Module 1  Science and scientific phenomena 12 страница

LESSON: Module  3  Lesson 8

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Date:

Teacher name:

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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, read for specific information

Most learners will be able to:

listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world

Some learners will be able to:

listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world, make a speech about the importance of being a global citizen.

Learners have met the learning objective if they can: prepare a poster about changing the world and make a speech about the importance of being a global citizen

Solutions to global issues, natural disasters and global citizenships

Global issues

Using videos& pictures, working with URLs

Virtual reality

Planned activities (replace the notes below with your planned activities)

2 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

4 The writer thinks that 3D games are the best option for today's gamers.

5 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.

6 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

• 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)

To make a positive change by being a global citizen you can:

volunteer for a group that helps your local community.

sign a petition that campaigns for positive action to help the environment.

email/tweet your local MP or a world leader to encourage them to make a positive change.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Cross-curricular links
Health and safety check
ICT links
Values 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

LESSON: Module  3  Lesson 9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

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:

read for gist, read for specific information

Most learners will be able to:

read for gist, read for specific information and write an essay following the plan given

Some learners will be able to:

read for the gist, read for specific information, write an essay following the plan given and offer solutions to a problem.

Learners have met the learning objective if they can: write an essay offering solutions to a problem

Solutions to global issues, natural disasters and global citizenships

Global issues

Using videos& pictures, working with URLs

Virtual reality

Planned activities (replace the notes below with your planned activities)

To introduce the topic and predict the content of the text

To introduce vocabulary from the text

Ask Ss to look at the different pieces of equipment and think about what they do. Tell them they can check any they are not sure of in a dictionary or online.

Elicit what they do around the class.

Suggested Answer Key A VR headset is used to view the VR world.

A console runs a game or other software.

An HDMI cable transfers audio-visual information from one device to another.

A display is what we see on a screen or VR headset. Headphones allow us to hear sound.

A microphone allows us to communicate.

A controller allows us to physically interact with a VR world.

Sensors are instruments which detect heat, light, movement, etc.

2     |1,29| To predict information in a text

and to listen and read to verify the information

•     Elicit a variety of answers to the question in the rubric from various Ss around the class.

•     Play the recording. Ss listen and follow the text in their books to find out.

Answer Key

Users put on a VR headset. It is connected to a console either wirelessly or through an HDMI cable. The display shows them the VR world and they listen to sound through the headphones. Controllers allow them to physically interact with the VR environment. They can communicate through their microphone. In the future, sensors will detect the movements users make.

з     [Aim To read for specific information

•     Ask Ss to read questions 1-5 and then give them time to read the text again and answer them.

•     Check Ss' answers.

Suggested Answer Key

1     The headset is connected to the console either wirelessly or with an HDMI cable.

2     Our brains get the 3D images from the display

Extra Activity Suggested Answer Key from p. 46(T)

Suggested Answer Key

1 Spray-on clothes will take time to dry. (F - ... will dry instantly.)

2 Scientists have already printed a 3D bicycle. (T)

3 There are about 300 species of plants on the planet. (F - ... 300,000 ...)

4 The first 2D characters were only a few hundred pixels in size. (F - ... a few pixels ...)

5 No one plays 2D games anymore. (F - ... there still a place in their hearts for little pixela:-. characters ...)

6 Noosa is in Australia. (T)

7 The first prize at Create Noosa is a drawing tablet. (F - a VR system)

8 In VR in the future, you might be able to fee. when something is hot. (T)

9

The headset follows our movements so image changes depending on where looking.

We can't hear what is happening in world because the headphones block it o_* Bodysuits or sensors will make us feel the environment in the future.

Refer Ss to the Check these words box Ss to look them up in the Word List.

Play the video for Ss and elicit their comr

4     [Aim To consolidate new vocabulary

Give Ss time to complete the task and the' Ss' answers.

Answer Key

1     surface = ground

2     audience = people at a performance

3     intrude = interrupt

4     runs = controls

5     images = pictures

6     block out = stop

7     physically = using the body

To consolidate information in a text

and express a personal opinion

•     Give Ss five minutes to write a short summa- the text. Remind them to use the words in Ei

•     Ask various Ss around the class to read tr summary out.

Suggested Answer Key

The headset covers our eyes and ears completely, console runs the software to it, either wireless . through an HDMI cable. The display shows us the world and we listen to sound through the headpho-- We can communicate through a microphone built - the headset. Controllers allow us to physically inte-a with the environment. In the future, sensors detect the movements we make.

(An activity to consolidate the language of the lesson.) Ask the pupils to describe any of global issues with the solution in their region.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Cross-curricular links
Health and safety check
ICT links
Values 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

LESSON: Module  3 Lesson 10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

 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 a gist, read for specific information

Most learners will be able to:

 Listen and read for a gist, learn about values, do a quiz

Some learners will be able to:

Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values

Learners have met the learning objective if they can: speak about values

Solutions to global issues, natural disasters and global citizenships

Global issues

Using videos& pictures, working with URLs

 Virtual reality

Planned activities (replace the notes below with your planned activities)

To present and practise phrasal verbs with look and try

• Go through the list of phrasal verbs and their definitions and elicit an example for each one from various Ss around the class. Tell them they can use their dictionaries to help them if necessary.

• Give Ss time to complete the task and then check Ss' answers.

Answer Key

1 out               3 over             5 up to

2 after            4 out               6 into

To practise prepositional phrases

• Explain the task and give Ss time to complete it and then check Ss' answers.

• Ask Ss to add the words to the Prepositions section in their notebooks.

• Ask Ss to revise this section regularly as this will help them use the English language in a natural way.

Answer Key

1 to 2 on 3 on 4 out 5 on

To consolidate words which are often confused

• Explain the task.

• Give Ss time to complete the task and then check their answers.

Answer Key

1 choose 2 lets 3 simulate 4 skills

3 (Aim) To form adjectives from nouns/verbs

• Read the theory box and the examples aloud and then explain the task.

• Give Ss time to complete the task and then check Ss' answers.

Answer Key

1 creative         3 frightened 5 different

2 sensible         4 relaxing

4 (Aim To consolidate collocations from the

module

Explain the task and give Ss time to complete it, then check their answers.

Answer Key

1 high-definition  6        breaking

2 live         7        collector's

3 flora       8        built-in

4 generate 9        independent

5 monitor 10      must-have

Further Practice - Quiz

110-1.6 To consolidate information in the

module

• Make photocopies of the quiz.

• Give Ss time to complete the quiz, looking back through the module if necessary.

• Check Ss' answers.

Quiz

Mark the sentences T (true) or F (false). Correct the false sentences.

1 You can only wear clothes made from

spray-on fabric once.                            

2 It took half an hour to produce a human

ear from a 3D printer.                           

3 Apps do not help learners perform better

in their exams.                         

4 There are more than 8 million species of

animals on the planet.                         

5 We can stream the Earth from the

International Space Station.                              

6 Gamers had consoles at home in the 1970s       

7 The video game Space Invaders lets

gamers attack Earth.                             

8 Smartphones need games that don't use

too much memory.                

9 Create Noosa is a competition for

students all over the world.                              

Answer Key

7 F (You can wear it, wash it and wear it again ... )

2 T

3 F (... help them ... perform better in exams.)

4 T

5 T

6 F (In the 1970s and 1980s, there were no

consoles...)

7 F (... they defended Earth from aliens.)

8 T

9 F (... open to high school students from

Noosa ... )

Extra Activity

(Aim) To create a quiz

• Ask Ss to read through Module 3 and write a quiz of their own.

• Ss can prepare their quizzes alone or in groups (in class or at home). Ask Ss to go through the module and compile their quizzes.

• Ask Ss to exchange their quizzes, do them, and then check their answers.

For Suggested Answer Key see p. 45(T)

(An activity to consolidate the language of the lesson.) Ask the pupils to describe any of global issues with the solution in their region.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Cross-curricular links
Health and safety check
ICT links
Values 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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