Module   4  Organic and non-organic worlds

LESSON: Module 4  Lesson 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

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, 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

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 and predict the content of the text

Writing

1 To analyse a rubric

• Read the Writing Tips box aloud and introduce the type of writing, content, layout and useful language.

• Ask Ss to read through the rubric, identify the key words and answer the questions.

• Check Ss' answers around the class.

Answer Key

1 a for-and-against essay

2 formal

3 A-1,3, 4, 5, 7  3-2, 6,3

2 To identify starting/ending techniques

• Give Ss time to read the essay and elicit which techniques the writer has used to start/end the essay.

Answer Key

The writer addresses the reader directly and uses a rhetorical question to start the essay. Then a quotation is used to end the essay.

з To analyse a model for content and structure

• Give Ss time to read the model again and match the paragraphs to their content.

• Check Ss' answers.

Answer Key

1 presents the topic

2 gives the arguments for the topic

3 gives the arguments against the topic

gives the writer's opinion

•     Ask Ss to read the examples in the box on linkers.

•     Then explain the task and give Ss time to complete it.

•     Check Ss' answers and then ask them to suggest suitable alternative from the box.

Answer Key

1     To begin with, For example

2     Some people feel that, because

3     In contrast, For instance

Suggested Answer Key

To start with = Firstly, Firstly = First of all, For example = For instance, In this way = As a result, Secondly = In addition, Therefore = As a result, On the other hand = However, To begin with = Firstly, Since = As, Moreover = Furthermore, as a result = therefore, All in all = In conclusion

To order sentences into a paragraph

and identify/substitute the topic sentence

•     Give Ss time to read the sentences and put them in order to form a cohesive paragraph. Check Ss' answers.

•     Elicit the topic sentence and then ask Ss around the class to suggest a suitable alternative.

Answer Key

A 5 В 3 C 2 D 1 E 4

Suggested Answer Key

There are many advantages to using biofuels in our vehicles./There are a number of benefits to using biofuels.

Your turn

To analyse a rubric

• Ask Ss to read through the rubric, underline the key words and answer the questions.

• Explain to Ss that it is very important to read the rubric carefully so that they include all the points mentioned.

• Check Ss' answers around the class.

Answer Key

1 a for-and-against essay, students

2 1 - present the topic, 2 - the pros of biofuels,

3 - the cons of biofuels, 4 - my opinion

3 I could begin with a rhetorical question and end by addressing the reader

4 1B (in favour) 2C (against) ЗА (in favour)

Suggested Answer Key

4 They don't increase the amount of carbon dioxide (a greenhouse gas) in the atmosphere. They are mostly carbon neutral meaning they put into the atmosphere less or the same amount of carbon as they take out.

When land is used for biofuels it is not used for food crops. There may not be enough land to grow food.

2 To write a for-and-against essay

• Explain the task and give Ss time to write their essay using the plan and their answers to Ex. 6. Then ask various Ss to read their essays aloud.

• Remind Ss to use linkers.

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

Suggested Answer Key

Wouldn't the world be a better place if there were less exhaust fumes from petrol and diesel engines? Well, this could happen if more people switched to biofuels to run their vehicles.

There are many advantages to using biofuels in our vehicles. First of all, they are a renewable energy source. This means that they can easily be replaced by growing more crops. What is more, biofuels are better for the environment. They produce less of the harmful chemicals that cause air pollution and acid rain.

On the other hand, there are some disadvantages to fossil fuels. To start with, the production of biofuels requires a lot of resources. This means that land, water and a lot of energy is required to grow crops.

All in all, I believe using biofuels is better than using fossil fuels and more cars should use them. Whilst more cars may run on clean energy such as electricity and solar power in the future, using biofuels in vehicles is a step in the right direction, wouldn't you agree?

To make a positive change by being a global citizen you can:

volunteer for a group that helps your local community.

sign a petition that campaigns for positive action to help the environment.

email/tweet your local MP or a world leader to encourage them to make a positive change.

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

Дата добавления: 2019-11-25; просмотров: 476; Мы поможем в написании вашей работы!