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Introductory lesson. Discussing the
difference between organic and non-organic
food
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Course
1th
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Date:
23.10.2023
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Teachers’
names: Tashpulatova
Nilufar
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Learning objective(s) that these
lessons are contributing to
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10.4.5 Deduce meaning from context in
extended texts on a wide range of familiar general and curricular
topics, and some unfamiliar topics
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Lesson
objectives
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Listen,
read, and talk about organic and non-organic
worlds
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Understand specific information in unsupported
extended talk
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use of English (pronouns
who/which/whose/that)
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Assessment
criteria
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Identify specific information in
unsupported extended talk Explain and justify point of
view
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Level of
thinking
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Knowledge
and comprehension Higher order thinking
skills
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Language objective
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To brush up and use of
pronouns
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Value
links
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Respect, Cooperation, Digital
Learning/21st Century Skills
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Cross curricular
links
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Biology, chemistry &
education
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ICT
skills
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Smart board for presenting a
classwork
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Previous
learning
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Students should know about general
technology issues/vocab from other subjects and previous study in
English
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Planned timings
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Planned
activities
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Resources
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Start
4 minutes
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Welcome &
Objectives
Welcome
students back from break and ask them how they are doing and
introduce the lesson objectives
Explain and use a variety of
pronouns
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Smart
board
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Middle
6 minutes
(S)
15
minutes
(W)
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Brainstorming. 1.Tell the translation of the
following words:
Hormones;
Compost; Ingredients; Produce; Welfare;
Pesticides.
2. Look
through the text and find determiners.
Vocabulary work:
1.
Organic label
2. Animal
welfare
3.
Nutrients
4.
Artificially
Ex.5 How
do non-organic farming methods have a negative impact on the
environment? Tell the class
Descriptor A learner
*answers
the question
ex.8
Listen to a lecture talking about GM food. Read the questions (1-4)
and make notes.
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How do
Europeans and Americans differ on the question of GM
food?
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What are
some of the arguments against GM food?
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How are
GMOs created?
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Why do GM
opponents argue against the idea that GM food will end world
hunger?
Descriptor A learner
* listens to a lecture talking about GM
food makes notes.
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Smart
board
Student’s
book p.51
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10 minutes
(W)
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Grammar:
Pronouns- Quantifiers.
Ex.6
Study the table. When do we use relative /demonstrative /
indefinite/ reflexive pronouns and
quantifiers?
Descriptor A learner
* studies
the table
* checks
in the Grammar Reference section.
Ex.7
Choose the correct option.
A:Have
you got the shopping list?
B:Yes,
here it is. First we need 1)some/much
milk.
A:Ok.
Let’s get this one. It’s the same brand 2) that/who my mum
buys.
B:No, 3)
everyone/ someone says organic milk is better for you. Perhaps we
should try it for 4) ourselves/yourselves.
A:Sure.
I’ve never tried 5) anything/ nothing organic
before.
B:Ok,
next we need 6) a little/ a few apples, too. 7) These /Those green
ones over there look delicious!
A:Yes,
they do. Have we got 8) everything/
anything?
B:Yes.
Let’s go to the checkout.
Descriptor A learner
* chooses
the correct option.
* matches
and completes sentences ;
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Smart board
Student’s
book p.51
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5 minutes
(S)
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Reflection
What did
you learn in this lesson?
Which
part did you find most useful?
How confident do you feel in using what
you learned?
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Smart
board
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Additional
information
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Differentiation – how do you plan to
give more support? How do you plan to challenge the more able
learners?
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Learners ‘Assessment – how are you
planning to check learn learning?
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Cross-curricular
links
Science, Technology &
education
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Students
who need more support will work in pairs when creating conditional
sentences.
Highly motivated students are expected
to develop solid arguments when participating in
discussion.
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Learners
will be assessed through
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Observation
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Discussion
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reflection
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Technology &
STEM
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Summary
evaluation
What two
things went really well (consider both teaching and
learning)?
1:
2:
What two
things would have improved the lesson (consider both teaching and
learning)?
1:
2:
What have I learned from this lesson
about the class or individuals that will inform my next
lesson?
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