Module 1  Science and scientific phenomena 2 страница

LESSON: Module 1 Lesson 3

Use of English 1b

School:

Date:

Teacher name:

CLASS:

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0.1.6 - organise and present information clearly to others;

10.2.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk

on a limited range of unfamiliar topics;

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.1 - understand main points in extended texts on a wide range of familiar and some general and curricular topics;

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs; 

use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics

10.6.13 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Most learners will be able to:

 Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result

Some learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech

Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons.

Solutions to global issues, natural disasters and global citizenships

1 Science and scientific phenomena

Using videos& pictures, working with URLs

 1 Science and scientific phenomena

Planned activities (replace the notes below with your planned activities)

to introduce the topic of the lesson

   OVER TO YOU! Ask Ss to work in pairs or small groups and discuss the questions.

•     Ask Ss to close their books, then elicit answer from various Ss around the class.

•     Then ask Ss to share their answers/opinion with the class.

•     Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words given.

•     Elicit Ss' guesses as to what the article is about.

Suggested Answer Key

I     think the article is about genetic engineering.

•     Ask Ss to look at the picture and read the title. Then elicit what the picture depicts and how this may be related to the title of the article.

•     Play the recording. Ss listen and read the text to check their answers.

Suggested Answer Key

The picture shows an eraser erasing part of a genetic code. This could refer to genetic engineering and the ability to remove faulty genes which cause diseases and which could possibly lead to a world without disease.

To read for specific information

•     Ask Ss to read the sentences 1-8.

•     Then give Ss time to read the text and mark the sentences according to what they read.

•     Check Ss' answers around the class.

Answer Key

IT   3     T     5     T     7     DS

2     F     4     T     6     T     8     DS

•     Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

•     Play the video for Ss and elicit their comments.

13 To consolidate vocabulary in a text

Give Ss time to complete the sentences using

Answer Key

7 inherited

14 made

15 determines

16 characteristics 7 brought

17 debate            8 cells

18 prevent

To consolidate new vocabulary (collocations)

• Read the words/phrases in the lists and give Ss time to match them to make collocations.

• Elicit answers from various Ss around the class.

Answer Key

Id 2 e 3 b 4 f 5 c 6 a

To practise collocations

• Give Ss time to use the collocations from Ex. 4a to complete the sentences.

• Check Ss' answers.

7     inherit diseases      4

2     gene editing 5

3     live longer  6

faulty genes

Genetically-modified food Designer babies\

To present/revise comparison of adverbs

• Ask Ss to read the example sentences in the box and then elicit how we form the comparative and superlative forms of adverbs.

• Refer Ss to the Grammar Reference section for details.

• Then elicit further examples from the text. Suggested Answer Key

Adverbs with the same form as the adjectives take -er in the comparative form and -est in the superlative form. Adverbs ending in -ly take more in the comparative form and the most in the superlative form.

Examples in the text: the fastest, more quickly, longer, more specifically

b)   To practise comparative and superlative forms of adverbs

• Explain the task and give Ss time to complete it.

• Check Ss' answers.

Answer Key

• the words in the list.

• Check Ss' answers around the class.

Speaking & Writing

To personalise the topic

Ask Ss to talk in pairs and tell their partner wh characteristics they share with other members their family.

Suggested Answer Key

I have the same colour hair as my sister and same colour eyes as my brother.

give a short summary of a text

• Give Ss time to read the text again and me notes and then use their notes to write short summary of the text.

• Ask various Ss to read their summary to 1 class.

Suggested Answer Key

Our genes contain the characteristics we hi inherited from our parents. We have trillions of о in our bodies. Cells have chromosomes (23 from i mum and 23 from our dad). Chromosomes hi DNA. A gene is a section of DNA. Sometimes gei are faulty and we can get diseases. Gene editing c prevent this from happening. There is a lot ofdebi about genetic engineering on humans, but it со, end some diseases.

To expand the topic and write a short quiz

•     Ask Ss to research on the Internet and find c information about people related to genetic

•     Ask Ss to write a quiz and then swap their q with their partner for him/her to try to comple

Suggested Answer Key

7     What is Sir Cyril Astley Clarke known for? ( work on prevention of Rh disease in newbi babies)

2     Who is known as the father of modern genetii (Gregor Mendel)

3     Who first discovered DNA and when? (Friedr, Meischer in 1869)

4     Who isolated its molecular structure? (Jan Watson and Francis Crick)

5     Who came up with the term 'double helix' for t shape of the structure of DNA? (James Watsor

A Grammar quiz. (Teacher’s ideas)

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 1 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

10.1.6 - organise and present information clearly to others;

10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.1 - understand main points in extended texts on a wide range of unfamiliar general and curricular topics;

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs 

use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

10.6.13 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Most learners will be able to:

 Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result

Some learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech

Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons.

Solutions to global issues, natural disasters and global citizenships

1 Science and scientific phenomena

Using videos& pictures, working with URLs

 1 Science and scientific phenomena

Planned activities (replace the notes below with your planned activities)

To revise the to-infinitive and the -ing forms

Explain the task and give Ss time to complete it. Then check Ss’ answers around the class.

• Ask Ss to read the definition and the newspaper headline and then elicit an answer to the question in the rubric.

• Give Ss time to read the text and find out if their guesses were correct.

Suggested Answer Key

I think DNA can help bring extinct animals back to

life

To read for cohesion and coherence

• Explain the task and give Ss time to complete it by matching the sentences to the gaps.

• Check Ss' answers.

Answer Key

1C 2 A 3 F 4 D 5 В

• Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

• Play the video for Ss and elicit their comments.

To consolidate new vocabulary

• Explain the task. Give Ss time to complete the task.

• Check Ss' answers around the class.

To consolidate new vocabulary

• Explain the task. Give Ss time to complete the task using the words from the Check these words box.

Check Ss' answers.

Answer Key

1     roam

2     impressive

3     excavating

4     alterations

A Grammar quiz. (Teacher’s ideas)

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 1 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.8 - develop intercultural awareness through reading and discussion;

10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics; 

10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;

10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives

All learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give

Most learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information

Some learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information, talk about the ASCE Foundation, write an email about the Dream Big film

Learners have met the learning objective if they can: speak about natural disasters and write an email

Solutions to global issues, natural disasters and global citizenships

1 Science and scientific phenomena

Using videos& pictures, working with URLs

 1 Science and scientific phenomena

Planned activities (replace the notes below with your planned activities)

Grammar

To present/revise past modals of

speculation and deduction

• Explain the task and ask Ss to read the theory.

• Refer Ss to the Grammar Reference section at the back of their books for more details.

• Elicit an example from the text and what it expresses.

Answer Key

Jack and his team must have been amazed because it suggested that DNA lasts a lot longer than originally believed, (refers to a deduction)

Aim To practise past modals of speculation and deduction

• Explain the task.

• Give Ss time to complete it.

• Check Ss' answers.

Answer Key

1 may/might/could have had 3 can't have read

2 must have stolen                    4 must have gone

Listening

•     Ask Ss to read the questions and answer choices.

•     Then play the recording and ask Ss to complete the task by choosing the correct answers according to what they hear.

•     Check Ss' answers.

Answer Key

1     A    2 В 3 C 4 В

text; to develop critical thinking skills

•     Ask Ss to work in pairs and talk about what information they found the most interesting in the text.

•     Monitor the activity around the class, then ask some pairs to report back to the class.

Suggested Answer Key

What I found most interesting is that they have found dinosaur DNA. I am also fascinated by the fact that birds are the distant relatives of dinosaurs and that they can be used to possibly bring dinosaurs back to life in one way or another.

b) (Aim To express your opinion on the topic; to develop critical thinking skills

•     Read the rubric aloud and give Ss three minutes to think about their answers and write a short paragraph.

•     Ask various Ss around the class to read out their paragraph to the class.

Suggested Answer Key

I     don't think it is such a good idea to interfere with nature and natural events in time. I think dinosaurs should remain extinct. I don't think it would be safe for us or for these species to exist out of their time. However, I think that other species that became extinct in an unnatural way due to man's activities, such as hunting or destroying their habitats, should be brought back because they may still play an important role in the ecosystem.

Discussing the theme of the module

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

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