Making connections in biology

Unit 1: Making connections in biology lesson 2

School: Karashyk

Date: 6.09.23

Teacher name: m.Fatima

Grade: 11a

Number present:

absent:

Lesson title

Journey to biological understanding

Learning objectives

11.1.6 - organize and clearly provide information in an accessible form for others;

11.2.5 - recognize the attitude or opinion of the speaker(s) in a free discussion without support on a wide variety of general and educational topics, including discussions on a growing number of unfamiliar topics;

11.3.5 - interact with peers in order to put forward hypotheses and evaluate alternative proposals on a number of familiar and unfamiliar general and educational topics;

Lesson objectives

Learners will be able to:

• Identify specific information why people’s nutritional needs change through different life stages while listening.

• List out the names of various types of food from the most to least healthy.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the picture and discuss

Who is in this picture?

Do they know him?

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Main part

30 min

8 min

Ex: 4 P:5

• Read out the questions and elicit students’ guesses in answer to them.

Work in pairs. Think about your own diets. How do they compare to the advice on the plate?

Ex: 5 P:5

• Refer students to thequiz at the books and give them time to look up the meanings of the words given in the quiz.

Complete the quiz with the correct form of the highlighted verbs from the text in exercise 2. Do the quiz in pairs

Ex: 6 P:5

•Listen the sentences. Give students time to listen to and match through the text and find out which sentences.

• Ask various students to tell the class and correct the false sentences.

Listen to four people talking about food. Match the speakers with what they say. There is one extra sentence

Ex: 7 P:5

• Allow students time to read the recycle box and thencomplete the sentences with the correct.

Read the Recycle! box. Then complete the sentences with the correct form of must, mustn’t, have to and don’t have to.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students work in pairs. Think about your own diets. How do they compare to the advice on the plate?

Answer:

Students own answer

Studentscomplete the quiz with the correct form of the highlighted verbs from the text in exercise 2. Do the quiz in pairs

Answers:

1 contains

2 consume

3 reduce

4 produce

5 digest

6 boost

Students Listen to four people talking about food. Match the speakers with what they say. There is one extra sentence

Answers:

Speaker 1 D

Speaker 2 E

Speaker 3 A

Speaker 4 C

Students Read the Recycle! box. Then complete the sentences with the correct form of must, mustn’t, have to and don’t have to.

Answers:

1 must / mustn’t

2 has to / doesn’t have to

3 had to

4 don’t have to

Descriptor:

-work in pairs.

Total: 1 point

Descriptor:

- complete the quiz

Total: 1 point

Descriptor:

- Listen to four people talking about food

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases

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

Poster