Module   4  Organic and non-organic worlds

LESSON: Module   4   Lesson 12

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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:

use some language from the module to express views and pose some relevant activity accurately

Most learners will be able to:

use a range of language from the module to express views and pose a range of relevant activity accurately

Some learners will be able to:

use a wide range of language from the module to express views and pose a range of relevant activity accurately

 Organic and non-organic worlds

Plan

Planned activities

Excel
Resources

(Aim To read for specific information

•     Give Ss time to read the text again and complete the task.

•     Check Ss' answers. Ask Ss to justify their answers.

Answer Key

1     A (As I approached, I was immediately shocked

by the dirty, rundown building.)

2     C (I'd finished just four. My supervisor came

over and told me disapprovingly that if I continued like that, I wouldn't get paid.)

3     A ("It's the factory or the street and if you say

anything, you lose your job." The other girls nodded in agreement.)

4     D (I never managed to work fast enough or

well enough, so my wages were lowered ... demoted to lowliest position)

5     В (I hope that when people see the documentary,

they’ll think twice before grabbing that cheap pair of jeans in the future. \Ne all need to understand the true cost of cheap clothes.)

Listening

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

• Play the recording. Ss listen and complete the text with the correct word.

• Ss check their answers with their partners.

• Check Ss' answers around the class.

Answer Key              

1 organic    5     delivered

2 space       6     neighbours

3 gardening 7     friends

4 compost and nutrients    8     full-time

з     (Aim) To practise vocabulary from the module

•     Explain the task.        

•     Ss complete the task. 

•     Check Ss'   answers.         

Answer Key              

1     converted   5 resources 9 certified

2     power 6 solution   10 shortage

3     nutrients     7 substances   

4     renewable  8 Compost     

4     (Aim) To consolidate grammar from the module

•     Explain the task.

•     Ss complete the task.

•     Check Ss' answers.

Answer Key

1     will have run

2     will have been working

3     will have created

4     will have opened

5     (Aim) To consolidate grammar from the module

•     Explain the task.

•     Ss complete the task.

• Check Ss' answers.         

Answer Key

1 any 4 This 7 myself

2 anyone    5 who 8 anything

3 himself    6 These          

6     (Aim To consolidate prepositional phrases from the module

•     Explain the task.

•     Ss complete the task.

•     Check Ss' answers.

To consolidate word formation

Give Ss time to complete the task and then check Ss' answers.

Answer Key

7     resistant 2 beneficial

8     (Aim To write a for-and-against essay

•     Explain the task and give Ss time to plan and complete their work and then check Ss' answers.

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

Suggested Answer Key

Wouldn't we all be healthier if the food we ate and the products we used had no chemicals in them? Well, this could happen if everyone only bought organic products.

There are many advantages to using organic products. First of all, organic products are produced without chemicals, hormones and GMOs. Therefore, they are not harmful to our health. In addition, organic food is more nutritious. It contains more nutrients than non- organic food.

On the other hand, there are some disadvantages to using only organic products. To start with, as they cost more to produce, they are more expensive to buy. This means that you will spend more money on your shopping. Also, they don't last very long as they don't contain preservatives. This means that you have to go shopping more often.

All in all, I believe using organic products is the right thing to do. It is healthier and safer than the alternatives even if it is a bit more expensive. After all, how can we put a price on good health?

Check your Progress

Ask Ss to assess their own performance in the unit by ticking the boxes according to how competent they feel for each of the listed activities.

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?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

prompt less able learners to ask a range of questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz

monitor question production in group activity

values links: benefits of hobbies

challenge more able learners to write different types of quiz question e.g. multiple choice complete the missing word etc..

LESSON: Module 5  Lesson 1-2

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Date:

Teacher name:

CLASS: 10

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 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers10.C3 respect differing points of view;

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.6 - organise and present information clearly to others;

10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and curricular subjects;

10.3.1 - use formal and informal language registers in talk on a wide 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;

10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of 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;

10.5.4 - 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;  

10.6.5 - use a wide variety of question types 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

To present/practise vocabulary for capabilities of the human brain

Lesson objectives

All learners will be able to:

use some target language correctly in response to speaking and writing task prompts and in exchanges

Most learners will be able to:

use a range of target language correctly in response to speaking and writing task prompts and in exchanges

Some learners will be able to:

use a range of target language correctly in response to a wider range of speaking and writing task prompts and in exchanges

basic vocabulary  

Plan

Planned activities

Excel
Resources

 R ead the title of the module Reading for pleasure and ask Ss to suggest what they think the module will be about (the module is about types of literature). Go through the objectives list to stimulate Ss' interest in the module.

 To present vocabulary for types of

literature; to introduce the topic

•        Direct Ss to the pictures. Explain that they show book covers for different types of literature.

•        Elicit which ones are fiction and which ones are non-fiction from Ss around the class.

Answer Key

Fiction: A, C, D, H Non-fiction: В, E, F, G

Aim] To talk about types of books; to present adjectives

•        Read out the adjectives in the list and explain/ elicit their meanings.

•        Then ask Ss to read the example and elicit similar sentences from Ss around the class about which books they like to read and why.

Suggested Answer Key

I         enjoy science-fiction books as I find them thrilling

and imaginative.

I don't like travel books. I find them a waste of time.

To read for specific information

G .e Ss time to read the text and answer the question. Elicit an answer from the class.

Answer Key

H.G. Wells wrote science-fiction novels.

To consolidate information in a text

•        Have Ss ask and answer questions in pairs about H.G. Wells following the example.

•        Monitor the activity around the class.

Suggested Answer Key

B: He worked as a shop assistant, a chemist's assistant, a teaching assistant and a teacher. What did he study at college?

A: He studied biology. Who did he marry?

B: He married Amy Catherine Robbins. What was his first novel?

A: 'The Time Machine'. What other novels did he write?

B: 'The Invisible Man' and 'The War of the Worlds'.

When did he die?

A: In 1946.

5 (Aim) To read for specific information (T/F/DS statements)

•        Explain the task and ask Ss to read the statements and then read the text and mark them according to what they read.

•        Check Ss' answers.

Answer Key

IT 2 F 3 T 4 DS 5 F

To identify and discuss text types

•        Ask Ss to read the theory box. Explain/Elicit the meanings of any unknown words.

•        Then ask Ss to identify the text types in Exs 3 & 5 and justify their answers by giving reasons using the information in the theory box.

Suggested Answer Key

The text in Ex. 3 is a biography. It is non-fiction because it is fact-based; it informs the reader about a real person and events in their life; it is not a narrative; and it has an introduction, a main body and a conclusion.

The text in Ex. 5 is a review. It is non-fiction because it is fact-based; it informs the reader about a real book; it is written without a point of view (1st- 2nd- 3rd-person); and it has an introduction, a main body and a conclusion.

7 (Aim To identify character development

through emotions in a literary extract

Give Ss time to read the extract and elicit how the characters express their fears.

Suggested Answer Key

The narrator expresses his fears physically by walking around and shouting (lines 4-5). Then he expresses his fear by doing something careless and dangerous (lines 42-43). He also expresses his fears by letting his imagination run wild (lines 3-4). He also expresses his fears in his description of others (lines 31-32).

The curate expresses his fears physically in the way he acts like a helpless child (lines 23-24) and the way he followed the narrator (lines 25-26). He also expresses his fears verbally by trying to reassure himself (line 20).

They both express their fears in their actions when they are hiding in fear, when they are too scared to move, and when they are running away (lines 36-37, 51-52).

Ask some pairs to ask and answer in front of the class.

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
Health and safety check
ICT links
Values links

prompt less able learners to engage in whole class checking and plenary activities with supportive questioning    

provide headings for final note writing task

monitor for spoken accuracy in elicitation and checking tasks and use a range of oral correction techniques

cross curricular links: languages [TV genres]

challenge more able learners to give reasons for their views and to say how they view content

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