Module 4 Organic and non-organic worlds
| LESSON: Module 4 Lesson 1 Introductory lessons | School: | ||||||
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| Learning objectives(s) that this lesson is contributing to |
10.1.5 - use feedback to set personal learning objectives; 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; 10.2.4 - understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.3 - explain and justify own and others’ point of view on a wide range of general and curricular topics; 10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics; 10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 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; 10.6.6 - use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and reflexive pronoun structures on a wide range of familiar general and curricular topics; 10.6.8 - use a variety of future active and passive and future continuous forms 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
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| Lesson objectives | All learners will be able to: | ||||||
| use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information
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| Assessment criteria | Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems in the pictures | ||||||
| Value links | Organic and non-organic worlds | ||||||
| Cross - curricular links | Organic and non-organic worlds | ||||||
| ICT skills | Using videos& pictures, working with URLs | ||||||
| Previous learning | Organic and non-organic worlds | ||||||
| Plan |
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| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | |||||
| BEGINNING THE LESSON | Module Objectives Read the title of the module Organic and non-organic worlds and ask Ss to suggest what they think the module will be about (the module is about organic and non-organic food production and renewable energy sources). Go through the objectives list to stimulate Ss' interest in the module. Vocabulary 1 To present vocabulary relating to organic/non-organic food production • Direct Ss' attention to the pictures. • Play the recording. Ss listen and repeat chorally and/or individually. Then elicit which of the pictures relate to organic/non-organic food production. Answer Key Organic food production: compost, biological pesticides Non-organic food production: chemical pesticides, GMO crops, hormones and antibiotics, synthetic fertilisers | ||||||
| PRESENTATION AND PRACTICE | 2 (Aim To practise vocabulary relating to organic/non-organic food production • Ask Ss to work in pairs or small groups and match the columns to make sentences. • Elicit answers from around the class. Answer Key 1C ЗА 5 G 7 E 2D 4 В 6 H 8 F In organic food production ... biological pesticides can help reduce pests and disease. compost is used as fertiliser. animal feed is GMO-free and has organic ingredients. good living conditions can help prevent disease. In non-organic food production ... farmers spray chemical pesticides to protect crops
from pests. animals eat any type of food which can contain synthetic substances. livestock are given antibiotics and hormones to prevent and treat illness and make animals grow faster. farmers use synthetic fertilisers to increase the growth of plants. • Play the video for Ss and elicit their comments To express an opinion Ask Ss to consider the question, then elicit answers from various Ss around the class with reasons. Suggested Answer Key think chemical pesticides and antibiotics and hormones have the worst effect on our health because these things can have a very negative effect on the human body and can cause diseases such as cancer. | ||||||
| ENDING THE LESSON | (An activity to consolidate the language of the lesson.) Ask the pupils to describe any of global issues with the solution in their region. | ||||||
| Additional information
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| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Cross-curricular 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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