the gist is not necessarily the
same as a summary and the difference between
the two can be pointed out to students by
referring to their different purposes.

The purpose of finding the gist is to get an
overview of what it is before reading more
thoroughly. The purpose of a summary is
usually to record the main ideas in condensed
form. A summary, therefore, involves a more
comprehensive process requiring thorough
reading followed by the task of summarising a
number of main points.
Getting the gist of an article is an important
reading skill and is also a good way to get an
overview before beginning a summary.
Outcomes
ESRES301
(Reading: Communication)
ESRES304
(Reading: Strategies)
ESWRS302
(Writing: Contextual
understanding)
 Paragraph written by students
The short paragraph capturing the gist of the article can
form part of the students’ assessment. Point out to
students that you will be looking for:
 relevance to what is in the article
 the ability to capture the main thrust of the article in
their own words.
As a variation, students write a few lines giving their personal
response to the article.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
PAGE 8
Text-based tasks
5. Fire down below: the composition of the Earth
Show the students a picture of an eruption and ask where all the
fire and lava has come from. Show them a globe map of the Earth
or briefly sketch a picture of the Earth on the board. Ask students
what the insides of the earth are made of.
Hand out an unlabelled cross-sectional diagram of the composition
of the Earth. The most useful diagrams are those taken from text
books used by the school’s science and/or SOSE teachers.
Diagrams of the composition of the earth can be found in most
geography and general science text books or the World Wide Web
on the Volcano World site http://volcano.und.edu.
Language focus
Assessment and notes
Key terms
Notes
Students may already be familiar with terms
such as fire, lava, hot, molten, solid, liquid.
 Making inferences
They will then need to become familiar with
terms such as crust, mantle, molten lava, core,
magma, plates.
It is important when constructing questions on a reading
text to include a mix of straightforward factual questions
and questions requiring interpretation. Apart from being
more challenging, the interpretive questions also elicit a
more sophisticated level of language.
Further language exercises.
A range of ways the same passage of text can be
used for language practice is shown in
Resources 1 and 2 in the Resource File.
Sketch the diagram on the board and discuss the likely composition
of each section of the diagram. Hand out a short passage of text
which summarises the composition of the earth as illustrated in the
diagram on this page. (See Resource 1. Volcanoes and The
Composition of the Earth in the Resource file at the end of the unit.
In pairs, students use the information in the passage to label the
diagram of the composition of the Earth using key terms from the
text.
Reading: making inferences
Construct a range of questions on the text and diagram that require
students to look for factual information and also require more
thoughtful interpretive answers. See Resource 1 in the Resource
File for an example.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
PAGE 9
Text-based tasks
6. What causes a volcano?
Show a diagram of the Earth’s crust. Diagrams can be found in
most geography or science texts. Show how the Earth is divided
into tectonic plates and demonstrate how they can move towards
each other (collision) or move away (separation). Mark the plates
on a globe or even on an orange and show how movement of one
plate will affect the others.
Distribute a map showing plate boundaries and their direction of
movement. Model appropriate sentences describing the movement
on the board. Copy a few maps from the ‘Earthwatch’ section in
Education Age onto a handout and ask students to locate on their
map where the volcanoes and earthquakes seem to be happening. Is
there a relationship or correlation between the sites of such
disasters and the location of the plates?
Ask students to predict what will happen as two plates get close to
each other. Use hand movements to demonstrate the three forms of
plate collision as outlined in Notes.
The cause of a volcanic eruption may promote some discussion in
which case it is a good time to introduce the notion of the build up
of pressure caused by the plate movements and the way weak
fissures in the Earth’s crust allow the pressure to be released to
produce a volcano. Shake a can of soft drink and ask students to
describe what has happened inside. Then ask what will happen
when you create a weak point by opening the top of the can.
Note that a similar weakening of the Earth’s crust can be created by
the three forms of collision or by the plates separating (diverging).
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
Language focus
Assessment and notes
Explaining key terms
Notes
Likely terms include:
collide (with) collision, separate (from)
separation, fold, slide, subduction, tectonic,
mantle, crust, relationship ,correlation
Note: The difficult terms relationship and
correlation are essential for many VCE
studies. Highlight the prefix co to show how
the two terms are related.
Draw a loaf of bread as a cue to the term
Earth’s crust. Ask students to guess the
meaning of subduction, using their
knowledge of words such as submarine.
 Three types of plate collision
1.
2.
3.
Subduction – one plate is forced under the other.
Folding – one or both plates are pushed upwards.
Sliding – two plates slide alongside each other.
Ask which of the three types is likely to be responsible
for causing:
 the Himalayas to be formed (2)
 earthquakes (1, 2, 3)
 volcanoes (1, 2, 3).
Point out how the word stress can vary
between different forms of the same word,
for example:
separate – verb,
separate– adjective
separation – noun
Sample sentences for plate movement
The African plate is moving towards the
north.
The Nazca plate is colliding with the South
American plate.
Language of prediction
I think, perhaps, etc. + future tense
PAGE 10
Text-based tasks
7. Using a model to explain how plate boundaries move
Students make a model to help them describe how plate tectonics
shape the Earth’s crust.
Supply the appropriate materials and hand out the instructions on
how to make the model as provided on Resource 2.
S3S4 Resource File
Ask students to make the model in groups of three. When they have
completed the model, ask each student to demonstrate one form of
plate movement first to the other members of the group, and later, to
the class. The different forms of plate movement include:
 plate movement at divergent boundaries
 plate movement at convergent boundaries
 subduction at convergent boundaries
 folding at a convergent boundary.
Language focus
Assessment and notes
Following instructions
Notes
Students will need to read the instructions
carefully several times. Point out some
language features of instructional writing, for
example, the use of the imperative, absence of
personal pronouns, precise and economical
wording, large noun groups, for example,
plain sheet of paper.
 Language game for extension work
Divide the class into two teams. Each team takes turns
calling out the first half of a sentences using causal
conjunctions such as when, as, while.
For an appropriate statement they get one point. If the
other team responds appropriately they also get a point.
(As explained in Resource 2. students will need to add another piece
of cardboard in order to model plate folding.)
At a convergent plate boundary, the plates
move toward each other.
If the example comes from the topic under study then the
team gets double the points. If a team can’t respond in an
allotted time the other team has the opportunity.
For example, a one-point sentence might be:
A. When a traffic light changes to red,…
B. the cars stop.
or
C. As the moon moves around the Earth…
D it pulls the ocean tides.
To prepare students for the explanation, introduce examples of the
language of cause and effect using sentences linked by causal
conjunctions such as when and as.
When the oceanic plate meets the continental
crust the oceanic plate moves underneath it.
This is called subduction.
A two-points sentence might be:
A. As the molten lava cools…
B
it becomes hard.
Examples of the language of cause and
effect
At a divergent boundary, plates move away
from each other. As the plates move away
from each other new ocean crust is formed.
As the plates move under each other the
continents are pulled closer together until they
collide. As they collide the Earth’s crust is
folded upward to make mountains.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
PAGE 11
Text-based tasks
Language focus
8. Writing an explanation
Language structures and features of
As a revision of key terms and concepts covered so far in the unit, ask a written explanation
students to prepare an explanation of how an eruption is produced
Possible structures and features include:
through one of the forms of plate movements and the build-up of
Present tense
pressure.
Large noun groups
For example: the hot, molten lava
As a joint class exercise, model a likely structure and appropriate
Sequence markers such as:
language features of an explanation on the board. For further
then, next, as... the,
suggestions of how to model an explanation text refer to Chapter 9 in Passive voice
Stage S3/S4 Teaching ESL support material.
Language of cause and effect eg. :
Ask students for suggestions for a topic sentence which could
this causes it to.. , results in a.., as, when
introduce the paragraph, for example: Most volcanic eruptions occur as (when) the Indo-Australian plate collides
on the boundaries between tectonic plates.
with the Eurasian
Recommend to students that they begin paragraphs with some form of
topic sentence whenever they can. Sketch a picture of an umbrella and
write the topic sentence over the top. Explain that everything
following in the paragraph should fall under the theme set by the topic
sentence. If they introduce a new theme they will need another
paragraph and another topic sentence.
Ask them to illustrate the explanation with an appropriately annotated
diagram drawn from the resources collected through the unit. This will
most likely require the use of a cross-sectional diagram.
Sequencing activity
As a variation write the paragraph yourself or select one from a text
book, then cut up the sentences. In pairs, students arrange the
jumbled sentences in sequence. The activity develops an awareness
of structure especially for students who are not up to the stage of
writing their own paragraphs.
Assessment and notes
Assessment

Outcomes
ESWRS302
(Writing: Contextual
understanding)
ESWRS303
(Writing: LSF)
ESWRS303
(Writing: Strategies)
ESWRS403
(Writing: LSF)

Writing folio
Criteria include:
 appropriate organisation of paragraphs including the
use of topic sentences
Likely structure for the explanation
 appropriate cohesion within and between paragraphs
1. Title —–what the text is about
 clarity of expression
2. General description of the phenomenon  effective use of language of explanation
3. Sequenced explanation linked by
 text suitability to its purpose and audience
sequence markers
 evidence of changes in response to the consultation in
4. Conclusion, some general observation
the drafting process
or comment about the phenomenon
 understanding of the subject matter.
Topic sentences
Although sometimes a little contrived,
beginning a paragraph with a topic
sentence is an excellent way to help
students organise a coherent paragraph.
Notes
 Cross-section diagrams
Some students might not be able to visualise the cross
section diagrams and this inability can be quite
significant in other subjects. Bringing in a layered cake
and slicing it to reveal the different layers is a good way
to demonstrate this concept.
Volcanoes and earthquakes (Moores, 1995) provides
vivid cross-sectional diagrams of the different forms of
collision.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
PAGE 12
Text-based tasks
Language focus
Assessment and notes
9. Effects of volcanoes
Language of prediction
Notes
Introduce the term effect by discussing what the effects would be
on the students, teachers, the buildings, etc. if the school caught
fire. (See Notes for a sample list.)
By using would in the question What would be
the effect on students if the school caught fire?
responses are elicited using the conditional,
would, might, etc.
Note: Students will most likely drop back to
the use of will instead of would after a few
sentences. This is not ‘wrong’ but rather a
natural strategy to simplify the language task.

Ask students to now brainstorm possible effects of a volcanic
eruption. Point to possible effects on people, animals, plants, the
atmosphere.
Put student responses on the board and, where necessary, give
prompts to ensure a fairly wide spread of effects, from
infrastructure to people and the environment.
Hand out a prepared list and ask students to compare their
blackboard list with the handout. Where the lists correspond, ask
them to copy the blackboard version beside the handout version.
Try to find visuals to help explain difficult terms from the teacher
list and try to elicit student explanations keeping teacher
explanations to a minimum. Ask students to mark each effect with
an N for neutral, + for positive and – for negative.
Variation: Links to literature study
As a possible variation, study the short story Heat by Jan Rhys in
The Whole Story anthology as a class text. Alternatively ask
students to read the story in their own time.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
Language of cause and effect
results in, causes the … to, ... makes the…
it would make them…
List of effects of an eruption
tsunamis
death
evacuation
destroyed crops
ruined villages/cities
damaged roads
resettlement
renewed growth
tourist attraction
geothermal energy (for example, for hot water) changed
land forms,
blocked rivers
floods
mudflows
landslides
fertilisation of soil
preservation of relics of the past
fires
gases
homelessness,
closed airports
media attention
PAGE 13
Text-based tasks
Language focus
Assessment and notes
10. Researching a well-known volcano
Abbreviations
Notes
Students research a well known volcano, for example, Vesuvius,
St Helens, Pinatubo, Fuji, Krakatoa. Hand out a research grid to
guide the search. Include a ‘What I have already learnt’ section on
the grid. The grid could contain the following headings:
 location
 current state of activity, date(s) of major eruption(s)
 damage caused (includes lives lost)
 other interesting information.
Stipulate that students need to refer to at least two references and
record the information in point form only.
Mt — Mountain, N — North, S — South
St — Saint,

(An example of a data grid is provided in the S3S4 Endangered
animals unit Resource File.)
At this level it is not necessary to include the
publisher.
Students use this information to prepare a brief informative talk to
the class on the volcano they have researched. They use their notes
as cues but need to expand them into sentences for the talk. If pairs
are involved they will need to divide up the items.
Listening grid
While one student (or pair) presents the talk, the class record the
information in point form on a grid. If necessary model this process
by doing a set of notes for the first speaker yourself on the board
while the talk is in progress.
Citing references
Show students how to cite a reference with
publication date, for example:
Hazard, P. & Wise, J. (1997), Volcanoes ( pp
56–78).
The listening grid helps train students to focus
and organise their listening (or reading) rather
than just listening to what catches their
attention. Organising the listening in this way
also means that students are able to retrieve
and make use of information at a later date.
Data grid
The What I already know column may be fairly empty in
this task. However, the principle of starting research from
what students know is very important.
Depending on their experience with reference work, the
students may need considerable help using the library.
If they are relatively inexperienced then a library trail
provides a useful introduction.
(See Chapter 6 in Stage S3/S4 Teaching ESL support
material. )
If you insist on note form, students will not be tempted to
copy slabs from the text.
Assessment
Use this opportunity to discuss school expectations in
relation to plagiarism, which may be quite different from
what some more newly arrived students are accustomed to.

Outcomes
ESRES404
(Reading: Strategies)
Alternatively, students write an informative report on their chosen
volcano.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
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VOLCANOES RESOURCE 1.
LANGUAGE EXTENSION EXERCISES WITH A FACTUAL TEXT
The changing composition of the Earth*
The Earth is composed of three different layers, the crust the mantle and the core. The Crust is a very thin layer divided into many huge pieces called
Plates that fit together like a jigsaw puzzle. They float on top of hot, partly molten rock.. The mantle is much thicker and hotter than the crust. The core
is divided into two layers: a solid inner core and a liquid outer core.
The Earth is constantly changing. It can be changed slowly by wind and water erosion or quickly by volcanoes or earthquakes. Volcanoes occur when
hot liquid rock called magma is pushed up from the mantle through cracks in the Earth’s crust. Most volcanoes are found where two plates are pushing
against each other or moving apart. Many ocean islands have been formed by volcanic eruptions beneath the sea.
Sample Exercises
Exercise 1.
Answer the following questions based on the reading passage and a suitable accompanying diagram
A. Indicate whether the following statements are true or false
1. The Earth is made up of four layers.
2. The Earth can only change slowly.
3. Magma is hot liquid rock.
B. Indicate whether the following statements are likely to be true.
1. All volcanoes are formed where two plates are moving apart.
2. If a new island appears suddenly in the ocean, there has probably been an
eruption nearby.
3. When an earthquakes happens it is likely that volcanoes will be nearby.
True/False
True/False
True/False
Yes/No
Yes/No
Yes/No
(The questions in B are interpretive, requiring students to make inferences based on what they have read.)
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
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VOLCANOES RESOURCE 1. (CONT.)
Exercise 2: Cloze
Complete the passage below, using each of the words supplied once. If you can’t find the word you need to leave it and come back to it
later.
core, plates, apart, crust, changing, volcanoes, magma, eruptions
The changing composition of the Earth
The Earth is made up of three different layers: the crust, the mantle and the ......................... The crust is a very thin layer divided into
many huge pieces called ......................... that fit together like a jigsaw puzzle. They float on top of hot, partly molten
rock. The mantle is much thicker and hotter than the crust. The core is made up of very hot iron and nickel. The Earth is
always .........................It can be changed slowly by wind and water erosion or quickly by.........................or earthquakes.
Volcanoes occur when hot liquid rock called .......................... is pushed up through cracks in the Earth's ..........................
Most volcanoes are found where two plates are pushing against each other or else moving............................ Many ocean islands have been
formed by volcanic ......................... beneath the sea.
Exercise 3: Annotating key terms onto a diagram.
See Activity 5 in this unit.
Exercise 4: Dictogloss activity. Use the text and diagram as a dictogloss activity. See the history ESL unit Why the British chose Australia for an
example.
The above exercises are less difficult if students do them in pairs. An important side benefit of language work of this kind is that students spend time
working with a key text which summarises a difficult topic and models the use of a number of key terms in context.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
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VOLCANOES RESOURCE 2.
Making a model to explain plate movements
Materials: shoe box, two sheets of A4 paper, cardboard, scissors, glue
Instructions
Cut a narrow slit in the top of a box. Cut a larger square in the side of the box. Slide two pieces of paper through the slit and about halfway into the box. Tape a block of
cardboard or folded paper on the outside edge of one sheet of paper. Make sure the cardboard block is thicker than the slit in the box.
The plain sheet of paper represents an oceanic plate. The sheet with the cardboard represents a plate with both oceanic crust
and continental crust (the cardboard). Note that the continental crust rises above the oceanic crust.
Divergent movement Show movement at a divergent plate boundary by pushing the paper up from inside the box. The sheets of paper
will move away from each other.
Convergent movement and subduction Show movement of convergent plates boundaries by pulling the plain sheet of paper down from inside the box. Now move the sheet
with the continent so that the continent is adjacent to the narrow slit. Now pull the sheet with the oceanic plate. The oceanic plate will disappear beneath the edge of the
continent. This is how subduction works.
Convergent movement and folding The convergence and collision of two continental plates can also be shown in this way. Tape another cardboard block on the outside of the
plain sheet of paper. Pull the two sheets into the box through the slit. The two plates will move together as for the subduction above. However, when the two continental plates
collide, one or both are pushed upward.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
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RESOURCES
The ABC's Behind the News (BTN) series contains video footage of volcanic eruptions. See their home page on the World Wide Web to locate relevant extracts.
www.abc.net.au/btn
Also on the Internet, the Volcano World web site, provides useful information and accessible text and diagrams on volcanoes and the earth’s crust. http://www.volcano.und.edu.
http://www.volcano.und.edu.
Dolan, C., Hazard-wize, Classroom Resources for Teaching on Natural Hazards and Disasters, Emergency Management Australia, for the Australian Coordinating
Committee for the International Decade for Natural Disaster Reduction, Canberra, 1995.
Moores, E., Volcanoes and Earthquakes, Allen & Unwin, St. Leonards, NSW, 1995.
O’Toole, M., Science Worksheets, Rigby Heinemann 1992, contains diagrams and activities to practise the language of the topic.
Rossner, R., The Whole Story, Addison-Wesley, 1988.
ESLS3/S4 VOLCANOES, PLATE TECTONICS AND THE EARTH'S CRUST
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