LESSON 7

Unit 1: Making connections in biology

School:

Date:25.09/2023

Teacher name:

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Journey to biological understanding

Learning objectives

11.S2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

11.R3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics

11.UE3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on a wide range of general and curricular topics

Lesson objectives

All learners will be able to:

use compound adjectives appropriately with support.

discuss topic questions in simple sentences.

Most learners will be able to:

use compound adjectives appropriately with some support.

discuss topic questions in extended sentences.

Some learners will be able to:

use compound adjectives appropriately with no support.

discuss topic questions in complex sentences.

Previous lesson

Journey to biological understanding

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Lead-in.

Focus attention on the photo p.9 and ask: What’s happening? Do you think she’s having a pleasant dream? Why / Why not? What’s the word for a frightening dream?

Greeting

Middle

30 min

Exercise 1 page 69

In pairs, students answer the questions. Ask a few students to share their last dream or nightmare with the class. If no one can remember specific details, talk about common types of dreams such as being chased, being lost or trapped, flying or falling.

Then elicit some responses to question 2. If students are not sure about this, mention that dreams are thought to help us process new information and add it to our memory.

Exercise 2 page 69

Write lucid on the board and check the meaning (able to think clearly) and pronunciation /ˈluːsɪd/.

Ask: What do you think ‘lucid dreaming’ is? (being able to think clearly during a dream)

Ask students to read the text and find out how lucid dreaming could help them. Check as a class. Exercise 3 page 69

Ask students to look at the form of the highlighted words in the text and write them in the correct column. Check answers as a class and help with the meaning of any unknown words.

Exercise 4 page 69

Ask students to identify the compound adjectives in the sentences and match them with the correct definition. Check answers as a class. Then ask students to ask and answer the questions in pairs.

Exercise 6 page 69

Students complete the sentences, using a dictionary when necessary. Check answers as a class.

Exercise 7 page 69

In pairs, students ask and answer the questions, giving reasons and examples. Monitor and help

where necessary.

Students answer the questions.

Students read the text and find out how lucid dreaming could help them

Students look at the form of the highlighted words in the text and write them in the correct column.

Students ask and answer the questions in pairs

Students complete the sentences

Students ask and answer the questions,

Verbal evaluation

Mutual avaluation

Individual avaluation

Presentation Video and images

Handouts with task

End

5 min

REFLECTION

Ask students: What have you learned today? What can you do now? and elicit answers: I can use

compound adjectives. I understand dictionary entries for compound adjectives.

Home task: WB p.8

Saying goodbye

Self-assessment

LESSON 8

Unit 1: Making connections in biology

School:

Date:27.09.2023

Teacher name:

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Formal and informal writing

Learning objectives

11.S2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

11.R2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.R9 - recognize inconsistencies in argument in extended texts on a range of more complex and abstract general and curricular topics

Lesson objectives

All learners will be able to:

comprehend main information about food addiction while reading.

Most learners will be able to:

identify specific information about food addiction while reading.

Some learners will be able to:

interpret and evaluate the information about food addiction while reading.

Previous lesson

Journey to biological understanding

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Lead-in.

Write junk food on the board and elicit examples,

e.g. burgers, chips, hot dogs.Ask: Are you addicted to junk food? How often do

you have it?

Greeting

Students do the task

Middle

30 min

Exercise 1 page 10.

In pairs, students answer the questions. Elicit some answers.

Exercise 2 page 10.

Focus attention on the title of the article and the photos. Ask: What were these teenagers addicted to? (pizza, chicken nuggets, chips). Ask students to skim-read the article and find out what happened as a result of their addictions.

Exercise 3 page 10.

Go through the Reading Strategy together. Then ask students to find the gaps in the texts, look at what follows them and then choose the best sentence to fill each gap. Check the answers with the class.

Exercise 4 page 10.

Students decide if the sentences are true or false and correct the false ones. Check answers as a class.

Exercise 5 page 10.

Students complete the sentences. Check answers as a class.

Exercise 6 page 10.

Go through the adjectives and nouns together and check meaning. Then focus attention on the statement and ask students, in pairs, to decide on their opinion. Allow time for them to think of at least three arguments to support their opinion. Monitor and help where necessary. Go through the phrases for presenting opinions together. Elicit some phrases for agreeing and disagreeing, e.g. I completely agree / disagree with you. I don’t agree with you at all. I agree with you up to a point.

Ask one pair to start the discussion by presenting their first opinion to the class. Encourage others to join the debate. Monitor and help where necessary. When students have finished speaking, ask: Has anyone changed their mind after listening to people’s arguments?

Students answer the questions

students skim-read the article and find out what happened as a result of their addictions

Students find the gaps in the texts, look at what follows them and then choose the best sentence to fill each gap

Students decide if the sentence is true or false

Students complete the sentences

Students follow the instructions

Verbal evaluation

Mutual avaluation

Individual avaluation

Presentation Video and images

Handouts with task

End

5 min

REFLECTION

Ask students: What have you learned today? What can you do now? and elicit answers: I can react to an article about food addictions. I can have a debate about food addictions.

Home task: Presentation

Saying goodbye

Self-assessment

LESSON 9

Unit 1: Making connections in biology

School:

Date:

Teacher name:

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Formal and informal writing

Learning objectives

11.C6 - organize and present information clearly to others

11.C7 - develop and sustain a consistent argument when speaking or writing 11.S3 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics

11.S7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

Lesson objectives

All learners will be able to:

present their posters to classmates.

Most learners will be able to:

present their posters to classmates, keeping the attention of a class.

Some learners will be able to:

make a public speech by using a poster and have interaction with audience.

Previous lesson

Formal and informal writing

Plan

Planned timings

Planned activities

Learners’ activities