Поурочные план-конспекты Кузовлев 9 класс

Тема: What are teens reading tastes? / Читательские вкусы подростков

Цели:  1. Познакомить учащихся с новой лексикой по теме «Книги», «Жанры книг».

2. Развивать навыки чтения, говорения

3. Прививать любовь к книге и потребность в чтении.

Ход урока:

1. Организационный момент.

I am glad to see you and our guests. I congratulate you with your first school day. We will work with Student’s book by Kuzovlev V.P. and Activity Book.

1. Фонетическая зарядка

[i] – active, activity, visit, visiting

[d] – do, did, done, doing

[ w] – swim, swimming, walk, walking

1. Речевая зарядка

Answer the questions:

-Where did you spend your summer holidays?

- What TV programmes did you watch?

- Where did you go? What places did you visit?

- Who do you spend your holidays with?

- Did you read books, newspapers, magazines?

1. Основной этап

1. Актуализация знаний

• Do you like reading?

Today we’ll speak about reading and reading tastes. Some people prefer romance, the other fantasy. So, what are the genres of the book?

1. Работа с новой лексикой

(“Word box” p.7)

• Fiction – художественная литература

• Science fiction – научная фантастика

• Novel - роман

• Romance – любовный роман

• Reference book - справочник

• Fantasy - фантастика

• Biography - биография

• Autobiography - автобиография

• Classic – классика, классический

• Horror book –книга ужасов

• Explain in your own words: reference book, science fiction, biography, autobiography, etc…

• Now let’s read it in your books on the page 7.

1. Развитие навыков чтения.

• a) reading

• Ex. 1 p. 7

• -During Teen Read Week in the USA young people express their opinion about their attitudes towards reading.

• Do all the teenagers enjoy reading?

• b) after-reading activities

• Answer the questions:

1. Why does John like reading?

2. What are John’s favourite genres?

3. What genres does Beth like? Why?

4. What does Emma think about romances and poetry?

5. Have books influenced Sally’s life? In what way?

6. Why does Sally prefer non-fiction books?

7. Which book does Nancy recommend? Why?

8. What is Sam’s opinion about reading?

• 4.Первичное закрепление лексического материала

• Game “How well do you know new words”

• Try to choose one word to the following definitions:

1. Books, films or cartoons about an imagined future, especially about space travel or other planets. (science fiction)

2. A long printed story about imaginary characters and events. (novel)

3. The life story of a person written by someone else. (biography)

4. A book of facts, such as a dictionary or an encyclopedia, which you look at to discover particular information . (reference book)

5. A story about love . (romance)

• 5.Развитие навыков говорения

• -Express your opinion: What are your reading tastes? What do you like reading?

• *6.Повторение грамматического материала. Порядок слов в предложении.

• - Many famous people said a lot of beautiful words about books. You should make up quotations from the following words.

• 1. without / live / cannot /I/ reading ( I cannot live without reading. Thomas Jefferson)

• 2. the voice / Words / are / heart / of the (Words are the voice of the heart. Confucious)

• 3. to the body / Reading /is / to the mind / what exercise / is (Reading is to the mind what exercise is to the body. Richard Steel)

• 4. in order to / Read / live (Read in order to live. Custavo Flaubert)

• 5. is / learning / Reading / the best. (Reading is the best learning. A.Pushkin)

1. Итог урока

• Is it important to read books?

• Why is it important?

• Your home task will be to write new words into the dictionary on p. 7 and learn it; Activity Book Ex 1 p 5-6 (in written form)

• Thank you for the lesson.

Тема: What are teens reading tastes? / Читательские вкусы подростков № 2

Цели: воспитание личности учащегося на основе общечеловеческих ценностей, развитие у школьников инициативности и самостоятельности, толерантности и уважения к другим нациям и культурам к успешной самореализации, обучение познавательной деятельности с использованием иностранного языка.

Ход урока:

1. Организационный момент – сообщение темы и цели урок:

Good morning!

I'm very glad to see you!

First of all I want you to ask some questions!
What day of the week is it today?
What date is it today?
Is anybody absent today? …is/are absent.

Look at the blackboard and read the theme of the lesson. Today we are going to learn some pieces of information about some famous British writers.

2. Фонетическая и лексическая зарядки: Boys and girls let’s answer my questions!

1. Do you like reading?

2. Why do people read?

3. Where do you take books from?

4. Have you got a large collection of books at home?

5. What British poets and writers do you know?

Now look at the blackboard and repeat after me: a famous writer, a famous person, a well-known writer, an outstanding poet, a favourite screenwriter, a remarkable playwright, a notable diarist, a best – loved novelist, fantasy, crime, modern.

3. Основной этап урока (презентация):

Look at the screen! Now we’ll get acquainted with some British writers and their works. (Учащиеся совместно с учителем изучают информацию о писателях, записывают имена, даты, названия книг).

4. Чтение текста с последующим пониманием прочитанного:

Before reading the text, let’s listen to the words from the text and repeat them.
Amuse, autobiographical, governess, imaginary, incorporate, parson, poetic, portrait, pregnancy, tuberculosis.
And now I want you to read the text about the Bronte Sisters.

Charlotte, Emily and Anne Bronte.

Charlotte, Emily, and Anne Bronte, daughters of Yorkshire parson, were three English novelists. Initially they published their works under pseudonyms as at that time it was impossible for a woman to show that she could write. Charlotte, the eldest, was the author of the famous Jane Eyre and Villette a novel where she incorporated autobiographical elements. Emily is the best known for Wuthering Heigths and had a uniquely poetic style. The youngest sister, Anne Bronte, is least known. She wrote Agnes Grey and The Tenant of Wildfell Hall.

There were six children in the Bronte family: five daughters, two of whom died in their childhood, and a son. After their mother’s death the children were brought up by their mother’s sister in Haworth. She was rather strict and often left them alone at home. To amuse themselves, the Bronte children created their own fantasy worlds .For example Emily and Anne created Gondal – an imaginary kingdom, for which they wrote journals and stories. As adults, the three sisters worked for some time as governesses or teachers. Their brother, Patrick Branwell, is remembered for his portrait of his sisters, probably made in 1835. During 1848-49, Emily, Anne, and Patrick Branwell all died of tuberculosis, and Charlotte Bronte died in 1855, possibly due to pregnancy.

Questios about the text:

What were the Bronte sisters’ names?
Who was the most poetic writer?
Who was the least known?
What was their brother known for?
Who raised all the Bronte children?

4. Домашняя работа:

At home you have to choose one of the British writers and write more details about his or her biography.

5. Подведение итогов урока: We have done much today. What new information have you learnt?
What new words do you remember now? Can you name all the names of the British writers mentioned today? Thank you for your work. The lesson is over, good bye. See you later.

Тема: What writers is your country famous for? / Какими писателями знаменита ваша страна?

Цели: развивающие – развитие внимания, памяти, мышления и речи школьников;

учебные - формирование лексических навыков говорения; активизация грамматических навыков использования прошедшего времени; развитие умения читать и аудировать с целью полного понимания прочитанного / услышанного и с целью извлечения конкретной информации; развитие навыков письма (написание биографии с помощью речевых опор);

познавательные -знакомство с биографиями известных писателей (Ч. Диккенс, А. Кристи, А. Пушкин);

Ход урока:

1. Организационный момент (Good morning me dear boys and girls. I’m glad to see you!)

2. Речевая зарядка: How are you? What date is it today?

3. Фонетическая зарядка.

4. Проверка домашнего задания Рабочая тетрадь, упр.2; Книга для чтения, упр. 1., рассказывают слова.

Ключи к упражнению 2 из Рабочей тетради:

“Reading is a nice way to spend time. My favourite genre is fantasy, as long as it is good. But I also love historical, realistic, and classic novels.” “I have learned to read early and books have influenced all my life. Books have helped me to succeed in school and to use my imagination.

Books have encouraged me to learn and explore new things, and to understand different people. I love reading non-fiction and reference books, biographies, and autobiographies. When I want to relax I read crime fiction and science fiction. I have been reading Science Fiction by Boris Akunin this week. I enjoyed the book and I would recommend it to those who love really good fiction.”

Ключи к упражнению 1 из Книги для чтения:

1.1) 1) — B; 2) — D; 3) — A; 4) — E; 5) — C.

1.2) A — b); B — c); C — d); D — e); E — a).

5. Выполнение упражнения в учебнике упр. 1.1. стр. 10. Чтение осуществляется под фонограмму, особое внимание при этом уделяется произношению новых ЛЕ. Семантизация новых ЛЕ осуществляется на основе перевода на родной язык. О значении слов, выделенных курсивом, учащиеся могут догадаться по составляющим частям.

6. Выполнение упражнения в учебнике направленного на развитие навыка чтения упр. 1.2) стр. 11.

Упражнение предполагает обращение учащихся к тексту, нахождение и чтение ответа на каждый вопрос. При этом следует обратить внимание на то, как учащиеся поняли значения новых слов, какова начальная форма глаголов. При необходимости отрабатывается произношение новых слов.

7. Выполнение упражнения в учебнике направленного на развитие навыка говорения упр.1.3) стр. 11

Перед выполнением упражнения необходимо повторить правила употребления видо-временных форм глаголов, использующихся в этом упражнении. В случае необходимости для получения дополнительной информации учащиеся обращаются к грамматическому справочнику.

Ключи:

Past Simple Active: was, learned, read, saw, wrote, performed, came, left, became, married, published, began, made, described, gave, had, developed, seemed, died;

Past Simple Passive: was born, was inspired, was sent, were written, was/were published, were set, was honoured, were translated;

Past Progressive: was writing;

Past Perfect: had worked, had learned.

После этого упражнения рекомендуется выполнить упражнение 1 из Рабочей тетради.

Ключи:

1) Robert Louis Stevenson: (1) travelled; (2) was travelling; (3) married; (4) had met; (5) inspired; (6) was; (7) was published; 2) William Shakespeare: (8) were set; (9) was honoured; 3) Arthur Conan Doyle: (10) was born; (11) published; (12) used; (13) wrote; (14) described; (15) loved; (16) wanted.

8. Выполнение упражнения в учебнике направленного на развитие навыка говорения упр. 2.1). стр. 12 Упражнение подстановочного характера. Учащиеся восстанавливают биографию Агаты Кристи, заполняя пропуски подходящими ЛЕ.

Ключи (слова следуют в том порядке, в котором они появляются в тексте упражнения):novelist, childhood, age, married, was published, success, powerful, inspired, vivid, plots, described,were set, birthplace, honoured, contemporaries, remarkable, died.

9. Физкультминутка (Are you tired? OK. Let’s have a rest. Stand up please. Repeat after me. All together)

Hands up! Hands down!

Hands on hips! Sit down!

Hands up! To the sides!

Bend left, bend right!

One, two, three, four, five, six Hop!

One, two, three, four, five, six Stop!

Stand still!

1. Выполнение упражнения в учебнике направленного на развитие навыка говорения упр. 2.2) стр. 12

Варианты работы:

— учащиеся индивидуально или в парах составляют список вопросов к тексту, используя в качестве образца вопросы упражнения 1.2), а также придумывают свои, выстраивают последовательность вопросов и отвечают на них всем классом.

Примерные варианты вопросов: What is Agatha Christie famous for? Where did she get her education? When did she write her first story? Who were the main characters of her detective stories? Are her works still popular today?

1. Выполнение упражнения в учебнике направленного на развитие навыка говорения упр.3 стр. 9.

Учащиеся составляют собственное высказывание, используя вопросы как план. Информация в “Fact File” служит содержательной основой для высказываний учащихся об А. С. Пушкине. Тексты данного урока могут служить стимулом и образцом для построения собственных высказываний учащихся. При выполнении данного упражнения учащиеся могут запрашивать новые ЛЕ, пользоваться русско-английским словарем. Работа может быть организована в парах, группах или индивидуально. Следует дать учащимся некоторое время (3—4 минуты) на подготовку высказываний.

1. Объяснение домашнего задания Рабочая тетрадь, упр.2; Книга для чтения, упр. 2.

Ключи к упражнению 2 из Рабочей тетради: 1 — a; 2 — b; 3 — b; 4 — c; 5 — a; 6 — b; 7 —c; 8 — b; 9 — c; 10 — a; 11 — b; 12 — a; 13 — b; 14 — c.

Ключи к упражнению 2 из Книги для чтения:

2.1)

an English teacher, a French

teacher

7 Harry Potter books

Kevin Brooks

a petrol pump attendant,

a post office clerk,

a railway ticket office salesF

person

Martyn Pig, Lucas, Kissing

the Rain

Philip Pullman

a librarian, a teacher of EngF

lish and Literature,

a lecturer

The Ruby in the Smoke,

His Dark Materials

2.2)

grew up, left, started, dreamed,

was, married, moved, returned,

went, worked, made, studied,

tried, failed, gave up, won, pubF

lished, became, taught, wrote

was published, was

born, was listed for,

were based on

was finishing

15. Подведение итогов урока. Выставление оценок.

16. Рефлексия. It brings us to the end. What new information have we learnt today? What new facts were interesting for you? Thank you for your work.

Тема: Видовременные формы для выражения прошедшего времени

Цели: обобщение грамматики по теме «Времена глагола»; активизация лексики по теме «Летние каникулы» в изученных речевых образцах

Ход урока:

I. Организационный момент
- Good morning, children! (Good morning, Maria Petrovna!)
- I am glad to see you. (We are glad to see you too.)
- How are you? (We are fine, thanks. And how are you?
- I'm fine, thank you. Who is absent today? (All pupils are present).
II. Тренировка произносительных навыков
- Today we shall start our lesson with a limerick. You were able to read it in your Workbooks. I have written the poem on the blackboard. Translate the poem and read it after me. Now read the poem in pairs. Listen to each other and correct the mistakes if there are any. Read it artistically, please. Who wants to be the first? Do you think it is good advice? Is it useful to spend much time lying in the sun?
Учитель организует разучивание лимерика из упр. 3, стр. 4 из рабочей тетради. Сначала учащиеся переводят стихотворение и читают его за учителем по строчкам, а затем декламируют са¬мостоятельно.
Примерная запись на доске:
Lie in the sun as long as you can,
No doubt, you'll get a wonderful tan.
At contests of beauties you'll get the first prize,
And even your doctor will say in surprise
That he is forever your tan.
III. Речевая разминка
- Let's play the game. We shall ask the questions about holidays as a time for adventures and discoveries.
Игра «Карусель»
Для игры нужны кубик и два картонных круга, скрепленных булавкой посередине. Круги разделены на 12 секторов со словами или картинками по теме «Каникулы». Верхний круг должен сво¬бодно вращаться, у него вырезан один сектор.
Примерные слова:
То read for pleasure, to play all day long, to get a lovely tan, doing sports, to do the shopping, to stay at home, to read a lot, to play different ^;unes, to work in the garden, to travel about Russia, to get some money for the job.
Ученик кидает кубик и поворачивает верхний круг на столько делений, сколько выпало очков на кубике. В соответствии со сло¬ном, которое видно через вырезанный сектор, он задает вопрос другому ученику, на который тот должен дать ответ. Учитель по¬буждает учащихся использовать различные типы вопросов: «Would you like to travel about Russia next summer? Did you stay at home or go to the country in June? You enjoy doing sports, don't you? Do you read a lot in summer? Who worked in the garden last summer? How much money did you get for the summer job?» Etc. Затем ход перехо-411 г к другому ученику.
IV. Активизация грамматических навыков
- Open your textbooks, page 12, exercise 12. Read some short dialogues and find the mistakes in them. What is wrong with the answers? Can you correct them? The next task for you is to read the sentences in Russian and choose the right English tense to translate them into English. Учитель организует выполнение упр. 12, стр. 12 из учебника. Сначала ученикам предлагается прочитать диалоги из данного уп¬ражнения, а затем найти в ответах ошибки в употреблении времен английского глагола. Также на данном этапе урока учащиеся устно выполняют задание на карточках. Ученики по очереди зачитывают предложения с карточки на русском языке и называют время, кото¬рое будет использоваться при переводе предложения на английский язык. Перед началом выполнения задания учитель привлекает вни¬мание учащихся к демонстрационной таблице по теме «Времена английского глагола», которая вывешивается на доске. Примерное задание на карточке:
1. Я разговариваю по телефону и не могу помочь тебе сейчас.
2. Мы всегда отмечаем дни рождения членов нашей семьи.
3. На прошлой неделе ученики участвовали в субботнике.
4. Вчера к 5 часам вечера я читал книгу уже целый час.
5. Катя работает учителем уже целый год.
6. Мой друг закончит это задание к началу следующей недели.
7. Завтра в это же время школьники будут выступать на кон¬церте.
8. Мы еще не высадили цветы на клумбу. Ты не должен их поливать.
9. К следующему вторнику Джек напишет уже половину статьи.
10. Пока ты делал домашнюю работу, я прибирался в комнате.
11. Твои родственники перевезут вещи на новую квартиру на следующей неделе?

Реклама 14

12. Участники митинга обсудили важные вопросы к 6 часам вечера два дня тому назад.
Keys:
1. Present Continuous.
2. Present Simple.
3. Past Simple.
4. Past Perfect Continuous.
5. Present Perfect Continuous.
6. Future Perfect.
7. Future Continuous.
8. Present Perfect.
9. Future Perfect Continuous.
10. Past Continuous.
11. Future Simple.
12. Past Perfect.
V. Физкультминутка
VI. Закрепление грамматических навыков
- Let's read the examples from the table "Grammar Focus". Exercise 13, page 12-13 from your textbooks will help us brush up the tenses of the English language.
Учитель предлагает учащимся прочитать и обсудить примеры из упр. 13, стр. 12-13 из учебника. После чтения и обсуждения образца из таблицы ученики выполняют упр. 14, стр. 14 из учебни¬ка. Данное упражнение выполняется учащимися в устной форме.
VII. Тренировка грамматических навыков в письменных упражнениях
- Exercise 15, page 15 is to be written. You will read the story to yourself, then put the numbers from 1 to 12 and write the correct forms of the verbs. You can see the examples of different sentences in your textbook, page 12, "Grammar Focus".
Ученики выполняют упр. 15, стр. 15, в письменной форме. Учитель обращает внимание учащихся на то, что предложения из рассказа переписывать не нужно. Учащиеся записывают в тет-
ради номера с 1 по 12 и соответствующие формы глагола. Про-ш'рка данного упражнения может быть проведена различными способами:
1 - проверка всем классом в конце урока: один ученик читает рассказ, остальные ученики выражают свое согласие или несогла-
по с формами глагола;
2 - учитель собирает тетради в конце урока и осуществляет ндивидуальную проверку работы каждого ученика.
III. Подведение итогов урока
- It's time to say "good-bye". You worked well during the lesson. Will you stand up?
Mind the clock And keep the rule: Try to come In time to school.
- Our lesson is over. Good-bye, boys and girls!
Домашнее задание
Рабочая тетрадь: упр. 3, 5, стр. 4-5.

Урок 4. Различные виды отдыха

Цели: развитие навыков монологической речи по теме «Кани-улы»; активизация навыков чтения; тренировка навыков аудиро-ания и грамматики.
Оборудование: демонстрационная таблица «Видовременные ормы глагола».

Ход урока

Организационный момент
- Good morning!
- I am glad to see you. 
- How are you?
- So, let's start our lesson.

II. Фонетическая зарядка
- You can see two columns of words on the blackboard. Will you read them aloud, in a whisper? Let's read them….. 
Can you match the words from the first column and the second one to make up the word combinations? (Учитель привлекает внимание детей к словам, записанным в два столбика на доске. Ученики читают слова хором и по одному, громко и шепотом, повторяют слова хором за одним учеником. Затем учитель предлагает учащимся соотнести слова из первого и второго столбиков и составить словосочетания). Примерные слова на доске: to look watching going to wonderful to do to make reading for to spend Примерные словосочетания To look sporty, watching videos, going to discos, to do sports, to make friends, reading for pleasure, etc.
discos, sporty, sports, holidays, pleasure, summer, friends, videos
III. Речевая разминка
- It's time to play. The game is called "A Boaster". I shall think of different statements about your summer holidays. You will disagree with me and express your doubt.
Игра «Хвастун»
- I watch videos ten hours a day.
- Do you watch videos ten hours a day? You don't watch videos ten hours a day.
- I went to Australia last July.
- Did you go to Australia last July? You didn't go to Australia last July.
- Children will have to get up early next summer.
- Will children have to get up early next summer? Children won't have to get up early next summer. Etc.
Учитель начинает игру в роли ведущего, а затем предлагает кому-либо из детей составить утверждения. Ведущий выдвига¬ет различные предположения, задание для детей - выразить свое несогласие (составить отрицательное предложение) и удивление (задать вопрос).
IV. Тренировка навыков аудирования и грамматики.
- I'd like you to open your textbooks, page 15, exercise 16. Read the questions, please. Let's listen to the dialogues and answer
the questions. Are you ready to listen to the dialogues? Who will
answer the first question? После проведения речевой разминки учитель предлагает уча¬щимся выполнить упр. 16, стр. 15 из учебника. Ученики читают про себя вопросы из данного упражнения и прослушивают диа-логи. После каждого диалога учитель останавливает аудиозапись и предлагает детям ответить на вопросы. Если ученики испыты¬вают затруднения, выполняя задание, можно прослушать диалоги дважды.
V. Активизация навыков монологической речи и грамматики
- The next task for you is exercise 17, page 15 in your textbooks. You can see twelve sentences and you will try to develop the situations. Let's read the example. What tense was used in the sentence? (It is Present Simple.) Mind the tense when you describe the situation.
Учитель организует выполнение упр. 17, стр. 15 из учебника. Перед началом выполнения данного упражнения необходимо об¬судить с детьми образец и привлечь их внимание к демонстраци¬онной таблице «Видовременные формы глагола», которая заранее вывешивается на доске.
VI. Физкультминутка
Учитель предлагает учащимся вспомнить ранее разученное стихотворение и рассказать его, выполняя соответствующие дви¬жения.
VII. Совершенствование навыков монологической речи по теме «Каникулы»
- It's time to find out what type of holiday you would like to have. Let's read the task of exercise 18, page 16. You will work in groups of three. Each pupil will choose the type of the holiday and explain his/her choice. Make up the sentences one by one. Listen to your classmates carefully and agree or disagree with them.
Учитель предлагает учащимся устно выполнить упр. 18, стр. 16. Ученики делятся на группы по 3 человека. Дети должны выбрать вид отдыха и обосновать свой выбор. Необходимо об¬ратить особое внимание на необходимость аргументации своего мнения. Для этого ученики используют словосочетания из упр. 18, стр. 16. Учитель побуждает учеников слушать своих одноклассни¬ков внимательно и выразить свое мнение (согласие или несогласие с членами своей группы). В конце данного этапа урока каждая группа выбирает один наиболее полный и убедительный рассказ, который заслушивается всем классом.
VIII. Активизация навыков чтения
- We shall read the letter from exercise 19, page 16 to yourself and then answer two questions. You can see the questions before the letter. Let's read and translate them all together. Now use the information from the text and say what kind of person Kevin is.
Учащиеся читают текст из упр. 19, стр. 16 про себя, а затем отвечают на вопрос из задания «What information does Kevin want to getb. Затем учитель предлагает детям прочитать текст вслух и описать Кевина и его сестру.
IX. Подведение итогов урока
- That's all for today. Thank you for your work. Good-bye, my dear friends.
Mind the clock And keep the rule: Try to come In time to school.
Домашнее задание
Рабочая тетрадь: упр. 6, стр. 6.

Тема: Who is your favorite writer / Любимый писатель

Цели: развитие иноязычной коммуникативной компетентности по теме «Книги в жизни человека».

Ход урока:

I.Организационный момент

T: Good morning pupils!

Students: Good morning

T: Glad to see you. I hope you're fine today.

Students: We are fine. Thank you.

T: Ok, Children. Now, we can start our lesson.

Приветствие учащихся, ответы дежурного.

T: Who is on duty today? Who is absent today?

Today we are going to have a very interesting lesson.

II. Речевая зарядка. Введение в проблему урока.

T: Children, you know, people have different opportunities to get knowledge.

Let's look at the slide (Презентация 1) and guess about one of them.

S: Читают загадку и отгадывают тему урока.

T: Can you guess: what we are going to discuss today?

S: We are going to speak about books, writers…

T: You are quite right. We′ll discuss your favourite authors. You′ll answer the following question: To read or not to read? By the way, do you know the author of these words? Can you name the book? (Презентация 2)

III. Введение и закрепление новой лексики.

T: Let′s have some new words. Open your books on p.15. They′ll help you in your reading and speaking.

Работа над новыми словами. ( Презентация 3) open your Activity Books find ex.1.Start the exercise, please.Учащиеся работают в рабочих тетрадях. Затем фронтальная работа.

IV. Развитие навыков чтения, аудирования, монологической речи.

T: Children find ex.1 on p.14. Listen to the texts about the most popular authors with British young people aged 11-18 and answer the questions after the texts on p.15 ex.2)

Дети прослушивают аудиотексты и работают с вопросами.

V. Отработка грамматических навыков.

T: Please, find the grammar material on p. 194 and remember the Passive Voice. Find the examples of the Passive Voice in the text. Match them with the rule and translate. Check answers of each other.

Учащиеся находят на стр. 194 грамматический материал на повторение Страдательного залога, читают. (Презентация 4)

Находят примеры данного грамматического явления в текстах упр.1 стр.14. Переводят и проверяют ответы друг друга.

VI.Актуализация грамматических навыков

T: Let′s do exercise 2 on p.16. Here are Ashley′s and Daniel′s comments on their favourite authors. Which authors do they recommend reading? Paraphrase the sentences with the underlined words using the words from the box.

Выполняют задание устно.

VΙΙ.Развитие навыков диалогической речи.

T: Now look at the slide and name the authors and their books.(Презентация 5,6)

What can you tell about them? Who is your favourite author?

Учащиеся в парах рассказывают о своем любимом авторе. (1-2 минуты)

IХ. Подведение итогов. Домашнее задание.

Pupils, at home you will have ex. 3 in Activity Book, to learn the words SB p.15

Х.Заключение.

T: Our lesson is coming to the end. You've done everything quite well. I think the lesson was interesting and useful. Your marks are…

The lesson is over. Good-bye!

Тема: My favorite author / Мой любимый автор

Цели: воспитание личности учащегося на основе общечеловеческих ценностей, развитие у школьников инициативности и самостоятельности, толерантности и уважения к другим нациям и культурам к успешной самореализации, обучение познавательной деятельности с использованием иностранного языка

Ход урока:

1. Организационный момент – сообщение темы и цели  урок:

Good morning!

I'm very glad to see you!

First of all I want you to ask some questions!
What day of the week is it today?
What date is it today?
Is anybody absent today? …is/are absent.

Look at the blackboard and read the theme of the lesson. Today we are going to learn some pieces of information about some famous British writers.

2. Фонетическая и лексическая зарядки:

Boys and girls let’s answer my questions!

1. Do you like reading?

2. Why do people read?

3. Where do you take books from?

4. Have you got a large collection of books at home?

5. What British poets and writers do you know?

                        

Now look at the blackboard and repeat after me: a famous writer, a famous person, a well-known writer, an outstanding poet, a favourite screenwriter, a remarkable playwright, a notable diarist, a  best – loved novelist, fantasy, crime, modern.        

3. Основной этап урока (презентация):

Look at the screen! Now we’ll get acquainted with some British writers and their works. (Учащиеся совместно с учителем изучают информацию о писателях, записывают имена, даты, названия книг).

4.  Чтение текста с последующим пониманием прочитанного:

Before reading the text, let’s listen to the words from the text and repeat them.
Amuse, autobiographical, governess, imaginary, incorporate, parson, poetic, portrait, pregnancy, tuberculosis.
And now I want you to read the text about the Bronte Sisters.

Charlotte, Emily and Anne Bronte.

Charlotte, Emily, and Anne Bronte, daughters of Yorkshire parson, were three English novelists. Initially they published their works under pseudonyms as at that time it was impossible for a woman to show that she could write. Charlotte, the eldest, was the author of the famous Jane Eyre and Villette a novel where she incorporated autobiographical elements. Emily is the best known for Wuthering Heigths and had a uniquely poetic style. The youngest sister, Anne Bronte, is least known. She wrote Agnes Grey and The Tenant of Wildfell Hall.

There were six children in the Bronte family: five daughters, two of whom died in their childhood, and a son. After their mother’s death the children were brought up by their mother’s sister in Haworth. She was rather strict and often left them alone at home. To amuse themselves, the Bronte children created their own fantasy worlds .For example Emily and Anne created Gondal – an imaginary kingdom, for which they wrote journals and stories. As adults, the three sisters worked for some time as governesses or teachers. Their brother, Patrick Branwell, is remembered for his portrait of his sisters, probably made in 1835. During 1848-49, Emily, Anne, and Patrick Branwell all died of tuberculosis, and Charlotte Bronte died in 1855, possibly due to pregnancy.

Questiosn about the text:

What were the Bronte sisters’ names?
Who was the most poetic writer?
Who was the least known?
What was their brother known for?
Who raised all the Bronte children?

4.  Домашняя работа:

At home you have to choose one of the British writers and write more details about his or her biography.

5.  Подведение итогов урока:

We have done much today. What new information have you learnt? 
What new words do you remember now? Can you name all the names of the British writers mentioned today? Thank you for your work. The lesson is over, good bye. See you later.

развитие иноязычной коммуникативной компетентности по теме

«Книги в жизни человека».

развитие иноязычной коммуникативной компетентности по теме

«Книги в жизни человека».

развитие иноязычной коммуникативной компетентности по теме

«Книги в жизни человека».

Тема: Развитие навыков чтения. Чтение важно?

Цели: совершенствование навыков чтения

          - расширение лексического запаса по теме

          - отработка Past Tenses

          - развитие навыков монологической речи

Ход урока:

1. Организационный момент.

Good afternoon, my students!

I am glad to see you.

How are you today?

Today we are going to read and speak about one famous person.

2. Речевая разминка.

But first answer some questions, please.

• Do you like going to the cinema?

• How often do you go there?

• What are your favourite actors or actresses?

• Do you know your parents’ favourite actors?

• What genres of films do you know?

• What is Hollywood? What do you know about it?

• What film studios do you remember?

• Who makes film? Who else?

( Учащиеся отвечают на вопросы, дополняют друг друга)

3. Дотекстовый этап.

Can you guess about what person we are going to talk and read?

                                   (actor, actress, director, producer…)

Look at these pictures. / показываю фото актера/ Do you know him?

                                   (yes/no/Paul Newman)

So, we are going to read an article about Paul Leonard Newman, the Hollywood star.

Look at the pictures again. What do they tell you about Paul?

                                     (He is handsome/ He has blue eyes/He gained a success…)

What information would you like to know about him?

                                     (How old is he? Is he still alive? …)

Read the title, please. “Paul Newman, actor, director, racing driver” What do you expect to find out from the text?

Before reading the text, look at the blackboard. Here are some words that help you to understand the article:

to bring stardom overnight-

to get divorced-

passionately-

drug abuse-

conscience-

anti-nuclear movement-

support causes-

charity-

towering=awful, terrible

salad dressing-

co-star-

method actor-

 (читаем слова, переводим, записываем на доске перевод)

4. Текстовый этап.

(first reading)

Your task will be to read the text and try to do some interesting tasks. First of all, here are summaries of the seven paragraphs of the article.

a) ___Some of his films.

b) ___His rise to stardom.

c) ___The end of one marriage, the beginning of another.

d) ___His early life.

e) ___The highs and lows of his later life.

f) ___His first professional work.

g) ___Newman the person, not the movie star.

The aim- to match them to the correct paragraph.

 (Учащиеся читают первый раз про себя, соединяют:           a)5  b)3  c)4  d)1  e)6  f) 2  g)7

OK. Let us check your answers.

What interested you most about Paul Newman?

Now look through the text again and try to do this task. (второе прочтение) Here are some answers to some questions from paragraph 1-3. What are the questions?

1) In 1925

2) After graduating.

3) While they were acting together.

4) In 1949

5) Three.

6) He was thirty.

7) A Greek slave.

8) No, he did not.

9) About Graziano’s childhood.

Find the sentences in which you can see this information. Read it and translate.

(разбираем каждый ответ, дети находят предложение, читают вслух и переводят. Затем составляем вопросы, предварительно определив грамматическое время.

Получившиеся вопросы:

1) When was he born?

2) When did he start working in the theatre?

3) When did he meet his first wife?

4) When did they get married?

5) How many children did they have?

6) What age did he make his first film?

7) What was his part?

8) Did he enjoy making films?

9) What did a boxer and Paul talk about?

Very good! Now let’s work with vocabulary. There are two words in the text that mean “a film”. Find them!

                             (a picture, a movie)

Well done!

Next, match a word in the text to the following definitions.

Para 1

a) to use badly or unproductively                                                                             (to waste)

b) a profession or occupation                                                                                   (career)

Para 2

c) a person who is the property of someone and has to work for food                    (slave)  

Para 3

d) a lucky opportunity that leads to success                                                            (break)

e) the state of being a star                                                                                        (stardom)

Para 6

f) more of something than is safe                                                                            (overdose)

g) using something in the wrong way                                                                     (abuse)

Para 7

h) a person’s understanding of what is right and wrong                                         (conscience)  

i) an organization that helps people who need help                                                (charity)

j) to do something again and again                                                                         (keep trying)

 5.Послетекстовый этап.

What can you say about Paul Newman?

Do you want to watch his films?

What did you learn that you did not know before?

But I want to say that some information in the text went out of date. Everything changes. Paul Leonard Newman died in September 2008. And of course he won several Oscars. Let’s summaries the information about this outstanding person. Sentence by sentence.

     (учащиеся по цепочке говорят предложения с опорой на текст)

Can you offer the plan that helps to speak or write about famous person?

                        Possible answers:                (1. Personal information: name, date and   place of   birth,                                              

                                                                   age, profession, appearance

                                                                     2. Family and career

                                                                     3. Personal achievements)

6. Итог. Домашнее задание.

So, today we knew a lot about one famous actor Paul Leonard Newman. But there are a lot of wonderful actors and actresses: American and Russian. And it will be very interesting for me if you write about your favourite film star. Write about his or her background, success, and why you like him or her. Use your notes and plan. Find a photo if you want.

Thank you for the lesson. Good buy. See you next week.

Тема: Литературные места

Цели: повторить и закрепить лексико-грамматический материал по теме «Чтение». Выявить литературные места Великобритании и России.

Ход урока:

1. Организационный момент. Сообщение темы и целей урока.

- Good morning,dear friends!

- Good morning, teacher!

- I’m glad to see you.

- We are glad to see you, too.

- How are you today?

- We are fine, thank you.

- Today we will continue our talk about famous British and Russian writers using the Passive Voice. We will dip into the world of literature. And at the end of our lesson you will name  writers and places that associated  with them. Our lesson is a lesson- competition.

2. Фонетическая работа.

But first let us revise some sounds. Look at the blackboard.(слайд 2). Pronounce these sounds, words and words combinations after me.

[ǝ] – writer, corner, the Poet’s corner, theatre, his own theatre.

[r] – literary, Britain, literary places of  Britain, writer, British writers.

[w] – where, was, where was he born, William, William Shakespeare.

Now I ask you to divide into two teams.

3. Речевая разминка.

           T:  The first task for you is quite simple. Answer my questions please. You will get one point for each right answer. (Учитель в таблице на доске отмечает правильные вопросы и

• What writers and poets is the UK connected with?      

P: The UK is connected with Charles Dickens, Agatha Christie, William Shakespeare, R. Kipling, R Burns, L. Carroll.

T: - What writers and poets is Russia famous for?

P: Russia is famous for L.Tolstoy, A.Pushkin, V. Zhuckovski, M.Lermontov.

4. Проверка домашнего задания.

The next task is your homework. You must prepare short stories about your favorite writers at home. Now pupils from one team will tell us their stories and mark on the map writers and places associated with them. Pupils from other team   may ask  questions to the story-teller. And then you will exchange your roles.

(ученики отмечают на карте города связанные с авторами).

1. Agatha Christie is the world’s most famous detective story writer. She wrote 79 novels and several plays. Her books are translated into over 100 foreign languages.  She was born in 1890 in Devon. She didn’t go to school but was educated at home by her mother. Her most famous works are “The Mystery Affair at Styles”, “The Mousetrap”.

Вопрос: Who are the main detectives in her novels and stories?

1. Joan Kathleen Rowling was born on July 31 in 1965 in Bristol, England. She wrote her first book at the age of six – a story about a rabbit. At school she liked to tell stories to her friends. “Harry Potter and the Philosopher’s Stone” was published in June 1997 and became an immediate success.  Today the books about Harry Potter have been translated into 31 languages. Now Harry Potter has finally arrived on the big screen.

Вопросы: What is your favourite book about Harry Potter?

                    What is your favourite character?  

1. The author of the famous book “The Lord of the Rings” , John Ronald Tolkien, was born in 1892 in South Africa and grew up in a village near Birmingham. He took part in the First World War. Then he became a professor of English at Oxford University. “The Lord of the Ring” was published in 1954. The book was an immediate success. Tolkien’s magic word caught reader’s imagination. The book is considered to be the champion of fantasy novels.

Вопрос: Who is your favourite character of this book?

1. Alexander Pushkin is the most important Russian writer and poet of all time. Pushkin was born in Moscow in 1799. He was Russia’s greatest poet. He developed his own style, which is realistic but classical in form. He wrote a lot of poetry and prose. Among his masterpieces are “Ruslan and Lyudmila’, “The Prisoner of the Caucasus”, “Dubrovsky”, “The Captain’s Daughter” and others.

Вопрос:What is your favourite book of A.Pushkin?

1. One of the prominent Russian writers is Anton Pavlovich Chekhov. He is the greatest Russian dramatist and short-story writer. Chekhov was born in 1860 in Taganrog . In 1879 he went to Moscow, where he studied medicine. He wrote such masterpieces as “War № 6”, “The Seagull”, “Uncle Vanya”, “The Cherry Orchard”.

Вопрос: What is your favourite work ?

1. Arthur Conan Doyle was a great writer. He was born in Scotland in the family of Irish. He was a doctor . His medical knowledge was a great help to him in his detective stories. Conan Doyle created his famous character, Sherlock Holms, in 1885. “The Adventures of Sherlock Holmes” made him famous all over the world.

Вопрос: Who is your favourite character of his book?

1. Lev Nikolaevich Tolstoy was born on the 28th of August in 1828 in Yasnaya Polyana . He spent about 50 years of his life there. Nature and locals inspired the writer for creating of his stories and novels.His most famous works are “War and Peace”, “Anna Karenina”, “Sunday”, “Childhood”, “Adolescence”, “Youth”.

Вопрос: What is your favourite book of  L.Tolstoy?

1. Vasily Andrrevich Zhukovsky is one of the most famous and the greatest Russian poet and translator. He was born on the 29th of January in 1783. He was born and grew up in village Mishenskoe not far from Belev. His father A.Bunin was a rich landowner and his mother was Turkish and prisoner of Russia. Zhukovsky has written many remarkable works. Among them are “Svetlana”, “Lyudmila”, “Evening”.

Вопрос: When did you meet with works of Zhukovsky first?

(Учитель отмечает в таблице на доске за рассказ – 3 балла, за вопрос и ответ по 1 баллу).

5. Аудирование.

T: The third task is listening.

Open your books at page 18, ex.1. Look through the map and the sights.

Listen to the guide and match literary sights and cities in your cards.

Каждый участник команды получает карточку, на которой написаны города в левом столбике и достопримечательности в правом столбике .

После выполнения аудирования учитель объясняет как учащиеся проверят задание и отмечает баллы на доске.

T: Cheсk up your tasks yourselves and then tell me your points.(слайд3)

And now we’ll mark sights and authors on the map.

6. Физкультминутка.

T: I see that you are tired. Let’s have a rest. Stand up, please! Who wants to be a leader?

Зарядка для глаз. 
 Look left, look right
Look up, look down
Look around.
Look at your nose 
Look at that rose 
Close your eyes 
Open, wink and smile.

7. Самостоятельная работа.

 T: Before we continue our talk about literary Britain and Russia let us revise some grammar. Look at the blackboard and remember the formula of the Passive Voice. (слайд 4)

Повторяем Present Simple, Past Simple, Future Simple, Present Continuous Passive.

T: Some words in Russian. Давайте вспомним как строятся предложения в пассивном залоге.

Now you will write a test on the Passive Voice. For the first task you can get one point for one right answer. For the second task you can get two point for the right answer. Be attentively!

Вариант 1

 Task1. Define the tense and the voice.

1. A new school is being built in our street at the moment.

2. The letter will be sent in time.

3. Yesterday the room was cleaned very well.

4. I am interested in good results.

5. He was invited to the party.

           Task 2. Change the sentences into the Passive Voice.

1. He usually wakes his children up at 6 a.m.

2. They seldom visited that museum last year.

3. The doctor has already listened to my lungs.

4. I will give advice to you a bit later.

5. He published his first book three years ago.

 

Вариант 2.

Task1. Define the tense and the voice.

1. Last year a new house was built near the park.

2. Football is played almost everywhere.

3. A large sum of money was received by him.

4. A new shopping center will built here next year.

5. They are being asked now.

       Task2.  Change the sentences into the Passive Voice.

1. They usually repair cars very quickly.

2. Somebody has stolen my keys.

3. She composed her first opera five years ago.

4. They closed the supermarket at 7 p.m. yesterday.

5. Shakespeare’s birthplace will be visited next  month.

T: Now change your works and check them up. Tell me the points.(слайд4)

Учитель отмечает на доске баллы.

8.Чтение.

As the theme is “Reading”, then why not to read? Your next task. Take the cards with text, read it and answer the questions after text. You can discuss your answers in your team. You have 5 minutes. Then you will get another task.

1 карточка.

    There are a lot of places in Britain which is connected with British literature and its writers. And now we are going to talk about some of them.

     The best place to begin literary exploration is Westminster Abbey in London. Here you’ll find the Poet’s Corner with monuments and tombs of outstanding British writers.

       Charles Dickens was probably the most popular novelist in the English language in the nineteenth century. When he was only 12, Charles had to leave school and work in a factory. His novels often tell the stories of young children who work hard to escape a life of poverty. Many of the stories were set in London and his novels show how the city changed during his lifetime.

        Jane Austen spent her short life in Hampshire, near the south coast of England. She was born in 1775 and died in 1817. Her novels describe the everyday life of people in the upper-middle class circles she knew best. Her characters spend most of the time in the countryside, doing little or no work. Occasionally they go to London; sometimes they go to Bath, a fashionable town. Today in Bath one can visit  Jane Austen Centre. Here the visitor can find out more about Bath in Jane Austen’s time and the importance of Bath in her life and work.

        Charlotte Brontё was born in 1816 and died in 1855. Her best-known books include “Jane Eyre”, “Shirley” and “Villette”. She was the oldest of the famous Brontё sisters. All three were novelists and they grew up in a remote house (now a museum) at Haworth in Yorkshire. Many visitors come to see the museum which tells them about sisters’ life and work.

Вопросы

1.What is the best place to begin literary exploration?

2.What are Dickens’ books about?

3.What are J. Austen’s books about?

2 карточка.

     There are many literary places in Russia.

     Many famous writers made St.Petersburg their home. The outstanding Russian novelist Fyodor Dostoevsky lived here for many years. St. Petersburg became the setting for his greatest works. The Dostoevsky House- Museum welcomes visitors from all over the world. It was the final home of the remarkable Russian writer. He completed there his last great novel, “The Brothers Karamazov”, in 1880. In the museum you can see paintings and many items relating to the life of Dostoevsky.

    Alexander Pushkin is Russia’s most famous and best loved poet. He was born in Moscow. But spent many years of his life in St. Petersburg and the museum is one of the several places in the city, with which the poet is associated. It was there that he wrote one of his most famous works “The Captain’s Daughter”. The most impressive feature is the poet’s library, which contains more than 4500 books in 14 languages. Among these are works by the authors whom Pushkin most admired, including Shakespeare and Byron.

      The great Romantic poet and novelist Mikhail Lermontov lived in Moscow with his grandmother from 1829-1832, while he was a student at Moscow University. While here he began writing his poem “The Demon”. Many of Lermontov’s works are displayed in his House-Museum, together with drawings some by Lermontov himself.

Вопросы.

1. What are there in the Dostoevsky House-Museum?

2. What places in Russia are connected with A.Pushkin?

3. What are displayed in Lermontov House-Museum?

T: Mark authors on the map.

Our lesson came to an end. Look at the blackboard and name writers and places that associated  with them.

1. Домашнее задание.

Your homework: AB ex.1, p.12. Учитель пишет на доске и озвучивает.

Your marks: … (учитель называет оценки)

Thank you for your work, good-bye.

Тема: What books do you like to read? / Какие книги тебе нравится читать?

Цели: Закрепить лексические навыки говорения, фонетические навыки, грамматические навыки и навыки аудирования.

Ход урока:

2мин.

Орг. момент

-Let’s start our English lesson. Stand up! Let’s greet each other.

-Good afternoon! How are you today? Take your seats, please!

- What is the date today?

- What day is it today?

-What is the weather like today?

-Who is absent? (Why?)

- That’s great! Let’s start our work!

-Good afternoon!

-I am (we are) fine, thank you!

- Today is the 4th of October.

-Today is Thursday.

- Today is(sunny, gloomy, rainy, cloudy, cool, hot, windy)

-Nobody is absent. (All are present)

Обратить внимание на правильность произношения дней недели, названий месяцев и числительных.

1 мин.

Объявление цели урока

- Today we are going to finish our topic (Reading? Why not?) and work with Activity Book. So, what we are going to do today?

- We are going to finish our topic (Reading? Why not?) and work with Activity Book.

Выписать кратко цели на доске

1 мин.

Фон. зарядка

Демонстрация презентации с Tongue-Twisters

Repeat after me, please!

Обратить внимание на правильность произношения

10мин.

Listening Comprehension

AB p.18

Обратить внимание на произношение лексики по теме

15 мин.

Grammar

AB ex.1,p.20

10 мин.

Vocabulary

AB ex.2p.21

1 мин.

Подведение итогов урока

-Today we have worked a lot. And now please open your day books and write down your home task.

SB p.31(dictation)+ ex.1(1)p.35

- The lesson is over! Thank you for your work! Good bye!