Module 1 Science and scientific phenomena 11 страница
Module 3 Virtual reality
| LESSON: Module 3 Lesson 6
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| 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: | ||||||||
| listen and read for gist, pronounce the /oo/ sound Most learners will be able to: listen and read for gist, pronounce /oo/ sound, role play a dialogue Some learners will be able to: listen and read for gist, pronounce /oo/ sound, role play a dialogue, apply to an environmental organization | |||||||||
| Assessment criteria | Learners have met the learning objective if they can: apply to environmental organization and role play the dialogue | ||||||||
| Value links | Solutions to global issues, natural disasters and global citizenships
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| Cross - curricular links | Global issues | ||||||||
| ICT skills | Using videos& pictures, working with URLs | ||||||||
| Previous learning | |||||||||
| Plan |
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| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | |||||||
| BEGINNING THE LESSON | To consolidate information in a text • Give Ss time to answer the questions referring to the text as necessary. • Check Ss' answers. Answer Key 1 The advantages of 2D games are that they are cheap to produce, don't require much computer memory and are suitable for hand-held devices. The disadvantages are that they are simplistic with pixelated characters and only involve one screen. 2D games are popular again because they can be played on smartphones as a mobile game. Modern versions of 2D consoles are now collector's items and new games are still being produced. Suggested Answer Key I would prefer to play 3D games because I think a bigger virtual world with realistic characters is better than a game played on one screen with flat pixelated characters. | ||||||||
| PRESENTATION AND PRACTICE | To consolidate new vocabulary from a text • Explain the task and give Ss time to complete it referring to the text as necessary. Then ask Ss to make sentences based on the text. • Ask Ss around the class to share their answers with the rest of the class. Answer Key 1 game 2 hand-held 3 memory 4 downloadable Suggested Answer Key In the 1970s and 80s people played video games on game machines. Now people play 2D games on their smartphone or other hand-held device. 2D games don't use too much computer memory. 3D games often have extra downloadable content. Modern versions of 2D consoles are sold as collector's items. The smartphone is today's must-have gadget. PlayStation and Xbox allow people to play open world games. Mario and Donkey Kong are platform games. To consolidate new vocabulary • Refer Ss to the words in bold in the text and give them time to match them to their definitions in the list. • Check Ss' answers.
Answer Key commands = orders interact = have an effect on each other combined = joined defended = protected courageous = brave increasingly = more and more require = need a must = essential Grammar To present/practise quantifiers • Explain that we use some in affirmative sente for plural items and we use any in negative pi sentences and interrogative plural sentences. • Explain that we use much/(a) little v uncountable nouns and many/(a) few v countable nouns. • Explain that we use a lot of with countable uncountable nouns. • Refer Ss to the Grammar Reference section more details. • Explain the task and give Ss time to compl it. Check Ss' answers and then elicit senten using the other words. Answer Key 1 any 3 a lot of 5 many, a 2 few 4 much Suggested Answer Key There are some secret levels in this game. There is very little skill required in this game. Mobile games don't cost much money. I have many games for my games console. How much do VR headsets cost? There are sot expensive ones. To practise quantifiers • Explain the task and give Ss time to comple it. • Refer Ss to the Grammar Reference section ft help if necessary. • Check Ss' answers. Answer Key 1 Every 3 any 2 a number of 4 Much For Exs 9, 10 & 11 see p. 42(T) To analyse a rubric • Read the Writing Tip box aloud and introduce the type of writing, the content, layout and useful language. • Ask Ss to read through the rubric and identify the key words and answer the questions. • Check Ss' answers around the class. Answer Key Key words: '3D games are the best option for the current generation of gamers', teacher, essay giving your opinion with reasons, 120-180 words 1 my teacher 2 my opinion with reasons 3 formal because an essay is a formal piece of writing 4 I think that there are some great non-3D games around, but for a rich, immersive experience with excellent graphics the best option for the current generation of gamers is 3D games.
To practise quantifiers • Explain the task and give Ss time to complete it. • Refer Ss to the Grammar Reference section for help if necessary. • Check Ss' answers. Suggested Answer Key The whole of an early platform game takes place on one screen. Both Donkey Kong and Mario Bros were early platform games. Neither Space Invaders nor Mario Bros were 3D games. You can now play either 2D or 3D versions of some games. None of the early heroes in video games were 3D characters. Speaking & Writing 10 (Aim) Design a video game • Ask Ss to work in small groups and design a video game including all the points in the rubric. • This task may be assigned as a class or group project or as HW according to the Ss' abilities and allotted a suitable timescale in which to complete it. • On completion, ask various Ss to present their video game to the class. (Ss' own answers) To write about a game • Give Ss time to write a paragraph about their game or have Ss complete the task when they complete Ex. 10. Have various Ss read out their paragraph to the class. | ||||||||
| ENDING THE LESSON | Ss in pairs prepare similar dialogues and then act them out. | ||||||||
| 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 7
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| Date: | Teacher name: | ||||||
| CLASS: | Number present: | absent: | |||||
| Learning objectives(s) that this lesson is contributing to | 10.1.7 - develop and sustain a consistent argument when speaking or writing;
10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.3 - explain and justify own and others’ point of view on a wide range of 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; 10.4.5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics; 10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics; 10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics; 10.5.7 - use independently appropriate layout at text level on a range of general and curricular topics; 10.5.8 - communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics; 10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy; 10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics; 10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics | ||||||
| Lesson objectives | All learners will be able to: | ||||||
| listen and read for gist, for specific information Most learners will be able to: listen and read for gist, read for specific information, compare buildings Some learners will be able to: listen and read fir gist, read for specific information, compare buildings, write about an eco-friendly building | |||||||
| Assessment criteria | Learners have met the learning objective if they can: compare buildings and write about buildings | ||||||
| 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 | 1 a) То analyse a model for content and structure • Give Ss time to read the model and match the paragraphs to their content. • Check Ss' answers. Answer Key A 5 В 3 C 1 D 2 E 4 b) To analyse a model for content and structure • Give Ss time to read the model again and answer the questions. • Elicit answers from Ss around the class. Answer Key 1 The writer thinks that 3D games are the best option for today's gamers. 2 3D games have excellent graphics making the game world more believable and the game more enjoyable. 3D games have open world gameplay. Gamers therefore have a fully immersive experience. 3 3D games need expensive hardware. As a result, people may prefer 2D games because they cannot afford the technology for 3D games. To categorise linkers
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| PRESENTATION AND PRACTICE | • Ask Ss to read the model again and identify and categorise the linkers. • Check Ss' answers on the board. Answer Key introduce an opinion - I believe list points - To begin with add more points - Secondly show results - As a result/Therefore introduce an opposite viewpoint - On the other hand introduce examples - For example conclude - In conclusion To substitute linkers
• Explain the task and give Ss time to complete it. • Ask Ss to check their answers with their partner. Answer Key I believe - In my view To begin with - To start with For example - For instance As a result/therefore - Consequently Secondly - In addition On the other hand - However In conclusion - To sum up
(Aim To write supporting sentences for topic sentences • Go through the example. Elicit the conm between the topic sentence and the supp sentences (they give reasons). • Give Ss time to read the topic sentence write supporting sentences for them. • Ask Ss around the class to read out supporting sentences. Suggested Answer Key First of all, they present the player with dt landscapes. Secondly, the characters they m the game have believable facial expressions. Computer games enthusiasts will war experience the more realistic games it off will also provide people with an opportun have virtual trips and holidays, at a fracti the cost of real ones. (Aim To match viewpoints and supportir reasons/examples. Ask Ss to read the essay topic and elicit wh£ about (whether 2D games should still be creai Give Ss time to match the viewpoints t< supporting reasons/examples. Check Ss' answers around the class. Answer Key Id 2 c 3 a 4 b To write an opinion essay • Explain the task and give Ss time to write essay, using the plan and their answers to Then ask various Ss to read their essays ale • Remind Ss to use topic sentences with suppe sentences. • Alternatively, assign the task as HW and c Ss' answers in the next lesson. For Suggested Answer Key see p. 44(T)
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| ENDING THE LESSON | Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson. | ||||||
| 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 | ||||||
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