Digital World
презентация к уроку по английскому языку (10 класс)

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Exam skills for Russia Digital World Made by Bortnikova T.V.

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All Ss/In pairs Speaking. Lead-in . All Ss/Work in pairs ★ Greet your Ss. Encourage the Ss to predict what they are going to talk about. Elicit examples of digital technology. In pairs the Ss explain what we use each thing for. Answer key 1) dishwasher ‒ a machine that washes dishes 2) washing machine ‒ a machine that washes clothes 3) webcam ‒ a camera connected to a computer that produces images that can be seen on a website 4 ) headphones ‒ a piece of equipment that you wear over your ears to listen to something without other people hearing it 5 ) flash drive ‒ a small plastic disk drive that stores information and that you can carry around with you. You connect the flash drive to a computer when you want to use the information 6 ) microwave ‒ an oven that cooks food very quickly by passing electricity through it, instead of using heat Stars define the level of the stars: ★ below level ★★ on‒ level ★★★ advanced level 🚩 ‒ the flag defines a new lesson ⋆ ‒ the star defines the level of the tasks ⋆ ‒ below level ⋆ ⋆ ‒ on-level ⋆ ⋆ ⋆ ‒ advanced level

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Lead-in. Tell your partner what we use these things for.

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Entry Test Click the link to do the test. Библиотека МЭШ ( mos.ru)

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Vocabulary Presentation. All Ss/Individually ★ ★ Encourage your Ss to look through the verbs and remember them. Then allow them enough time to do the task to check themselves. Answer key 1.You switch the phone on by pushing/pressing the ON button. 2. Oh no! My battery has gone dead! 3. You need to adjust this option from the drop-down menu. 4. My computer is really old. It keeps freezing . 5. I need to upgrade my phone so that I can do more with it. 6. Can you help me to set the alarm on my phone so that I wake up early tomorrow? 7. I'm not surprised you can't see the film. You've forgotten to insert in the DVD into the machine! 8. You can make the image bigger or smaller by pinching it. 9. When your phone is fully charged, you should disconnect it. 10. To switch the phone off you should press and hold this button for a second or two.

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Vocabulary Presentation. Remember the words. push/press the ON button нажимать на кнопку включения delete удалить recharge перезаряжать select выбирать go dead выходить из строя adjust настраивать insert включать pinch зажимать plug in подключать hold the button удерживать кнопку crash сломать reboot перезагружать freeze зависать copy and paste вырезать и вставить set устанавливать to highlight выделить Practise the words in the exercise. Click the link. https://onlinetestpad.com/khl4u6t4dvedg

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Listening, Writing, Speaking. All Ss/Individually/In pairs ★ ★ 1. Play the track for students to listen to somebody giving instructions and decide what exactly the instructions are for. Answer Key The instructions are for setting the day, date and time on a computer. 2. Individually, students write the complete instructions to describe the steps they need to take to call a friend if their mobile phone is switched off and the battery is dead. Draw attention to the example sentences. Suggested Answer Key Then turn the mobile on. Type in your pin code and wait for the phone to get a signal. Select your friend's name from your contacts list and press the 'call' button. Put the phone to your ear and wait for your friend to answer. TEACHER DEVELOPMENT LANGUAGE Giving instructions Instructions are usually written with the imperative form of the verb, e.g. Switch on the computer Sequence is also important so we often use words such as first, then, next, etc. 3. SPEAKING In pairs, students read their instructions to their partner and compare them to see if they are similar.

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1. Listen to somebody giving instructions. What exactly are the instructions for?

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2 . Imagine that your mobile is switched off and the battery is dead. What do you need to do to be able to call a friend? Write the complete instructions. Plug in the charger and connect the phone. Or insert a USB cable into the phone and connect the phone to a computer via the USB port…… 3 . Work with a partner. Read your instructions to your partner and compare them. Are they similar?

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Speaking. In pairs ★ ★ 1. In pairs, students think of something that they typically do with their phone or tablet and prepare instructions to describe the process. Ask students to read out their instructions to the class for other students to identify what the action is. Answer Key Students’ own answers 2. In pairs or small groups, students discuss which everyday item they use most and which they never use, and say why. Then encourage them to think about their parents and answer the same questions. Suggested Answer Key The everyday item I use most is a mobile phone because I use it several times a day to call or text.

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1. With your partner, think of something that you typically do with your phone or tablet ( e.g. take a photo or send a message ). Prepare instructions to describe the process. Read out your instructions to the class. Can they identify what the action is?

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Which everyday item from these ones do you use most and which never use? Why? Answer the question.

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Reading. Speaking. In pairs ★ ★ 1. In pairs, students look at the photo and the title of the article and say what they can see and what they think a 'screenager' is. Elicit ideas from students around the class. Suggested Answer Key I can see a group of young people relaxing while using different technology. I think a screenager is a teenager who spends a lot of time online. 2. Ask students to read the text through, ignoring the spaces, in order to check their ideas about ‘screenagers'. CULTURAL INFORMATION The word screenager is a blend of screen and teenager, coined by the author Douglas Rushkoff. 'Screenager signifies a teenager who spends time in front of the screen of a personal computer or video game console (TV still rates as the screen teenagers spend the most hours in front of). Generation Z are the world's first’ screenagers'. While previous generations had to learn to incorporate technology into their lives, this generation was born into a digital world. Generation Z teenagers spend up to ten hours a day in front of a TV or computer screen, mobile phones or playing video games, and number over two billion people worldwide. Global social media combined with crowdsourcing, open-platform education and sharing provide this generation's inventors with unprecedented influence and opportunities.

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1. Work with a partner. What can you see in the photo? Look at the title of the article. What do you think a ‘screenager’ is?

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Individually ★ ★ ★ 3. CRITICAL THINKING Give students time to note down a very brief response saying if they agree with the description of Gen Z and saying why or why not. Then encourage a class discussion. Example answers I agree with the description of Gen Z. We can quickly sort through and assess enormous amounts of information. If we are interested in something, we are very committed and focused. I don't agree with everything in the text. It implies that we are very different from previous generations, but I think we still have to be able to communicate clearly in person, and this is the number-one skill for our future success. This is the same for every generation. 4. Ask students to try to work out the meaning of the underlined words in the text by looking at the context. Answers at the heart of = something central or important the norm = something that is usual or expected ingenious = uses new or clever ideas recession = a period when trade and industry are not successful and there is a lot of unemployment burying their heads in = to give all your attention to something

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2. Read the text again. Complete the gaps with sentences A-G. Look around you. Are there any people of your age about? 1….. They'll almost certainly be busy swiping, pinching or tapping some type of screen. You only have to look at some of the statistics for this generation of 'screenagers’. It's said that 36% of children use electronic devices during family meals. Forty-nine per cent most sophisticated of 14 and 15-year- olds feel that they are addicted to the Internet and 77% take a phone or computer to bed. Their greatest fears? Not being able to pick up a wi-fi signal, a glitch with their latest app or their battery unexpectedly running out. (Gen Z is possibly the smartest and most sophisticated generation in history.) Technology is clearly at the heart of Generation Z, or Gen Z, the generation which is made up of the youngsters born between 1995 and 2010. It's the first generation to have grown up with the touch screen as the norm. Some say that Gen Z doesn't just represent the future. A. Some claim that, because of easy access to information on the Internet, young people are no longer exercising their memories. B. But it wasn't just the invention that was impressive. C. In fact, this generation is actively creating it. D. However, adversity has not made this generation negative. E. If there are, they probably aren't talking to one another. F. Their stars are not teen singers and actors. G. This is something which previous generations find more difficult.

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2. Read the text again. Complete the gaps with sentences A-G. 2….. Is there a positive side to this generation of connected teenagers? The answer is yes. Take Ann Makosinski . She was just 16 when she came up with an ingenious device - a flashlight which is charged and powered by the heat of a human hand 3….. It was the fact that Makosinski , who was born in Canada, took her inspiration from the difficulties of a friend in the Philippines who had failed her school exams because she had no electricity to study at night. An advertising agency called Sparks & Honey , which is based in New York , has been investigating Gen Z and has come up with some interesting findings . On the whole , perhaps surprisingly , the overall picture is quite optimistic and positive . In fact , it has been claimed that , thanks to technology , Gen Z is possibly the smartest and most sophisticated generation in history . A. Some claim that, because of easy access to information on the Internet, young people are no longer exercising their memories. B. But it wasn't just the invention that was impressive. C. In fact, this generation is actively creating it. D. However, adversity has not made this generation negative. E. If there are, they probably aren't talking to one another. F. Their stars are not teen singers and actors. G. This is something which previous generations find more difficult.

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2. Read the text again. Complete the gaps with sentences A-G. 4 ….. They are bright thinkers likeAnn Makosinski . Other examples include Jack Andraka , who at the age of just 15 created a cheap device to detect pancreatic cancer , or Angela Zhang , who helped to improve cancer detection when she was just 17.Meanwhile, people of older generations tend to warn of the negative effects of computers and technology . 5 ….. They also say that touch screens and keyboards , which teenagers use all the time , are responsible for students gradually losing the ability to write.Certainly , statistics seem to justify another claim: that young people cannot concentrate for long periods. Sparks & Honey state that the average attention span of American teenagers in 2014 was just 8 seconds, down from 12 seconds in 2000.But, while some of these concerns do seem valid, it is also true that Gen Z appears to be acquiring new skills to replace those skills which they are losing. Today's teens are totally at ease switching from screen to screen and adjusting from task to task within seconds. A. Some claim that, because of easy access to information on the Internet, young people are no longer exercising their memories. B. But it wasn't just the invention that was impressive. C. In fact, this generation is actively creating it. D. However, adversity has not made this generation negative. E. If there are, they probably aren't talking to one another. F. Their stars are not teen singers and actors. G. This is something which previous generations find more difficult.

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2. Read the text again. Complete the gaps with sentences A-G. 6….. Of course, any generation reflects the society that it has grown up in. Gen Z has not had it easy. Its members are very aware of the impact of global warming, for example. And the economic recession has also had an impact. 7….. According to Sparks & Honey, nine out of ten feel optimistic about their own future. Instead of depending on other people to offer them a job or waiting for opportunities to appear, Gen Z makes things happen. Rather than wanting to work for a big company, 71% want to start their own business. A. Some claim that, because of easy access to information on the Internet, young people are no longer exercising their memories. B. But it wasn't just the invention that was impressive. C. In fact, this generation is actively creating it. D. However, adversity has not made this generation negative. E. If there are, they probably aren't talking to one another. F. Their stars are not teen singers and actors. G. This is something which previous generations find more difficult.

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In pairs or small groups ★ ★ ★ 5. SPEAKING What about you? In pairs or small groups, students discuss how long they spend flying at a screen per day and what device they use the most and what they use it for. Elicit answers from students around the class and try to develop a class discussion about reasons to reduce screen hours.

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4. What do the underlined words in the text mean? at the heart of the norm ingenious recession burying their heads in 5. What about you ? 1 . How long do you spend looking at a screen per day ? 2 . What device do you use the most , and for what ?

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Grammar Theory. All Ss/Individually ★ ★ Remind your students the rules of forming defining and non defining relative clauses. Encourage the students to decide if the sentences are correct and rewrite the incorrect sentences. Give them time to compare their answers before you check them in open class. Allow them time to do the task. Answer Key 1. My tablet, which I bought last week, is already broken! 2. I think that's the phone that I saw it. 3. Correct 4. Correct 5. They're the two people whose invention became really popular. 6. Correct 7. Correct 8. This is the friend who/that/‒ I told you about.

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Study the theory box. Defining relative clauses Form William Gilbert was the f i rst person who / that investigated electricity scientifically . We use who and that for people , which and that for things , whose for possessions , where for places , when for times and why for reasons . In defining relative clauses we can omit who , which or that when followed immediately by a noun or pronoun . That's the device that she invented . = That's the device she invented . That's the device which I use the most . = That's the device I use the most . B ut That's the device that is popular . NOT That's the device is popular.

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Study the theory box. Defining relative clauses Form That's the device that helps me the most. NOT That's the device helps me the most. Instead of when or where we can use which/that. That's the year when I was born. That's the year which I was born in. That's the city where I was born. That's the city that I was born in. We do not use commas in defining relative clauses. USE We use defining relative clauses to give essential information about the person, thing, place, time or reason in the other half of the sentence.

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Study the theory box. Defining relative clauses Form That's the device that helps me the most. NOT That's the device helps me the most. Instead of when or where we can use which/that. That's the year when I was born. That's the year which I was born in. That's the city where I was born. That's the city that I was born in. We do not use commas in defining relative clauses. USE We use defining relative clauses to give essential information about the person, thing, place, time or reason in the other half of the sentence.

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Study the theory box. Non-defining relative clauses Form William Gilbert, who was born in 1544, investigated electricity scientifically. We use who for people, which for things, whose for possessions, where for places and when for times. We do not use that in non-defining relative clauses. In non-defining relative clauses we cannot omit the relative pronoun or adverb. That device, she invented ten years ago, is really useful. We always use commas in non-defining relative clauses.

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Study the theory box. Non-defining relative clauses Form We can use which to refer back to the whole of the sentence. People spend all their money on mobile phones, which I think is ridiculous. USE We use non-defining relative clauses to give extra, nonessential information about the person, thing, place or time in the first half of the sentence. The commas work in a similar way to parentheses, showing that the information is not vital to the sentence.

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Practise . Decide if the sentences are correct. Rewrite the incorrect sentences. 1. My tablet, that I bought last week, is already broken! 2. I think that’s the phone that I saw it. 3. Here is the room that we study in. 4. She’s the person who I spoke to on the phone. 5. They’re the two people who’s invention became really popular. 6. I’ve got a new phone that takes great pictures. 7. I’ve downloaded the app that you recommended. 8. This is the friend which I told you about.

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Defining and non-defining relative clauses. Grammar tasks. Click the link and do the test. Библиотека МЭШ — Defining and non-defining relative clauses. Relative Pronouns. Grammar tasks (mos.ru )

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Grammar Practice. All Ss/Individually ★ ★ 1. Ask students to rewrite the sentences as one sentence using a non-defining relative clause. Do the first one as an example with the class. Point out that in some cases there is more than one correct way to do this. Answer Key 1.The inventor of the remote control, whose name was Robert Adler, didn't like watching TV. 2. Remote controls, which first appeared in 1956, were originally called 'space commands’. 3. Robert Adler went to university in Vienna, where he was born./Robert Adler, who was born in Vienna, went to university there. 4. Adler, who invented more than 180 different things, was a brilliant physicist./Adler, who was a brilliant physicist, invented more than 180 different things. 5. Adler, whose most successful invention was the remote control, was especially proud of his work on touch screens. 6. His remote control, which was replaced by infrared systems in the 1980s, used ultrasonic frequencies. 7. In 2007, when he was ninety-three, Robert Adler died./ Robert Adler died in 2007, when he was ninety-three./ Robert Adler, who was ninety-three, died in 2007. 8. Adler wasn't very interested in his own invention, which changed the way we live./Adler, whose invention changed the way we live, wasn't very interested in it himself.

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Rewrite the sentences as one sentence using a non-defining relative clause. 1. The inventor of the remote control didn’t like watching TV. His name was Robert Adler. 2. Remote controls were originally called ‘space commands’. They first appeared in 1956. 3. Robert Adler went to university in Vienna. He was born there. 4. Adler was a brilliant physicist. He invented more than 180 different things. 5. Adler was especially proud of his work on touch screens. His most successful invention was the remote control. 6. His remote control used ultrasonic frequencies. It was replaced by infrared systems in the 1980s. 7. In 2007 Robert Adler died. He was ninety-three. 8. Adler wasn’t very interested in his own invention. It changed the way we live.

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Writing an email. Individually ★ The purpose of the stage is focused on developing writing and communication skills. The task should be done individually in a limited time. Tell your students that they are going to write the email to an English-speaking pen-friend Ben. Remind to your students the rules of email writing. Monitor the process and assist where necessary. After thirty minutes, invite a few students to present their emails in an open class. Suggested Answer Key Dear Ben, Thanks for your email. I'm always glad to hear from you. In your message you asked me some questions. Well, I and my friends like surfing the Internet very much and coming across useful and interesting websites. We like educational sites very much because they are full of essential information for self-education. You know that I learn English without tutors and such sites helps me a lot. Moreover, there are some sites where I’ve found international friends who help me practice my speaking skills. Honestly, I spend rather much free time on searching information I need. Glad to hear that you went to the exhibition. Did you like it? What new gadgets were presented there? Could you test any of them? That's all for now. Keep in touch. Best wishes, Tom

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You have received an email message from your English-speaking penfriend , Ben. From: Ben@mail.uk To: Russian_friend@mail.ru Subject: Websites … I like looking for interesting websites which will be useful for my studies. … Which websites do you and your friends like? What is it that you like about them? How much time do you spend on them? … Last week I went to the exhibition devoted to modern gadgets. Write an email to Ben. In your message answer his questions. Ask him 3 questions about the exhibition. Write 100−140 words . Remember the rules of email writing.

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Study the email template . Dear (name) , Thanks for your email/message. I'm always glad to hear from you. In your email/message you asked me some questions. Well, (answer the first question) . As far as I know/As for me/To tell the truth, (answer the second and the third questions) . Glad (sorry) to hear that … (give reaction to the news and ask three questions about it) . That's all for now. Keep in touch. Best wishes, Name ( without dot )

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Phonetic Reading. All students/Individually ★ Encourage your students to read the text aloud. They have 1.5 minutes to read the text silently, and then they should be ready to read it aloud. Make sure, the students know about the time limit. Imagine that you are preparing a project with your friend. You have found some interesting material for the presentation and you want to read this text to your friend. You have 1.5 minutes to read the text silently, then be ready to read it out aloud. You will not have more than 1.5 minutes to read it. Who invented the steam engine? Heron from Egypt. Heron lived in Alexandria and is best known as a mathematician and geometer. Unfortunately for Heron, no one was able to see its practical function, so it was considered nothing more than an amusing novelty. Amazingly, had Heron but known it, the railway had already been invented 700 years earlier. The principle of railways was then completely forgotten about for almost another 500 years, until people had the idea of using them in mines in the fourteenth century. The historian Arnold Toynbee wrote a brilliant essay speculating what would have happened if the two inventions had been combined to create a global Greek empire, based on a fast rail network. Heron also invented the vending machine – for four drachmas you got a shot of holy water – and a portable device to ensure that no one else could drink the wine you brought along to a bottle party.

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Imagine that you are preparing a project with your friend. You have found some interesting material for the presentation and you want to read this text to your friend. You have 1.5 minutes to read the text silently, then be ready to read it out aloud. You will not have more than 1.5 minutes to read it. Who invented the steam engine? Heron from Egypt. Heron lived in Alexandria and is best known as a mathematician and geometer. Unfortunately for Heron, no one was able to see its practical function, so it was considered nothing more than an amusing novelty. Amazingly, had Heron but known it, the railway had already been invented 700 years earlier. The principle of railways was then completely forgotten about for almost another 500 years, until people had the idea of using them in mines in the fourteenth century. The historian Arnold Toynbee wrote a brilliant essay speculating what would have happened if the two inventions had been combined to create a global Greek empire, based on a fast rail network. Heron also invented the vending machine – for four drachmas you got a shot of holy water – and a portable device to ensure that no one else could drink the wine you brought along to a bottle party.

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Self-evaluation. All students/Individually ★ The self-assessment checklist is organised so that the students can evaluate themselves. 2. All of these topics are important for the students to think about when they are trying to improve their skills. 3. Give the students 2 minutes to complete the self-assessment checklist. 4. Encourage the students to rate themselves by putting the tick next to each statement. 5. With the help of the specific statements, the students reflect on the learning behaviour and the learning success.

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Analyse your work and answer the questions. Did you succeed in fulfilling your goal? What went wrong? How can you improve your self-management skills?

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Evaluate yourself by putting the tick next to each statement. always most of the time sometimes very occasionally never I can talk about gadgets. I can contribute to the discussion. I can use define and non-define relative clauses. I can complete the tasks in the given time.