Organic food

Introductory lesson. Discussing the difference between organic and non-organic food

Course 1th

Date: 23.10.2023

Teachers’ names: Tashpulatova Nilufar

Learning objective(s) that these lessons are contributing to

10.4.5 Deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics

Lesson objectives

• Listen, read, and talk about organic and non-organic worlds

• Understand specific information in unsupported extended talk

• use of English (pronouns who/which/whose/that)

Assessment criteria

Identify specific information in unsupported extended talk  Explain and justify point of view

Level of thinking

Knowledge and comprehension Higher order thinking skills

Language objective

To brush up and use of pronouns

Value links

Respect, Cooperation, Digital Learning/21^st Century Skills

Cross curricular links

Biology, chemistry & education

ICT skills

Smart board for presenting a classwork

Previous learning

Students should know about general technology issues/vocab from other subjects and previous study in English

Planned timings

Planned activities

Resources

Start

4 minutes

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

Smart board

Middle

6 minutes

(S)

15 minutes

(W)

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.

1. How do Europeans and Americans differ on the question of GM food?

2. What are some of the arguments against GM food?

3. How are GMOs created?

4. 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.

Smart board

Student’s book p.51

10 minutes

(W)

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 ;

Smart board

Student’s book p.51

5 minutes

(S)

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?

Smart board

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Learners ‘Assessment – how are you planning to check learn learning?

Cross-curricular links

Science, Technology & education

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.

Learners will be assessed through

• Observation

• Discussion

• reflection

Technology & STEM

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?