7-grade lesson plans

The aim of the lesson:

1)Educational -To acquaint students with the biography of I. K. Akhunbaev.

Improve the vocabulary of students on the topic Healthy lifestyle . Teach students to use static verbs of thinking.

… Repeat adjectives to describe a person's personality.

2) Developing – Develop skills- colloquial speech: - introductory and search reading.

3) Bringing –up-to be the best and be educated,work hard.

The main competently

• Informational competent (M/C₁)

• The social communication(M/C₂)

• The self-organization and solve problem(M/C₃)

In subject competently

1. (S/C₁)

2. (S/C₂)

3. (S/C₃)

Objectives:SWBA- to use static verbs of thinking.To speak about on the topic Healthy lifestyle .

Metods of teaching : Communicative Interactive

Form of the lesson : Indiv.work , Pair work, Group work ,

Resourses: books, pictures, handouts , paper , table , inter.board, audio disk

Prosedure of the lesson

Procedure

Times

Min

Teacher`s activity

Student `s activity

Com

M/CS/C

Valuation

Motivation

Warm-up activ.

Check-up home work

Present-n

New theme

Practice Production

Ref-tion

Home work

Evaluating of pupils:

The end of the lesson.

Motivate students to preparing for the lesson. Good afternoon, dear my children! How are you ?Are you o’key? I'm glad to see you! I hope you're fine. Take your sits, please.

Phon.drill

Checking-up homework.

What do you know about I.K. Akhunbaesh?

Who was he?

Exercise 1.Read the biography of I.K.Ahunbaev.Then work with a partner and tell each other what the following dates and numbers mean.

25.09.1908 1916 15 20 1925 1935 1936 1946 1948 1959 300 3 1975 2008

Exercise 2.You are going to read a real story that happened to Isa Konoevish Ahunbaev.Look at the picture below.All of the things are important.Can you guess what they mean?

Exercise 3.p-66

5-

4-

3-

2-

Thank you for the lesson , good bye!

Good afternoon teacher! We`re fine, thank you. Glad to see you too!

Students’own answers.

Exercise1.

The teacher asks students to share what they know about I.K. Akhunbaesh, while they should not use textbooks. Then he informs them of what they learn some facts from his biography Students should close the text and look at the numbers in the table. The teacher tests how well the students remember how to pronounce these numbers correctly. Next, the students read the text and find the meanings of the numbers. After reading the text, the students discuss, compare the answers in pairs, then check with the teacher.

Answers:

25.09.1908 date of birth, 1916-family moved to China;

15- the age when he returned back to Kyrgyzstan;

20-distance from home to school :

1925-coming Frunze (now Bishkek): 1935-return to Kyrgyzstan from Tashkent;

1936-started working as a resident doctor in a hospital ; 1946 – defended his thesis; 1948 – defended his first doctoral thesis

1959-became a first surgeon in Central Asia who performed a heart operation: 300-the number of scientific works:

3- the number of dictionaries:

1975-he died in a car accident :

2008-the President named the State Medical Academy after Ahunbaev.

If there is time, the teacher can ask the students to retell the text. Students work in pairs, but they are allowed to use a table with dates.

Exercise 2

The teacher asks the students to look at the photographs, explaining to them that the people and objects depicted on them are directly related to the story that they will read, the students share with each other assumptions about how these people and objects can be connected with the life of I.K. Akhunbaev … Students then read the text and test their assumptions. After reading the text, students discuss the answer to the question in pairs and then share the answers with the whole class.

M/C1,2,3

S/C

1,2,3

Pairm.

Gr.m

M/C1,2,3

S/C

1,2,3

The aim of the lesson:

1)Educational -Improve the vocabulary of students on the topic Healthy lifestyle . Teach students to use static verbs of thinking.

… Repeat adjectives to describe a person's personality.

2) Developing – Develop skills- colloquial speech: - introductory and search reading.

3) Bringing –up-to be the best and be educated,work hard.

The main competently

• Informational competent (M/C₁)

• The social communication(M/C₂)

• The self-organization and solve problem(M/C₃)

In subject competently

1. (S/C₁)

2. (S/C₂)

3. (S/C₃)

Objectives:SWBA- to use static verbs of thinking.To speak about on the topic Healthy lifestyle .

Metods of teaching : Communicative Interactive

Form of the lesson : Indiv.work , Pair work, Group work ,

Resourses: books, pictures, handouts , paper , table , inter.board, audio disk

Prosedure of the lesson

Procedure

Times

Min

Teacher`s activity

Student `s activity

Com

M/CS/C

Valuation

Motivation

Warm-up activ.

Check-up home work

Present-n

New theme

Practice Production

Ref-tion

Home work

Evaluating of pupils:

The end of the lesson.

Motivate students to preparing for the lesson. Good afternoon, dear my children! How are you ?Are you o’key? I'm glad to see you! I hope you're fine. Take your sits, please.

Phon.drill

Checking-up homework.

Exercise 4.The verbs in the diagrams below all relate to thinking.Cross out the phrases that are not possible to use with each of the verbs.

Exercise 5.Choose the best verb to complete the following sentences.

Exercise 6.Some of the sentences below have mistakes.Correct them.

Tell about I.K.Ahunbaev.

5-

4-

3-

2-

Thank you for the lesson , good bye!

Good afternoon teacher! We`re fine, thank you. Glad to see you too!

Students’own answers.

Exercise 4

The teacher explains that all the words given in the table are verbs of thinking. It is recommended to check the meaning of taolo by the whole class. The teacher also notes that these words cannot be used in all phrases suggested in the diagram. It demonstrates the assignment for the entire class using the first example. Further, the students complete the task individually. At the end of the work, the students compare the answers in pairs and check with the teacher.

Answers: Not possible:

1. Think on something / somebody

2. understand about something

3. Recognise to do something

4. remind to give money back

5. decide the problem

Exercise 5

The teacher demonstrates how to complete the assignment on the blackboard. Then the students work individually, choosing the correct answer. At the end of the work, the students compare answers in pairs and checked together with the teacher.

Answers: a)Can you remind me to you the notebook?

b) Munara couldn't decide between the two answers.

c)I'm still trying to decide on the menu .

d)I couldn't understand him shouting at me e) He reminded me of my father.

f) I need to think your suggestion over.

g) I need to think about what you ve said.

Exercise 6.

Students find mistakes in sentences and correct them. At the end of the work, the students compare the answers in pairs and check them together with the teacher.

Answers: a) Correct

b)He's always thinking on about the problems

c)Correct

d)I think the class must decide solve the problem together

e)Correct

f)I recognised decided to do shopping by myself g) Mansur reminded remembered / decided to phone his

h)Correct

M/C1,2,3

S/C

1,2,3

Pairm.

Gr.m

M/C1,2,3

S/C

1,2,3

The aim of the lesson:

1)Educational - Teach students to use comparative and superlative degrees of comparison adjectives Expand the vocabulary of students on the topic «Healthy lifestyle»

2) Developing – Develop skills- - introductory listening – listening with finding additional information

3) Bringing –up-to be the best and be educated,work hard.

The main competently

• Informational competent (M/C₁)

• The social communication(M/C₂)

• The self-organization and solve problem(M/C₃)

In subject competently

1. (S/C₁)

2. (S/C₂)

3. (S/C₃)

Objectives:SWBA- to use comparative and superlative degrees of comparison adjectives To speak about on the topic Healthy lifestyle .

Metods of teaching : Communicative Interactive

Form of the lesson : Indiv.work , Pair work, Group work ,

Resourses: books, pictures, handouts , paper , table , inter.board, audio disk

Prosedure of the lesson

Procedure

Times

Min

Teacher`s activity

Student `s activity

Com

M/CS/C

Valuation

Motivation

Warm-up activ.

Check-up home work

Present-n

New theme

Practice Production

Ref-tion

Home work

Evaluating of pupils:

The end of the lesson.

Motivate students to preparing for the lesson. Good afternoon, dear my children! How are you ?Are you o’key? I'm glad to see you! I hope you're fine. Take your sits, please.

Phon.drill

Checking-up homework.

Exercise 1.Look at the pictures on the next page and answer the questions.

Exercise 2.Work with a partner and answer the questions.

Exercise 3.a)Listen to the radio program and check your answers to the questions in exercise 2. Answers:

a)Stress is the reality of life that everybody deals with. It's a natural, physical reaction of our body.

b)Traffic jams, crowded transport, exams, losing keys, problems with friends or parents can cause stress. In our busy, twenty-four hour connected life there's plenty to stress us out .

c)Keep a daily journal and record when something causes you undue stress. Then try to answer the following questions when stress arises:

-Is it a particular person or place that makes you stressed?

-When do I feel the most stressed during the day? .

-Do I make bad decisions when I'm stressed?

When you start to see these details, you'll be able to recognize what triggers stress for you, and you’ll be better equipped to handle it.

b) Listen to the program again and answer the questions.

Exercise 4. Work with a partner and make the list of recommendations that help avoid stress or reduce the level of it.

I think you need to sleep a minimum of 8 hours a day.

Yes, I agree. And you need to drink warm milk before you go to bed.

Exercise 5.p-70

5-

4-

3-

2-

Thank you for the lesson , good bye!

Good afternoon teacher! We`re fine, thank you. Glad to see you too!

Students’own answers.

Exercise 1

Students work in pairs or small groups to discuss issues. At the end of the AI ​​discussion, students share their answers with the whole class.

Answers: Students own answers

Exercise 2

The teacher draws the students' attention to the questions and asks them to discuss them in pairs or small groups. At the end of the discussion, students share their answers with the whole class The teacher accepts all ideas without evaluating them for further work it is recommended to write students' answers to the second question on the board

Exercise 3

This exercise is aimed at developing reading or listening skills. When redoing, students must close the text for a better listening comprehension. After that, students listen to (read) the text, then discuss the answers to the questions in pairs and share them with the whole class.

b)Students pay attention to questions. The teacher should make sure that they have no problem understanding the questions. During listening, students should cover the interview text for better listening comprehension. After listening to (reading) the text, the students discuss the answers to the questions in pairs; then share mi with the whole class.

Answers: a)Stress isn't always a bad thing. It's a natural, physical reaction of our body. But if stress lasts for a long time, it can be really bad for your health.

b)Stress can make us more confident in difficult or dangerous situations and allow us to act quickly in the moment. Without this effect, humans wouldn't have survived this long.

C) Fast heart-beat, faster breathing, tensed muscles, and dry mouth are the symptoms of stress.

d)It's very difficult to find out what stresses you personally. Finding the reason for your stress may be difficult but possible.

e) We need to learn how to control our stress to be able to juggle the many things going in our life.

Exercise 4.

Teacher draws students' attention to example and exercises Students work in pairs and make a list of suggestions to help cope with stress and to avoid it.

M/C1,2,3

S/C

1,2,3

Pair.m.

Ind.m.

Pair.m.

Pairm.

Gr.m

Pair.m.

Gr.m.

M/C1,2,3

S/C

1,2,3

The aim of the lesson:

1)Educational - Teach students to use comparative and superlative degrees of comparison adjectives Expand the vocabulary of students on the topic «Healthy lifestyle»

2) Developing – Develop skills- - introductory listening – listening with finding additional information

3) Bringing –up-to be the best and be educated,work hard.

The main competently

• Informational competent (M/C₁)

• The social communication(M/C₂)

• The self-organization and solve problem(M/C₃)

In subject competently

1. (S/C₁)

2. (S/C₂)

3. (S/C₃)

Objectives:SWBA- to use comparative and superlative degrees of comparison adjectives To speak about on the topic Healthy lifestyle .

Metods of teaching : Communicative Interactive

Form of the lesson : Indiv.work , Pair work, Group work ,

Resourses: books, pictures, handouts , paper , table , inter.board, audio disk

Prosedure of the lesson

Procedure

Times

Min

Teacher`s activity

Student `s activity

Com

M/CS/C

Valuation

Motivation

Warm-up activ.

Check-up home work

Present-n

New theme

Practice Production

Ref-tion

Home work

Evaluating of pupils:

The end of the lesson.

Motivate students to preparing for the lesson. Good afternoon, dear my children! How are you ?Are you o’key? I'm glad to see you! I hope you're fine. Take your sits, please.

Phon.drill

Checking-up homework.

Exercise 6. a) In pairs, do the comparative and superlative quiz.

b) Check your answers with the grammar rules.

c) c) Now check the answers with the teacher and find out your score.

Exercise 7. Use the comparative degree of adjectives. Use the adjectives in the brackets

Answers:1)healthier 6)more important

2)more expencive 7)as smart

3)better 8)easier

4)thinner 9)as tasty

5)more difficult 10)as big

Example: My father is stronger than Nursultan's father. (strong)

Exercise 8. Use the superlative degree of adjectives. Use the adjectives in the brackets.answers:

1)the curliest 6)the slowiest

2)the tinest 7)the noisiest

3)the most amazing 8)the hottest

4)the most intelligent 9)the tallest

5)the best

Exercise 10.Work in small groups. You will need a dice and a counter. Roll the dice to move along the board. Use the word in the box to make a comparative and then a superlative sentence. For example:

My bag is bigger than yours. Natasha's bag is the biggest in our class. If your sentences are correct, you continue the game in your next go.

If you made a mistake, you need to miss a turn.

Exercise 9.p-73

Make up sentences using comparative and superlative form of the adjectives.

5-

4-

3-

2-

Thank you for the lesson , good bye!

Good afternoon teacher! We`re fine, thank you. Glad to see you too!

Students’own answers.

Exercise 6.

a)The teacher demonstrates the performance of the task on the blackboard. It is not recommended to use the adjectives given in the exercise. The teacher must make sure that the students do not experience difficulties when working with the meaning of the words given in the table. After that, the students work individually writing down the correct exercise books.

b-c) The teacher draws the attention of the students to the table in which the playing of the comparative and superlative adjectives is shown students read the prokip and check At the end of the work, the students check the answers with teacher.

Exercise 7

Students complete the exercise indul sentences notebook At the end of the work, students check the sentences then together with the teacher.

Exercise 8

Students complete the exercise individually, rewriting sentences in a notebook At the end of the work, students check sentences in pairs, then together with the teacher

Exercise 9

Students complete the exercise by individually rewriting sentences in a notebook. At the end of the work, students check the sentences in pairs, then together with the teacher.

Answers:1)more peaceful than

2)the most popular

3)as intelligent as

4)more difficult than

5)healthier than

6)the fastest

7)more beautiful than

8)the most beautiful

9)the most populated

Exercise # 10

To complete the exercise, you will need dice (one for a group of 3-4 people) and chips for each player. The teacher asks the students to read the instructions, using leading questions to check how well the students understood it: How many sentences do you need to say? What do you do if you make correct sentences? What do you do if you make a mistake?

Students play in small groups. The teacher notes the mistakes that teaching

Are allowed in speech. It is recommended to analyze these errors later in the lesson.

M/C1,2,3

S/C

1,2,3

Pair.m.

Ind.m.

Pair.m.

Gr.m.

Pairm.

Gr.m

Pair.m.

Gr.m.

M/C1,2,3

S/C

1,2,3

The aim of the lesson:

1)Educational - To activate vocabulary on the topic «Healthy lifestyle» in the speech of students, as well as improve reading and speaking skills on this topic.

Teach students to take good care of their health, eat right.

2) Developing – Develop skills- Develop skills:- written speech using the necessary lexical units and phrases for writing text.- collective collaboration and work in groups.

3) Bringing –up- to take good care of their health, eat right.

The main competently

• Informational competent (M/C₁)

• The social communication(M/C₂)

• The self-organization and solve problem(M/C₃)

In subject competently

1. (S/C₁)

2. (S/C₂)

3. (S/C₃)

Objectives:SWBA- to use comparative and superlative degrees of comparison adjectives To speak about on the topic Healthy lifestyle .

Metods of teaching : Communicative Interactive

Form of the lesson : Indiv.work , Pair work, Group work ,

Resourses: books, pictures, handouts , paper , table , inter.board, audio disk

Prosedure of the lesson

Procedure

Times

Min

Teacher`s activity

Student `s activity

Com

M/CS/C

Valuation

Motivation

Warm-up activ.

Check-up home work

Present-n

New theme

Practice Production

Ref-tion

Home work

Evaluating of pupils:

The end of the lesson.

Motivate students to preparing for the lesson. Good afternoon, dear my children! How are you ?Are you o’key? I'm glad to see you! I hope you're fine. Take your sits, please.

Phon.drill

Checking-up homework.

Exercise 1.

Look at the pictures of the boys. Write D (for Daniyar) or B (for Baiysh) next to the words that describe the picture.

Exercise 2.

a)Describe the two boys using the adjectives in exercise 1 and comparative adjectives.

b) Answer the questions.

1)Who do you think has a healthy lifestyle?

2) What do you think Daniyar does to lead a healthy lifestyle?

Exercise 3.

a)Look at the pictures that suggest ways to keep healthy. Match the phrases with the pictures.

b) Choose the three most important aspects of being healthy from the above list in exercise 3a. Then work in groups of three and compare your answers. Try to agree on three important aspects. When discussing, use the following phrases:

Useful language

I think….

In my opinion, …

What do you think?

Do you agree? You are right.

It depends on…

I agree with you.

That's true.

Yes, but I think… I'm afraid I don't agree with you.

Personally, I believe…

What about …?

Exercise 4.

a)Complete the questions with appropriate words.

b) Interview each other using the questions from exercise 4a. Is your lifestyle similar to your partner's lifestyle?

Exercise 5.p-76

5-

4-

3-

2-

Thank you for the lesson , good bye!

Good afternoon teacher! We`re fine, thank you. Glad to see you too!

Students’own answers.

Exercise 1

Students look at the pictures and words and write the boys' names next to the words.At the end of the work, students compare their answers in pairs.

Exercise 2

a)Working in pairs, students describe the boys and compare them using the adjectives from Exercise 1 and their comparative degree. At the end of the work, the teacher asks students (selectively) describe the boys: For example:

Daniyar leads a more active life than Bayish.I think bayish is more generous than Daniyar.It seems to me that Bayish is more generous than Daniyar.

b)The teacher asks the students to discuss the questions with each other. At the end of the discussion, students should share their ideas with the whole class.

Exercise 3.

a)Students, working individually, study the pictures and connect them with the corresponding words, students check the answers in pairs, then check the whole class

Answers:1)eat fruit and vegetables,2)drink water,3)do exercise,4)take deep breath,5)sleep 7-8-hours a day 6)eat healthy food.

b)Working independently, students choose three important aspects of a healthy lifestyle. Students then work in groups of three and compare these aspects. The purpose of this discussion is to come to a consensus. The teacher reminds the students that they should use expressions from the box. At the end of the work, the whole class determines which aspects are important in order to be healthy.

Exercise 4

Students fill in the blanks with words from the box, check the answers in pairs, then whole class. Answers:1)do,2)keep,3)lead,4)eat,5)makes, 6)are

b)Students work with each other. In turn, ask the questions proposed in the previous exercise, and write down each other's answers in a notebook. At the end of the work, the teacher can ask students (selectively) to provide information about their classmate to the whole class.

M/C1,2,3

S/C

1,2,3

Pairm.

Gr.m

Pair.m.

Gr.m

Ind.m

.

Gr.m.

Pair.m.

M/C1,2,3

S/C

1,2,3

The aim of the lesson:

1)Educational - To activate vocabulary on the topic «Healthy lifestyle» in the speech of students, as well as improve reading and speaking skills on this topic.

Teach students to take good care of their health, eat right.

2) Developing – Develop skills- Develop skills:- written speech using the necessary lexical units and phrases for writing text.- collective collaboration and work in groups.

3) Bringing –up- to take good care of their health, eat right.

The main competently

• Informational competent (M/C₁)

• The social communication(M/C₂)

• The self-organization and solve problem(M/C₃)

In subject competently

1. (S/C₁)

2. (S/C₂)

3. (S/C₃)

Objectives:SWBA- to use comparative and superlative degrees of comparison adjectives To speak about on the topic Healthy lifestyle .

Metods of teaching : Communicative Interactive

Form of the lesson : Indiv.work , Pair work, Group work ,

Resourses: books, pictures, handouts , paper , table , inter.board, audio disk

Prosedure of the lesson

Procedure

Times

Min

Teacher`s activity

Student `s activity

Com

M/CS/C

Valuation

Motivation

Warm-up activ.

Check-up home work

Present-n

New theme

Practice Production

Ref-tion

Home work

Evaluating of pupils:

The end of the lesson.

Motivate students to preparing for the lesson. Good afternoon, dear my children! How are you ?Are you o’key? I'm glad to see you! I hope you're fine. Take your sits, please.

Phon.drill

Checking-up homework.

Exercise 6.

Aigul asked her family members to do the questionnaire. Then she wrote a report. The computer has found ten mistakes. They are either grammar, punctuation or spelling. Can you correct them?

Exercise 7. Read the report again. Answer the questions.

a)Who leads the healthiest lifestyle in Aigul's family? b) What problems does each member of the family have? c) What conclusion did Aigul's family come to? Aswers:

a)Aigul's father leads the healthiest lifestyle in Aigul's family. b) Aigul's father does not get enough sleep. Aigul's mother does not do any exercise because she does not have time. She also likes sweets. So she eats a lot of sugar. Aigul and her brother do not always drink 2 liters of water. They often forget to take a deep breath. They like sweets too. c)After taking the questionnaire, Aigul's family decided to take up such habits as taking a deep breath, getting enough sleep and drinking a lot of water and give up eating sweets to improve their lifestyle.

Grammar Adverbs: also, too

Exercise 8.

Read the sentences. Answer the questions.

1)Do the underlined words have the same meaning? 2) What is the position of these words?

a)She also likes sweets.

b) We like sweets too.

Exercise 9. Complete the gaps with also or too.

Exercise 10.p-78

5-

4-

3-

2-

Thank you for the lesson , good bye!

Good afternoon teacher! We`re fine, thank you. Glad to see you too!

Students’own answers.

Exercise 6

The teacher tells the students that Aigul asked her family members to answer the questionnaire. Then, based on their responses, she wrote a report. The computer found ten errors related to grammar, punctuation, and spelling. Students must correct mistakes. At the end of the work, students compare the answers in pairs, then check together with teacher. Answers: healthyest-healthiest fiter – fitter; have – has exercises – exercise; She likes sweets also – She also likes sweets does – do; My mother advises always – My mother always advises; doing – are doing; habit-habits depend – depends.

Exercise 7

Students answer the questions in the activity in pairs, then the whole class

Exercise 8

Students answer the questions in the activity in pairs, then the whole class

Answers:

1) Yes, also and too have the same meaning. They mean «in addition.

2) Also is used between the subject and main verb. Too is used at the end of the sentence.

Exercise 9 Students work one at a time and fill in the gaps in sentences with the words also or too. At the end of the work, the students check the answers in pairs, then together with the teacher.

Answers:

1. Also; 2) too: 3) also: 4) too: 5) too: 6) also; 7) too: 8) too.

M/C1,2,3

S/C

1,2,3

Pairm.

Gr.m

Pair.m.

Gr.m.

Pair.m.

Pair.m.

M/C1,2,3

S/C

1,2,3

The aim of the lesson:

1)Educational - Expand the horizons of students on the topic «Environment». Enrich the vocabulary of students on the topic «Environment Teach students to use suffixes to form nouns

2) Developing  - Develop skills:- - colloquial speech – introductory and search reading.

3) Bringing –up-to bring-up to take care of “environment”

The main competently

• Informational competent (M/C₁)

• The social communication(M/C₂)

• The self-organization and solve problem(M/C₃)

In subject competently

1. (S/C₁)

2. (S/C₂)

3. (S/C₃)

Objectives:SWBA- to use suffixes to form nouns.

Metods of teaching : Communicative Interactive

Form of the lesson : Indiv.work , Pair work, Group work ,

Resourses: books, pictures, handouts , paper , table , inter.board, audio disk

Prosedure of the lesson

Procedure

Times

Min

Teacher`s activity

Student `s activity

Com

M/CS/C

Valuation

Motivation

Warm-up activ.

Check-up home work

Present-n

New theme

Practice Production

Ref-tion

Home work

Evaluating of pupils:

The end of the lesson.

Motivate students to preparing for the lesson. Good afternoon, dear my children! How are you ?Are you o’key? I'm glad to see you! I hope you're fine. Take your sits, please.

Phon.drill

Checking-up homework.

Exercise 1.

a) Work with a partner and answer the questions below.

1)What does the word «environment» mean? 2)What are the most serious environmental problems? 3) Where does air pollution in the cities mostly come from? 4) Why should we solve ecological problems as soon as possible?

b) Look at the pictures of ecological problems. Which of them are present in Kyrgyzstan?

c)Read the article and check your ideas.

Exercise 2.a)Mark the sentences as true or false.

b) Do you know about any environmental problems in the area where you live? Tell your classmates about them.

Exercise 3.

a)Some nouns from the article are missing from the definitions below. How many can you find without looking back at the article?

b)Look back at the article and check your answers.

Exercise 4.

We can form some nouns in English by adding suffixes (letters at the end of the word). Match the words from exercise 3a with the correct suffix. Which words are different?

Answers:

-ion/-sion/-tion-population,pollution,degradation

-ance/-ence-disappearence

-er-researcher

-ity/-iety/-ty/-y-safety

Increase and damage are different.

Exercise 5.

Make nouns of the words in brackets.

Answers:

1)information 5)appearance

2)writer 6)discussion

3)reaction 7)assistance

4)invitation 8)swimmer

Tell about ecological problems in our city.

Exercise 6 p-83

5-

4-

3-

2-

Thank you for the lesson , good bye!

Good afternoon teacher! We`re fine, thank you. Glad to see you too!

Students’own answers.

Exercise 1

a)Students work in pairs or small groups and answer questions. At the end of the discussion, students share their answers with the whole class.

Answers: students’own answers.

b)The teacher draws the students' attention to the pictures and helps them pronounce the words correctly. Working in pairs, the students discuss the answer to the question in the activity. c) Students read the article and test their ideas. At the end of the work, the students compare the answers in pairs, then check with the teacher.

Answers:

All ecological problems mentioned in ex.1b. are present in Kyrgyzstan,except heavy industry.

Exercise 2 Students read the text again and mark the True / False sentences. At the end of the work,the students compare the answers in pairs, then check with the teacher

Answers:

a)False(Kyrgyzstan is not a center of heavy industry. b) True (Air pollution is becoming a very big problem in the cities of Kyrgyzstan because of the sharp increase in traffic.) c)True (Water pollution is also one of the biggest problems in Kyrgyzstan, especially in the south. In this region people suffer from different waterborne diseases.) d)False (In agricultural areas, people don't control the use of chemicals and water that effects the soil quality and safety of food.) e)False (Uranium and gold mines are also dangerous for the environment. They release toxic substances into the soil that can do a lot of damage.) f)True (The climate in Kyrgyzstan has been changing recently. Since the 1950s there has been a significant rise of annual temperatures in this region. As a result, the threat of glacial melting has increased in Kyrgyzstan. It causes problems like mudflows, floods and landslides. On the other hand, global warming in other regions of the country results in draughts and lack of water for the population.)

b)Students work in small groups and discuss the answer to the question The teacher should motivate students not only to talk about a problem in their area, but also to make suggestions about the causes of it. After completing the work, students share their point of view with the whole class.

Answers:Students’ own answers.

Exercise 3

a-b) The teacher explains that all the words in this exercise are found in the text. Students read definitions and find words that match them. If students have a high level of language proficiency, they must complete the exercise without relying on the text If the level is weak, then the task is performed using the text. Answers:1)population 2)pollution 3)disappearance 4)researcher 5)degradation 6)safety 7)increase 8)damage

Exercise 4

The teacher explains that some nouns in English are formed with special suffixes. Students work with the table by writing nouns in the column with the correct option. At the end of the work, the students compare the answers in pairs, then check with the teacher

Exercise 5

Students complete the exercise individually using the information from exercise 4. At the end of the work, the students compare the answers in pairs, then check with the teacher.

M/C1,2,3

S/C

1,2,3

Pairm.

Gr.m

Ind.m.

Pair.m.

Gr.m.

Gr.m.

Ind.m.

Gr.m.

Ind.m.

M/C1,2,3

S/C

1,2,3

The aim of the lesson:

1)Educational - Teach students: to form adverbs.Recognize the difference between the use of adjectives and adverbs – use comparative and superlative comparisons of adverbs.Enrich the vocabulary of students on the topic “Endangered species of animals”.

2) Developing – Develop skills- introductory listening. – listening to finding detailed information,Speaking (answering questions, comparing answers and expressing your point of view on the topics «Environment» and «Endangered Species of Animals».

3) Bringing –up- to take care of “environment”and“Endangered species “.

The main competently

• Informational competent (M/C₁)

• The social communication(M/C₂)

• The self-organization and solve problem(M/C₃)

In subject competently

1. (S/C₁)

2. (S/C₂)

3. (S/C₃)

Objectives:SWBA- to form adverbs.Recognize the difference between the use of adjectives and adverbs – use comparative and superlative comparisons of adverbs.

Metods of teaching : Communicative Interactive

Form of the lesson : Indiv.work , Pair work, Group work ,

Resourses: books, pictures, handouts , paper , table , inter.board, audio disk

Prosedure of the lesson

Procedure

Times

Min

Teacher`s activity

Student `s activity

Com

M/CS/C

Valuation

Motivation

Warm-up activ.

Check-up home work

Present-n

New theme

Practice Production

Ref-tion

Home work

Evaluating of pupils:

The end of the lesson.

Motivate students to preparing for the lesson. Good afternoon, dear my children! How are you ?Are you o’key? I'm glad to see you! I hope you're fine. Take your sits, please.

Phon.drill

Checking-up homework

Exercise 1.

a)Look at the pictures of the species.What is common between them.

b) Work with a partner or together in small groups of 3-4 students. Answer the following questions.

1)What does it mean if an animal is «endangered»? 2) What does it mean if an animal is «extinct»?

c) Now listen to the first part of a radio program and check your ideas. Then complete the task.

d) Now listen to the second part of the radio program and compare your lists.

Exercise 2.

Work with a partner or in small groups and answer the questions.

1) What other endangered species do you know?

2)What do you think of hunting or killing animals? Is it OK? When is it not OK?

Exercise 3.

You're going to listen to a program about a snow leopard. The words below come from the radio program. Study the words, then listen to the program and answer the questions below.

1. Why do people rarely see snow leopards?

2)How big are snow leopards?

3) Why don't snow leopards freeze in cold climates?

4)How can they walk in very deep snow?

5)How do snow leopards use their tails? 6) How high can snow leopards jump?

To finish exercise 3.p-85

5-

4-

3-

2-

Thank you for the lesson , good bye!

Good afternoon teacher! We`re fine, thank you. Glad to see you too!

Students’own answers.

Exercise1. a)Students discuss issues in pairs or small groups. At the end of the discussion, students share their answers with the whole class.

Possible answers:They live in Kyrgyzstan.They are endangered.

b)Students discuss the answers to the questions in pairs. At the end of the discussion, share their suggestions with the whole class. The teacher accepts all the ideas expressed students without grading them.

c)This exercise is done to develop reading or listening skills. During listening, students should not use the text for a better comprehension of hearing material.After listening (reading) the text, they discuss the answers to the questions in pairs, then share answers with the whole class.

Answers:If animal is “endangered”,it means that there are not many of this type of animal left in the world,and one day,they might disappear all together!This means that animals become “extinct”,f.e:dinosaurs.

After completing the first assignment, students work in small groups and discuss possible reasons for the disappearance of animals, writing down their ideas in a notebook. At the en the discussion, students share ideas with the whole class. The teacher is encouraged to lead write down students' ideas on the chalkboard.

d)This exercise is done to develop reading or listening skills. During listening, students should not use the text for a better comprehension of hearing material.After listening (reading) the text, compare their ideas with the ideas that were sounded in the radio program. The teacher checks the answers with the whole class.

Exercise 2

Students discuss issues in pairs or small groups. At the end of the discussion students share their answers with the whole class.

Answers: Students’own answers.

Exercise 3

The teacher explains to the students that they will listen to the snow leopard program and focuses their attention on the words in front of the text. Together with the students, the teacher parses the words, helping them with pronunciation. For a better understanding of the meaning of words by students, the teacher asks for leading questions. After that, he draws the students' attention to 6 questions .The teacher must make sure that the students understand everything. After listening (reading) the text, discuss the answers to the questions in pairs, then share the answers with the whole class

M/C1,2,3

S/C

1,2,3

Gr.m

Pair.m.

Pairm.

Gr.m

Gr.m.

Ind.m.

Pair.m.

gr.m.

pair.m.

M/C1,2,3

S/C

1,2,3

The aim of the lesson:

1)Educational - Teach students: to form adverbs.Recognize the difference between the use of adjectives and adverbs – use comparative and superlative comparisons of adverbs.Enrich the vocabulary of students on the topic “Endangered species of animals”.

2) Developing – Develop skills- introductory listening. – listening to finding detailed information,Speaking (answering questions, comparing answers and expressing your point of view on the topics «Environment» and «Endangered Species of Animals»).

3) Bringing –up- to take care of “environment”and“Endangered species “.

The main competently

• Informational competent (M/C₁)

• The social communication(M/C₂)

• The self-organization and solve problem(M/C₃)

In subject competently

1. (S/C₁)

2. (S/C₂)

3. (S/C₃)

Objectives:SWBA- to form adverbs.Recognize the difference between the use of adjectives and adverbs – use comparative and superlative comparisons of adverbs.

Metods of teaching : Communicative Interactive

Form of the lesson : Indiv.work , Pair work, Group work ,

Resourses: books, pictures, handouts , paper , table , inter.board, audio disk

Prosedure of the lesson

Procedure

Times

Min

Teacher`s activity

Student `s activity

Com

M/CS/C

Valuation

Motivation

Warm-up activ.

Check-up home work

Present-n

New theme

Practice Production

Ref-tion

Home work

Evaluating of pupils:

The end of the lesson.

Motivate students to preparing for the lesson. Good afternoon, dear my children! How are you ?Are you o’key? I'm glad to see you! I hope you're fine. Take your sits, please.

Phon.drill

Checking-up homework

Exercise 4.a)Look at the highlighted words in the sentences and answer the questions.

b) Study the chart below and check your answers.

Adjectives

Tell us about a noun (something or somebody).

Adjectives usually come:Before nouns:It was an easy exercise. After certain verbs (appear, be. Feel, look, seem,smell, sound, taste):This man looks kind.

+-ly

Adverbs.Tell us about a verb (how somebody does something or how

something happens)

Adverbs usually come:After verbs:I did the exercise easily. Before an adjective: He is easily upset.Before another adverb: She did this exercise incredibly easily.

Irregular adverbs

Good well Fast fast hard hard Late late

Exercise 5.Write down what the inderlined word is:an adjective or an adverb.

Exercise 6.Underline the correct word.

Exercise 7.p-88

5-

4-

3-

2-

Thank you for the lesson , good bye!

Good afternoon teacher! We`re fine, thank you. Glad to see you too!

Students’own answers.

Exercise 4

a-b) students can do the exercise individually or in pairs. After the students have answered the questions, the teacher asks them to check their answers to Exercise 40. After completing the work, the students check the answers with the teacher.

Answers: a) Verbs b) How? C) after verbs

Exercise 5

The teacher demonstrates how to complete the assignment on the chalkboard Next, the students work individually, writing down sentences in a notebook. At the end of the work, students check the answers in pairs, then together with the teacher.

Answers:1)adj. 5)adj. 9)adv.

2)adj. 6)adj. 10)adj.

3)adv. 7)adv. 11)adv.

4)adv. 8)adj.

Exercise 6.

Students complete the exercise individually, rewriting sentences in a notebook At the end of the work, students check sentences in pairs, then together with the teacher.

Answers:1) He left the room quietly

2)Jannat works hard.

3)He's a very nice man.

4)The sun is shining brightly .

5)Smoking is bad for your health.

6)Samara behaves very well.

7)Daniar always dresses smartly.

8)Zamir shouted angrily me.

9) This chair is comfortable.

10)He smiled sadly.

11) You drive very slowly.

M/C1,2,3

S/C

1,2,3

Ind.m.

Ind.m.

Ind.m.

M/C1,2,3

S/C

1,2,3

The aim of the lesson:

1)Educational - Teach students: to form adverbs.Recognize the difference between the use of adjectives and adverbs – use comparative and superlative comparisons of adverbs.Enrich the vocabulary of students on the topic “Endangered species of animals”.

2) Developing – Develop skills- introductory listening. – listening to finding detailed information,Speaking (answering questions, comparing answers and expressing your point of view on the topics «Environment» and «Endangered Species of Animals»).

3) Bringing –up- to take care of “environment”and“Endangered species “.

The main competently

• Informational competent (M/C₁)

• The social communication(M/C₂)

• The self-organization and solve problem(M/C₃)

In subject competently

1. (S/C₁)

2. (S/C₂)

3. (S/C₃)

Objectives:SWBA- to form adverbs.Recognize the difference between the use of adjectives and adverbs – use comparative and superlative comparisons of adverbs.

Metods of teaching : Communicative Interactive

Form of the lesson : Indiv.work , Pair work, Group work ,

Resourses: books, pictures, handouts , paper , table , inter.board, audio disk

Prosedure of the lesson

Procedure

Times

Min

Teacher`s activity

Student `s activity

Com

M/CS/C

Valuation

Motivation

Warm-up activ.

Check-up home work

Present-n

New theme

Practice Production

Ref-tion

Home work

Evaluating of pupils:

The end of the lesson.

Motivate students to preparing for the lesson. Good afternoon, dear my children! How are you ?Are you o’key? I'm glad to see you! I hope you're fine. Take your sits, please.

Phon.drill

Checking-up homework

Comparative and Superlative Adverbs

Exercise 8.Study the chart below and do the exercises.

The comparative form of adverbs is used to compare two actions.

Most short adverbs form the comparative degree by adding -er: Nothing dries sooner than a tear.

All adverbs that end in -ly. Except early, use more or less: Weather changes more quickly in autumn than in summer. But: Sunset comes earlier in winter than in summer.

The superlative form of adverbs is used to compare three or more actions.

Most short adverbs form the superlative degree by adding -est: I strongly advise that you come soonest.

All adverbs that end in -ly, except early, use most (NOT the most) or least (NOT the least):Weather changes most quickly in autumn and spring.But: Sunset comes earliest of all in the winter months.

!The following adverbs are the same as the comparative and superlative forms of adjectives.

Fast faster fastest Early earlier earliest late later latest long longer longest Hard harder hardest Far further furthest Well better – best badly worse – worst

Exercise 9.Write down the comparative and superlative adverbs.

Exercise 10.Fill in with the correct form of the adverbs,comparative and superlative.

Exercise 11.p-90.

5-

4-

3-

2-

Thank you for the lesson , good bye!

Good afternoon teacher! We`re fine, thank you. Glad to see you too!

Students’own answers.

Exercise 8

The teacher draws the students 'attention to the table, which shows the rules for using the comparative and superlative degree of adverbs. The teacher checks the students' mastery of the rules using leading questions: How many actions do we compare when we use a comparative degree of adverbs? How many actions do we compare when we use superlative degree of adverbs? How do we make the comparative degree of short adverbs? How do we make the comparative degree of long adverbs? How do we make the superlative degree of short adverbs? How do we make the superlative degree of long adverbs? Etc.

Exercise 9

Students complete the exercise individually by copying the table into a notebook. At the end of the work, students check the answers in pairs, then together with the teacher.

Answers:

Adverbs Comparative Superlative 1.sadly more/less most/least 2.badly worse worst 3.early earlier earliest 4.hard harder hardest 5.high higher highest 6.cheerfully more/less most/least 7.long longer longes

Exercise 10

Students complete the exercise individually, rewriting sentences in a notebook At the end of the work, students check sentences in pairs, then together with the teacher.

Answers:1)more/less fluently 2)most/least politely 3)more/less happily 4)best 5)more clearly 6)more carefully 7)faster 8)worst

M/C1,2,3

S/C

1,2,3

Ind.m.

Ind.m.

Ind.m.

M/C1,2,3

S/C

1,2,3