Worksheet: MAIN IDEAS (page 1) The teacher tells students they will watch a short video about thunderstorms. The teacher explains the task: students must check (✓) which topics are mentioned (e.g., how thunderstorms form, role of meteorologists, what to do if caught in a storm). The teacher plays the video once for general understanding. The teacher plays the video a second time, pausing if needed, for students to check answers. Students compare answers in pairs, then the teacher checks as a class. Extension Discussion: The teacher asks: "What new information did you learn about thunderstorms from the video?" Students share in small groups, then report back.

Activity A: Build Vocabulary (page 1) The teacher introduces the bold words (climate, coast, collide, violent, occur, extend, strike, on record, conditions, data). Students complete the gap-fill exercise. The teacher checks as a class and elicits personal examples using prompts: "What is the climate like in your country?" "Have you ever seen a violent storm?" "What happens when two objects collide?"

Preview & Prediction (5 min) The teacher asks students to scan the first paragraph and predict the main idea (Activity C, page 2). Reading (20 min) Students read the passage silently. Students complete Activity A: Main Ideas (match paragraph with purpose). The teacher checks as a class. Discussion (10 min) In groups, students discuss: "What surprised you in the text? Which facts were new to you?"

Activity B: Cause and Effect (page 2) The teacher explains cause–effect using the tornadoes of April 2011. Students complete the flow chart. The teacher checks on the board. The teacher asks pairs: "Can you think of another disaster with clear causes and effects?"

Activities A–C (pages 3–4) Students underline verbs in the rainwater cycle and identify tense (simple present). Students complete Activity B (snow formation with verb forms). Students correct verb mistakes in Activity C. The teacher checks as a class. Mini Speaking Drill: Students explain the snow formation process in pairs.

Activities D–G (pages 4–5) The teacher reviews sequence words (First, Then, Next, Finally). Students reorder wildfire stages (Activity E). Students write a process paragraph (Activity G). The teacher monitors, offering support. Students exchange paragraphs for peer feedback.

The teacher asks: "What new words did you learn today?" The teacher asks: "Why is it useful to describe processes clearly?" Students write one “exit ticket” sentence using a new vocabulary word.