Module 1  Science and scientific phenomena 3 страница

LESSON: Module 1 Lesson 6

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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:

listen and read for gist, pronounce the /oo/ sound

Most learners will be able to:

listen and read for gist, pronounce /oo/ sound, role play a dialogue

Some learners will be able to:

listen and read for gist, pronounce /oo/ sound, role play a dialogue, apply to an environmental organization

Learners have met the learning objective if they can: apply to environmental organization and role play the dialogue

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)

 Vocabulary & Reading

1 a) [Aim] To present new vocabulary

• Direct Ss' attention to the list of jobs and the topics.

• Then give Ss time to match the jobs (1-8) to the topics (a-h) and tell their partner.

• Check Ss' answers.

Answer Key

1 e          3 f          5 b               7 c

2 h         4 a        6 g               8 d

A physicist studies matter and energy.

A geneticist studies the inherited characteristics of living things.

A mathematician studies numbers, shapes and space. An astronomer studies planets, the universe and space. A chemist studies the characteristics of substances and how they react.

A biologist studies all natural life.

A psychologist studies the human mind and the way it works.

A geologist studies the Earth's surface.

  To express an opinion

Ask various Ss around the class to share their opinions with the rest of the class following the example.

Suggested Answer Key

think being an astronomer is the most interesting because there is so much we don't know about planets, the universe and space and finding out more about them would be very exciting and interesting.

To predict the content of a

 Text

• Ask Ss to read the subtitles in the text and elicit whether Ss think they are true or not.

• Play the recording. Ss listen and read and find out.

Suggested Answer Key

I think none of the sentences are true because the title of the text is 'myth-busters'.

To read for specific information

• Ask Ss to read the questions and answer choices.

• Then give them time to read the text and choose their answers according to what they read.

• Check Ss' answers.

Answer Key

ID                         2 В                         ЗА

• 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.

Ss in pairs prepare similar dialogues and then act them out.

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 7

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:

listen and read for gist, for specific information

Most learners will be able to:

listen and read for gist, read for specific information, compare buildings

Some learners will be able to:

listen and read fir gist, read for specific information, compare buildings, write about an eco-friendly building

Learners have met the learning objective if they can: compare buildings and write about buildings

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)

 з (Aim) To consolidate new vocabulary through antonyms

• Read out the words in the list and ask Ss to look up their meanings in their dictionaries if necessary. Then give Ss time to complete the task.

• Check Ss' answe

Answer Key

definitely * possibly dishonest * honest awful * excellent miss *■ hit

unknown * famou passed * failed luckily * unfortunately eventually * immediately occasionally * constantly

 Aim To consolidate new vocabulary

• Explain the task and give Ss time to complete the task in pairs.

• Check answers around the class.

Answer Key

1  struggles    3 come                 5 breathe

2  observing   4 vote

To practise forming negative verbs

• Read the table aloud to Ss and explain any points they are unsure of providing extra examples if necessary.

• Give Ss time to complete the task.

• Check Ss' answers.

Answer Key

1  misheard   3 unlocked          5 misbehaved

2  disappeared 4 recharge

To consolidate information in a

text; to develop critical thinking skills

Explain the task, give Ss time to consider their answers and then ask various Ss to tell the class.

Suggested Answer Key

I     think the most convincing myth is the one about an apple falling on Newton's head because it is believable. It could have happened and it may have been Newton himself who started the myth.

To narrate a story

• Explain the task and give Ss time to form their narrative.

• Then ask various Ss around the clas narrate the story to the rest of the clas:

Suggested Answer Key

One day, Newton was sitting under an apple tree it garden. He was thinking about the forces of no when an apple fell from the tree and hit him on head. This made him think about why the apple down and he came up with the theory of gravity.

7 Writing To write about a myth

 •    Explain the task and give Ss time to research the Internet for a similar myth and then write short paragraph about it.

•     Ask various Ss to read their paragraph to tl class.

Suggested Answer Key

There are a number of myths surrounding Galilei but the most famous one is about how he prove the theory that gravitational acceleration is equi for heavy and light objects. According to the mytf he went to the top of the Leaning Tower of Pisi with two cannonballs of different weights. He thei dropped them to prove that heavy objects do not fal faster than light ones to his students below However, this is not quite true. He was in Pisa, but he performed a number of different experiments. He rolled balls down long wooden ramps and made pendulums of different weights. He dropped objects, but he didn't drop them off the Leaning Tower.

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 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;  

10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

10.5.7 - use independently appropriate layout at text level on a range of general and curricular topics;

10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics;

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics;

10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar 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;

10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

listen and read for gist, read for specific information

Most learners will be able to:

listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world

Some learners will be able to:

listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world, make a speech about the importance of being a global citizen.

Learners have met the learning objective if they can: prepare a poster about changing the world and make a speech about the importance of being a global citizen

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)

Writing

1 (Aim) To analyse a rubric

•     Ask Ss to read the rubric and pay attention to the key words in bold.

•     Give Ss time to answer the questions and then check Ss' answers.

Answer Key

1     an article

2     my teacher

3     a famous scientist

4     120-180

5     when and where he/she was born, his/her achievements, when he/she died

To read a model article and match

paragraphs to content

•     Give Ss time to read the model and match the contents (1-4) to each paragraph (A-D).

•     Check Ss' answers.

Answer Key

IB   2 С ЗА       4 D

з     a) (Aim To identify and use techniques for beginning and ending an article

•     Elicit which techniques the writer has used in the model and the give Ss time to rewrite the beginning and ending using different techniques.

•     Ask various Ss to read out their beginnings and endings to the class.

Answer Key

Beginning: addressing the reader directly Ending: using a short quotation

Suggested Answer Key

Beginning: Many people think of Albert Einstein when the topic of genius is mentioned, (making a statement)

Ending: Einstein changed the way we see the world. Wouldn't you agree that makes him a genius? (addressing the reader directly)

4 4 (Aim) To present and identify connectors

Ask Ss to read the examples in the box and then elicit which ones are used in the article.

Answer Key

while, and, because, despite

5 (Aim) To practise connectors

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

• Check Ss' answers.

Answer Key

1  while/but            3 and   5 because

2  Despite   4 While

6 [Aim To present/revise active/passive
sentences (present simple/past simple)

• Ask Ss to read the examples and then elicit how a passive sentence differs from an active one and when we use 'by' or 'with'.

• Then elicit the passive sentences in the article.

Answer Key

An active sentence emphasises the person who does the action while a passive sentence emphasises the action.

We use 'by' + agent to say who or what carries out the action. We use 'with' + instrument/material/ ingredient to say what the agent used.

Examples in the model:

It was published in 1905 and he was soon offered important university positions.

In 1921 Einstein became world famous because he was awarded the Nobel Prize for Physics.

Aim) To practise changing active sentences to passive sentences

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

• Check Ss' answers.

Suggested Answer Key

1 Penicillin was discovered by Alexander Fleming in 1928.

2 Physics is taught to our class on Tuesdays by Mr Roberts.

3 A helicopter was designed by Leonardo da Vinci in the 15th century.

4 The laboratory door is kept closed at all times.

5/ A ll Anna's files were lost when her laptop crashed.

To practise the passive

• Ask Ss to read the text and then g time to rewrite it using the passive.

• Ask various Ss to read out the para check Ss' answers.

Suggested Answer Key

Thomas Alva Edison is usually recognised by the inventor of the light bulb, but types of were developed by other inventors before Ec first electric light was invented by Humph re] the beginning of the 19th century and a light demonstrated by Joseph Swan at one of his I 1879 around the same time as Edison. A com created by Edison and Swan in 1883. It v\ Edison-Swan United.

To write an article

• Give Ss time to complete the task i plan.

• Remind Ss to use appropriate begim ending techniques and connectors.

• Check Ss' answers.

• Alternatively, assign the task as HW a Ss' answers in the next lesson.

Suggested Answer Key Nicola Tesla

Have you heard of Nicola Tesla? Well, son thought of him as a 'mad scientist', bu\ actually one of the greatest inventors in hi Tesla was born in the Austrian Empire in 1, child, he was very interested in physics ai talent for engineering. Despite not gradual university, he was an excellent student. After moving to the USA in 1884, Tesla и an electrical engineer for the Edison Comp short time. He later started his own com) developed the AC electrical system and ; coil, which are still used today. Throug career, Tesla discovered, designed and c ideas for a number of important in including the AC dynamo and the inductio He was also a pioneer in the discovery c remote control and electric power transmis Despite his early success, Tesla died poor His value in science history was mostly l until 1960 when an 51 unit, which are measure magnetic fields, was named in hii Today his work is recognised and his legacy

 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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