Module 4 “Out of this World ” Lesson 1 9 страница
| Module 3 Lesson 1 Virtual Reality Introduction Lesson Predictions | Schoo l: | ||||||||||||
| Date: | Teacher name: | ||||||||||||
| CLASS: | Number present: | absent: | |||||||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.6 - organise and present information clearly to others; 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; 10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics | ||||||||||||
| Lesson objectives | All learners will be able to: | ||||||||||||
| use some target structures accurately in more controlled and freer production tasks with some support | |||||||||||||
| Most learners will be able to: | |||||||||||||
| use most target structures accurately in more controlled and freer production tasks with some support | |||||||||||||
| Some learners will be able to: | |||||||||||||
| use most target structures accurately in more controlled and freer production tasks with little support | |||||||||||||
| Previous learning | Previous module revision | ||||||||||||
| Plan | |||||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||||||||||
| Beginning the lesson | 1 Aim Module Objectives Read the title of the module Virtual Reality and ask Ss to suggest what they think the module will be about (the module is about the future, transport, food/drinks and housing). Go through the objectives list to stimulate Ss' interest in the module. | p. 33
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| Middle of the lesson | 1 Aim Direct Ss’ attention to the pictures and the gapped phrases under each one. Read out the words in the list and give Ss time to use the words provided to complete the gaps (1-8). Check Ss’ answers Answer Key 1 printed 2 pill 3 drones 4 electric 5 solar-powered 6 outer 7 online 8 reality
Aim: • Explain that we use will to make a positive prediction and won't to make a negative prediction. • Read out the examples and then give Ss time to complete the task in pairs. • Check Ss’ answers around the class. Suggested Answer Key I think we won't commute on drones. I think we will use electric cars. I think we will live in solar-powered houses. I think we won't live in outer space. I think we won't learn online from home. I think we will use virtual reality devices in classrooms.
• Play the video for Ss and elicit their comments at the end.
3 Aim Direct Ss’ attention to the quotation and ask Ss to discuss what it means with a partner and/or give their opinion on it. Then ask various Ss to tell the class. Suggested Answer Key A: I think this quotation means that we need to act now to build the future we want. B: Yes, but I think it means more than that. I think it means we should not sit by and let other people decide what happens to us. | Ex. 1, p.33
Ex. 2, p.19
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| Ending the lesson | Check Ss’ answers around the class. Students give their own examples using the correct forms of the verbs. |
| Home-task: words of wisdom, p33 SB to express own opinion | ||||||||||
| 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 | |||||||||||
| monitor less able learners in group work and give further modelling and drilling support | use concept checking questions to check learner understanding of why passive is used | cross-curricular links: languages [contrasts with L1] | |||||||||||
| challenge more able learners to give multiple [and/or] answers in practice exercises | assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’] | ||||||||||||
To introduce the topic and present new vocabulary
To make predictions
| Module 3 Lesson 2-3 Virtual Reality 3a | Schoo l: | ||||||||||||||||||||||
| 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 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 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;
10.3.5 - 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; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar 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 10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of general and curricular 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; | ||||||||||||||||||||||
| Lesson objectives | All learners will be able to: | ||||||||||||||||||||||
| use some target structures accurately in more controlled and freer production tasks with some support | |||||||||||||||||||||||
| Most learners will be able to: | |||||||||||||||||||||||
| use most target structures accurately in more controlled and freer production tasks with some support | |||||||||||||||||||||||
| Some learners will be able to: | |||||||||||||||||||||||
| use most target structures accurately in more controlled and freer production tasks with little support | |||||||||||||||||||||||
| Previous learning | Introduction lesson | ||||||||||||||||||||||
| Plan | |||||||||||||||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||||||||||||||||||||
| Beginning the lesson | 1Warm –up: discuss the pictures. What is common with them ? – ……. To elicit what Ss know about the …….. |
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| Middle of the lesson | 1Aim: To introduce the topic and predict the content of the text Ask Ss to read the definition and elicit Ss' ideas about how virtual reality can change our lives. Play the recording. Ss follow in their books and find out if their ideas match those in the text. Suggested Answer Key Virtual Reality will affect leisure, education and shopping.
Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up. Suggested Answer Key recreate (v): to create again experience (v): to encounter an event/ feel an emotion endless (adj): without end leap forward (phr): significant progress brain surgery (n): an operation on the brain peasant (n): a poor agricultural worker nobleman (n): a person of high status linked to the aristocracy affordable (adj): not too expensive
2 Aim: Read out the questions. Give Ss time to read the text and answer them in complete sentences in their own words. Check Ss’answers around the class. Suggested Answer Key 1.VR headsets have been available for fifty years. 2.Total VR will first be used in video games. 3.Shoppers will benefit from VR because they will be able to look around virtual shops and touch the products for sale.
4Aim: To read for specific information (T/F statements) Ask Ss to read the statements (1 & 2). Give Ss time to read the text again and decide if each statement is true or false and mark them accordingly. Check Ss' answers around the class and ask Ss to correct any false statements by making them true. Answer Key F (It’s only in the past fifty years that technology has advanced enough to create Virtual Reality 3D headsets.)
5Aim: To read for specific information (multiple choice) Ask Ss to read the questions (1-3). Give Ss time to underline the key words and elicit synonyms for them. Give Ss time to read the text again and choose the correct answers. Check Ss' answers around the class. Answer key 1A 2B 3B Play the video for Ss and elicit their comments at the end. 6 Aim: То consolidate new vocabulary through an antonym • Read the word in italics and give Ss time to find the antonym in the text. • Elicit the answer from the class. Answer key advanced
7 Aim: To consolidate new vocabulary through a synonym • Read the word in italics and give Ss time to find the synonymous word in the text.
• Elicit the answer from the class. Answer Key transform 8 Aim: To consolidate information in a text • Give Ss time to discuss the question in pairs. • Ask various pairs to tell the class. Suggested Answer Key VR will make games more realistic and exciting. It will make learning more interactive and exciting. It will make online shopping easier by giving shoppers better access to products. 9Aim: To read for cohesion and coherence (cloze text) • Give Ss time to read the text and then complete the gaps with the words in the list using their dictionaries to help them if necessary. • Check Ss' answers. Answer key 1. textbooks 2. students 3. classrooms 4. lessons 5. interactive 6. subjects 7. digital 8. educational 9. trips 10. participation
10Aim to expand the topic and give an opinion. Give Ss time to consider their answers and then ask various Ss around the class to share their answers with the rest of the class Answer key This school could use VR in Geography to allow Ss to visit places that they would not be able to visit such as the Amazon Rainforest. They could also use it in Science lessons to do experiments. They could also use VR in History lessons to see how people lived in the past.
11Aim Speaking To describe an imaginary situation Give Ss time to consider the question in pairs and discuss their answers. Ask various pairs to tell the class. Suggested Answer Key A: I use virtual reality to do my shopping. When I buy fruit and vegetables. I can touch them and feel them to check if they are fresh. I also use it to play games and have fun. В: I use it for my work. I don't have to go into the office. I work from home but I can still access any resources I need in the office and I can talk to my co-workers who are also using virtual reality to do their work. 12Aim Writing To write predictions about the future Explain the task and give Ss time to think of their answers and write five predictions about the future. Ask various Ss to read their predictions to the class. Alternatively, assign the task as HW and ask Ss to read their predictions in the next lesson. Ss’ own answers | Ex. 1, p.34
Ex. 2, p.34
Ex. 3, p.34
Ex. 4, p.34
Ex. 5, p.35
Ex. 6, p.35
Ex.7, p.35
Ex.8, p.35
Ex. 9, p.35 | |||||||||||||||||||||
| Ending the lesson | Check Ss’ answers around the class. Students give their own examples using the correct forms of the verbs. |
| Home-task: WB&GB pp.3A | ||||||||||||||||||||
| 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 | |||||||||||||||||||||
| monitor less able learners in group work and give further modelling and drilling support | use concept checking questions to check learner understanding of why passive is used | cross-curricular links: languages [contrasts with L1] | |||||||||||||||||||||
| challenge more able learners to give multiple [and/or] answers in practice exercises | assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’] | ||||||||||||||||||||||
To read for specific information (answer questions)
| Module 3 Lesson 4-5 Virtual Reality Vocabulary 3b | Schoo l: | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Date: | Teacher name: | ||||||||||||||||||||||||||||||||||||||||||||||||||
| CLASS: | Number present: | absent: | |||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objectives(s) that this lesson is contributing to | 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.8.- use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding 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; 10.6.14-use a variety of prepositional phrases before nouns and adjectives; use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Lesson objectives | All learners will be able to: | ||||||||||||||||||||||||||||||||||||||||||||||||||
| use some target structures accurately in more controlled and freer production tasks with some support | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Most learners will be able to: | |||||||||||||||||||||||||||||||||||||||||||||||||||
| use most target structures accurately in more controlled and freer production tasks with some support | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Some learners will be able to: | |||||||||||||||||||||||||||||||||||||||||||||||||||
| use most target structures accurately in more controlled and freer production tasks with little support | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Previous learning | Reading | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Plan | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||||||||||||||||||||||||||||||||||||||||||||||||
| Beginning the lesson | 1 Aim To consolidate vocabulary from a text Explain the task and give Ss time to complete it. Check Ss’ answers. Answer key 1. leap 2. industry 3. spending 4. limit 5. touch . 6.recreate | Ex.1, p.36
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| Middle of the lesson | 2 Aim To practise collocations Explain the task and give Ss time to complete it. Check Ss'answers Answer key 1.brain 2.digital 3.golf 4.educational 5.online 6.wirtual 3 Aim To practise prepositional phrases • Give Ss time to complete the task. • Check Ss' answers. Answer key 1. of 2.for 3.through 4.in 5.for 4Aim: To present vocabulary relating to transport Give Ss time to choose the odd word out from each list and then check their answers in their dictionaries. Answer key 2. nose 3.bell 4.saddle 5.licence 6.pedal 7. steering wheel 8. anchor To practise vocabulary relating to transport • Explain the task and read out the example exchange. • Ask Ss to complete the task in closed pairs. • Monitor the activity around the class. Suggested Answer Key A: It has got a mirror, wheels and a windscreen. B: It’s a bus.
5Aim To complete a cloze text; to read for cohesion and coherence • Ask Ss to look up the meanings of any unknown words in their dictionaries. • Explain the task and give Ss time to complete it. • Check Ss’ answers. Answer Key
To identify the location of situational monologues Answer Key A plane В train C ferry
6AimTo talk about means of transport using adverbs of frequency and prepositions relating to transport Explain the task and ask Ss to talk in pairs about which means of transport they use and how often. Monitor the activity around the class and then ask some pairs to tell the class. Suggested Answer Key A: I usually go to school on foot. I sometimes go by bus. I go on the bus when the weather is bad. В: I usually travel by car. I sometimes go by train. I often go on a plane but I never go on a ship.
7Aim to generate vocabulary relating to food/drinks and describe daily eating habits. • Ask Ss to copy the table into their notebooks and then give them time to think of a variety of vocabulary items for each category in the table • Then read out the example and ask Ss to describe their daily eating habits in closed pairs. • Monitor the activity around the class and then ask various Ss to tell the rest of the class. Suggested Answer Key Vegetables: potato, carrot, pepper, etc Fruit: apple, banana, pear, etc Fish: trout, tuna, cod, etc Poultry: chicken, turkey, duck, etc Meat: pork, lamb, veal, etc Dairy products: milk, cheese, yoghurt, etc Drinks: tea. coffee, water, cola, etc Snacks: crisps, crackers, nuts, etc Other: honey, bread, rice, pasta, etc Suggested Answer Key In the morning, I usually have a glass of orange juice and a slice of toast. At noon, I have a sandwich with cheese and salad. At 6 pm, I usually have meat, potatoes and carrots, or chicken with rice or pasta and cheese. In the evening, I often have a cup of tea and a biscuit. 8Aim: To present/practise vocabulary relating to food/drinks
• Ask Ss to check any unknown words in the Word List at the back of their books or in their dictionaries. • Explain the task and give Ss time to complete it. Ss check their answers in pairs. Answer key 1. following 2.full 3.sweet 4.spicy 5.spicy 9Aim to present/practice vocabulary relating to housing • Give Ss time to look up the words in the list in the Word List or in their dictionaries and then complete the questions and answer them in pairs. • Check Ss’ answers.
10Aim To present/practise words often confused Explain the task. Give Ss time to look up the words in their dictionaries. Check Ss’ answers. Answer key 1.spend 2.pass 3.spend 4.pass 5.pass 6.pass Suggested Answer Key I usually spend the evening with my family. My granddad spent all his life working for the government. I hope I pass my History test on Friday People say the years seem to pass more quickly as they get older.
11Aim To present/practise phrasal verbs with GET • Explain the task. • Give Ss time to complete the task • Ask Ss to check their answers in Appendix I Answer key 1.in 2.on 3.off 4.over 12Aim To practise word formation (forming adjectives from nouns) Read the table aloud to Ss and explain any points they are unsure of, providing extra examples if necessary. Give Ss time to complete the task. Explain that correct spelling is necessary. Check Ss’ answers Answer key 1.speechless 2.tasty 3.educational 4.nutritious 5.comfortable 6.successful 13Aim To practise prepositional phrases • Ask Ss to check their answers in Appendix II Answer key 1.with 2.from 3.with 4.on 5. on | Ex. 3, p.36
Ex.3, p.36
Ex. 4, p.36
Ex.5 p.36
Ex. 6, p.36
Ex. 7, p.37
Ex.8, p.37
Ex.9, p.37
Ex.10, p.37
Ex.11, p.37
Ex. 12, p.37 | |||||||||||||||||||||||||||||||||||||||||||||||||
| Ending the lesson | Check Ss’ answers around the class. Students give their own examples using the correct forms. |
| Home-task: WB&GB 3b | ||||||||||||||||||||||||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||||||||||||||||||||||
| monitor less able learners in group work and give further modelling and drilling support | use concept checking questions to check learner understanding of why passive is used | cross-curricular links: languages [contrasts with L1] | |||||||||||||||||||||||||||||||||||||||||||||||||
| challenge more able learners to give multiple [and/or] answers in practice exercises | assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’] | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Module 3 Lesson 6-7 Virtual Reality Use of English 3c | Schoo l: | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Date: | Teacher name: | ||||||||||||||||||||||||||||||||||||||||||||||||||
| CLASS: | Number present: | absent: | |||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.6 - organise and present information clearly to others; 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 10.6.8 - use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Lesson objectives | All learners will be able to: | ||||||||||||||||||||||||||||||||||||||||||||||||||
| use some target structures accurately in more controlled and freer production tasks with some support | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Most learners will be able to: | |||||||||||||||||||||||||||||||||||||||||||||||||||
| use most target structures accurately in more controlled and freer production tasks with some support | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Some learners will be able to: | |||||||||||||||||||||||||||||||||||||||||||||||||||
| use most target structures accurately in more controlled and freer production tasks with little support | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Previous learning | Vocabulary | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Plan | |||||||||||||||||||||||||||||||||||||||||||||||||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||||||||||||||||||||||||||||||||||||||||||||||||
| Beginning the lesson Middle of the lesson | 1 1Aim То present/revise future tenses • Direct Ss’ attention to the text and then give them some time to read it. • Then ask Ss to match the verb forms in bold to the uses (A-G). • Check Ss’ answers and refer them to the Grammar Reference section for more information. Answer ker A2 B5 C1 D4 E7 F3 G6
2Aim To practise will/won't Explain the task and then ask Ss to ask and answer in pairs using the prompts. Monitor the activity around the class and then ask some Ss to share their predictions with the class. Answer Key 2A: Will universities only teach online courses? B: Ves, they will./No, they won't. 3A: Will everyone speak the same language? B: Yes. they will./No. they won't. 4A:Will robots teach lessons in classrooms? 5B: Yes. they will./No. they won't. 6A: Will all houses run on green energy? B: Yes, they will./No. they won't. 7A: Will we eat lab-grown meat? В: Yes. we will./No. we won’t.
3Aim To practise will and be going to Explain the task and then give Ss time to complete the task. • Check Ss’ answers. Answer Key 1 I will open the windows. 2 They will probably stay at home. 3 It is going to have an accident. 4 / will go to work by bus then. 5 I'm sure she will have her own restaurant one day
4Aim To practise be going to with personal examples Explain the task and read out the example. Then give Ss time to complete the task in closed pairs. Check Ss' answers by asking various Ss to share their answers with the class. Suggested Answer Key I'm going to read a book this weekend. I'm going to hang out with my friends this weekend. I’m going to visit a museum this weekend. I'm going to eat out at a fast food restaurant this weekend. I'm going to do homework tNs weekend. I'm going to order takeaway food this weekend. I'm going to travel somewhere by train this weekend.
• 5Aim Read out the example and elicit which tense is used to talk about the future for timetables (present simple) and future arrangements (present continuous). • Ask Ss to read the notes and then act out short exchanges following the example. • Monitor the activity around the class. Answer Key A: What time does the flight depart? B: It departs at 12:45. so we are leaving the hotel at 11:00. etc
1 6Aim То present the future continuous and the future perfect • Read out the theory box and the examples. • Elicit how the tenses are formed and then elicit any similar structures in Ss’ LI. • Check Ss' answers and refer them to the Grammar Reference section for more information. Answer Key We form the future continuous with will + be + main verb + -ing. We form the future perfect with will + have + past participle of main verb. (Ss' own answers)
7Aim To practise the future continuous and the future perfect • Explain the task and give Ss time to complete it. • Check Ss' answers. Suggested Answer Key 1 will be taking 2will have moved 3 will have worked 4Will the bus have left
8Aim To practise the future continuous and the future perfect with personal examples Explain the task, read out the example and then elicit answers from Ss around the class. Suggested Answer Key I will be having lunch with my friends at 1 pm next Friday. I will be sitting on the bus at 8 am tomorrow. I will have finished high school by the end of this year. 9Aim To practise future tenses • Explain the task, read out the example and then give Ss time to complete it. • Check Ss' answers. Answer Key 1 b will be driving (an action in progress at a stated future time) 2 a will visit (a prediction based on what we think/ believe) b are visiting (a fixed arrangement in the near future) 3 a won’t fix (a prediction based on what we think/believe) b won't have fixed (a future action [notjcompleted before a stated time in the future) 4 a are meeting (a fixed arrangement in the near future) b will meet (an on-the-spot decision; a promise) 10AimTo present/practise time clauses Read out the theory box and the examples. Refer Ss to the Grammar Reference section for more information. Give Ss time to complete the task and then check their answers Answer Key 1 will Bayan take, will ask. comes 2 will have started, get 3 have, will let 11Aim To practise sentence transformations (future simple active to passive) • Read out the theory box and the example. • Explain the task and give Ss time to complete it. • Check Ss’ answers. Answer Key 1 A new VR headset will be released. 2 The students will be awarded their degrees. 3.Max will be promoted.
12Aim To practise future tenses Suggested Answer Key its name: Futureland its flag: a black flag with the Moon on it where it is: on the Moon its laws: eco-friendly e.g. no fossil fuels, only energy from natural sources its economy: digital money | Ex.1, p.38
Ex.2,p.38
Ex.3, p.38
Ex.4,p.38
Ex.5, p.38
Ex.6, p.39
Ex.7, p.39
Ex. 8, p.39
Ex.9, p.39
Ex.10, p.39
Ex.11, p.39
Ex.12, p.39 | |||||||||||||||||||||||||||||||||||||||||||||||||
| Ending the lesson | Check Ss’ answers around the class. Students give their own examples using the correct forms. |
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| 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 | |||||||||||||||||||||||||||||||||||||||||||||||||
| monitor less able learners in group work and give further modelling and drilling support | use concept checking questions to check learner understanding of why passive is used | cross-curricular links: languages [contrasts with L1] | |||||||||||||||||||||||||||||||||||||||||||||||||
| challenge more able learners to give multiple [and/or] answers in practice exercises | assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’]
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