0510 y12 sw unit 3 science and nature

8/13/2019 0510 y12 Sw Unit 3 Science and Nature

1/9


2/9


3/9


4/9


5/9

v1 2Y05 Cambridge IGCSE English as a Second Language (0510 and 0511) 5

AO Learning objectives Suggested teaching activities Learning resources

purposes

R3 Recognise, understandand distinguish between facts,ideas and opinions

R4 Infer information from texts(Extended only)

cohesion.

Spelling and Vocabulary for topicareas: Science and EnglishStudents to recognise and usevocabulary from science. Theyare able to apply knowledge ofword structure and root.

Students are aware of wordborrowings to describe science

inventions (e.g. mouse) andrecognise and use them correctly.

Homophones and homonyms:Students are able to recogniseand apply homonyms andhomophones.

Students are able to use spelling

strategies such as syllabificationto spell words correctly.

Students can discuss the role of pronoun referencese.g. it and other textual linking devices such as

subordinate clauses e.g. If more isnt doneExamples from the text can be written on the boardand explored. Further examples from students ownknowledge can be elicited and analysed.

The whole text can be read and discussed, furtherexploring the problems of endangered species andidentifying new vocabulary.

Students can use new vocabulary in examplesentences.

Reading strategies:

Students are able to usecontextual clues and knowledgeof vocabulary and grammar topredict meaning of unfamiliar

words and expressions e.g. biotech, regulatory hurdles; has woninitial permission.Students are able to analysewords using knowledge ofsentence structure and word typeand word derivation to work outmeaning.

Bias and conflict:

Science and ethics:The impact of science on animals and theconsequences.

Dolly the Sheep British Council lesson plans.

The interesting lessons in Dolly the Sheep enablestudents to consider the impact of science on our lives,and in particular, explore the controversial issue ofcloning, starting with Dolly, a sheep who was the firstclone.

The package is a way of exploring the ethics ofcloning. It starts with a quiz to find out how muchgeneral scientific knowledge students have and leads

into a discussion about the most important scientific

Lesson Plans and worksheets:Dolly the Sheep British Council:www.teachingenglish.org.uk/try/lesson-plans/science-cloning


6/9



Students are able to read thearguments and identify conflicting

points of view.

Students can recognise and applythe difference between fact andpoint of view.

Students are able to useinference to draw conclusions.

Reading strategies:

Students will be able to use thetext to extract the main points andideas.

Students will be able to identifyhow the first sentence of aparagraph introduces a mainpoint.

Students can practise skimmingand scanning to locate theinformation required.

discoveries. Students then read about and discuss thepros and cons of cloning. The package makes good

curriculum links with aspects of science students maybe studying in their school syllabus.The debating issues should produce some heated andthoughtful debates.

The package provides a basis for a lot of spelling andvocabulary development on word structure and partsof speech (to divide/division) word borrowings betweenscience and everyday life, (mouse/hard drive) and

homophones (genes/jeans) and homonyms (solution/plant). Students can explore these, suggest moreexamples, analyse similarities and differences, buildword lists etc. Students can write sentences to showwords in context, using dictionaries.Spelling: words can be broken into syllables, repeatedand memorised.Science and Genetic Modification.US to grow plants containing human genes.

The report explains the controversial proposal to growa plant containing genes from human breast milk andsaliva. The plant will be used to make medicine fordiarrhoea.

It is a very interesting basis for exploring the dilemmaof genetically modified crops. Students can focus onthe issues of risk assessment and the conflicting

claims made by interest groups. They can considerwhy there might be bias in the way the biotechcompany presents information.Further examples of how presentation of informationcan be influenced by the needs of interest groups canbe explored.Students can explore the difference between inferenceand explicit information e.g. it is clear that theenvironmental groups are against the proposal they

make this clear by the language they use and the way

US to grow plants containing humangenes:

www.bbc.co.uk/worldservice/learningenglish/newsenglish/witn/2007/03/070307_crops.shtml


7/9



they are described e.g. furious, outraged.

Students can use highlighter pens to identify differentviewpoints and opinions. They can underline fact andcompare that to opinion in the text and furtherexamples from the text or students own experiencecan be elicited, discussed and written on the board.

Students can use contextual clues or knowledge ofword formation (e.g. bio tech) to work out the meaningof unfamiliar words. They can discuss when it is

necessary to use a dictionary to check meaning.

Writing

W1 Communicate clearly,accurately and appropriately

W3 Employ and control avariety of grammatical

structures

W4 Demonstrate knowledgeof a range of appropriatevocabulary

W5 Observe conventions ofparagraphing, punctuation,spelling

Writing strategies:

Summarising:Students are able to plan anddraft writing and judge how muchdetail to include.

Students are able to identifysuitable links and connectors tomake a summary paragraph flowsmoothly.

Students are able to useparaphrasing or words of similarmeaning rather than copying fromthe text.

Students are able to correctspelling errors.

Science and our future:Reading text: A Doctor in the House

The intriguing text from a newspaper describespossible future scientific inventions to diagnosepotential illnesses which will enable us to have morecontrol over our lives in the future. Students can

explore the possibilities of the inventions and thelikelihood of their ever being used.

The text is an ideal one for summarising and studentscan use highlighter pens to highlight main points fromexamples and supporting material.

Students can underline topic sentences and analysehow the topic sentence introduces a main point or

establishes a new idea e.g. The devices seem fancifulbut the basic principles are simple.Students practise skimming and scanning for detailedinformation in the text.

Writing activity:

Summarising: A Doctor in the HouseStudents make brief notes and write a summary of A

Doctor in the House. Initial drafts can be exchanged

Summary and Note takingGeorgianpress Revised edition pages 89ISBN: 9781873630518


8/9



and shared with the group to highlight areas which area good example or need improvement.

Students ideas can be elicited and explored andcontrasting examples written on the board.The focus when analysing extracts from initial draftscan be on ways to write more concisely, join ideassmoothly, use words of their own, or to considerspelling problems, or the inclusion of irrelevant ideassuch as the students personal opinions.

Weaker students can be given one or two languagepoints to focus on. More able students can work moreextensively on more language points.Students can rewrite their drafts, taking account ofimprovements suggested.

Consider giving model examples to help students writesummaries. Lower achieving students benefitparticularly from worked examples of good or weak

summaries. Good examples provide a clear model butthey enjoy analysing and correcting the errors in aweak example.

Writing

W1 Communicate clearly,accurately and appropriately

W3 Employ and control avariety of grammaticalstructures

W4 Demonstrate knowledgeof a range of appropriatevocabulary

W5 Observe conventions of

paragraphing, punctuation,

Writing strategies:

Students are able to recogniseand use a range of linking wordsand expressions, relative clauses

and pronouns to produce aconcise summary with somewords and expressions of theirown.Students are able to writecorrectly punctuated dialogue.

Writing activity: Note-making and summarising.Japanese begin annual whale hunt

Students read the text about the Japanese whalingindustry which has been condemned by

environmentalists. There are two arguments toconsider. The Japanese claim the whaling is to benefitscientific studies, the environmentalists reject thisclaim.Students underline the key details for each argumentin the text and make a few notes.Students rewrite their notes into a complete paragraph,outlining the conflicting arguments and giving reasonsfor the different points of view. They use their own

words where possible. Their complete paragraphs are

Learning English Words in the NewsJapanese Begin annual whale hunt:www.bbc.co.uk/worldservice/learningenglish/newsenglish/witn/2006/12/061213_whaling.shtml


9/9



spelling

R2 Select and organisematerial relevant to specificpurposes

exchanged around the class, compared and correctedfor errors in sentence structure, vocabulary, spelling

and text cohesion.

Writing activity: Making notes

Gorillas have a word for it.

Students read and discuss the text about a gorillasintelligence and write a set of notes under theheadings provided.

Language activities:The text provides useful exam note-taking practice, butcan also be treated as a learning exercise on a rangeof structural issues such as linking words and phrases(according to, for example, however) defining relativeclauses (who) and pronoun use. Key words can beblanked out for students to discuss and replace. Lessable students could focus on one of these language

areas.Inverted commas around the doctors direct speechcan be blanked out for students to discuss andreplace.

Students can discuss and write sentences of their ownusing linking words and expressions, relative clausesetc.

Students can write a paragraph incorporating dialogueto show the use of inverted commas.

Unit 3: Past Paper 2 Exercise 4

0510 y12 sw unit 3 science and nature

Documents