Discussing the difference between organic and non-organic food

данная разработка урока для 10 классов обновленной программы. план рабработан по книге Action for Kazakhstan, science schools по теме обсуждение различий органических и не органических продуктов

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«Discussing the difference between organic and non-organic food»

Module 4 : Lesson 39 Introductory lesson. Discussing the difference between organic and non-organic food				School: Zhas ulan Checked by: Askarova Zhamal Grade 10th
Date: 28/29.11				Teachers’ names: Shymyrbekova Zhadyra
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. How do Europeans and Americans differ on the question of GM food? What are some of the arguments against GM food? How are GMOs created? 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?