Module 4 “Out of this World ” Lesson 1 12 страница
Module 4 “Out of this World ” Lesson 1
| LESSON: Module 6 Lesson 1 | The theme: Introductory Lesson | |||||
| Date: | Teacher’s name: | |||||
| Class: Number present: Number absent: | ||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.6 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.2 - ask and respond to complex questions to get information 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 10.6.2 - 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; 10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics; 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; 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 vocabulary related to the arts, to match types of art to pictures, to discuss favourite books/films, to get an overview of the module Vocabulary Most learners will be able to:
match types of art to pictures, to discuss favourite books/films, to get an overview of the module Vocabulary Some learners will be able to: talk about different art forms | |||||
| Vocabulary | The arts (directed, painted, written, sculpted, designed, oil painting, famous building, science fiction film, classic novel, sculpture) | |||||
| Assessment criteria | Learners have met the learning objective if they can: talk about “ Out of this World ” | |||||
| Value links | Explore the themes of art forms, books, films around the world | |||||
| Cross - curricular links | Imagination & Creativity | |||||
| ICT skills | Using video & pictures, working with URLs | |||||
| Plan | ||||||
| Planned timings | Planned activities | Excel Resources | Teacher’s Notes | |||
| BEGINNING THE LESSON | 1 To introduce the topic and present new vocabulary Direct Ss’ attention to the pictures and the gapped phrases. Read out the words in the list and give Ss time to use the words provided to complete the gaps (1-6) Check Ss’ answers. | Answer Key 1 dwarf planet 4 Moon 2 orbit 5 atmosphere light-years 6 waves | ||||
| PRESENTATION AND PRACTICE | 2 To personalise the topic Ask Ss which of the facts they already knew. Ss can discuss with a partner, or you can read out the facts again one by one and ask Ss to raise their hands if they already knew about it. (Ss’ own answers) 3 To develop ICT research skills • Explain the task and give Ss time to complete it. Alternatively, assign the task as HW. • Ask various Ss around the class to share their amazing fact. • Play the video for Ss and elicit their comments at the end.
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 that this quotation means the idea of aliens is very frightening, but it’s also very scary to imagine we are the only species in the Universe. I think I agree. Do you? B: I’m not sure. The Universe is very big, but I don’t like the thought of sharing it with aliens!
| Suggested Answer Key Mercury is the closest planet to the Sun, but it is not the hottest because it hasn't got an atmosphere. Venus is the hottest planet. The temperature there is 500 °C! | ||||
| ENDING THE LESSON | Ss discuss in groups the activities they did the last time | |||||
| 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 Health and safety check ICT 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 4 “Out of this World ” Lesson 2
| LESSON: Module 6 Lesson 2 | The theme: | |||||
| Date: | Teacher’s name: | |||||
| CLASS: Number present: Number absent: | ||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.6 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.2 - ask and respond to complex questions to get information 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 10.6.2 - 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; 10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics; 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; 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, read for specific information, to act out an interview Most learners will be able to: Listen and read for gist, read for specific information(missing sentences), to research, make notes and write a biography Some learners will be able to: Listen and read for gist, read for specific information, to talk about an artist’s work | |||||
| Vocabulary | “Out of this World” | |||||
| Assessment criteria | Learners have met the learning objectives if they can: talk about an artist’s work, make notes and write a biography | |||||
| Value links | Explore the themes of “Out of this World” | |||||
| Cross - curricular links | “ Out of this World ” | |||||
| ICT skills | Using videos& pictures, working with URLs | |||||
| Plan | ||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | Teacher’s notes | |||
| BEGINNING THE LESSON | 1 То introduce the topic of the text Ask Ss to look at the pictures and read the title and elicit Ss’ guesses as to what the text is about. | Suggested Answer Key think it is about a mission to the Moon organised by NASA in the USA, where something went wrong. | ||||
| PRESENTATION AND PRACTICE |
2 a) To introduce key vocabulary from a text and practise new vocabulary in context • Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words given. • Give Ss time to complete the sentences and then check Ss’ answers. Suggested Answer Key meteor: a rock in space lift-off: when a rocket takes off re-enter: to come back in manned: with a crew leaking: releasing a small steady amount of liquid or gas through a hole landing: the action of coming to the ground after being in the air carbon dioxide: a gas To listen and read for gist • Elicit what Ss know, if anything, about Apollo 13 and what the sentences tell us about Apollo 13. • Play the recording. Ss listen and read and check. Suggested Answer Key I know that Apollo 13 was a mission to the Moon. The sentences tell us that it didn’t land on the Moon because there were some problems, but it made it safely back to Earth. Writing & Speaking Suggested Answer Key I was very shocked and quite nervous when I heard the explosion. I thought a meteor had hit the spacecraft. It turned out to be a short circuit which had caused an oxygen tank to explode. We had to act quickly and come up with a solution to survive because we were running out of oxygen and power. We decided to move into the lunar module which had its own oxygen, water and power supply. We knew we could survive in there and return to Earth. We just had to reduce the carbon dioxide levels because there were three of us and the module was only designed for two. We managed that and we made it back to Earth safely. We were very relieved. • As an extension take the roles of a reporter and one of the astronauts. Prepare questions based on the text, then act out an interview. Possible questions When did Apollo 13’ start its journey? When did the problem begin? What exactly happened? What caused the problem? What did you do? How did you deal with the problem? How did you feel? • Explain the task and give Ss some time to write a few sentences. • Ask various Ss around the class to share their answers with the rest of the class. To personalise the topic Ex. 5 Answer Key, Speaking, Writing & Speaking from p. 49(T) Ex. 5 - Answer Key Para A: in charge of (prep phr) = responsible for, scheduled (adj) = arranged, superstitious (adj) = believing in good/bad luck, despite (prep) = although Para B: catastrophe (n) = disaster, carrying out (v) = doing, explode (v) = blow up, depended (v) = relied Para C: conserve (v) = save, built (v) = made, reduced (v) = lowered Para D: obstacle (n) = difficulty, go down in history (phr) = be remembered in the future, considers (v) = regards, deal with (v) = manage • Play the video for Ss and elicit their comments at the end. Speaking To consolidate information in a text; to empathise with somebody in a stressful situation • Read the rubric aloud and ask Ss to consider how things would have been from the point of view of one of the scientists at Houston. They can make notes if they choose. • Ask various Ss to tell the class. Suggested Answer Key The lift-off had some minor problems but nothing serious. Everything seemed to be going well until the crew contacted us and told us they had a problem. They acted quickly and moved into the lunar module so they didn’t run out of oxygen or power. They used it as a lifeboat. They had to come up with a solution to keep the carbon dioxide levels down and then switch back to the command module for landing, but we talked them through it. They proved that their training helped them to deal with problems in space. We are very proud of them. То read for specific information (multiple choice) • Ask Ss to read the questions 1-5 and the answer choices and underline the key words. • Give them time to read the text again and choose the correct answers for the questions. • Check Ss’ answers around the class and ask Ss to justify their answers with examples from the text. Suggested Answer Key 1 В (whole text) 2 A (Was it doomed from the beginning? ... minor problems on lift-off...) 3 C (...they knew there was no time to lose...) 4 A (...by moving from the command module into the lunar module ... Now, though, they were using it as a kind of lifeboat... the three men could survive in the lunar module ...) 5 В (whole text) • 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 crew (n): the staff on board a vessel or ship manned mission (phr): a journey to space with a crew of people on board explosion (n): a sudden violent burst of energy plot (n): storyline survival (n): the state of living through a difficult situation doomed (adj): destined to fail landing (n): the act of coming down to the ground lift-off (n): the act of taking off from the ground bang (n): a loud noise flash (v): to turn on and off (of a light) trail (n): visible signs of movement of sth leaking (adj): releasing oxygen tank (n): a container filled with oxygen meteor(n): a large lump of space rock no time to lose (phr): used when referring to sth that must be done immediately command module (n): the part of a spacecraft that has the controls in it lunar module (n): the part of a spacecraft that lands on the Moon lifeboat (n): a small boat on a ship used for escape when the main vessel is in danger or is sinking enclosed (adj): surrounded on all sides cope with (phr): to manage to deal with sth adapter (n): sth that changes sth so it can be used in a different way carbon dioxide (n): a type of gas re-enter (v): to go into sth again splash down (phr): the action of a spacecraft landing (always in water) go down in history (phr): be remembered through time Background information The Moon is the Earth’s natural satellite. It is a large barren rock that orbits the Earth and its gravity affects the Earth’s tides. It formed 4.5 billion years ago and it is 384,400 km away from the Earth. Men first set foot on the Moon in 1969. Apollo 13 was the 3rd manned mission to the Moon It launched on 11th April 1970, but a moon landing was aborted when an oxygen tank exploded two days into the mission. It successfully returned to Earth or 17th April. The crew consisted of Commander Jirr Lovell, Command Module Pilot Jack Swigert anc Lunar Module Pilot Fred Haise. Houston is the largest city in Texas, USA. It is the horns of NASAs (National Aeronautics and Spacs Administration) Lyndon B. Johnson Space Center when the Mission Control Center is located. It is the centre fc human spaceflight training, research and flight control. To consolidate information in a text • Explain the task and read the example aloud. • Give Ss time to ask and answer questions in pa • Ask some pairs to share their exchanges with class. Suggested Answer Key A: How did the crew find out about the problem? B: They heard a loud bang and saw lights flasl Then they saw a trail of gas behind their spacec A: What did they think had happened at first? B: At first, they thought a meteor had hit them. A: How did they survive? B: They moved into the lunar module and used it a lifeboat. It had its own power supply, ox\ and water. They had to make an adapter bea the equipment to clear the air of carbon die was for two people, not three. A: How did they land back on Earth? B: They landed in the command module bee the lunar module wasn’t strong enough to re-1 Earth’s atmosphere. They landed safely in South Pacific Ocean. | Answer Key 1 manned 3 leaking 5 carbon dioxide 2 lift-off 4 meteor 6 re-enter, landing | ||||
| ENDING THE LESSON | Ss discuss the text. | Student’s Book | ||||
| 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 Health and safety check ICT 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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