Моё планирование
Календарно-тематическое планирование и поурочные разработки уроков английского языка 10 класса по учебнику "Enjoy English" М.З. Биболетовой
Скачать:
Вложение | Размер |
---|---|
pourochka_1_chetvert.docx | 93.28 КБ |
pourochka_2_chetvert.docx | 76.48 КБ |
plan_10.doc | 168 КБ |
Предварительный просмотр:
Unit I “Start Anew”
Section 1 “Start Anew”
Topic “Start Anew” (“Новая школа: что впереди”)
Objectives: Ss will be able
- to speak about reasons why Ss go to school;
- to learn new words;
- to report on a group survey.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we are going to look through your new textbook and find out why students go to school.
This year you have got a new textbook. Let's study its structure. Look through the names of the units. You see that we shall speak about the role of family and friends in our life. We shall learn the information about English-speaking countries and compare them with the Russian Federation. We'll see if travelling is popular nowadays. You will understand how important it is to be tolerant and to live in peace. At the end of the book there are lists of personal and geographical names, a linguistic and cultural guide, grammar reference and a vocabulary. You may use them to find the necessary information. Every unit ends with preparation for
I Warm-up
«Синквейн» The key word “School”. First name the noun, then adjective, verb and the last step to name phrase about school. First do the task in pairs then we’ll discuss in group.
II Speaking
- Complete the table.
Expectations | Worries |
To learn a lot of new English words | To have to take tests |
- Ex.2, p. 8. Why do you go to school? Look at the list of reasons. Choose only one of them. Read and translate all reasons at first.
- Now rate the reasons according to those most and least important to you (1-11).
- Ex.3, p.9. Work in groups of four. Compare your rating and say what the most/least important reasons in your group are. Use “Dialogue Vocabulary”. Prepare reporting of you group.
III Reading
Ex. 5, p.9 Read the extracts from Wendy’s diary. Are the statements below true (T) or false (F).
1F, 2T, 3F, 4F, 5T, 6T, 7F, 8T, 9T, 10T.
IV Vocabulary
Ex. 6, p. 10. Work in pairs. Read the dictionary definitions of the words and phrases from the text and do the task below:
- Translate the words and phrases into Russian. Is it easy to do? Why or why not?
- Decide whether Wendy comes from the UK or the USA and how old she is. Explain why.
V Result
Can you translate the words from today’s lesson? Schedule, elective, private, newcomer, semester, public, horrible.
VI Home Task
Ex. 2, p. 4 (w.b.) Read the conversation and put the verbs in the appropriate forms.
VII Evaluation
Your marks are…
VIII Round – up
Thank you for your work.
Unit I “Start Anew”
Section 1 “Start Anew”
Topic “New Expectations and Worries” (“Новые ожидания и тревоги”)
Objectives: Ss will be able
- to speak about experiences on the first day at school;
- to review Present Perfect;
- to learn and use new words in speech.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll continue our talk about school. We’ll talk about experiences on the first day at school. And we’ll remember the using of Present Perfect.
I Warm-up
Ex.7, p. 11. Complete the word web with the words from ex.6 and the text in ex.5. Use your Workbook. In it add more than 5 words.
(possible answers)
middle school high school private school public school | elective subjects semester report card discipline |
II Speech Drill.
- Ex. 8, p.11. Work in pairs. Use the words from the word web to compare Wendy’s school with your school. Make up 2-3 sentences.
- Ex.9,p.11. Work in pairs. Tell each other about the best/worst thing that happened to you on the first day at school this year.
III Speaking
- Ex.10,p.11. Listen to three teenagers talking about their experiences on the first day at school and decide which of the speakers… Pay attention 1-Jane, 2-Chris, 3-John. They may have common topics.
- John
- Jane, Chris
- Jane, Chris, John
- John
- Chris
- Ex.11, p. 11. Listen again and make notes in the table. Use your Workbook.
On the first day at school | Jane | Chris | John |
The best thing on the first day | Meeting new friends | Having PE because we didn’t do any real work in that lesson | Having a French lesson since I’ve never had one before and I really enjoyed it |
The worst thing on the first day | Going into lessons that I had never had before | Having to wear a shirt and tie because they make you feel sweaty | Being so nervous and not knowing what to say or do |
IV Grammar
- Look at your table and find out the sentences in Present Perfect. If you have forgotten, open your books at page 180. Here you can find “Grammar Reference”.
Going into lessons that I had never had before.
Having a French lesson since I’ve never had one before and I really enjoyed it.
- Ex. 13, p.11. Use the words below to make up sentences about Wendy. Consult the rules in the “Grammar Reference” if necessary.
- Wendy has just moved to a new school.
- She has already made lots of friends.
- She got lost on her first day at school.
- She has been at the new school for two months.
V Check Your Home Task
Your home task was ex. 2, p. 4 (w.b.) Read the conversation and put the verbs in the appropriate forms.
|
|
VI Home Task
Ex. 4, p.5 (w.b.) Write down the questions you could ask a newcomer in your class. Use Present Perfect.
. Ex. 14, p. 12. Do the task below:
- Ask your classmates the questions and find out…
- Report what you have find out about your classmates (You may use Power Point)
VII Evaluation
Your marks are…
VIII Round – up
Thank you for your work.
Unit I “Start Anew”
Section 1 “Start Anew”
Topic “Schools 100 years ago” (“Школа 100 лет назад”)
Objectives: Ss will be able
- to speak about educational system some years ago;
- to read for gist and details;
- to define and use new words in speech.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll read about school life some years ago. But lets start with your home task.
I Check Home Task
- Your home task was ex. 4, p.5 (w.b.) Write down the questions you could ask a newcomer in your class. Use Present Perfect. Read your questions.
- Have you met everyone in the class?
- Have you made friends with anyone in the class?
- Have you chosen the subjects to focus on?
- Have you been to the school greenhouse?
- Have you collected the course books from the library?
- Have you had lunch?
- Have you found out about the most delicious dish in the school café?
- Ex. 14, p. 12. Do the task below:
- Ask your classmates the questions and find out…
- Report what you have find out about your classmates
Who wants to tell about classmates?
II Vocabulary
Ex. 16, p. 12. Read what these students say about their schools and choose the best options to define the words in bold.
- A “boarder” is a student who lives at school
- “to be homesick” means to miss one’s home
- “Bright” means intelligent
- “Scholarship” means money an organization gives you so that you can study at a school
- “to be left behind” means to be slower than others
- If something is “compulsory”, you must do it.
Ex. 17, p.13. Match the words in two columns to get meaningful word combinations.
1d, 2g, 3b, 4h, 5j, 6i, 7e, 8a, 9c, 10f
III Speech Drill
Ex. 18, p. 13. Choose 3-5 word combinations to make sentences about yourself. Work in pairs and find out if you have similar ideas.
IV Reading
How do you think school was different 100 years ago? Let’s complete the word web with your ideas.
- Ex. 20, p. 14 Now you will read an extract from the book When I was young or Early 20th century. Before reading study “Glossary”. Lets read and translate the words. Pay attention to the reading of the words. Read the text and tick the things described in the text. Select and read the sentences aloud that explain your answers.
1,3,4,7,8,9,10.
- Ex. 21, p. 15. Read the text again and then say where the following words appear in it.
V Grammar
Ex. 22, p. 15. Fill in the gaps in the text with the right forms of the words from the box.
|
|
VI Home Task
Ex. 16, p. 12-13 Learn the definitions and words. I’ll dictate the definition, you’ll write down the word.
Ex.23, p. 15. At home talk to the oldest person in your family to find out what school was like in the time of their youth. Use the point below to guide you. Make notes and prepare to present your ideas to the class. Don’t prepare reading! Use p.169-170 in your textbook.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work.
Unit I “Start Anew”
Section 1 “Start Anew”
Topic “Talking to a Psychologist” (“Разговор с психологом”)
Objectives: Ss will be able
- to present their survey using notes ;
- to listen for gist and details;
- to define and use new words in speech.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today you’ll present you survey about schools some years ago and then we’ll listen to the psychologist’s advice.
I Check Home Task
Who wants to present the work?
II Warm-up
Look again at the schoolbag you filled in ex.1. What are the most common worries you have?
III Listening
- Ex. 25, p. 16. Listen to a teenager talking to a psychologist about her problem and from the following list choose the reason why she feels stressed.
#3
- Ex.26, p. 16. Listen to the first part again and complete the features of stress.
- Tiredness
- Change in appetite
- Aches and pain
- Sleep problems
- Itching and skin rush
- Feeling more emotional
- Panic attacks
!itching-зуд, skin rush, pain-боль
- Ex.28, p. 16. Listen to the second part of the recording. Write down the advice under the following headings. Use your Workbook.
While revising | Me | |
Sleep: | To get plenty of sleep | |
Food: | Avoid junk food like fizzy drinks and chocolate | |
Physical exercise: | Regularly | |
Rest: | Regular breaks and enjoy yourself | |
Revising: | To start early is better | |
While taking the exams | ||
Instructions: | Read slowly and carefully | |
Breathing: | Take slow deep breath | |
Panic: | Don’t panic if you have to guess the answer | |
Guessing: | It’s always better to put something down rather than nothing at all. |
- Ex.30, p.17. Listen to the last part of the recording and identify the major advice given by the psychologist. Then put these words in their correct order.
It won’t be the end of the world if you don’t pass the exam.
IV Home Task
Ex. 6, p.6. Complete the essay about what school means to you. Use the given plan, p.174 in your textbook and useful language given in exercise.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work.
Unit I “Start Anew”
Section 2 ‘What’s in’
Topic “Talk-Show on School Uniform” (“Ток-шоу о школьной форме”)
Objectives: Ss will be able
- To refresh vocabulary on the topic “Clothes” and to study new;
- to discuss some questions in pairs;
- to listen for gist and details;
- to make notes while listening.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today will start our talking about school uniform and about fashion in general. Look at the blackboard. These are your objectives for today’s lesson: (on the blackboard)
- to label the items and then to describe the person using these items;
- to listen to a show on school uniform and do some task for listening;
- to study new vocabulary
II Vocabulary
Ex. 34, p. 18. Look at the photos and label the items of clothing the students have on.
|
|
III Speech Drill
Ex.35, p. 18. Work in pairs and take it in turns to describe the students in the pictures. Let your partner guess which person you describe. Use “Dialogue Vocabulary”.
IV Listening
- Ex. 36, p.18. Work in pairs and discuss these questions. Make notes of your answers.
*military –военный, reduce- сокращать, уменьшать
- Ex.37, p.18. Listen to the introduction of a show on school uniforms and check your responses in ex.36, p.18.
- England
- No, they don’t. some countries have policies, but others have none at all.
- Japan
- In France: to reduce class differences. In England: to identify boys as a member of a privileged class.
- Many Americans started thinking that a school uniform can help to cope with discipline problems.
- Ex. 38, p. 18. Listen to the recording again and discuss the following questions in pairs. Report your ideas to the class. Use:
- We think…
- We support…
- From our point of view…
V Vocabulary
Ex. 39, p. 19. Match the words with the definitions and translate them.
1b; 2f; 3i; 4c; 5a; 6j; 7d; 8g; 9e; 10h
VI Home Task
Ex. 38, p. 18.( to learn the answers to the questions)
Ex. 39, p. 19. (to learn the words with the definitions and translation)
V Evaluation
Your marks are…
VI Round – up
Thank you for your work.
Unit I “Start Anew”
Section 2 ‘What’s in’
Topic “School Uniform: For and Against” (“Школьная форма: за и против”)
Objectives: Ss will be able
- to enlarge their vocabulary on the topic;
- to read for gist and details;
- to make notes while reading;
- to tell the partner about information they have read
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today you’ll write a dictation (it was your home task) and continue our talking about school uniform.
I Vocabulary + Check Home Task
Ex.1, p. 9 (w.b.) find the odd word out and circle it.
- uniform
- boots
- T-shirt
- Handsome (all the other adjectives can be used when we talk about clothes)
Your home task was to learn the words, definitions and translation in ex.39, p.19. So 2 minutes to refresh and we’ll write the dictation. I’ll dictate the definition of the word, you will write down the word and the translation of it.
II Speech Drill + Check Your Home Task
Ex.2, p. 9 (w.b.) Complete the sentences using the phrases in the box or your own ideas. Then read your sentences.
Your home task was ex. 38, p. 18.( to learn the answers to the questions). Now you will work in pairs. Listen to your partner and don’t forget to give your mark. Pay attention that I can ask any of you, if I don’t agree with the mark or I don’t see your work!
III Reading
- Ex. 40, p.19. Work in two groups. Students from group A read text A and fill in the information in the following table. Students from group B do the same with the text B. Use your Workbook, ex.3, p. 9.
- Before doing the next exercise find your pair. Your have cards with the words, find the pair. For example, the card “black and…” is pair to the card “white”. The cards: “black and…”, “…white”, “B&…”, “…B”, “bacon and…”, “… eggs”, “Fruit and…”, “…nuts”, “Romeo and…”, “…Juliet”, “bread and…”, “…butter”, “turkey and…”, “…pudding”
- Ex. 41, p. 20. Form pairs A-B and ask each other questions to fill in the remaining column in your table. If your will simply copy the answers, you will work personally with me and your mark will not be “excellent”.
Questions | Text A | Text B |
1. Were the students invited to express their opinion? | Yes | Yes |
2. Did the students support the idea? | No | Yes |
3. Did the parents support the idea? | Yes | Yes |
4. What arguments did they give to support their opinions? | -a uniform will destroy the school atmosphere; -it will take away the students’ individuality. | -parents cannot afford the clothes their |
IV Home Task
Ex.42, p. 20. Answer the questions in pen. Give the whole answers.
Ex.4, p.10. Put the ideas about a school uniform from the box (ex. 43, p.20 in textbook) into two columns. Add your own ideas if any.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work.
Unit I “Start Anew”
Section 2 ‘What’s in’
Topic “Reported Speech” (“Косвенная речь”)
Objectives: Ss will be able
- to revise grammar “Reported Speech”;
- to turn sentences into reported and direct speech.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. The objectives for today’s lesson are:
- to check your home task;
- to review grammar rule “Reported Speech”;
- to practice in using Reported Speech.
I Speech Drill + Check Home Task
1. Answer my questions, please. What do you like/dislike about a school uniform?
2. Ex. 42, p. 20. In group of 3-4 discuss the questions and report your ideas to the class.
II Grammar
- Ex. 7, p. 10. Circle the verbs which can be used to report somebody else’s speech.
Say, remark, command, recommend, demand, emphasize, comment, advise, suggest, explain, warn
- Revise the rules “Reported Speech”. See “Grammar Reference” (p.180)
Remember!
This- that These-those Now-then Today-that day Tomorrow-the next day | Yesterday-the day before Ago-before Here-there Next-the following |
- Ex.8, p.10 (w.b.) Complete the sentences referring to the people’s words.
- I had to leave the school a little bit earlier yesterday as the teacher warned/ had warned us that we were writing/ were going to write the end-of-term test that day.
- I needed to buy some winter clothes and Judy recommended me to buy a beige coat as beige suit me perfectly.
- I wanted to walk to the centre but Tom suggested that we take a taxi/ that we should take a taxi/ taking a taxi.
- Thomas ordered me to wear a smart suit and tie for the ceremony, but I put on some casual jeans and sweater. I just don’t like when people tell me what to do.
- We wanted to drive straight through the city, but Allan warned us that we would stuck in traffic jam in the centre/ warned us against driving through the centre because of traffic jams. So, we didn’t
- Ex.47, p.21. Yesterday a group of students from Britain visited Kate’s school. Kate and her friends asked them some questions. Change the questions into reported speech.
- Kate asked where they were from.
- Her friends asked what places in Russia they had visited.
- Kate asked what in Russia had impressed them most.
- Her friends wanted to know where they wanted to go.
- Kate asked if they liked Russia.
- Kate asked how long they were going to stay there.
III Home Task
Ex.51, p. 22. Write the jokes using reported speech.
Ex. 49, p. 21. Study the grammar rules (read and translate).
IV Evaluation
Your marks are…
V Round – up
Thank you for your work.
Unit I “Start Anew”
Section 2 ‘What’s in’
Topic “Reported Speech” (“Косвенная речь”)
Objectives: Ss will be able
- to study grammar: Reported commands, requests, instructions;
- to turn sentences into reported speech;
- to listen for gist and specific information.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. The objectives for today’s lesson are:
- to check your home task;
- to study how to report commands, requests, instructions and suggestions;
- to listen to the dialogue for filling.
I Grammar
1. Ex. 49, p. 21. Read and translate the rule.
2. Ex. 50, p. 21. Turn the following sentences into reported speech using the words in brackets.
- The girl insisted on wearing that dress.
- The soldier commanded to put hands up.
- The students suggested having a party.
- The Granny warned not to sit on that chair.
- Mum advised to go to the doctor.
- Friends invited to a New Year party.
- Dad forbade me to go out late.
- Mugger demanded giving all the money.
- Mike recommended taking a taxi.
3. Ex. 51, p. 22. Tell the jokes using reported speech. It was your home task, so read your variant.
II Word Focus
1. Ex.52, p. 22. Read, translate and remember.
2. Ex.53, p. 22. Read and listen to the dialogue. Fill in the missing words.
- 3-days trip
- 18 century
- A 3-storey elegant stone house
- An 80-year-old lady
- 2-hour walk
3. Ex.54, p. 22 Use 4-5 words from the list in ex.52 or that are similar to make your own short dialogues.
Collect your Exercise books with your home task!
III Home Task
1. To learn the grammar rules and prepare for test Reported Speech
2. Ex.10,p.11 (w.b.) Fill in the last line of the table.
IV Evaluation
Your marks are…
V Round – up
Thank you for your work.
Unit I “Start Anew”
Section 2 ‘What’s in’
Topic “ Image of a Young Man” (“Имидж молодого человека”)
Objectives: Ss will be able
- to speak about things which are important for image;
- to listen for gist and specific information;
- to check their own progress in grammar “Reported speech”.
.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll start talking about image of a young man.
I Warm-up
You are young persons and you try to be fashionable. What things are important for your image?
Ex.9, p. 11 (w.b.) Work in pairs. Discuss what’s important for your image. Complete the web.
And now share your ideas with your classmates.
II Listening
1. Now you will listen to teenagers speaking about fashion. But before doing it read and translate expressions which will be useful for you while listening.
- the clothes I wear matched;
- the make-up matches my clothes;
- can be different from everyone else;
- to help to tell who you are;
- the way to express myself;
- it makes me look better;
- clothes show people who you really are;
- to be an individuality;
- to judge people by their clothes;
- fashion can be a statement of somebody’s individuality;
- I don’t care about…
- Casual.
2. Ex.57, p.23. Listen to teenagers speaking about fashion and make notes in the second columns of the table. Use your Workbook, ex.10, p.11.
3. Ex. 58, p.23. Listen to the interview again and fill in columns 3-5 of the table. Listen to tape one’s more.
Name | Is fashion important to you? Why? | Why do dress the way you do? | Is it important to you that the clothes match? | Is other people’s opinion important to you? |
Maria | Important. The fashion is about being different from everyone else. | Because it’s comfortable. | Most of the time. | Not much, I want to look different and feel comfortable. |
Peter | Not very important. I don’t think too much about the latest changes in fashion. We have fashion to tell others who we are. | To express myself. | Usually yes-it looks nicer. | No, comfort is important. |
Julia | Important. Fashion is a statement of somebody’s individuality. | I like to be an individual. | Sometimes, if I am going out somewhere special. | I don’t care. |
4. Ex.59, p. 23 was your home task. Answer the questions in the table and fill in the last line of the table.
III Test
Your time is up. Collect your test books.
IV Home Task
To tell about your attitude to the fashion. Use phrases from today’s lesson and the questions from ex.57, p.23 as a plan.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work.
Unit I “Start Anew”
Section 2 ‘What’s in’
Topic “ Image of a Young Man” (“Имидж молодого человека”)
Objectives: Ss will be able
- to reflect on and express their attitude to fashion and image;
- to read for gist and specific information;.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today you will work by yourselves and at that time I will check up your home task. To tell about your attitude to the fashion. Use phrases from today’s lesson and the questions from ex.57, p.23 as a plan.
II Speaking
So tell me about your attitude to the fashion. While checking your home task, please, do some exercises in your text book and in your work books. Here it is your plan for today’s lesson.
Plan for the lesson
1. Ex.61, p.24. Read the text about fashion and choose the best answer for the following questions.
1b, 2b, 3c.
2. Ex.62, p. 24, Read the replies to Sam’s message and decide whether the teenagers share Sam’s opinion.
Mary doesn’t agree with Sam.
Bill and Michael agree partially.
3. Ex.63, p.25. Read the sentences below. Match each of them with one of the messages in ex. 62.
Bill -1, Michael -2, Mary-3
4. Ex. 11, p. 12. Match the words and the pictures. Make up sentences with each of the words.
1c, 2f, 3e, 4d, 5b, 6a
5. Ex. 12, p.12. Match the picture with the appropriate advice you could give the people there.
1c, 2a, 3f, 4b, 5d, 6e
III Home Task
Ex. 1, p. 13.
- Put the words into the appropriate column.
- Write a short paragraph about one of the sports you’d like to do and explain why.
- Write a short paragraph about one of the sports you’d like to do when you are 55. Explain why.
IV Evaluation
Your marks are…
V Round – up
Thank you for your work.
Unit I “Start Anew”
Section 2 ‘Are You Keen on Sports?’
Topic “ Sports in Your Life” (“Спорт в жизни подростка”)
Objectives: Ss will be able
- to enlarge their vocabulary about sport;
- to make notes while discussion;
- to practice expressing people regrets.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks.
I Warm-up
Ex.1a, p.13. Put the words in appropriate column.
to do | to play | to go |
Gymnastics | Baseball | Diving |
Judo | Tennis | Skiing |
Karate | Chess | Surfing |
Marshal arts | Badminton | Jogging |
II Speech Drill
Ex.66, p.26. Work in pairs. Take it in turns to describe a kind of sport you like doing but don’t name it. Guess which sport your partner is talking about. Use the given words.
III Listening
1. Ex. 67, p.26. Listen to the radio programme and tick the kinds of sports students would like to learn in PE lessons. Use your Workbook.
Basketball | Dance | ^ | Ice skating | ^ | |
Karate | ^ | Gymnastics | ^ | Judo | |
Rock climbing | ^ | Snowboarding | Skiing | ^ | |
Diving | Tennis | Long jump | |||
Football | ^ | Mountain biking |
2. Ex. 68, p.26. Listen again and answer the questions.
- They want to learn different things than they do at PE, to make PE lessons more interesting.
- They think that schools concentrate too much on things like math, language and science and they think we need a bit of excitement.
- They think that the new “extreme” PE subjects will be fun to do, will keep them fit.
3. Ex. 69, p. 26. Work in groups. Discuss what kinds of sport you would like to introduce as an alternative to PE at your school. Make notes of your discussion and report your ideas to the rest of the class.
IV Grammar
1. Ex. 70, p. 27. Read and remember.
2. Ex. 71, p.27. Look at the pictures and make sentences expressing people’s regrets. Use the structure from the box above.
- I wish my friends and I were outdoors, playing in the playground.
- I wish I had got new trainers.
- I wish I weighed less.
- I wish I were a tennis champion.
- I wish I could play basketball.
- I wish I got good marks in PE.
V Home Task
Ex. 3, p.14 (w.b.) Complete the sentences.
VI Evaluation
Your marks are…
VII Round – up
Thank you for your work.
Unit I “Start Anew”
Section 2 ‘Are You Keen on Sports?’
Topic “ Popular Extreme Sports” (“Популярные экстремальные виды спорта”)
Objectives: Ss will be able
- to check their reading skills;
- express their attitude to extreme activities
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks.
I Warm-up
1. What sports are extreme for you? (or what extreme sports do you know?)
2. Which activity from word web you would like to try? Now you will read about another extreme sports.
II Reading
Open your Test books, write down the date. Your task:
1. Ex.74, p.28-29. Read the text and match them with the pictures. (You have 5minutes to complete the task.)
A-3, B-1, C-2
2. Ex. 75, p.29. Read the text again and decide which one… (You have 10 minutes to complete the task.)
1c, 2a, 3a, 4b, 5c, 6b, 7b, 8c, 9a.
Collect your Test books.
3. And now let’s check up your answers. Who doesn’t have any mistakes? Who has 1-3 mistakes? Who has more than 4 mistakes?
4. Ex.76, p.29. Work in pairs. Discuss which activity described in the texts you would like to try. Report your ideas to the class giving your reasons. Use “Dialogue Vocabulary”.
III Home Task
Ex. 76, p. 29 (to learn by heart, don’t forget to explain “why”)
IV Evaluation
Your marks are…
V Round – up
Thank you for your work.
Unit I “Start Anew”
Section 2 ‘Are You Keen on Sports?’
Topic “ Olympic Games” (“Олимпийские игры”)
Objectives: Ss will be able
- to study word focus: sentences with the “as” expressions;
- . to revise Passive Voice and practice in using it;
- to make notes while discussion;
- to write a short paragraph describing local sports centre
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll study how to use expressions with “as”, review Passive Voice but…
I Warm-up
Let’s remember about a little bit strange activities from the previous lesson. Which of them would you like to try?
II Check Home Task
Your Home Task was Ex. 76, p. 29 (to learn by heart, don’t forget to explain “why”). Don’t read, only speak! Who wants to be the first?
III Word Focus
1. Ex. 77, p. 29 Read, translate and remember.
2. Ex. 78, p. 29 Fill in the gaps in these sentences with the “as” expressions from the box. Translate the sentences.
- the same way as;
- as it is;
- as soon as;
- as if I were.
3. Ex. 4, p. 14 (w.b.) Match the sentences on the left with the appropriate translations on the right. Do the task by yourselves then we’ll check it up.
A1, B2, C1, D2, E1, F2, G1
IV Grammar
Ex. 80, p. 30. Complete the following text with the correct active or passive form of the verb in brackets. Pay attention to the tense of the verb. See “Grammar Reference”, p. 181, 183. Do it yourselves, then we’ll check it up. Change the Workbooks with your partner and check his/her work. Use the key on the blackboard.
|
|
V Writing
Ex. 81, p.31. Work in groups. Make a list of actions that are normally done at a sports centre or at stadium. Use the given phrases.
a) Develop your ideas. Mention who does these activities, how often they are done, where they are done and why.
VI Home Task
Ex. 81 b, p. 31. Write a short paragraph describing your local sports centre. Compare your description with others in the class.
VII Evaluation
Your marks are…
VIII Round – up
Thank you for your work.
Unit I “Start Anew”
Section 2 ‘Are You Keen on Sports?’
Topic “ Olympic Games” (“Олимпийские игры”)
Objectives: Ss will be able
- to study grammar rule “Inversion”;
- to enlarge their vocabulary on the topic;
- to practice deducing meaning of the new words from definitions
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks.
I Warm-up
You know that sentence in English has a structure: -----.
But quite often in English, certain expressions with a negative meaning are placed at the beginning of a sentence.
II Grammar
In English there is a stylistic devise which is called ‘inversion’. In Russian we have ‘инверсия’. Do you know what it is?
1. Ex. 82, p. 31. Read and remember.
2. Ex. 83, p. 31. Translate these sentences into Russia.
3. Ex. 84, p. 31. Listen to the sentences and practice saying them. Pay attention to the sentence stress and intonation.
III Vocabulary
1. Ex. 86, p. 33. Match the words from the text with their definitions. Use a dictionary if necessary.
1c, 2a, 3d, 4e, 5b
2. Ex. 87, p. 33. Fill in the gaps in these sentences with the words from ex. 86. Make any necessary changes.
- indignant;
- outstanding;
- was awarded;
- dignity;
- recognition.
IV Check Home Task
Collect your workbooks with your home task.
V Home Task
Ex. 86, p. 33. Learn the words with the definitions for dictation.
VI Evaluation
Your marks are…
VII Round – up
Thank you for your work.
Unit I “Start Anew”
Section 2 ‘Are You Keen on Sports?’
Topic “ Sports Honour and Strength of a Character ” (“Спортивная честь и сила характера ”)
Objectives: Ss will be able
- to check their knowledge in vocabulary;
- to read for gist and specific information;
- to discuss questions in pairs and share the result of the discussion.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll speak about famous Russian athlete Alexei Nemov. But first of all remember about the words from the previous lesson.
I Warm-up
Don’t open your books. Give the definition to the word:
Dignity, recognition, to award, outstanding, indignant
II Check Home Task
Open your books for test. Write down the date. I’ll tell you the definition or the word and you write the English word and the translation.
III Reading
1. Ex. 88, p.33. Read the texts A-E and decide where each one comes from.
a) Choose from the following list. The article comes from a sports magazine.
b) What helped you come to your decision?
2. Ex.89, p. 34. Match the words and phrases in these two columns to get meaningful expressions. Then write them down in your Workbook. Translate them.
1j, 2a(c), 3f, 4h, 5b(d), 6i, 7c(a), 8g, 9d, 10e
3. Ex.90, p.34. Look through the texts once more and say which paragraph…
1D, 2E, 3A, 4C, 5B
IV Speaking
Ex.91, p. 34. Work in groups. Discuss the following questions. Report your ideas to the class.
Use:
Most of us think that…
Nobody supports…
Not many students think…
Very few students believe that…
We all agree that…
There was one person who said that…
V Home Task
Ex.89, p. 34. Learn for dictation with the translation.
Ex. 8, p. 16 (w.b.) Read the extract from an eye-witness report and fill in the gaps with the most appropriate alternatives.
1a, 2b, 3b, 4d, 5a, 6c, 7b, 8d, 9a
VI Evaluation
Your marks are…
VII Round – up
Thank you for your work.
Unit I “Start Anew”
Section 3 ‘Where Words Fail…’
Topic “ Musical preferences ” (“Музыкальные предпочтения ”)
Objectives: Ss will be able
- to enlarge their vocabulary on the topic;
- to listen for gist and specific information;
- to discuss in pairs the ways different kinds of music affect.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks.
I Warm-up
Look at the blackboard and try to guess the topic of our lesson.
jazz rock classical folk rap pop | music band dance festival ballet group |
Today we are going to speak about music.
Ex. 1, p. 18 (w.b.) Match the words to make meaningful expressions.
Jazz band, festival, music
Rock group, festival, ballet, music
Classical ballet, music
Folk festival, dance, music
Rap festival, group
Pop music, group, festival
II Speech Drill
Ex. 93, p. 35.
a) First answer these questions individually and then discuss your answers in pairs.
b) Did you find anything in common for both of you? What are some of your differences?
We both like/ dislike…
There are some differences of us. I like … but he/she doesn’t like …
III Listening
1. Ex.94, p.36. Listen to the teenagers talk about their music preferences and match the names of the pop stars with the speakers. [CG] Use Workbook. Before doing the task let’s read information about pop stars in “Cultural Guide” (p.175)
- R. Williams
- Eminem
- Madonna
- Gareth Gates
- Britney Spears
2. Ex. 95, p.36. Listen again and match the speakers with the following opinions.
1c, 2e, 3a, 4d, 5b
3. Discuss in pairs.
What would you prefer to listen? Why?
IV Vocabulary
Ex. 95, p. 36. Create a word web using the words from the box. Use your Workbook. Some expressions may be used in several categories.
Verbs: | compose, perform,… |
Adjectives (music): | tuneful, slow,… |
Adjectives (singer): | talented, cute,… |
Kinds of music: | classical, modern,… |
Affects : | makes you feel happy/sad,… |
Ex.98, p. 36. Think the ways different kinds of music affect you. Use the expressions from the word web. Work in pairs and share your ideas.
Ex.5, p. 19. (w.b.). Agree or disagree with the statements.
V Home Task
Prepare short speaking about your musical preferences. Don’t forget to say about your favorite kind of music, your favorite singer. Explain why you like and how music affects you. Don’t forget to mention your dislikes.
If you ask me… If you want my opinion… That’s just how I see it.
VI Evaluation
Your marks are…
VII Round – up
Thank you for your work.
Unit I “Start Anew”
Section 3 ‘Where Words Fail…’
Topic “ Hypothetical Situations Referring to Future or Present” (“Гипотетические ситуации будущего или настоящего ”)
Objectives: Ss will be able
- to study grammar ‘Hypothetical situations referring to future or present’;
- to practice in using grammar rule;
- to express their attitude to music.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll continue our talk about your musical preferences and we’ll speak about what would be without music.
I Warm-up
Do you know what the most popular singer in your group is? How do you think? On your desks you have small sheets of paper. Write down the name of your favorite singer. Collect your papers. While I will ask you your home task (Name) will count the result and then tell us.
II Check Home Task
Tell us about your musical preferences. . Don’t forget to say about your favorite kind of music, your favorite singer. Explain why you like and how music affects you. Don’t forget to mention your dislikes.
! (Name), tell us what the most popular singer in your group is.
III Grammar
1. Ex.100, p. 37. Read and remember.
IF-CLAUSE | MAIN CLAUSE |
If + V-ed (V2) | would+V |
2. Ex.101, p. 37. Match the two columns to make complete sentences. More than one combination is possible. Translate your sentences into Russian.
1e(d), 2g, 3a(b), 4f, 5a(b), 6e(d), 7c
3. Ex. 102, p.38. Make questions from the words given. The first and the last words of each question are underlined.
- What music would you listen to if you had some free time this evening?
- If you wanted to dance, what music might you choose?
- If you could play a musical instrument, what instrument would it be?
- If you could become a famous pop singer, who would you be?
- How would your life be different if you were famous?
4. Ex.103, p. 38. Work in pairs. Ask and answer the questions from ex. 102. You can add any questions of your own.
IV Home Task
Ex. 6, p.19. (w.b.) Complete the sentences.
Make up and learn the dialogue Ex.103, p. 38. Don’t make up an interview.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work.
Unit I “Start Anew”
Section 3 ‘Where Words Fail…’
Topic “ Music in My Life” (“Музыка в моей жизни”)
Objectives: Ss will be able
- to read for gist and specific information;
- to act out the dialogue;
- to study grammar rule and practice in using it.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll talk about music in your life.
I Check Home Task
You have two minutes to refresh your home task. Act out the dialogue.
II Reading
1. Ex. 104, p. 38. Read the essay an American teenager Darren, 16, wrote to an online teen magazine and answer the questions.
2. Ex. 105, p. 39. Read the text again and say what kind of a person Darren is. Give reasons for your answer.
3. Ex.106, p.39. In the text find words or expressions that mean the following.
- Fan
- Focus
- Meaningful
- Lyrics
- To be complete
III Grammar
Now you will work yourselves. First, study grammar rule in ex.108, p.39, read and translate it.
Then using this material do ex.7, p.19-20. Make up emphatic sentences with focus on who did something.
At the end of the lesson collect your Workbooks.
- It was James who told me about the time of the meeting.
- It was you who insisted on buying those tickets!
- It was you who needed your help and support.
- It was our neighbor who played the guitar so beautiful!
IV Home Task
Ex. 117, p. 42. Write an article entitled “The music in my life”. Follow the steps given in ex. 116, p.42. See “Writing an article” in “Learning Strategies” (p.173). You may use ex.107, ex.102, ex.96, ex.95.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work.
Unit I “Start Anew”
Section 4 ‘Where Does Time Go?’
Topic “My Schedule” (“Мой режим дня”)
Objectives: Ss will be able
- to enlarge vocabulary on the topic;
- to discuss the schedule;
- to make up the dialogue using the scheme.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll talk about music in your life.
I Warm-up
1. Ex.118, p. 43. Make a list of the top five ways you spend your time during the day. Work in groups of 3-4 and compare your lists. What activity is mentioned most often in your group? In your class?
2. Ex. 119, p. 43. Do the quiz. What is your score?
II Speaking
1. Ex. 120, p. 43. Look through the schedule below and say how much time Anna and Misha spend on the activity you noted as mentioned most often in ex.118.
2. Ex.121, p.44. Refer to the schedule to answer the following questions.
- Anna
- Anna
- Misha
- Anna
- Misha
3. Ex.122, p. 44. Imagine it is 4.00 p.m. and you are supposed to do the following things by midnight. Put the activities in order of importance and make a note of any activities that could be done another day. Use your Workbook. Share your ideas.
III Vocabulary
Ex.1, p.22 (w.b.). Match the words to make meaningful phrases.
(answers may vary)
personal experience to suppress a smile mature journalist to evoke memories | national identity positive response martial arts information technology |
Ex.2, p.22 (w.b.) Fill in the gaps with any appropriate word from exercise above. You should use only one word for a gap.
- mature
- suppress
- response
- identity
- martial
Read short dialogues with fillings.
IV Home Task
Ex. 123, p. 44. Work in pairs. Discuss your lists in ex. 122 and explain your choices. Follow the scheme below. Use “Dialogue Vocabulary”. Act out the dialogue.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work.
Unit I “Start Anew”
Section 4 ‘Where Does Time Go?’
Topic “My Schedule” (“Мой режим дня”)
Objectives: Ss will be able
- to act out the dialogue;
- to enlarge their vocabulary with the word ‘time’;
- to read for gist and specific information
- Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll talk about your schedule.
I Warm-up
Ex. 127, p. 46. Choose the verbs from the list that can be used with “time”.
Plan, find, keep, take, have, limit, create
II Vocabulary
1. Ex. 126, p. 46. Match the words used with “time” with their definitions.
1c, 2d, 3a, 4b
2. Ex. 128, p. 46. Complete the sentences with the verbs from the previous exercises.
- find
- plan
- take
- make
- have
III Check Home Task
Your home task was Ex. 123, p. 44. Work in pairs. Discuss your lists in ex. 122 and explain your choices. Follow the scheme below. Use “Dialogue Vocabulary”. Act out the dialogue.
So while you will do ex.124 and ex.125 I will check up your home task.
IV Reading
1. Ex. 124, p. 45. Read the commentary from a teen magazine and tick the main idea from the following list.
How to cope with stress at school
2. Ex. 125, p. 45 Read the commentary again and say whether the following statements are true (T) or false (F).
1f, 2t, 3t, 4f, 5t, 6f, 7t
Your time is up. Let’s check up your task.
V Home Task
Ex.11, p. 25. Write the following activities in the appropriate columns. Complete the list with some more activities you happen to be engaged in.
VI Evaluation
Your marks are…
VII Round – up
Thank you for your work.
Unit I “Start Anew”
Section 4 ‘Where Does Time Go?’
Topic “Everyday Life of Teens” (“Повседневная жизнь подросков”)
Objectives: Ss will be able
- to study the meaning of the words using their definition;
- to listen for gist and specific information;
- to make notes and fill in the gaps while listening.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll talk about your schedule.
I Vocabulary
1. Ex. 136, p. 47. Match the words with their definitions.
1b, 2d, 3a, 4e, 5c
2. Ex. 137, p. 47. Match the words from the two boxes to make meaningful phrases.
(possible answers)
Schedule activities, manage time, detailed agenda, detailed list, to-do list, extra-curricular activities, long-term assignment.
II Listening
1. Ex. 138, p.47. Listen to Diana and complete her timetable for the day she describes. Use your Workbook, ex. 9, p.24.
morning | 6 lessons, homework during the break |
afternoon – 6 p.m. | a basketball game, worries about homework |
6 p.m. -9.30 p.m. | dance class, worries about homework |
after 9.30 p.m. | homework |
2. Ex.139, p. 48. Listen to the second part of the story and fill in the gaps.
|
|
III Reading
Ex. 141, p. 48. Read the text and match the headlines (a-d) with parts (1-4) of the article.
1b, 2d, 3a, 4c
IV Home Task
Ex. 140, p.48. Answer the following questions. (use the internet)
Study “How to conduct a class survey”, p.171 and “How to report on a class survey”, p.172.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work.
Unit I “Start Anew”
Section 4 ‘Where Does Time Go?’
Topic “School Life” (“Школьная жизнь”)
Objectives: Ss will be able
- to learn to evaluate the result of the group work;
- to practice exchanging opinion
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll start our work with the projects.
1. Before you’ll receive your task for project I want you to study “Evaluation Table”.
While working don’t forget about grammar, vocabulary and spelling. When your project is done check the organization of it.
Let’s read and translate the table.
Mark your score
10 – 11 – well done
7 – 9 – good
4 -6 – you can do better
2. Your tasks for projects. Get into four groups. Study the task and start doing yourselves.
PE Lessons (survey)
Study “How to conduct a survey” in “Learning Strategies” (p. 171).
- Write down the questions you would like to ask your schoolmates about PE lessons.
- You may prepare questions for parents /teachers.
- Decide how many people you are going to ask and who will do the asking.
- Conduct a survey.
- Collect and summarize the results.
- Prepare report on your findings. It can be a presentation or a poster. See “How to report on a survey” in “Learning Strategies” (p. 172).
School Uniform (survey)
Study “How to conduct a survey” in “Learning Strategies” (p. 171).
- Write down the questions you would like to ask your schoolmates about school uniforms.
- You may prepare questions for parents /teachers.
- Decide how many people you are going to ask and who will do the asking.
- Conduct a survey.
- Collect and summarize the results.
- Prepare report on your findings. It can be a presentation, a poster or a fashion show. See “How to report on a survey” in “Learning Strategies” (p. 172).
Music Preferences (survey)
Study “How to conduct a survey” in “Learning Strategies” (p. 171).
- Discuss the following questions in your group:
- Who is your favorite singer/ musician/musical group?
- How often do you listen to them?
- Why do you like them?
- What does your favorite music make you feel?
- What would your life be like without music?
- Decide how many people you are going to ask and who will do the asking.
- Conduct a survey.
- Collect and summarize the results.
- Prepare report on your findings. It can be a presentation or a poster. See “How to report on a survey” in “Learning Strategies” (p. 172) and “Dialogue Vocabulary” (p. 37)
Gain Time (advice)
Read the text in Ex.141, p.48, try to understand (or translate if you need it). Do the task.
- Add some advice to the list in Ex.141, p.48.
- Ask school psychologist advice how to make your schedule work.
- Think how to present your advice.
- See “How to prepare for a presentation effectively” (p. 169) and “How to give a perfect presentation” in “Learning Strategies” (p. 170).
- Add school survey, Ex.119, p.43.
3. Your home task will be to prepare presentation of your survey. Next lesson you will present your survey to the class. You may find some more information on www.londonka.blogspot.ru.
Unit I “Start Anew”
Section 4 ‘Where Does Time Go?’
Topic “School Life” («Школьная жизнь»)
Objectives Students will be able
- to get feedback on their progress throughout the unit,
- to present and discuss the findings on the survey.
Skills development Students will
- practice giving an oral presentation,
- practice evaluating presentation.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks.
Today we’ll have the final lesson for the topic “School Life”. You have made school surveys and have prepared reporting on your findings. You’ve done great work and today we’ll see the results of it. We’ll see the presentations of your projects.
II Warm-up
Do you know how to behave presenting your work? How to give a perfect presentation? Can you give advice for presenter? (students’ answers)
III Reading
Start with advice for you “How to give a perfect presentation”. You have cards with advice on your desks. Your task is to read and divide them into 4 groups: “body language”, “voice”, “timing” and “language”. (Students do the task in groups then we do on the blackboard together.)
- Show your enthusiasm about what you want to say.
- Think about your posture, hands, movement and facial expressions before you start presenting.
- Establish and keep your eye contact with the audience and be natural while speaking.
- Speak so that you can be heard in every corner of the room.
- Pay attention to your pronunciation. Articulate sounds and words clearly.
- Try to stay within the time limit.
- Try to speak without long pauses.
- Be careful with your choice of words. Think about the register of your presentation and your style.
- Avoid making grammar mistakes.
IV Presentation
Today your classmates will evaluate your projects. You will use “Evaluation Table” (see the Appendix). On the blackboard you can see the evaluation card (see the Appendix). We have four projects “School Uniform”, “PE Lessons”, “Music Preferences” and Gain Time”. The categories for evaluation are grammar, vocabulary, form and phonetic. The score you can find in the evaluation table.
The first group will evaluate the project of the third group, the second – the forth project, the third – the first project, the fourth - the second project.
Is everything clear? Do you have any questions? So let’s start.
The first project is “School Uniform”. The evaluation group is the third. (Students present their project. After students evaluation teacher tell some words about the project.)
You’ve demonstrated a good knowledge of the topic. It was interesting to listen to you. The most surprising thing about this survey is that girls prefer to wear dress. Frankly speaking, I think it will be jeans.
The second project is “PE Lessons”. The evaluation group is the fourth. (Students present their project. After students evaluation teacher tell some words about the project.)
Your presentation is whole and logical. You have shown confidence and enthusiasm about your survey. I was glad to know that half students don’t miss their PE lessons.
The third project is “Music preferences”. The evaluation group is the first. (Students present their project. After students evaluation teacher tell some words about the project.)
Your presentation has a clear structure. You use visuals to help the audience understand your information. Your chart is unusual and attractive.
It’s not a secret that students have so many responsibilities and have to do so mane home tasks. But we have only 24 hours a day. So the question is how to gain time.
The fourth project is “Gain Time”. The evaluation group is the second. (Students present their project. After students evaluation teacher tell some words about the project.)
Your presentation is very useful. It’s very important for everyone to gain time. You show enthusiasm about what you want to say. Your speaking is loudly and clearly. It was please to listen to you.
V Evaluation
We have total score. On handouts you have scale how to make your score. Your marks are…
VI Round – up
For my point of view your projects are perfect. I think you have known how to conduct a survey and now you know how to report on it in English.
You are brilliant students. Thank you for your work.
VI Home Task
Prepare for test. Look through “Key vocabulary” and “Useful phrases”.
Unit I “Start Anew”
Topic “Progress Check” (2 hours)
Objectives Students will be able
- to get feedback on their progress throughout the unit,
- to check their knowledge in grammar and vocabulary;
- to check their reading and listening skills.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll have progress check.
I Listening
Ex. 1a, p.50. Listen to four people speaking about their experience of doing dangerous sports and match the speakers with the kind of sports.
1c, 2a, 3b, 4d
Ex. 1b, p. 50. Listen again and match the statements with the speakers.
A3, B1, C4, D2 (1B, 2D, 3A, 4C)
II Reading
Ex.2a, p. 51. Read the text and decide which pair of twins…
- L&C, A&S, W&G
- A&S, H&K
- W&G
- H&K
- L&C
- W&G
Ex. 2b, p. 51 Read the text again and write down what these numbers stand for in it.
- 18 pupils achieved five passes at grade A at Colchester County School for girls
- 2005 is the year of the twins
- 4 sets of twins got A-level results
- 9 grade A passes
III Language Work
Ex.3, p.52. Fill in the gaps in the text with the correct forms of the verbs in CAPITAL LETTERS at the end of each line.
- music;
- promotion;
- student;
- nervous;
- equipment;
- favourites.
Ex. 4, p. 52. Fill in the gaps in the text with the correct forms of the verbs in brackets.
- wanted;
- has attracted/ attracted;
- looked;
- had been (were) welcomed;
- established;
- were not allowed.
IV Writing
Ex. 6, p. 53. You see the following notice in an international magazine. Write your article in about 180-200 words.
Предварительный просмотр:
Unit II “Talking on Family Matters”
Section 1 “Exploring Your Family”
Topic “History of My Family” (“История моей семьи”)
Objectives: Ss will be able
- to study English proverbs and give Russian equivalents;
- to review phonetic: word stress;
- to read for gist and specific information.
Vocabulary captivating, charming, enjoyable, fascinating, monotonous, striking, stunning, ancestor
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks. Today we start new unit “Talking on family matters”
I Warm-up
Ex. 1, p. 54 Look at the pictures and say what you think these people are talking about. Explain your answers. Why do you think they look so interested?
Ex.2, p. 54. Match the proverbs with their explanations and give the Russian equivalents. Then interpret proverbs.
1b, 2a, 3c
III Phonetic
Stress is the strength with which syllables are pronounced. English words with more than one syllable mostly have a fixed pattern. There are not many rules to indicate which syllable of a word should be stressed. You have to learn the stress pattern together with its meaning, spelling and pronunciation.
Ex. 3, p. 54. Listen to the words and repeat them. Put them into the following categories according to their pronunciation pattern. Use your Workbook, ex. 1, p. 26.
..*. | .*.. | *.. | .*. | *. |
fascinating | enjoyable | Attractive | Charming | |
captivating | original | Fantastic | Funny | |
Repetitive | Stunning | |||
Monotonous | Boring | |||
remarkable | puzzling | |||
Striking | ||||
Tiring |
Ex.2, p. 26 (w.b.). Put the words from the previous exercise in two groups: positive and negative. Look up the words you don’t know in a dictionary.
Positive | Negative |
Fascinating, attractive, charming, funny, stunning, enjoyable, original, fantastic, striking, remarkable, captivating | Boring, puzzling, tiring, repetitive, monotonous, striking |
NB: the word “striking” can be both positive and negative
IV Speech Drill
Ex. 6, p. 55. Discuss the following questions with your classmates.
V Reading
1. Ex. 7, p. 55. Read the family stories and match them with the pictures.
NB: ancestor [‘ɷnsistэ]– предок
1D, 2B, 3A, 4C
2. Ex. 8, p.57. Read the stories again and say which of the speakers…
- A,D
- C
- B
- A,D
- C
- B
- A
VI Home Task
Ex.3, p.26 (w.b.) a) Make the expressions and explanations of what they mean.
1B, 2A, 3D, 4E, 5C
b) Explain what the following phrases mean.
A monotonous job – we say so if the job we do is very boring and repetitive/ you have to repeat one and the same action lots of time/ it’s not creative at all
A tiring day – we say so if we feel very tired physically or emotionally by the end of the day
Ex. 2, p. 27 (w.b.) Write short paragraphs to answer the questions. Give some details about the film, job, place.
Learn new words: captivating, charming, enjoyable, fascinating, monotonous, striking, stunning, ancestor
VII Evaluation
Your marks are…
VIII Round – up
Thank you for your work.
Unit II “Talking on Family Matters”
Section 1 “Exploring Your Family”
Topic “Exploring Your Family” (“Изучая свою семью”)
Objectives: Ss will be able
- to read for gist and specific information ;
- to study the meaning new vocabulary through their definition;
- to practice new vocabulary in oral and writing speech.
Vocabulary hand down, find out, start out, go back, come alive, take back, take out, think back, come from
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks. Today we continue our talk on the topic “Talking on family matters”
I Warm-up
Be ready to collect your Workbooks with your home task at the end of the lesson.
II Vocabulary
1. Ex.9, p. 57. A) Find in the texts (ex.7) the following verbs.
B) Read the sentences with the verbs.
C) Match the verbs with the definitions.
1d, 2g, 3i, 4f, 5h, 6a, 7e, 8b, 9c
2. Ex. 10, p. 57. Fill in the gaps in the sentences using the verbs from ex. 9. Make necessary changes.
|
|
3. Ex. 11, p. 57. A) Form meaningful expressions using the words from the two columns. You may use the words from the right column more than once. Write down your expressions.
Explore the past/ history, find out a pastime/ someone’s identity/ connections/ information, family research/ history, previous generation, direct/ immediate connections, a sense of history, fascinating history/ pastime/ information, start research, add to someone’s identity, put someone in context, give someone a sense of something.
B) Let’s play the game “Who is the best?” Tell you expressions one by one. Who will tell the last one is the winner.
III Home task
Ex. 9, p.57. Learn the verbs and the definitions for dictation.
Ex. 3, p. 27. Write sentences of your own with the vocabulary from ex. 9 and ex.11 in Student’s Book
IV Evaluation
Your marks are…
V Round – up
Thank you for your work.
Unit II “Talking on Family Matters”
Section 2 “Family Room”
Topic “Family Room” (“Семейная гостиная”)
Objectives: Ss will be able
- to listen for gist and specific information ;
- to study the meaning new vocabulary through their definition;
- to check their vocabulary.
Vocabulary look out for someone, get on somebody’s nerves, annoying, fall out, make up with,
keep somebody company
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks.
I Warm-up
Let’s play the game “Type Machine”. I’ll tell you any word or expression and you’ll spell the word, letter by letter. If you need space bar – clap your hands.
T-A-K-E (clapping) B-A-C-K
II Check Home Task
Work into two groups. Have a competition. I call a definition and you go to the blackboard (one by one in turn) and write down the verb from ex.9, p.57 and the translation. If you don’t know leave the space.
III Vocabulary
Ex. 17, p. 59. Read the words and their definitions. Then translate them into Russian.
Look out for someone – присматривать за кем-либо
get on somebody’s nerves – действовать на нервы
annoying - раздражающий
fall out – перестать дружить
make up with - помириться
keep somebody company – составить компанию
IV Listening
1. Ex.18, p. 60 Listen to the teenagers speaking about their brothers or sisters and match them with the information about their relatives.
A-2, B-4, C-3, D-1
2. Ex. 19, p. 60. Read through the following lists and tick the activities and feelings the teens mentioned in their stories. Listen to the recording again and check your answers.
go shopping + play games – go skating – fight with someone + play computer games + do homework – play in the pool+ watch TV + go for a walk - | feel strange without brother or sister + feel lonely + be bored – feel very emotional + be upset – be annoyed + feel happy – feel tired + feel lucky+ |
Ex. 20, p. 60 Fill in the gaps in the sentences. Use the words from the list below. Make necessary changes.
- to keep you company
- to fight about everything with; was very upset
- get on well with
- gets on my nerves; feel lonely
- to look out for
- don’t look alike
- be (very) annoying; makes me cry; feel bad/lonely; be upset
VI Home Task
Ex. 21, p. 61. Tell about your feelings about having/ not having brothers or sisters. Use the expressions from today’s lesson.
Ex. 2, p. 30. Put “+” in the box if the activity/ pastime helps unite the family. Put “-” if the activity usually spoils family relationship.
Ex. 3, p. 30. Write a short paragraph about an activity which can spoil family relationships. Explain why you think so.
VII Evaluation
Your marks are…
VIII Round – up
Thank you for your work.
Unit II “Talking on Family Matters”
Section 2 “Family Room”
Topic “Life of Twins” (“Из жизни близнецов (отрывок из книги)”)
Objectives: Ss will be able
- to read for gist and specific information ;
- to speak about their feeling about having relatives;
- to check their vocabulary.
Vocabulary twins
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks.
I Warm-up
Let’s play a game. It’s very simple game which is called “Bingo”. Prepare sheets of paper, write down any 6 expressions from given on blackboard and start. I’ll tell you the translation, you’ll write down the English expressions.
to keep company to look alike to get on nerves to feel bad to make cry to get on well to be upset to fall out to make up with to look out for | 3. составлять компанию 7. быть похожими 4. играть на нервах 8. чувствовать плохо 1. заставлять плакать 2. ладить 9. расстраиваться 5. ссориться 10. мириться 6. заботиться |
Read your expressions.
II Check Home Task
Ex. 21, p. 61. Tell about your feelings about having/ not having brothers or sisters. Use the expressions from previous lesson. When I’ll check your home task, do some exercises for reading.
III Reading
1. Ex. 23, p.61. Read the text and choose the sentence that best describes the twins.
#2
2. Ex. 24, p. 62 Find the words and expressions in the text that have a close meaning with the following.
- heaps of made – up words
- manic
- Pack it in!
- shivering
- peering
3. Ex.25, p. 62. Read the text again and work in pairs to answer the questions. Discuss the questions with your partner.
IV Home Task
Ex. 28, p. 62. Read and remember.
p. 182 “Grammar Reference”. Study the rule.
Ex. 30, p. 63. Choose the correct answer.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work.
Unit II “Talking on Family Matters”
Section 2 “Family Room”
Topic “Embarrassing Situation” (“Бывает ли детям неловко за родителей?”)
Objectives: Ss will be able
- to listen for gist and specific information ;
- to speak about embarrassing situations deal with their relatives;
- to enlarge their vocabulary.
Vocabulary embarrassed, ashamed, humiliate, confuse, disturb, trouble, anxious, ridiculous, amusing
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks. The topic of our lesson is “Embarrassing Situation”
I Warm-up
How to translate “embarrassing situation”? Can you give the example of embarrassing situation?
II Speech Drill
Ex. 36, p. 64. Work in pairs. Discuss the following questions. But first look at the given words. Let’s read them and translate. I’ll help you with translation.
Embarrassed –смущенный
Ashamed – стыдящийся (of)
Humiliate – унижать, оскорблять
Confuse – смущать
Disturb – беспокоить, мешать
Trouble – тревожить, беспокоить
Anxious – беспокоящийся, переживающий
Ridiculous – нелепый
Amusing - развлекающийся
III Listening
1. Ex. 37, p. 64. Listen to the teenagers and choose which situations they are speaking about.
Parents embarrassing their children.
Children embarrassing their parents.
2. Ex. 38, p. 64. Listen to the recording again and write down some examples of the embarrassing situations the speakers talk about.
Jonny | his mum comments on how he looks… |
Caroline | She advises her parents on clothing; parents call her brother “darling” |
Perri | His dad falls asleep when someone is talking to him; his mum shows his baby photographs where he is naked |
Rose-Marie | Jokes; teenagers comment on their parents’ fashion sense |
David | His dad likes to talk to everyone when they are walking in town; his mum usually asks him about his girlfriends, especially when he is talking on the phone |
3. Ex. 40, p. 65. Listen to the conversation and fill in the gaps with the phrases below. Work in pairs and compare your answers.
- I think
- It’s important to know
- Really
- Why shouldn’t
- I guess
- But
- I believe
- It’s okay for
- You see
- But you know
- I suppose
- The fact that
- I see that you mean
- Unfortunately
IV Home Task
Ex. 41, p. 65. Answer the following questions. (in written form)
Learn new words.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work.
Unit II “Talking on Family Matters”
Section 3 “What Makes a Family Happy?”
Topic “What Makes a Family Happy?” (“Что делает семью счастливой?”)
Objectives: Ss will be able
- to interview their classmates;
- to speak about happy/sad/boring moments;
- to listen for gist and specific information.
Vocabulary
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks. The topic of our lesson is “What makes a family happy?”
I Warm-up
Try to remember your happiest/saddest/ most boring moments in your life. Ex. 3, p. 34 a) Make notes about things that makes you happy, sad or boring and complete the first line of the table. Use the expressions in the box.
II Listening
Ex.3, p. 34 b) Listen to the teenagers answering the same questions and complete the rest of the table.
c) Ask your classmates about happy/ sad moments they would like to share. Complete the table with this information.
Happy moments | Sad/Unhappy moments | Boring moments | |
me | |||
Rebecca | When I go to my friends, walking, playing computer games | When her friends’ mum shouts at them | Staying on for a long time |
Peter | Hanging about my friends, going on trips, telling jokes, going to places where it’s hot | Fighting with people, having arguments | |
Sonia | Friends, going out with friends, listening to music, going on trip | Sad music and sad films | |
My classmates |
III Speaking
Ex.48, p. 66. Work in groups. Discuss the questions. Report the results of your discussion. Use the Useful phrases from Unit I, p.49 to do the reporting.
IV Home Task
Ex. 1, p. 33 (w.b.) Match the words to make up meaningful phrases.
Embarrassing conversation
Embarrassed person
Fascinating journey
Fascinated tourists
Captivating voice
Captivated audience
Ex.2, p.33 (w.b.) Complete the sentences with appropriate forms of the words in bold.
- brought
- embarrassing
- charming
- fascinated
- informed
- scared
- interested
- bored
V Evaluation
Your marks are…
VI Round – up
Thank you for your work.
Unit II “Talking on Family Matters”
Section 2 “What Makes a Family Happy?”
Topic “Extended and Nuclear Families” (“Большие и маленькие семьи”)
Objectives: Ss will be able
- to read for gist and specific information ;
- to speak about benefits and drawbacks of extended family ;
- to enlarge their vocabulary.
Vocabulary residence, enable, afford, bonus, in-law, extended family, nuclear family
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks.
I Warm-up
Ex. 49, p. 66. Look at the pictures and say which shows an extended/nuclear family. Which picture reminds you…
- of your own family?
- of your friend’s family?
- How so?
II Vocabulary
Ex. 50, p.67. Read the sentences and choose the Russian translation for the words in bold.
1a, 2b, 3a, 4b, 5b
III Reading
Ex.51, p. 67. Read the text and say whether it describes a nuclear or an extended family.
The text describes an extended family.
Ex. 52, p. 67. Work in pairs. Prepare four questions for the text you’ve read. Answer each other’s questions without looking at the text.
Ex. 53, p. 67. Read the text again and write down some of the benefits and drawbacks of living in an extended family. Use your Workbook, ex. 4, p. 34.
(possible answers)
Benefits:
- they’ve got a bigger and more comfortable house,
- the grandmother can still have some independence,
- the grandmother can spend time with her grandson which is beneficial for both of them
- the grandmother can keep an eye on her grandson when necessary
Drawbacks:
- student’s own answer
Ex. 54, p.68. Work in pairs. Compare your lists and combine your ideas. Then discuss the following question.
(possible answers)
If we hadn’t moved in together as an extended family, we wouldn’t have bought such a big house.
IV Home Task
To learn new words: residence, enable, afford, bonus, in-law, extended family, nuclear family
Ex. 6, p. 35 (w.b.) Fill in the words from the box. Change word forms if necessary.
- afford
- pastime
- enable
- residence
- bonus
- experience
V Evaluation
Your marks are…
VI Round – up
Thank you for your work
Unit II “Talking on Family Matters”
Section 2 “What Makes a Family Happy?”
Topic “Conditionals” (“Наклонение”) (2 hours)
Objectives: Ss will be able
- to review grammar rule “Conditionals”;
- to tell their classmates about the rule they have read;
- to practice new rule in use.
Vocabulary
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks.
I Warm-up
Today you will work in groups. Get into groups of three. Your task will be to study only one of Conditionals and complete the table. Don’t forget about the examples. Be ready to play the role of teacher. Then your group will be mixed and you will tell your classmates about one of Conditionals.
After studying you will do some exercises in your groups to check your knowledge in grammar.
Your time limit 5-7 minutes to work in one group!
II Grammar
1) Read, learn and remember.
Conditional I
The first conditional we often use to describe events which are possible in the present or future. In main clause Future Simple is used and in conditional clause Present Simple is used.
ex. They will go skiing if it snows. - Если пойдет снег, они поедут кататься на коньках.
If you don’t write the composition, you’ll get low grades. - Если ты не напишешь сочинение, ты получишь плохую оценку.
If I see Jane, I’ll invite her to my birthday party. – Если я увижу Джейн, я приглашу ее на свой день рождения.
Don’t miss the lessons, or you’ll be punished. – Не пропускай уроки, а то тебя накажут.
Conditional II
The second conditional is used to describe unlikely (маловероятные) situations in the present or future. In main clause would + V is used and in conditional clause Past Simple is used. Instead of would you may use should, could, might. The verb “to be” has the form “were” for singular and plural.
ex. If I knew the answer, I would tell you. – Если бы я знал ответ, я бы сказал тебе.
If I were you, I would learn German. – На твоем месте я бы выучил немецкий язык.
If she had money, she would spend their holidays abroad. – Если бы у нее были деньги, то она могла бы проводить каникулы за границей.
They might go to Spain if they spoke Spanish. – Они могли бы съездить в Испанию, если бы они говорили по-испански.
Conditional III
The third conditional is used to describe situations that didn’t happen in the past. . In main clause would have V3 is used and in conditional clause Past Perfect is used. Instead of would you may use should, could, might.
ex. If she had interrupted people, she would have been an intolerable person. – Если бы она перебила людей, она была бы не толерантным человеком.
He didn’t see the big boys bulling a disabled person. If he had seen them, he would have stopped them. – Если бы он их увидел, он бы остановил их.
When we use | Main Clause | Conditional If-clause |
We use Conditional I to describe events which are possible in the present or future. | Future Simple will +V He will pass his exam | Present Simple V (V-s) do(does) not V if he works hard. |
We use Conditional II to describe unlikely (маловероятные) situations in the present or future | could would could + V might He would pass his exam | Past Simple V2 (V-ed) did not V only WERE if he worked hard. |
We use Conditional I to describe situations that didn’t happened in the past | could would could + have V3 might He would have passed his exam | Past Perfect had V3 if he had worked hard last year. |
2) Ex.1 Put the verb in the correct form.
- If he had a dictionary at hand, he (to translate) this article.
- If you (to see) that sculpture, you would like it.
- If I were an artist, I (to paint) this wonderful hill.
- If it (to be) summer now, I would go to the river.
- If we posted the letter today, they (to get) it in a week.
- If I (to come across) this book, I would buy it for you.
- If my children spoke to me that way, I (to be) angry.
- If he (to have) a car, he would drive to Mexico.
- If everyone was good and kind, we (to need) policemen.
- If the student (to use) the tape recorder more often, he would improve his accent.
- would translate
- saw
- would paint
- were
- would get
- came across
- would be
- had
- wouldn’t need
- used
Ex. 2 Complete the questions as in example.
ex. Perhaps one day you meet a friend of yours whom you haven’t seen for ages. – What would you say if you met a friend of yours whom you hadn’t seen for ages.
- Perhaps one day George will invite you to dance. What would you do if
- Perhaps one day your friend will present you with dog. What would…?
- Perhaps one day you will lose the key from your house. Where … go if…?
- Perhaps one day you will be offered to take a world tour. What…say…?
- Perhaps one day someone will dedicate a poem to you. What…do…?
- What would you do if George invited you dance?
- What would you do if your friend presented you with dog?
- Where would you go if you lost the key?
- Where would you go if you were offered to take a world tour?
- What would you do if someone dedicated a poem to you?
Ex.3 Answer the question as in the example.
ex. Are you going to bed now? (I/not/sleep) – No. If I went to bed now I would not sleep.
- Are you going to wear your glasses? (I/ have/ a headache) – Yes. If I did not…
- Are you going to the country now? (rain) – No. I…
- Do you behave better? (to get in serious trouble) – Yes. If I…
- If I didn’t wear my glasses, I would have a headache.
- I wouldn’t go to the country, if it was rain.
- If I didn’t behave better, I wouldn’t get a serious trouble,
Ex. 4 (You may do this ex. on www.londonka.ru) Составьте условные предложения, используя материал левой и правой колонок, которые отражали бы ваше отношение к ситуации.
Ex. Daniel had fallen ill. Put on coat/catch cold. - Daniel wouldn’t have caught cold if he had put on coat.
1 | Nick has broken his leg. | Climb ladder/break his leg |
2 | Mr. Davidson had got a smashed car. | Drive carefully/avoid accident |
3 | John Smithson was the second in the competition. | Run faster/win the race |
4 | Chris has cut his finger. | Play with knife/cut finger |
5 | Mary has got a terrible headache. | Have headache/take aspirin |
6 | Mrs. Claydon has nothing left for supper. | Leave fish on the table/cat eat it |
- Nick wouldn’t have broken his leg if he hadn’t climbed the ladder.
- Mr. Davidson would have avoided accident if he had driven carefully.
- John Smithson would have won the race if he had run faster.
- Chris wouldn’t have cut his finger if he hadn’t played with knife.
- Mary wouldn’t have had a headache if she had taken aspirin.
- If Mr. Claydon hadn’t left fish on the table, the cat wouldn’t have eaten it.
III Home Task
To learn the rules.
Ex. 57, p. 68 (in pen). Put the verbs in the correct form (positive or negative).
- would have enjoyed
- hadn’t passed
- would not have made
- had not been
IV Evaluation
Your marks are…
V Round – up
Thank you for your work
Unit II “Talking on Family Matters”
Section 4 “Family Disagreement”
Topic “Family Disagreement” (“Семейные ссоры”)
Objectives: Ss will be able
- to review grammar rule “Conditionals”;
- to study new vocabulary and use it in speech;
- to read for details and for gist.
Vocabulary a row, argument, cope with, talk through, conflict, fake, provoke, blazing, to keep a sense of humor, to enlarge the gap, to heat the conflict
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks.
I Warm-up
I’ll give you the beginning of the sentence. Your task is to complete it. One minutes to think over and we’ll start.
If I had enough money… | If I were you… |
If you didn’t go to gym… | If I lost my keys… |
I’ll stay at home if… | If I worked hard… |
If I won a prize… | If I met Tom Crause… |
If I were a king/queen… | If I came home at 3 a.m. … |
If I told my parents the truth… | If I were my mum… |
If I were rich… | If I found $ 1,000,000,000… |
II Vocabulary
1. Look at the topic of our lesson. Do you know how to translate it? Pay attention to the word “disagreement”. DIS (приставка с отрицательным значением) –AGREE (глагол «соглашаться»)- MENT (суффикс существительного) - несогласие, разногласие
2. Ex. 61, p. 69. Match the words with their definitions.
a row [reu] – 1) ряд
2) грести
[rau] – ссора, скандал, драка (разг.)
1b, 2e, 3a, 4c, 5d, 6g, 7f
3. Ex. 63, p. 69. Combine the words from two columns to make meaningful expressions.
An angry argument, avoid a conflict/ argument, be in a conflict, a blazing row, come into a conflict, cope with a problem/stress/anger, fake smile/relationship, get into a conflict, have a conflict, a heated argument, provoke a conflict/argument, talk through all the options/a problem/a situation, win/lose an argument
4. Ex. 1, p.37 (w.b.) Match the phrases with opposite meanings.
to suppress a conflict – to provoke a row
a sincere laugh – a fake smile
to shout – to whisper
to cope with disagreement – to enlarge the gap
to look for a solution – to heat the conflict
to speak in a funny voice – to sound natural
III Speech Drill
Ex. 62, p. 69. Look at the picture and describe the situations shows in it. Look at the girls. Let they be Mary and Ann. What do you think about their talk? How do they feel? Use the words and expressions from ex.61, 63.
IV Reading
Ex. 2, p. 37. a) Read the text. Agree or disagree with the following advice. Give your reasons.
b) Complete the sentences with your own ideas.
V Home Task
To learn new words for dictation.
a row,
argument,
cope with,
talk through,
conflict,
fake,
provoke,
blazing,
to keep a sense of humor,
to enlarge the gap,
to heat the conflict
VI Evaluation
Your marks are…
VII Round – up
Thank you for your work
Unit II “Talking on Family Matters”
Section 4 “Family Disagreement”
Topic “Why Family Rows Are Good for You?” (“Могут ли быть полезны семейные ссоры?”)
Objectives: Ss will be able
- to check their knowledge in vocabulary;
- to listen for gist and specific information;
- to discuss the questions in pairs.
Vocabulary
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll continue our talk about family rows.
I Warm-up
We start with your home task. It was to learn the words for dictation.
a row, argument, cope with, talk through, conflict, fake, provoke, blazing, to keep a sense of humor, to enlarge the gap, to heat the conflict
II Listening
1. Ex. 64, p. 70. Listen to the people talking about their attitude to family disagreements and complete the first and the second lines in the table. Use your Workbook, ex. 3, p.38.
2. Ex. 65, p. 70. Listen again and complete the third line of the table.
Andy | Jane | John | Lori | Phill | |
1. Do you have family rows? | No. Tries not to have rows. | No. for her a quiet constructive conversation is better. | No. They have rows with daughter. | Yes. She has rows with her daughter. It’s healthy to let all out in argument. | No. Has spend the majority of his life avoiding conflicts as far as he could. |
2. Did you often have rows? | No, but has lost his temple twice in 24. | Yes. As a teen she used to row regularly with her parents. | No. Evening means having a row. | Yes. Had blazing rows with her mother. | No. |
3. How do you cope with difficult situations in your family? | It’s easier to talk about things calmly. | A quiet conversation is better. | I only wish she would stay home and talk through the problems. | Kiss and make up after the row. | Thinks that he should not have avoided the conflicts. |
III Speaking
Ex. 66, p. 70. Work in pairs. Answer the questions from the table in Ex. 64 and discuss your answers. Use “Dialogue Vocabulary”.
IV Home Task
Ex. 66, p. 70. Act out the dialogue.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work
Unit II “Talking on Family Matters”
Section 4 “Family Disagreement”
Topic “Why Family Rows Are Good for You?” (“Могут ли быть полезны семейные ссоры?”)
Objectives: Ss will be able
- to read for gist and specific information;
- to discuss questions using the information from the text;
- to act out the dialogue.
Vocabulary
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll continue our talk about family rows.
I Warm-up
II Check Home Task
Ex. 66, p. 70. Act out the dialogue.
III Reading
1. Ex. 68, p. 70-71. a) Read the text and match the titles with photographs.
1b, 2d, 3a, 4c
b) Read the text again and find out the main sentence in each paragraph.
2. Ex. 69, p. 71. Discuss the following questions with your classmates.
- Rows are sign of a healthy relationship as it’s a sign of a changing relationship and of teenagers becoming more mature.
- They prove the idea with examples from real life, including famous people.
- There are two factors mentioned: people keeping their feelings to themselves and the constant stress and anxiety caused by rows in the family.
- Rows are good for relationships when people are able to reach some kind of conclusion and find a way out of a problem.
3. Ex. 70, p. 71. Work in pairs. Discuss the following questions.
IV Home Work
Ex. 68, p. 70-71. Retell the text and answer the question from ex. 70, p. 71.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work
Unit II “Talking on Family Matters”
Section 4 “Family Disagreement”
Topic “Word Formation” (“Словообразование.”)
Objectives: Ss will be able
- to retell the text and give their attitude to the problem in the text ;
- to review word formation;
- to practice using V-ing forms.
Vocabulary
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll retell the text and give your attitude to family rows.
I Warm-up
Do you have family disagreements?
What purpose do rows have according to Cambridge psychologist?
When are rows actually good for relationships?
II Check Home Task
Ex. 68, p. 70-71. Retell the text and answer the question from ex. 70, p. 71.
III Word Focus
1. Ex. 71, p. 72. Complete the table with the correct form of the words. You may find some words from the texts in ex. 68. Use your Workbooks.
Noun | Verb | Adjective |
Argument | Argue | Argumentative |
Relative/relationship | Relate | Related |
Suggestion | Suggest | Suggested |
Change | Change | Changing |
Provision | Provide | Provided |
Employment | Employ | Employed |
Competition | Compete | Competitive |
Anxiety | - | Anxious |
Conclusion | Conclude | Concluding |
Belief | Believe | Believable |
2. Ex. 72, p. 72. Listen and check your answers. Then repeat the words.
3. Ex. 73, p. 72. Fill in the gaps in the sentences below with the words from the table in ex.71.
- relationship
- argument
- suggestions
- compete
- employment
- anxious
- believe
- conclusion
IV Grammar
1. Ex. 74, p. 72. Read and remember.
2. Ex. 5a, p. 38 (w.b.) Fill in the gaps with the infinitive or V–ing forms.
- having
- going
- repairing/being repaired
- to buy
- to get
- to discuss
- asking
- talking
- to start
- getting fat
V Home Task
Ex. 74, p. 72. Learn the rule by heart.
Ex. 76, p. 73. Choose the correct preposition and fill in the gaps with the V-ing form of the verb. (in pen)
|
|
* * Ex. 5b, p. 39 (w.b.). Fill in the gaps with the appropriate options below.
1c, 2c, 3c, 4a, 5a, 6b, 7d, 8a, 9a, 10b
VI Evaluation
Your marks are…
VII Round – up
Thank you for your work
Unit II “Talking on Family Matters”
Section 5 “Days to Remember”
Topic “Days to Remember” (“Памятные даты в моей семье.”)
Objectives: Ss will be able
- to read to gist and specific information ;
- to write responses to the given remarks;
- to speak about memorable days.
Vocabulary awesome
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks.
I Warm –up
What are the most memorable days in your family? Why?
II Reading
1. Ex. 91, p.78. Read Angela’s story and give it a title.
Answers may vary. The original title is “Looking back”.
2. Ex. 92, p. 79. Work in pairs. Discuss the following questions.
III Writing
1. Ex. 2, p. 42. What can make a good birthday present for a teenager? Tick the category if you would like to get something like that as a present. In the right column write some comments according to the model.
2. Ex. 3, p. 43. Work in pairs. Think of a present for your classmate. Complete the birthday card with the information about the present. In the card:
* describe the present
*explain how useful it’s going to be for the present person (you don’t need to be very serious about it). Use Useful language.
Who wants to read the card?
IV Home Task
Ex. 1, p.42 (w.b.) a) Match the remarks with the responses.
1d, 2f, 3b, 4c, 5a, 6e
b) Write possible responses to the following remarks.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work
Unit II “Talking on Family Matters”
Section 5 “Days to Remember”
Topic “A Space Wedding” (“Космическая свадьба.”)
Objectives: Ss will be able
- to read to gist and specific information ;
- to review grammar tenses system.
Vocabulary awesome
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks.
I Warm –up
Look at the blackboard. Sweetheart, groom, bride, the best man, white dress, rings,… How do you think what can unite these words? What is the common word?
Wedding
Today we are going to speak about a bit strange wedding.
II Reading
1. Ex. 98, p. 80. Read the following article and then choose the sentence that best summarizes the main idea.
#2
2. Ex. 99, p. 80. Read the article again and complete the following sentences.
(possible answers)
- The groom wasn’t actually present at the ceremony as he was going around the Earth in a spaceship.
- The couple tried to follow some of the traditions of the typical “white wedding” so the bride wor a white dress and the groom a tailcoat.
- It was not difficult to decide who would be the best man – there was only one other person in the spaceship – a fellow astronaut.
- The ceremony was made possible due to a video link at the NASA space centre.
- There was some conflict about the wedding because both NASA and the Russian Aerospace Agency tried to get couple to wait until Yuri returned to the Earth.
3. Ex.100, p. 81. Read through the list and tick the points the journalist has included in the article. What does the journalist say about these points?
What verb tenses are used to describe the events?
III Home Task
Ex. 102, p. 81. Read the article below and fill in the gaps with the correct forms of the verbs in brackets. See “Grammar Reference” (pages 182-183).
|
|
IV Evaluation
Your marks are…
V Round – up
Thank you for your work
Unit II “Talking on Family Matters”
Section 5 “Days to Remember”
Topic “Is Marriage Valued? ” (“Стоит ли жениться.”)
Objectives: Ss will be able
- to read to gist and specific information ;
- to review grammar tenses system.
Vocabulary divorces, weird
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks.
I Warm –up
Is marriage valued in today’s society? Why?/Why not?
Write your own answer in the left column (see ex. 4, p.43 in your Workbook)
II Listening
1. Ex. 94, p. 79. Listen to the teenagers speaking about their attitude to marriage and complete the table. Complete the table in your Workbook.
Divorces – развод, weird - странный
Emma | Gillian | Daniel | Your answer | |
Is marriage valued in today’s society? Why?/Why not? | No(many divorces, people are getting married several times) | No (the media, TV celebrities influence marriage’s value in society ) | No (it’s just a ring and a piece of paper, it’s regarded as a fun day out) |
2. Ex. 95, p. 79. Work in groups of 3-4. Discuss the following questions.
3. Ex. 96, p. 79. Listen to the teenagers again and write down the words and expressions connected with marriage. Put them into the word web. Use your Workbook (ex.5, p. 44).
(possible answers)
A big dress, a huge cakes, pretty rings, divorce, wedding in weird/ unusual place
4. Ex. 97, p. 79. Work in pairs. Compare your word webs. Think of other words connected with marriage and add them to your web.
III Reading
Ex. 6, p. 44. Read the dialogue and fill in the gaps with words and phrases from the box.
|
|
IV Home Task
Study “Writing an opinion essay” in “Learning Strategies” p. 174.
Study the copies I’ve given you.
V Evaluation
Your marks are…
VI Round – up
Thank you for your work
Unit II “Talking on Family Matters”
Section 5 “Days to Remember”
Topic “To Marriage or Not to Marriage? ” (“Стоит ли жениться.”)
Objectives: Ss will be able
- to check their skills in writing opinion essay
Vocabulary divorces, weird
Procedure
Good morning, dear friends! (Good morning, teacher!)
- I am glad to see you. (We are glad to see you too.)
- How are you today? (We are fine, thank you. How are you?)
- I am fine, thanks.
I Warm –up
Your home task was to study “Writing an opinion essay” in “Learning Strategies” p. 174 and the copies I’ve given to you.
II Writing
Writing an essay
- General statement of the problem/ current situation
It’s true…
Some people say/believe…
Other people, however, disagree/ have a different point of view…
- Points for
Firstly…
To begin with…
Secondly…
Moreover…
Besides…
Further more…
For example…/for instance…
- Points against
By contrast…
Whereas…
On the one hand…/ on the other hand…
In fact…
Sadly…/unfortunately…
- Conclusion/coming to some decision
As a result…
Finally…
To sum up…
In conclusion…
To summarize…
Using this information, exercises from the previous lessons, write an opinion essay “Is marriage valued in today’s society?” (180-200 words)
III Home Task
Be ready for progress check
IV Evaluation
Your marks you will know next lesson
V Round – up
Thank you for your work
Unit II “Talking on Family Matters”
Topic “Progress Check” (2 hours)
Objectives Students will be able
- to get feedback on their progress throughout the unit,
- to check their knowledge in grammar and vocabulary;
- to check their reading and listening skills.
Procedure
Good morning, dear friends! {Good morning, teacher!)
- I am glad to see you. {We are glad to see you too.)
- How are you today? {We are fine, thank you. How are you?)
- I am fine, thanks. Today we’ll have progress check.
I Listening
Ex. 1a, p.83. Listen to a family story and decide whether these statements are true (T) or false (F).
1T, 2T, 3F, 4T, 5T, 6F
Ex. 1b, p. 83. Listen again and fill in the gaps in the sentences. Write no more than three words.
- the oldest sister
- at last century
- round the village/ she really hated
- very big wedding
- really big forest/with a bear
- in the snow
II Reading
Ex.2a, p. 83. Read the text and choose the best title for it.
3. Typical Morning
Ex. 2b, p. 84 Read the text again and for questions 1-6 choose the best alternatives.
1b, 2c, 3a, 4b, 5a, 6c
III Language Work
Ex.3, p.83. Read the text and choose the best alternatives to fill in the gaps.
1B, 2C, 3D, 4B, 5C, 6A
Ex. 4, p. 84. Fill in the gaps in the text with the correct forms of the verbs in brackets.
- was asked
- had met
- broke in
- reminded
- wasn’t/hadn’t been
- wasn’t/hadn’t been
IV Evaluation
Your marks you will know next lesson
V Round – up
Thank you for your work
Предварительный просмотр:
№ | Тема для изу-чения | Тема урока | Языковой материал Фонетика Лексика Грамматика | Требования к уровню подготовки учащихся | Лингвост рановедческий материал | Тип урока | Вид контроля | Дата | ||
Unit I Start anew (социально-бытовая сфера) | ||||||||||
1 | Start anew | Новая школа: что впереди | Совершенствование слухопроизноси-тельных навыков применительно к новому языковому материалу, навыков правильного произношения | Words and expressions related to school Collocations related to school Guessing the meaning of words from context | Present Perfect (Revision) Past simple | А.: уметь определить своё отношение к прослушанной информации по теме урока Ч.: уметь выделить основные факты Г.: уметь рассказать о своей школе и сравнить её со школой в Англии П.: уметь заполнить сравнительную таблицу | Система образова ния в стране/ странах изучаемо го языка | Комби- ниро-ванный | Предвари-тельный | |
2 | Новые ожидания и тревоги | Комби- ниро-ванный | Текущий | |||||||
3 | Школа 100 лет назад | Комби- ниро-ванный | Словарный диктант | |||||||
4 | Разговор с психологом | Комби- ниро-ванный | Сообщение о своей школе | |||||||
5 | What's in? | Ток-шоу о школьной форме | Items of clothes Words and expressions related to clothes, to personal image Numerical expressions | Reported Speech Reporting commands, requests, instructions and suggestions | А.: уметь воспринимать на слух и выделять интересующую информацию Ч.: уметь обобщать и критически оценивать полученную при чтении информацию “School Uniform” Г.: уметь собрать информацию и представить её одноклассникам П.: уметь представить собранную информацию графически и в письменном виде | Углубление знаний об образовании в стране/ странах изучаемого языка | Формиро-вание знаний | Текущий | ||
6 | Школьная форма: за и против | Формиро-вание умений | Словарный диктант | |||||||
7 | Косвенная речь | Формиро-вание знаний | ||||||||
8 | Косвенная речь | Формиро-вание умений | ||||||||
9 | Имидж молодого человека | Формиро-вание умений | Тест по грамматике | |||||||
10 | Имидж молодого человека | Формиро-вание умений | Сообщение «Я и мода» | |||||||
11 | Are you keen on ports? | Спорт в жизни подростка | Совершенствование слухопроизноси-тельных навыков применительно к новому языковому материалу, навыков правильного произношения | Kinds of sports Collocations related to doing sports Exotic sports Expressions with “as” | Subjunctive I (I wish+ V-ed) Passive Voice Inversion | Г.: уметь вести диалог-обмен мнениями по теме; выражать свою точку зрения, пользуясь вновь изученными средствами Ч.: уметь просматривать текст с целью поиска необходимой информации; использовать полученную информацию при составлении монолога П.: уметь писать сообщение о местном спортивном центре с опорой на материал полученный в ходе обсуждения | Совершенствование знаний и умений | Текущий | ||
12 | Популярные экстремальные виды спорта | Совершенствование знаний и умений | Контроль навыков чтения | |||||||
13 | Олимпийские игры | Совершенствование знаний и умений | Грамматический тест (Passive Voice) | |||||||
14 | Олимпийские игры | Совершенствование знаний и умений | Контроль письма | |||||||
15 | Спортивная честь и сила характера | Совершенствование знаний и умений | Контроль лексики | |||||||
16 | Where words fail... | Музыкальные предпочтения | Совершенствование слухопроизноси-тельных навыков применительно к новому языковому материалу, навыков правиль-ного произношения | Music word web Adjectives to describe different kinds of music Verbs connected with music Collocations related to music | Hypothetical situations referring to future or present (If +V-ed + would) Empathetic sentences | А.: умение использовать прослушанную информацию при выполнении заданий Г.: умение вести диалог-обмен мнениями по теме “Functions of music” П.: уметь написать газетную статью по теме” Музыка в моей жизни ” Ч.: уметь читать текст с целью поиска необходимой информации для ответа на вопросы по содержанию | Совершенствование знаний и умений | Контроль аудирования | ||
17 | Гипотетические ситуации будущего или настоящего | Совершенствование знаний и умений | Монолог “Musical Preferences” | |||||||
18 | Музыка в моей жизни | Совершенствование знаний и умений | Контроль письма «Музыка в моей жизни» | |||||||
19 | Where does time go? | Мой режим дня | Совершенствование слухопроизноси-тельных навыков применительно к новому языковому материалу, навыков правиль-ного произношения | Time expressions and collocations with time | Clauses of purpose (to/in order to) | А.: умение воспринимать информацию на слух и заполнять пропуски в прослушанном тексте Г.: умение вести диалог с опорой на схему Ч.: уметь читать текст с целью поиска информации для ответов на вопросы по тексту; уметь находить в тексте подтверждение высказываниям по тексту; уметь озаглавить текст и части текста П.: уметь написать сообщение о своём рабочем дне; уметь составить список советов | Совершенствование знаний и умений | Контроль диалога | ||
20 | Мой режим дня | Совершенствование знаний и умений | Контроль письменного сообщения | |||||||
21 | Повседневная жизнь подростка | Совершенствование знаний и умений | Контроль понимания прочитанного | |||||||
22, 23 Проект «Школьная жизнь» | ||||||||||
24, 25 Check your progress | ||||||||||
26, 27 резервные часы | ||||||||||
Unit II Talking on family matters (социально-бытовая сфера) | ||||||||||
1 | Exploring your family | История моей семьи | Совершенствование слухопроизноси-тельных навыков применительно к новому языковому материалу | Adjectives used to describe family stories Collocations related to a family’s history Phrasal verbs | Pronunciation focus: word stress in multi-syllable words | Ч.: умение читать текст по теме с пониманием основного содержания прочитанного; догадываться о значении отдельных слов с опорой на контекстуальную догадку Г.: уметь вести диалог-обмен мнениями с опорой на речевые клише | Знание фольклора страны/стран изучаемого языка | Формиро-вание знаний | Контроль аудирования (word stress ) | |
2 | Изучая свою семью | Формиро-вание умений | Контроль понимания прочитанного | |||||||
3 | Family room | Семейная гостиная | Совершенствование слухопроизноси-тельных навыков применительно к новому языковому материалу | Names of relatives (revision) Expressions related to feelings and emotions Expressions related to family relationship | Modals: can/bу able to Could /was able to | ЧГ.: уметь комментировать факты из текста; выражать своё мнение по обсуждаемой теме А.: уметь воспринимать на слух и выделять необходимую информацию при прослушивании; определять своё отношение к прослушанному | Знакомство с семейными ценностями в странах/ стране изучаемого языка | Совершенствование знаний и умений | Словарный диктант | |
4 | Из жизни близнецов (отрывок из книги) | Совершенствование знаний и умений | Контроль понимания прочитанного | |||||||
5 | Бывает ли детям неловко за родителей | Совершенствование знаний и умений | Контроль аудирования | |||||||
6 | What makes a family happy? | Что делает семью счастливой? | Kinds of families Collocations related to family relationships | Unreal past conditionals (Conditional III) (revision) | Г.: уметь вести дискуссию по теме урока; уметь делать сообщение по теме с опорой на вопросы Ч.: уметь читать текст с извлечением интересующей информации; уметь применять её при работе над упражнениями к тексту П.: уметь письменно составить рассказ, используя изучаемый грамматический материал | Совершенствование знаний и умений | ||||
7 | Большие и маленькие семьи | Совершенствование знаний и умений | Контроль понимания прочитанного | |||||||
8 | Наклонение | Совершенствование знаний и умений | Текущий контроль | |||||||
9 | Наклонение III | Совершенствование знаний и умений | Тест по грамматике | |||||||
10 | Family disagreements | Семейные ссоры | Совершенствование слухопроизноси-тельных навыков применительно к новому языковому материалу, навыков правильного произношения | Word formation Finding words with a close meaning in the text (guessing the meaning from the context) Language of disagreement Collocations related to family relationships Describing friеnds | V-ing forms | Г.: уметь описывать картинку с опорой на ключевые фразы; уметь вести диалог-обмен мнениями; уметь вести диалог- расспрос по схеме Ч.: уметь читать текст с пониманием основного содержания; догадываться о значении отдельных слов с опорой на языковую и контекстуальную догадку А.: уметь воспринимать на слух и выделять интересующую информацию, оценивая её с точки зрения полезности | Совершенствование знаний и умений | Текущий | ||
11 | Могут ли быть полезны семейные ссоры? | Совершенствование знаний и умений | Словарный диктант | |||||||
12 | Могут ли быть полезны семейные ссоры? | Совершенствование знаний и умений | Контроль диалогической речи | |||||||
13 | Памятные даты в моей семье | Совершенствование знаний и умений | Текущий | |||||||
14 | Космическая свадьба | Совершенствование знаний и умений | Контроль чтения | |||||||
15 | Стоит ли жениться? | Совершенствование знаний и умений | Контроль аудирования | |||||||
16 | Жениться или не жениться | Совершенствование знаний и умений | Контроль письменной речи (эссэ) | |||||||
17-18 Check your progress | ||||||||||
19-20 Резервные уроки | ||||||||||
Unit III Civilization and progress (социально-культурная сфера) | ||||||||||
1 | Learning from the past | Понятие цивилизации | Совершенствование слухопроизносительных навыков применительно к новому языковому материалу, навыков правильного произношения | Vocabulary to speak about discoveries Words often confused Parts of human face (revision) Word to express size | Modal verbs: expressing degrees of probability in the past Comparative and superlative forms of adjectives (revision) | Г.: уметь высказывать своё мнение о открытиях совершённых в истории; уметь рассказывать о древнем мире; подготовить презентацию собранного материала А.: умение использовать прослушанную информацию при выполнении заданий П.: уметь написать сочинение Ч.: уметь читать текст с целью поиска необходимой информации для ответа на вопросы по содержанию | Формиро-вание знаний | Текущий | ||
2 | Цивилизации | Формиро-вание знаний | Текущий | |||||||
3 | Модальные глаголы, выражающие степень вероятности в прошлом | Формиро-вание знаний | Контроль лексики | |||||||
4 | Археология | Формиро-вание умений | Контроль аудирования | |||||||
5 | Археологические открытия | Совершенствование знаний и умений | Контроль говорения | |||||||
6 | Степени сравнения прилагательного | Совершенствование знаний и умений | Грамматический тест | |||||||
7 | Цивилизация Майя | Совершенствование знаний и умений | Контроль понимания прочитанного | |||||||
8. Резервный урок | ||||||||||
9 | Progress and development | Прогресс и развитие | Word formation: noun suffixes -ence, -ance, -ity, -ty. Vocabulary to speak about technological development. International words. | Mixed Conditionals (Type 3/ Type 2) | Ч.: уметь осуществлять поисковое чтение при работе над текстом по теме урока; просматривать текст с целью поиска интересующей информации; оценивать найденную информацию с точки зрения ее значимости для решения поставленной коммуникативной задачи. Г.: уметь поддержать дискуссию; уметь вести диалог-обмен мнениями, аргументировать свое мнение | Совершенствование знаний и умений | Контроль понимания прочитанного | |||
10 | Великие изобретения | Совершенствование знаний и умений | Контроль письменной речи | |||||||
11 | Смешанное наклонение | Совершенствование знаний и умений | Тест по грамматике | |||||||
12 | Роль компьютера в нашей жизни | Совершенствование знаний и умений | Контроль аудирования | |||||||
13 | Современный человек без компьютера | Совершенствование знаний и умений | Контроль эссе | |||||||
14 | Влияние человека на окружающую среду | Совершенствование слухопроизносительных навыков применительно к новому языковому материалу, навыков правильного произношения | Word formation: noun suffixes -ence, -ance, -ity, -ty. Vocabulary to speak about technological development. International words. | Mixed Conditionals (Type 3/ Type 2) | Ч.: просматривать текст с целью поиска интересующей информации; П.: уметь написать эссэ на предложенную тему, пользуясь планом А.: уметь воспринимать текст на слух и выделять необходимую информацию | Знакомство с известными людьми стран изучаемого языка | Совершенствование знаний и умений | Текущий контроль | ||
15 | Влияние человека на окружающую среду | Совершенствование знаний и умений | Контроль понимания прочитанного | |||||||
16 | Проблемы экологии | Совершенствование знаний и умений | Контроль понимания прочитанного | |||||||
17 | Жорес Алферов- лауреат приза Киото. | Совершенствование знаний и умений | Контроль говорения | |||||||
18 | Man made wonders of the world | Инфинитив или формы с -ing | Verbs to describe creating/ constructing | Infinitive V-ing forms (revision)+with change of meaning | Г.: уметь опросить одноклассников; уметь подготовить сообщение по теме урока. А.: уметь воспринимать информацию на слух с целью получения необходимой информации П.: уметь письменно составить описание одного из чудес света Ч.: уметь читать текст с целью поиска необходимой информации | Знакомство с известными сооружениями стран изучаемого языка | Совершенствование знаний и умений | Текущий контроль | ||
19 | Рукотворные чудеса света | Совершенствование знаний и умений | Контроль аудирования | |||||||
20 | Всемирно известные сооружения 20 века | Совершенствование знаний и умений | Контроль презентации | |||||||
21 | Robots of the future | Перспективы технического прогресса | Vocabulary to describe future developments of technology | Ways of expressing the future | Г.: уметь вести дискуссию на тему урока; уметь назвать плюсы и минусы новых технологий Ч.: уметь осуществлять поисковое чтение при работе над текстом по теме урока; просматривать текст с целью поиска интересующей информации; оценивать полученную информацию с точки зрения ее значимости | Совершенствование знаний и умений | Контроль по грамматике | |||
22 | Новые изобретения: плюсы и минусы | Обобщение и систематизация изученного | Текущий контроль | |||||||
23 | Роботы будущего (отрывок из книги А. Азимова “Я-робот”) | Обобщение и систематизация изученного | Контроль диалогической речи | |||||||
24, 25 Check your progress | ||||||||||
26, 27 резервные уроки | ||||||||||
Unit IV The World of Opportunities | ||||||||||
1 | Away from home | Мир возможностей | Words and expressions related to studying abroad Expressions with “get” | Ways of expressing preference, purpose, likes and dislikes “be used to”/ “get used to” | Совершенствование знаний и умений | |||||
2 | Путешествие как способ расширить кругозор | Совершенствование знаний и умений | Текущий контроль | |||||||
3 | Программы обмена для школьников | Совершенствование знаний и умений | Контроль понимания прочитанного | |||||||
4 | Письмо-заявка на участие в программе | Совершенствование знаний и умений | Контроль письма | |||||||
5 | From here to there | Способы путешествия | Интонация вопросов и ответов | Prepositions with the means of transport. The meaning of “mind”. | Linking words and expressions | Г.: уметь описывать маршрут/дорогу куда-либо; описывать картинку; обсудить в беседе с одноклассником плюсы и минусы разных способов путешествия. А.: использовать прослушанную информацию в устном высказывании с опорой на наглядность. Ч.: в ходе поискового чтения уметь просматривать текст и применить необходимую информацию для решения поставленной задачи. | Совершенствование знаний и умений | Контроль аудирования | ||
6 | Твой опыт путешественника | Совершенствование знаний и умений | Контроль говорения | |||||||
7 | Метро в Лондоне | Совершенствование знаний и умений | Контроль диалогической речи | |||||||
8 | Союзы и вводные слова | Совершенствование знаний и умений | Текущий контроль | |||||||
9 | Фразовый глагол “mind” | Совершенствование знаний и умений | Контроль диалога | |||||||
10 | Как лучше путешествовать? | Совершенствование знаний и умений | Контроль эссе | |||||||
11 | Manners make the man | Что такое хорошие манеры? | Words and expressions related to norms of public behavior | Ways of forbidding things | Г.: умение вести диалог этикетного характера; уметь кратко высказываться без предварительной подготовки; вести диалог-расспрос и представлять результаты. А.: уметь воспринимать на слух и выделять необходимую информацию для выполнения заданий по тексту. Ч.: уметь читать текст с целью поиска необходимой информации для ответов на вопросы по содержанию | Особенности общественного поведения в других странах | Совершенствование знаний и умений | Текущий контроль | ||
12 | Особенности поведения в разных странах | Совершенствование знаний и умений | Контроль понимания прочитанного | |||||||
13 | Невежливое поведение в обществе | Совершенствование знаний и умений | Текущий контроль | |||||||
14 | “Small talk” и его особенности | Обобщение и систематизация изученного | Контроль сочинения | |||||||
15 | Culture shock | Как вести себя в незнакомом окружении | Words and expressions related to culture shock | Г.: уметь вести диалог-обмен мнениями по теме; выражать свою точку зрения, пользуясь вновь изученными средствами. Ч.: уметь просматривать текст с целью поиска необходимой информации; использовать полученную информацию при составлении монолога П.: уметь написать сочинение на предложенную тему | Совершенствование знаний и умений | Текущий контроль | ||||
16 | Культурный шок | Совершенствование знаний и умений | Контроль понимания прочитанного | |||||||
17 | Заметки для путешественника | Обобщение и систематизация изученного | ||||||||
18, 19 Check your progress | ||||||||||
20, 21 Резервные уроки |