Module   4  Organic and non-organic worlds

LESSON: Module  4  Lesson 3

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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

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

Global issues

Using videos& pictures, working with URLs

 Organic and non-organic worlds

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

to introduce the topic of the lesson

Give Ss time to answer the question referring to the text as necessary and then elicit Ss' answers.

Suggested Answer Key

Non-organic farming methods can have a negative impact on the environment by polluting the soil and the water table with pesticides and chemical fertilisers. They also pollute our bodies with hormones and chemicals when we eat these foods.

 Grammar

4 To present/revise pronouns and

quantifiers

5 Ask Ss to study the table and then elicit when we use the different types of pronouns and quantifiers.

6 Refer Ss to the Grammar Reference section to check.

Suggested Answer Key

We use relative pronouns in relative clauses to identify/describe the person/place/thing in the main clause.

We use demonstrative pronouns to indicate the person or thing referred to.

We use indefinite pronouns to refer to one or more unspecified objects, people or places.

We use reflexive pronouns with certain verbs/ prepositions when the subject and the object of the verb are the same.

We use quantifiers to talk about a number of things at once.

To practise pronouns and quantifiers

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

8 Check Ss' answers.

9 ourselves

10 anything

11 a few

12 Those

13 everything

Listening & Speaking

s a) To listen for specific information

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

• Play the recording and give Ss time to make notes in answer to the questions.

• Check Ss' answers.

Suggested Answer Key

1     In Europe, shoppers can choose whether or not to buy GM food because all GM food must be labelled. In the USA, food manufacturers do not have to reveal if their products contain GM ingredients.

2     Arguments against GM food include: it is dangerous to both humans and the environment, it is harmful, the whole organic farming industry will be destroyed because of cross-contamination of GM crops with non-GMO crops and GM crops will lead to more pollution because many are designed to withstand greater applications of pesticides and herbicides.

3     A GMO is a plant, animal or microbe that is created when scientists combine DNA from one species with another species by 'cutting' and 'pasting' together their DNA.

4     GM food would not end world hunger because the world already produces too much food.

b) (Aim) To compare notes and talk about GM food

•     Ask Ss to compare the notes they made in Ex. 8a with their partner's.

•     Ask some Ss to tell the class the answers to the questions.

Writing

icfl (Aim) To give a presentation on GM

food

•     Explain the task and give Ss time to go online and do research about GM food and find out more information.

•     Ask various Ss to present their information to the class.

Suggested Answer Key

We can avoid most GM food and ingredients by only buying organic products. We can also avoid certain GM ingredients in our food. The main GM ingredients in our food are corn (corn flour, cornmeal, corn oil, corn starch, gluten, and corn syrup), soybeans (soy flour, lecithin, isolate, and isoflavone), canola (canola or rapeseed oil) and cottonseed (cottonseed oil).

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

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