Applications of virtual reality план урока 10 класс
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LESSON: Unit 3 Virtual reality. Mobile phones
Teacher name:
Number present:
Learning objectives(s) that this lesson is contributing to
10.R2 understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics
10.UE1 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.C5 use feedback to set personal learning objectives
Lesson objectives
All learners will be able to:
Revise the vocabulary on the given topic
Produce the answers to the questions on the text
Most learners will be able to:
Distinguish the meaning of the words from the given text
Write a short paragraph in 5 minutes
Some learners will be able to:
Use feedback to set personal learning objectives
Assessment criteria
Reading task (80% of correct answers)
Value links
Respect, Support, Trust, Academic honesty
Cross curricular links
Projector or Smart board, Power Point Presentation
Previous learning
Planned timings
Planned activities
Learning and lesson objectives are introduced.
Bring in a mobile if you have one or draw one on the board. Ask the class how many words they know connected to phones and making calls. Ask students to make sentences using the words/phrases they know from the word cloud before asking them to make a note of words/phrases they don’t know. To elicit the verbs use mime. Try to cover the following as well:
• to switch on/off
Add any more you think appropriate for the level. If any of them are new, write them up on the board and give students time to work in pairs and mime to each other to familiarise themselves with the new words.
Activity 1 Text Messaging (Group work/Pair work)
Ask students if they know what 'C U L8R' means. Give clues until you get 'See you later' written up on the board. Then ask students to look at the chart and see if they can write the text language in real English words. You could even get them to send real texts to each other, using the language studied.
Differentiation: More able students can have a discussion on how language is changing with SMS and e-mail and how flexible both languages are.
Activity 2 Pre-reading task (Pair work)
Ask students, in pairs, to guess the meaning of the words from the text. Then ask pairs to compare their lists – have they written the same things? Get a student to read their list out – and ask others if they have anything different to add.
Differentiation: Less able students are given some help from peers. For instance, they may clarify some words.
Activity 3 Reading Task (Individual work)
Ask students to read the text and write the answers to the questions.
Differentiation: by support (write the names of the students here). Less able students might need language support
Formative assessment by Reading task (80% of correct answers)
Activity 3 Post-reading Task (Group work/Pair work)
Get students to think about whether the phones are taking over our lives. Give students some time to think. Then have a go at speed writing –students write for about 5 minutes non-stop without worrying about language, grammar or punctuation. They just need to concentrate on their ideas – in this case their complaints about something. Students can then read their complaints to each other. They then edit and make necessary changes together, and then write it up for homework. Get them to add an appropriate title, too.
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
Cross - curricular links
Using videos& pictures, working with URLs
Planned timings
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.
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
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.
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.
interact = have an effect on each other
increasingly = more and more
a must = essential
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.
1 any 3 a lot of 5 many, a
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.
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.
Key words: '3D games are the best option for the
current generation of gamers', teacher, essay giving
your opinion with reasons, 120-180 words
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.
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.
• 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.
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.
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.
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.
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.
We form the future continuous with will + be + main verb + -ing.
We form the future perfect with will + have + past participle of main verb.
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 T o practise future tenses
• Explain the task, read out the example and then give Ss time to complete it.
• Check Ss' answers.
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)
Разработка урока по теме "Reading for Pleasure" со всем необходимым раздаточным материалом и Power Point презентацией. Данный урок можно также использовать в рамках раздела "Virtual Reality".
Unit 7. Reading for Pleasure
School: Nazarbayev Intellectual school of Physics and Mathematics, Kokshetau city
Teachers’ names: Olga Plyushko, Rachel Underwood
Theme of the lesson:
Learning objectives(s) that this lesson is contributing to
10.1.2 use speaking and listening skills to provide sensitive feedback to peers
10.1.3 respect differing points of view
10.5.1 use formal and informal language registers in talk on a wide range of general and curricular topics
10.3.4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics
10.3.2 understand specific information and detail in extended texts on a growing range of familiar general and curricular topics, and some unfamiliar topics
10.3.1 understand main points in extended texts on a range of unfamiliar general and curricular topics
10.3.5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
Lesson objectives
All learners will be able to:
Read a character role aloud and complete 5/8 main points/key details/context clue questions about the Veldt
Participate in a team game and identify 1-2 details & main points in the text
Most learners will be able to:
Read a character role aloud and complete 6-7/8 main points/key details/context clue questions about the Veldt
Read and specify 1 warning or lesson taught by The Veldt?
Participate in a team game and identify 2-3 details & main points in the text
Some learners will be able to:
Dramatically read a character role aloud and complete 8/8 main points/key details/context clue questions about the Veldt
Read and specify 2-3 warnings or lessons taught by The Veldt?
Lead a team game and identify all the key details & main points in the text
Value links
Respect, Cooperation, Digital Learning/21 st Century Skills
Cross curricular links
Science, technology & education
Smart board for presenting the PPT
Previous learning
Students should have read the first part of the story “The Veldt” as a part of their homework reading
Intercultural awareness
High technologies of the World
Kazakh culture
Kazakhstan’s tech experiences with VR etc.
Pastoral care
To create a friendly atmosphere for collaborative work.
Planned timings
Planned activities
Objectives & Lead-in
Welcome students and ask them how they are doing.
-Go over lesson objectives on slide 1
The Veldt: Quiz & Group Activity
***Students were to read the first part of the story “The Veldt” as a part of their homework reading.
Teacher shows slide 2 and gives students 2 minutes to review the questions & their text
What is the Hadley’s house like?
Why is the title of the story “The Veldt?”
What is so special about the nursery?
*** Students SHOULD NOT TALK AND GIVE EACH OTHER ANSWERS – this is silent preparation!
b) Teacher passes out the quiz papers. Students have exactly 3 minutes to complete the task for part 1 since the Quiz includes only 3, multiple choice questions!
c) Students do peer checking & use slide 3 for answers
Prediction. Think-pair-share
On slide 5 students read the questions. First, they think individually for 10-15 seconds, then discuss with a partner for 2 minutes, then share the ideas with the class.
What do you think will happen next? Do you think the parents will fix the nursery or really turn it off?
Do you think the children’s social-emotional development will have been impacted by the time the nursery is fixed or turned off? How?
Role Reading
Students are divided into groups of 5-6 students
Every group member chooses a role to read dramatically (mother, father, sister, brother & psychologist)
Teachers passes out the new copy of the second half of the Veldt to each kid and explains that it is a dialogue-driven story, so it is best to read it aloud, and dramatically.
Differentiation of Roles:
Teacher shows students how the codes correspond with the character dialogue lines or narrator’s lines (Slide 6)
- George has the most lines, so if the student has a flair for acting, they may be directed to choose him. Also, students who like to speak may choose the narrator or David, who also has some good monologues.
Students can act out/model how to read dramatically, then begin reading in roles. Teacher monitors the groups and listen.
The Veldt (part 2 of text with roles & clues added)
Copies for every student
Part 2 Quiz
Once students finish reading, have them work as a group to discuss the questions from the open-book quiz and possible answers.
Differentiation
* Quiz activity can be offered to students in the format of individual work as well.
* Note that students have an option to either draw or write their answer for number 2, to cater to different learning styles.
Part 2 Quiz Peer-check
(Part 2 Quiz answers)
Sci-fi novels are often written as warnings to future generations. What are some of the lessons or warnings that we can take away from The Veldt?
Students’ own ideas
Optional Activity/
Spin the Wheel Game–
1. Divide the class into 3 groups, mix up the groups from before
2. Show slide 13 with the wheel and click to spin it.
-If the students get a + number, click on a question (start with 1 and work up in order). If they answer correctly, they win that amount of points from the wheel, so go back to the wheel and play for the next question with another group. If they answer incorrectly, go back to the question and another group gets a chance to steal the points by answering correctly. If all groups answer incorrectly, no points are to be awarded.
-If the spin ends up on a negative number, that group immediately loses that amount of points and the turn passes to the next group.
***Note that in the corner of the question, is the page number and area with the answer if kids are confused by the correct answer
***This game can be offered like an alternative to Part 2 Quiz or an extra activity to revise the story.
Big Wheel – The Veldt
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Learners ‘Assessment – how are you planning to check learn learning?
Cross-curricular links
Students will be put into mixed-ability groups, and students needing extra support may be helped by the teacher.
***See in text notes about how to differentiate roles per student interest/talent.
To challenge more highly motivated students Quiz activity can be offered to them in the format of individual work as well.
Learners will be assessed through
the reading quizzes on part 1 & 2
Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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