Organic and non-organic Worlds

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Grade10 Aral multidisciplinary college Aldasbergenova Ultugan Unit 4 Organic and non- organic Worlds Theme of the lesson: Organic and non-organic foods

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Learning objectives • 10.3.3 - explain and justify own and others’ point of view on a wide range of 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; • 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately SMART L esson objectives • Discuss and introduce organic and non- organic food experiences of the partner with supporting questions in an interview • - recognize the main sense of the text about N/O Food by jigsaw without support • -Write differences and similarities of n/organic food with more than 5 sentences without support

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Active learning methods 10.3.3 - explain and justify own and others’ point of view on a wide range of general and curricular topics . Activity 1 Pair work Making an interview through asking and answering, thus, presenting partners conclusion through arguments and evidences This task helps to construct arguments in order to justify partner’s point of view 10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; Activity 2 Group work ] Jigsaw Build up the whole article from the small paragraphs by identifying the main points This task helps to collect information and do skimming skills in order to digest information.

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Differentiated Task A level make up Venn diagram and fill it with differences and similarities of n/o food by making up arguments and statements B level More students should write an essay about their experience in contributing n/o food. C level make a report by using internet. Report should contain new inventions and discoveries in n/organic food theme. 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately Differentiation by support : Less able learners will be supported by synonyms and definitions of new words, by pictures. Also supported my eliciting and probing questions. More able learners are challenged by length of sentences and amount of vocabulary … Also creative tasks which includes web resources. Differentiation by outcomes : Less able learners : In a group work teacher gives collocations and definitions of words, examples of questions and halves of the sentences More able learners : Make a report by sorting the information and collect it to build up an article without support

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Criteria based assessment Assessment criteria1 A c t i v i t y • Gro up ass ess me nt • Eac h of gro ups ass ess es eac h oth er by givi ng pos itiv e fee dba ck 2 A c t i v i t y; 3 A c t i v i t y; • Tea che r’s ass ess me nt • Tea che r ass ess es the lear ner s thr oug h mo nito rin g and eav esd rop pin g. -Explain partner’s conclusions with the arguments according to non/organic food -put the paragraphs in correct order according to their titles -fill Venn diagram according to n/organic food Learning and lesson objectives Self-assessment Teacher provides students with answers.

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