Module 1 Science and scientific phenomena

LESSON: Module 1 Lesson 3 School:

Use of English 1b

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that this lesson 0.1.6 - organise and present information clearly to others;
is contributing to 10.2.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk
on a limited range of unfamiliar topics;
10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited rang
unfamiliar topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some general and curricular topics;
10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a
range of familiar general and curricular topics;
10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;
10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs;
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics
10.6.13 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide
range of familiar general and curricular topics

Lesson objectives All learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Most learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result
Some learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the co
usage and use these forms in the speech

Assessment criteria Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reason

Value links Solutions to global issues, natural disasters and global citizenships

Cross - curricular links 1 Science and scientific phenomena

ICT skills Using videos& pictures, working with URLs

Previous learning 1 Science and scientific phenomena

Part of the lesson/Time Teacher’s activity Student’s activity Assessment Resources

 Beginning of the lesson Organization moment: “I wish….” method helps to start the lesson with At the organization moment T CD player

telling supporting words to each other. tries to award active Ss. «The
Warming-up 1.Greeting. Microphone
The aim: To develop Ss speaking skills and create praise» method is used to

Team work Ask about the weather. Stick sightseeing cards at friendly atmosphere evaluate Ss with phrases like: cards

the back of the chair for each S and ask them to

5 min. Efficiency: By telling the wishes they show their “Good job!
divide according to the number
appreciations .
Well done!”
3 teams: 1. First team 2. Second team 3. Third

team

30 min OVER TO YOU! Ask Ss to work in pairs or Suggested Answer Key Feedback: Student’s Book
small groups and discuss the questions. I think the article is about genetic
“The praise” method CD disk
• Ask Ss to close their books, then engineering.
elicit answer from various Ss around the class. • Ask Ss to look at the picture and read
“Good job!
• Then ask Ss to share their the title. Then elicit what the picture depicts and
answers/opinion with the class. how this may be related to the title of the article. Well done!”
Refer Ss to the Word List at the back of their • Play the recording. Ss listen and read
books and give them time to look up the the text to check their answers.
meanings of the words given. Suggested Answer Key
• Elicit Ss' guesses as to what the The picture shows an eraser erasing part of a
article is about. genetic code. This could refer to genetic
engineering and the ability to remove faulty genes
which cause diseases and which could possibly lead
to a world without disease.
To read for specific information
• Ask Ss to read the sentences 1-8.
• Then give Ss time to read the text and
mark the sentences according to what they read.
• Check Ss' answers around the class.
Answer Key
IT 3 T 5
T 7 DS
2 F 4 T
6 T 8
DS
• Refer Ss to the Check these words
box and ask Ss to look them up in the Word List.
• Play the video for Ss and elicit their
comments.

To consolidate vocabulary in a text To consolidate new vocabulary (collocations) Feedback: Student’s Book
Give Ss time to complete the sentences using • Read the words/phrases in the lists and give
“The praise” method CD disk
Answer Key Ss time to match them to make collocations.
7 inherited • Elicit answers from various Ss around the
“Good job!
2 made class.
3 determines Answer Key Well done!”
4 characteristics 7 brought Id 2 e 3 b 4 f 5 c 6 a
5 debate 8 cells
6 prevent

To practise collocations Genetically-modified food Designer babies\ Suggested Answer K

• Give Ss time to use the collocations from To present/revise comparison of adverbs I think T
Ex. 4a to complete the sentences. Berners-Lee has had
• Check Ss' answers. • Ask Ss to read the example sentences biggest impac on ou
7 inherit diseases 4 in the box and then elicit how we form the lives because we use
2 gene editing 5 comparative and superlative forms of adverbs. World Wide Wei ev
 3 live longer 6 • Refer Ss to the Grammar Reference day. It has given peo
faulty genes section for details. access to all sorts о
• Then elicit further examples from the information and, as w
text. Suggested Answer Key all know, informatio
Adverbs with the same form as the adjectives take - power.
er in the comparative form and -est in the Another famous scie
superlative form. Adverbs ending in -ly take more is Alexander Graham
in the comparative form and the most in the Bell He invented the
superlative form. telephone and the m
Examples in the text: the fastest, more quickly, detector The telepho
longer, more specifically changed the way peo
communicati and
allowed people to
communicate over lo
distances.
) (Aim) To introduce
vocabulary from a te
and predict the topic
the text

To practise comparative and superlative forms of To personalise the topic

adverbs Ask Ss to talk in pairs and tell their partner wh
• Explain the task and give Ss time to characteristics they share with other members their
complete it. family.
• Check Ss' answers. Suggested Answer Key
Answer Key I have the same colour hair as my sister and same
more loudly 4 the worst colour eyes as my brother.
the fastest 5 earlier 8 more give a short summary of a text
better 6 less • Give Ss time to read the text again and me
notes and then use their notes to write short
• the words in the list. summary of the text.
• Check Ss' answers around the class. • Ask various Ss to read their summary to 1
Speaking & Writing class.
Suggested Answer Key
Our genes contain the characteristics we hi
inherited from our parents. We have trillions of о in
our bodies. Cells have chromosomes (23 from i
mum and 23 from our dad). Chromosomes hi DNA.
A gene is a section of DNA. Sometimes gei are
faulty and we can get diseases. Gene editing c
prevent this from happening. There is a lot ofdebi
about genetic engineering on humans, but it со,
end some diseases.

To expand the topic and write a short quiz Suggested Answer Key Feedback: Student’s Book
• Ask Ss to research on the Internet 7 What is Sir Cyril Astley Clarke
“The praise” method CD disk
and find c information about people related to known for? ( work on prevention of Rh disease in
genetic newbi babies)
“Good job!
• Ask Ss to write a quiz and then 2 Who is known as the father of
swap their q with their partner for him/her to try modern genetii (Gregor Mendel) Well done!”
to comple 3 Who first discovered DNA and
when? (Friedr, Meischer in 1869)
4 Who isolated its molecular structure?
(Jan Watson and Francis Crick)
5 Who came up with the term 'double
 helix' for t shape of the structure of DNA? (James
Watsor

End of the lesson. “Comments” method is used to find out was the Ss use their stickers to write about today’s lesson. Feedback: Student’s Book

lesson clear or not. Use the stickers. Commentaries, wishes.

“The praise” method CD disk
Reflection
“Good job!

Aim:To know how many Ss got the theme.

Individual work: Well done!”

Efficiency:learn to comment somebody using

10 min.
simple sentence.

Differentiation:«Conclusion» method is used to

finish the lesson.