LESSON: Module 2 Lesson 9

CLIL.Unbelievable bees/ SAU2

School:

Date:

Teacher’s name:

CLASS: 11

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics

11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics

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

11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics

11.3.6 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics

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

11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups

11.1.3 - respect differing points of view

11.1.6 - organize and present information clearly to others

11.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

11.5.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics

11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics

11.1.8 - develop intercultural awareness through reading and discussion

11.1.9 - use imagination to express thoughts, ideas, experiences and feelings

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

ICT skills

Using videos& pictures, working with URLs

Assessment criteria

Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems

Previous learning

An opinion essay

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Warming-up

Team work

10 min.

Organization moment :

1.Greeting.

T give them different shapes and ask them to divide into 3groups.

I-circle

II -square

III–triangle

In differentiation part t «Flexible pace learning» method was used to give students a choice in order to make them interested in learning process.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Envelop with shapes

25 min

SB Ex. 1 p. 32 To introduce the topic/read & listen for gist

• Direct Ss’ attention to the picture and the title and elicit how the Ss think these numbers are connected to bees. • Elicit answers from various Ss around the class.

• Play the recording and ask Ss to listen, read and check.

Answer Key

1,500: the number of eggs a queen bee lays a day. 500 grams: the amount of honey a worker bee can make after visiting millions of flowers.

2 million: the number of flowers a worker bee must visit in order to make 500 grams of honey. 230: the number of times a second a worker bee has to beat their wings to fly with a heavy load of pollen or nectar. 1.6 mm: the length of a bee egg

Ex. 2 p. 32 To read for specific information

• Ask the Ss to read the sentences and then give them time to read the text again and complete the sentences. • Check Ss’ answers.

Answer Key

1 … 1,500 eggs a day. 2 … 500 grams of honey. 3 … almost their own weight. 4 … a hexagonal cell of wax. 5 … the egg to develop into a full-grown bee.

• Refer Ss to the Check these words box and explain/elicit the meaning of the words or ask Ss to use their dictionaries and look them up.

colony (n): a group of animals (e.g. ants, bees) that live together hive (n): a small box where bees live lay (v): (of animals) to produce eggs nectar (n): the sweet substance that bees collect from flowers pollen (n): a yellow powder produced from the male part of flowers life cycle (n): the changes that an organism goes through during its life hexagonal (adj): having six sides cell (n): a small part of a structure larva (n): a young insect that has left its egg but has not developed into an adult insect yet pupa (n): an insect inside a cocoon or protective covering (in the stage between a larva and a fullygrown adult insect)

• Play the video for Ss and elicit their comments at the end.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.

Ex. 3 p. 32 To practise asking and answering questions based on a text

• Explain the task and give Ss time to discuss the text in pairs. • Monitor around the class.

Suggested Answer Key

A: The queen bee. How many bees are there in a colony?

B: There are around 80,000 members. What is their home called?

A: The bees’ home is called a hive. etc

Ex. 4 p. 32 To research a topic and prepare a presentation

• Explain the task and ask Ss to look up information in various sources about the importance of bees to the environment and prepare a presentation on it.

• Ask Ss to give their presentations to the class. • Alternatively, assign the task for HW and ask Ss to give their presentations in the next lesson.

Suggested Answer Key

Bees are very important to the environment because they are pollinators. This means that they transfer pollen from the male part of the plant, the anther, to the female part of the plant, the stigma. As a result, the seeds, nuts or fruit are formed. Humans rely on bees to help them produce fruit and vegetable crops. Without their help, the fruit and vegetables that are currently available for consumption would be reduced by half! Broccoli, cucumbers, almonds, apples and cherries are just a few of the foods that bees help to produce. Worryingly, the population of bees has been declining over the past 10 years. Beekeepers have called this issue “Colony Collapse Disorder”. Some possible reasons for this decline are habitat loss,pesticides and disease.We should all try to help bees by planting seeds in our gardens and creating bee-friendly environments

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.

Culture Spot

1 To listen and read for gist

• Read the question aloud and elicit from Ss what they know (if anything) about the national animal and the national bird of the USA. • Play the recording. Ss listen and read to answer the question. • Check Ss’ answers.

Answer Key

The national animal of the USA is the bison. The national bird of the USA is the bald eagle.

• Play the video for Ss and elicit their comments at the end.

2 To personalise and expand on the topic

• Explain the task and give Ss time to use the Internet or other sources to collect more information about the national animal/bird of their country. • Ask Ss to write a short paragraph about the national animal/bird of their country. 1.13 • Check Ss’ answers and ask various Ss to tell the class.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.

Ending the lesson

Reflection

Individual work:

10 min.

Traffic light method is used to find out was the lesson clear or not. Use the stickers.

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.