Module 4 Organic and non-organic worlds
| LESSON: Module 4 Lesson 6
| School: | |||||||||
| Date: | Teacher name: | |||||||||
| CLASS: | Number present: | absent: | ||||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 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; 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular 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; 10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide range of familiar 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; 10.5.9 - 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 ; 10.6.4 - use a wide variety of determiners and pre-determiner 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; 10.6.17 - use if / if only in third conditional structures use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics | |||||||||
| 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 | ||||||||||
| Assessment criteria | Learners have met the learning objective if they can: apply to environmental organization and role play the dialogue | |||||||||
| Value links | Solutions to global issues, natural disasters and global citizenships | |||||||||
| Cross - curricular links | Global issues | |||||||||
| ICT skills | Using videos& pictures, working with URLs | |||||||||
| Previous learning | Organic and non-organic worlds
| |||||||||
| Plan |
| |||||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | ||||||||
| BEGINNING THE LESSON | Speaking To introduce the topic; to talk about renewable energy sources Refer Ss to the pictures and elicit what Ss now about renewable energy sources and which one(s) are used in their country. Ask various Ss to tell the class. Suggested Answer Key know that hydroelectric power, solar power, wind power, geothermal energy and tidal power are all forms of renewable energy sources from natural resources such as water, the sun, the wind, the heat from the Earth and the sea. (Ss' own answers) | |||||||||
| PRESENTATION AND PRACTICE | Reading To listen and read for specific information • Ask Ss to read the title and the subheadings in the text and try to answer the questions. • Play the recording. Ss listen and follow the text in their books and check their answers. Suggested Answer Key • Biofuels are made from recently living organisms such as plants and animals. • They are mostly made from plant material. • There are different methods to make them (e.g. ethanol is mixed with petrol and biodiesel is mixed with regular diesel) • Yes and no. They are carbon neutral and they produce less toxic chemicals than regular fuels, as well as less pollution and less acid rain. However, it takes more energy and natural resources to produce them, possibly destroying natural habitats. • Refer Ss to the Check these words box and ask Ss to look them up in the Word List. Aim To read for specific information • Give Ss time to read the text again and then complete the sentences with phrases from the text. • Check Ss' answers. Answer Key 7 coal, oil and gas 2 ethanol, biodiesel and biojet fuel 3 plant material 4 corn, sugar cane, wheat, rapeseed and soybeans 5 to power engines 6 air pollution
Give Ss time to use the completed phrases to write a short summary of the text and then ask various Ss to read out the summary to the class. Suggested Answer Key Fossil fuels will be replaced with biofuels. Biofuels are made from recently living organisms and they are a renewable energy source. One benefit of biofuels is that they are carbon neutral and don't increase the amount of carbon dioxide in the atmosphere. They also produce less toxic chemicals and reduce air pollution and acid rain. They are made from plant material and some are made from animal fats. However, some people say that they use more natural resources to produce. 1 a) To understand the author's attitude/opinion Ask various Ss to tell the class about the author's opinion and justify their answers using the text. Suggested Answer Key think the author is generally in favour of biofuels because even though he/she presents a balanced argument, he/she believes using biofuels is a positive move (it is a good start). To discuss biofuels and alternative energy sources and express an opinion • Have Ss talk in pairs about the use of biofuels giving reasons and expressing their opinions on renewable energy sources. • Have some Ss share their answers with the class. Suggested Answer Key A: I think we should encourage the production of biofuels to replace the use of fossil fuels but not to the point that there is not enough land for food production or to the point where natural habitats are being destroyed. В: I agree and I think we should also use other renewable energy sources as well to have a balance. For example, we can have solar powered vehicles that use biofuel as a backup for when the solar power is not enough such as on cloudy days. Listening To listen for specific information • Ask Ss to read the questions and the answer choices and think about the key words. • Play the recording and give Ss time to choose their answers. • Check Ss' answers. Answer Key IB 2 А ЗА 4 A 5 В
| |||||||||
| ENDING THE LESSON | 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? | 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 | |||||||||
Дата добавления: 2019-11-25; просмотров: 383; Мы поможем в написании вашей работы! |
Мы поможем в написании ваших работ!