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Бонусты жинап картаңызға (kaspi Gold, Halyk bank) шығарып аласыз
Organic food
Дипломдар мен сертификаттарды алып үлгеріңіз!
Материалдың толық нұсқасын
жүктеп алып көруге болады
«Discussing the difference between organic and non-organic food»
Introductory lesson. Discussing the difference between organic and non-organic food |
Course 1th |
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Date: 23.10.2023 |
Teachers’ names: Tashpulatova Nilufar |
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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 |
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Lesson objectives |
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Assessment criteria |
Identify specific information in unsupported extended talk Explain and justify point of view |
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Level of thinking |
Knowledge and comprehension Higher order thinking skills |
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Language objective |
To brush up and use of pronouns |
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Value links |
Respect, Cooperation, Digital Learning/21st Century Skills |
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Cross curricular links |
Biology, chemistry & education |
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ICT skills |
Smart board for presenting a classwork |
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Previous learning |
Students should know about general technology issues/vocab from other subjects and previous study in English |
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Planned timings |
Planned activities |
Resources |
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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 |
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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.
Descriptor A learner * listens to a lecture talking about GM food makes notes. |
Smart board
Student’s book p.51
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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 |
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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 |
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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? |
Learners ‘Assessment – how are you planning to check learn learning? |
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. |
Learners will be assessed through
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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? |