Lead-in

(to set the context and activate prior knowledge)

5 min

T: Look at the board, please. You can see some pic- tures (App. 1)

-What is shown in these pictures?

-What do all living organisms consist of?

- Do you think that cells have the same or different structure?

T: Today we will talk about the structure of prokar- yotic and eukaryotic organisms and find out wheth- er they have similarities and differences.

T writes the topic of the lesson on the board.

T: During the lesson you will get a star for the right answers

Suggested answers:

1. Animals, plants, fun- gi, bacteria, viruses...

2. Cells

3. Difficult to answer, T can accept all ideas at this stage and say this is the topic of the lesson.

Presentation

(to present the structure of cells)

25 min

Ss read the text and label the structure of cells on the diagrams.

T: Now you will work in pairs, I'll give you cards which contain information about the structure and features of eukaryotic and prokaryotic cells. Read the information and then label the structure of the cell. (App 2)

You have 7 minutes.

T: Have you finished? Now turn to another pair and check your answers (2 min).

T: Let’s check together. Look at the right answers on the board (2 min).

T gives stars for the correct answers

Ss are divided into two groups. They need to find their partners by matching words and their defini- tions,

T: The first group will get cards with the name of the cell organelles, the second group will get the functions that these organelles perform. Your task is to find your partner. (App. 3)

Check answers as whole class (2 minutes) Answers are shown on the board.

Nucleus

Ss work in pairs. Read the information, label the structure of the cell (recognize the structure of prokaryotic and eu- karyotic cells)

(8 components: nucleus, cell membrane, cyto- plasm, vacuole, mito- chondria, lysosomes, ribosome, flagella)

Students get cards, look for a partner, thus mak- ing up a definition.

Key:

The nucleus - surround- ed by a double mem- brane with pores, it con- tains the cell's DNA

A cell membrane is a cell defense.

Mitochondria is a cell power plant.

The cytoplasm is the liquid part of the cell in which the components of the cell are located.

Surrounded by a double membrane with pores, it contains the cell's DNA

T gives stars for the correct answers.

T: Now you have learned about the functions that cell organelles perform.

What is the main component of eukaryotic cell? What organelle is missing in prokaryotes?

T gives stars for the correct answers

Vacuole - space in the central part of the cell, filled with cell sap Lysosomes - contain digestive enzymes, break down organic substances.

Ribosomes are orga- nelles on which protein synthesis occurs.

Flagellum - allows the cell to move.

T: Let's give the definitions of prokaryotic cells and eukaryotic cells. For this, we divide into two groups. I will give you cards with words. Put these words in the right order and to create the defini- tions. (App. 4)

You have 5 minutes.

T checks answers in open class.

T gives stars for the correct answers

Students are divided into two groups. Make up the definitions of the words on the board.

1. Cells which contain the nucleus are called eukaryotic.

2. Cells which do not contain the nucleus are called prokaryotic.

Practice

(to consoli- date the ma-

12 min

T: Knowing the characteristics of cells, let's com- pare the eukaryotic and prokaryotic cells.

On the board you can see a Venn’s diagram. Work in groups and complete the diagram. Write down the similarities and differences (App. 5) Differentiation: T can ask more able Ss to fill out the diagram on their own, and give cards with prompts to less able Ss (App. 5).

Teacher groups students

T: You have 7 minutes.

Check answers – groups present their projects. T gives stars for the correct answers

T: Today we have learned a lot of new information about cells. You worked well in the lesson. Let's count your stars. The winner will get a prize.

The teacher records the results in a table and awards the winner

Students work in groups. They fill out the Venn diagram using stickers. (Key in App.5)

terial, to

check under-

standing of

the topic)

Students count the stars