a) Learners divide the items on the board into two groups and say what groups are they. (Living, non-living) Instructions: Look at the pictures on the board. Work with your partners and divide these things into two groups. You have 1 min. Write your ideas on the paper. ICQs:- How much time do you have? Do you work alone? How many groups of words will you have? Feedback: 1. What kind of two groups did you divide these things? Why? (elicit: living, nonliving) 2. Is a book living or nonliving? A duck? 3. Let’s look at Fl 2 and check.

Learners look at a picture of a virus and identify if it is a living or non-living thing. T elicits why they think so. Instructions: Look at the board, are these thing living or non-living? Learners skim the text and check if they were right. This time Ss read the text quickly to get the general idea. When finished, Ss check their ideas in pairs. As feedback T elicits Ss’ ideas in open class. T. shows hand-outs and gives instructions: You have 1 minute to read the text and check your predictions – are the things in the pictures living or non-living? ICQs: How much time do you have? Do you read every word or look through the text? Feedback: 1. Compare you answers with your partners 2. Is a virus a living thing?

Learners are divided into 3 groups They read the text and fill their part of the table. Group A find similarities, Group B – differences, Group C – properties of viruses. The teacher monitors and assists each group. Instructions: 1. Listen and remember your numbers. Please find other partners to make a group 2. Work with your partners, find the information in the text and fill the chart in your worksheets 3. You have 2 min and each group fills only one part of the chart. ICQs: How much time do you have? Do you work alone? How many columns do you fill? Group 1, which column do you fill in? Group 2? Group 3? As feedback, T shows correct answers on the board and clarifies if necessary (Fl6).

Learners go back to their previous groups. T shows questions on the board. Learners read the question on the board, discuss with their team, raise a signal card and answer. The team which is the first to answer is given a point. There are 6 questions. -What properties are mentioned in the text? -What makes viruses different from living things? Why are viruses among living things? -What size do viruses have? -What happened with viruses outside of cells? - What types of nucleic acids are in viruses? Instructions: 1.Go back to your previous three groups (ones, twos, threes). Now we have three teams. 2. The task is to read the question on the board, raise a signal card to be first to answer. If your answer is correct, the team gets a point. ICQs: Who do you work with? What do you need to do? When can you answer the questions? Let’s start. 3.How many points do you have? The winner is team___. You are the best!

Learners look at pictures of ill people and answer the following questions: -What is happening? -What caused their diseases? (Elicit “viruses”) -What viral disease do you know? Learners are in 3 groups. They are offered a mask, a piece of soap and a picture of a doctor making an injection. Learners demonstrate how these things can protect people from viruses. Instructions: 1. Look at the board. What is happening with people? What caused their diseases? What viral disease do you know? 2. Look at these things. What are they? 3. You have 1 min to brainstorm in a group how can they prevent us from a viral disease and demonstrate. ICQs: How much time do you have? Do you work individually? What do you present in 1 min?