Module 1 Science and scientific phenomena 10 страница
Module 3 Virtual reality
| LESSON: Module 3 Lesson 3
| School: | ||||||
| Date: | Teacher name: | ||||||
| CLASS: | Number present: | absent: | |||||
| Learning objectives(s) that this lesson is contributing to | 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 10.1.4 - evaluate and respond constructively to feedback from others; 10.1.5 - use feedback to set personal learning objectives; 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; 10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics; 10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics; 10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics; 10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb 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 correct usage and use these forms in the speech
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| 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 reasons. | ||||||
| Value links | Solutions to global issues, natural disasters and global citizenships | ||||||
| Cross - curricular links | Global issues | ||||||
| ICT skills | Using videos& pictures, working with URLs | ||||||
| Previous learning | Virtual reality | ||||||
| Plan |
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| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | |||||
| BEGINNING THE LESSON | to introduce the topic of the lesson Gramma revise future tenses • Explain the task. Go through the descriptions A-G and elicit which tense we use in each case. Refer Ss to the Grammar Reference section for more details. • Give Ss time to complete the task and then check Ss' answers. Answer Key IE ЗА 5 C 7 G 2D 4 В 6 F • Elicit further examples from the text in Ex. 2. Answer Key will: will be like, there will be, will have be going to: You are going to be able to future continuous: what will we be wearing, you'll be doing | Teacher’s ideas | |||||
| PRESENTATION AND PRACTICE | To practise future tenses • Explain the task. Give Ss time to complete it and then check Ss' answers. • Elicit the reasons for each use.
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| Answer Key 1 will answer - an on-the-spot decision 2 will be - a prediction based on what we believe/ imagine 3 am going to buy - a plan or intention 4 Are you working - a fixed arrangement 5 will be travelling - an action in progress at a particular time in the future 6 won't - a promise 7 is going to play - a prediction based on what we 7 To practise future tenses using personal examples Elicit a variety of answers from Ss around the das: Suggested Answer Key I will be studying at school this time next week.
I will be having an English lesson this time next wee- I'm playing football tomorrow evening. I'm visiting my grandparents tomorrow evening. In the summer, I will swim in the sea. In the summer, I will go on holiday. I'm going to clean my room this weekend. I'm going to watch TV this weekend. Speaking & Writing s ВДвм (Aim) To speculate Give Ss three minutes to prepare their answers ar: then ask various Ss to tell the class.
Suggested Answer Key People will be able to make clothes that fit ther perfectly with the spray-on fabric. They won't nee: to look for clothes that are the right size. Fabrica- will also help people who travel a lot. They won - need to pack so many clothes when they travel. The 3D printer will help scientists and medics to tes: their ideas. Also, shoppers will be able to use it t: get what they want without leaving the house. VR headsets will make games more exciting. Surgeries will be more successful. People can go on a V: holiday and have amazing experiences at home. | |||||||
| ENDING THE LESSON |
A Grammar quiz. (Teacher’s ideas) | ||||||
| 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? | Assessment – how are you planning to check learners’ learning? | Cross-curricular links | |||||
| Reflection
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why? | Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson | ||||||
Module 3 Virtual reality
| LESSON: Module 3 Lesson 4 Use of English 1b | School: | ||||||
| Date: | Teacher name: | ||||||
| CLASS: | Number present: | absent: | |||||
| Learning objectives(s) that this lesson is contributing to | 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 10.1.4 - evaluate and respond constructively to feedback from others;
10.1.5 - use feedback to set personal learning objectives; 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; 10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics; 10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics; 10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics; 10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb 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 correct usage and use these forms in the speech
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| Assessment criteria | Virtual reality | ||||||
| Value links | Solutions to global issues, natural disasters and global citizenships | ||||||
| Cross - curricular links | Global issues | ||||||
| ICT skills | Using videos& pictures, working with URLs | ||||||
| Previous learning | Virtual reality | ||||||
| Plan |
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| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | |||||
| BEGINNING THE LESSON | To revise the to-infinitive and the -ing forms Vocabulary 1 a) To introduce the topic and present new vocabulary • Elicit where app comes from (application). • Then elicit what Ss use mobile apps for and ask them to tell their partner and make sentences using the prompts and following the example. • Ask various Ss to tell the class. Suggested Answer Key I use mobile apps to chat online, upload pictures and play games. B To talk about mobile apps and how useful they are • Ask Ss to come up with a list of other mobile apps they know. Then Ss compare their list with their partner's. Ss also discuss how useful these mobile apps are. • Give Ss some time to complete the task. • Ask Ss to share their answers with the class. Suggested Answer Key Other mobile apps that I know are: social media, messaging, news/weather, navigation/maps, entertainment/games, health/exercise, etc. I think that social media and messaging apps are useful because they help you stay in touch with your friends. The news/weather apps keep you updated with the latest news as well as provide you with an hourly weather forecast. Navigation/Maps apps can also be very useful because they can help you to travel around; they can tell you which way to go and how long it will take to get there. Health/exercise apps can record your calories and the amount of exercise you do. This is useful for those wanting to stay in shape and keep fit. | Teacher’s ideas | |||||
| PRESENTATION AND PRACTICE | text; to listen and read for gist
• Read out the title and ask Ss to read the first paragraph of the text and guess what the text is about. • Play the recording. Ss listen and read and find out. Answer Key The text is about new types of apps that are available. To read for specific information • Explain the task. Give Ss time to read the questions and the answer choices and then read the text again and choose the correct answers. • Check Ss' answers. Answer Key 1 A 2 В 3D 4 В 5 D • 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 new vocabulary • Give Ss time to complete the task. Tell them to refer back to the text if necessary. • Check Ss' answers. 1 living 5 2 live 6 3 breaking 7 basic 9 keep real i 0 go grab tap Suggested Answer Key 7 Apps can provide us with information about the living world. 2 There is an app that allows you to stream a high-definition live feed of the space station's view of our planet. 3 Apps keep us updated with all the breaking news. 4 Apps are great at helping students become independent learners. 5 There are apps that can help people learn basic skills. 6 You can track movements in the sky in real time. 7 Apps grab students' attention. 8 By tapping a touchscreen you have access to many activities. 9 Apps keep us updated with events and news. 10 Apps allow us to learn on the go. To consolidate new vocabulary • Give Ss time to complete the task. Ss can look up any words they are unsure of in their dictionaries. • Check Ss' answers. Answer Key monitoring = watching and checking carefully perform = do revising = studying sth you have already learnt within moments = almost immediately flora and fauna = plants and animals whole - complete stream = watch on the Internet Grammar To present/practise determiners & pre-determiners • Ask Ss to read the theory box on p. 38 and explain any points Ss are unsure of. • Refer Ss to the Grammar Reference section for more details. • Then give Ss time to read sentences 1-8 and choose the correct words in bold. • Check Ss' answers. Answer Key 1 an 4 that 7 Each 2 those 5 Both 8 twice 3 these 6 such To listen for specific information • Explain the task and ask Ss to read statements 1-6. • Play the recording. Ss listen and complete the task. • Check Ss' answers. To explain express opinion - agree/disagree
• Read out the rubric and explain the task. • Ss work in pairs and discuss the questions in the rubric using the expressions in the table and following the example. • Monitor the activity around the class and then ask some pairs to tell the class. Suggested Answer Key A: If you ask me, mobile apps are useful. В: I don't agree. I think they're a waste of time. To express creativity • Explain the task and give Ss time to think of their own mobile app and write a paragraph about it. • Ask various Ss around the class to read their paragraphs aloud. | ||||||
| ENDING THE LESSON |
A Grammar quiz. (Teacher’s ideas) | ||||||
| Additional information
| |||||||
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Cross-curricular links | |||||
| Reflection
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why? | Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson | ||||||
Module 3 Virtual reality
| LESSON: Module 3 Lesson 5
| School: | ||||
| Date: | Teacher name: | ||||
| CLASS: | Number present: | absent: | |||
| Learning objectives(s) that this lesson is contributing to | 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 10.1.4 - evaluate and respond constructively to feedback from others; 10.1.5 - use feedback to set personal learning objectives; 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; 10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics; 10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics; 10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics; 10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics | ||||
| Lesson objectives | All learners will be able to: | ||||
| Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give Most learners will be able to: Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information Some learners will be able to: Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information, talk about the ASCE Foundation, write an email about the Dream Big film | |||||
| Assessment criteria | Learners have met the learning objective if they can: speak about natural disasters and write an email | ||||
| Value links | Solutions to global issues, natural disasters and global citizenships | ||||
| Cross - curricular links | Global issues | ||||
| ICT skills | Using videos& pictures, working with URLs | ||||
| Previous learning | Virtual reality | ||||
| Plan |
| ||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | |||
| BEGINNING THE LESSON | Vocabulary • Play the recording with pauses for Ss to repeat chorally and/or individually. • Then give Ss time to match the words to the pictures. • Check Ss' answers. Answer Key 1 speakers 5 smartphone 2 headphones 6 keyboard 3 tablet 7 monitor 4 games console 8 mouse | ||||
| PRESENTATION AND PRACTICE | b) To talk about computer accessories Read out the example and elicit further sentences from Ss around the class. Suggested Answer Key И/е use speakers and headphones to listen to sound through the computer. We use a tablet as a portable computer. We use a games console to play games. We use a smartphone to make calls, send texts, take photos and more. We use a keyboard to enter information into a computer. We use a monitor to view information from a computer on the screen. Reading & Listening Aim To listen and read for specific information • Ask Ss to read the definition and elicit their answers to the question. • Ask Ss to briefly look through the article and find out. Suggested Answer Key 3D games are more realistic than 2D games and have immersive gameplay. Both types of games have storylines, but 2D games are simpler and have pixelated characters.
3 To read for cohesion 8i coherence • Give Ss time to read the text carefully and then match the missing sentences to the gaps. • Tell Ss to look at the words before and after each gap to help them choose their answers. • Play the recording. Ss listen and read the text and check their answers. Answer Key 1 D 2 F 3 В 4 E 5 A • 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. BACKGROUND INFORMATION Space invaders is an arcade video game created by Tomohiro Nishikado and released in 1978. It is one of the earliest shooting games and the aim is to defeat waves of aliens with a laser cannon to earn as many points as possible. It was one of the forerunners of modern video gaming and very successful. Donkey Kong is a series of video games featuring the adventures of an ape-like character conceived by Shigeru Miyamoto in 1981. It was a singlescreen platform/action puzzle game, featuring Donkey Kong as the opponent to the character of Mario in an industrial construction setting. Mario Bros is a platform game published and developed for arcades by Nintendo in 1983. It was created by Shigeru Miyamoto. Mario is an Italian- American plumber who, along with his younger brother Luigi, has to defeat creatures that have been coming from the sewers below New York City. The gameplay focuses on Mario's extermination of them by flipping them on their backs and kicking them away. | ||||
| ENDING THE LESSON | Ask various Ss around the class to read their emails aloud to the class. (Other Ss listen carefully and ask questions if necessary) | Student’s Book: Language Review 1c Workbook: 1c | |||
| Additional information
| |||||
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Cross-curricular links | |||
| Reflection
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why? | Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson | ||||
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