Разработка поурочных планов-конспектов уроков английского языка в 10 классе к учебнику Биболетовой М.З. "Enjoy English-10" 1 четверть

Поурочное планирование 10 класс Биболетова М.З. 1 четверть

SECTION 1. START ANEW

1. Социально-бытовая сфера. Межличностные отношения в школе.

Урок 1. Вводный урок. Ознакомление с лексикой по теме «Школа».

Задачи:

1) познакомить с учебником, его структурой и особенно­стями;

2) сформировать навыки устной речи по теме «Ожидания и беспокойства по поводу школы»;

3) развить лексические навыки и навыки чтения текста «Wendy's diary».

Ход урока

I. Организационный момент

- Good morning, dear friends!	- Good morning, teacher!
- I am glad to see you.	- We are glad to see you, too.
- How are you today?	- We are fine, thank you.

Today we are going to 1) look through your new textbook, 2) have a talk about your hopes and expectations and 3) learn some new information about different types of school in English-speaking countries.

II. Ознакомление с учебником

This year you have got a new textbook. Let's study its structure. Look through the names of the units. You see that we shall speak about the role of family and friends in our life. We shall learn the information about progress and man-made wonders of the world. We'll see if young people have different opportunities nowadays. You will understand how important it is to be tolerant and to live in peace. At the end of the book there are lists of irregular verbs, a cultural guide, grammar reference, etc. You may use them to find the necessary information. Every unit ends with preparation for testing and the guide how to be a success in testing. So, ask your questions if you have any.

III. Речевая разминка

It's time to open your textbooks (page 8). Let's read the task of exercise 1. Look at the pictures.

Can you make up the sentences and share your ideas? WHAT ARE YOU WORRIED ABOUT? WHAT DO YOU EXPECT TO DO THIS SCHOOL YEAR? WHO IS READY WITH THE FIRST SENTENCE?

MODEL: I expect to V ….

I am worried about V-ing ….

to meet new friends

to have lunch in a good canteen with plenty of nice food

to study in friendly atmosphere

to study in a comfortable and spacious school building

to have highly qualified and creative teachers

to have a lot of up-to-date equipment

to have understanding and caring teachers

to attend interesting lessons

IV. Формирование лексических навыков по теме «Школа»

The next task for you is exercise 2, page 8, in your textbooks. You can see eleven word combinations and you will try to read and translate them. Let's read the word combinations one by one.

What does it mean?

To acquire general knowledge – [ə’kwaiə] - to get or gain (something, such as an object, trait, or ability), esp more or less permanently получать, приобретать; овладевать

To get prepared for a future job –

To meet other young people –

To train your memory –

To learn something you will never use –

To find out what you are really interested in –

To please your parents – to give satisfaction, pleasure, or contentment (удовлетворённость, довольство) to (a person); make or cause (a person) to be glad радовать, доставлять удовольствие; быть в радость, нравиться (кому-л.); угождать

To test your intelligence – the capacity for understanding; ability to perceive (воспринимать, понимать, осознавать; постигать) and comprehend meaning понимать значение

To learn how to study –

To have fun –

To learn discipline - training or conditions imposed for the improvement of physical powers, self-control, etc

You have 3 minutes to rate all these reasons according their importance to you.

V. Активизация навыков устной речи

Let's divide into groups of four, please. Compare your lists of reasons from exercise 2 (page 8) and find out what the most important reasons and the least popular reasons in your group are. Use the phrases from exercise 3, page 9, in your textbooks. 3 - 4 minutes. One of your group should report the result.

USE p. 169 GROUP WORK

VI. Физкультминутка

VII. Развитие навыков чтения

Answer the questions from exercise 4 (page 9). Let's read the extracts from exercise 5 (page 9 - 10).

- Do you think the statements after the texts true or false?

You will have 3 minutes to read the pages from the diary. It's time to agree or disagree with the sentences after the extracts.

Overnight - накануне вечером

C - удовлетворительно (третья отметка по пятибалльной системе A-F, принятой в учебных заведениях США)

YOU HAVE 2 MINUTES TO DO TASK 5.

FRONTAL CONTROL

Keys:

1F 2T 3F 4F 5T 6T 7F 8T 9T 10T

	T	F
1 Wendy thinks nothing has changed much in her life.		
2 She feels its hard to find her way in a new place.	
3 She has to wear a school uniform in the new school.		
4 She feels fine about not knowing her new schoolmates.		
5 She spent nine years in the previous school.	
6 There are more children in her new school.	
7 The discipline is better in the new school.		
8 She didn’t expect to make friends in team sports.	
9 She used to get better results in the previous school.	
10 She is getting used to the new school.	

VIII. Ознакомление со страноведческой информацией по теме «Зарубежные школы»

It's time to learn some information about different types of schools in the USA and the UK. You can see the definitions on page 10, exercise 6 in your textbooks. You will work in pairs and have 2 minutes to read the definitions.

Does Wendy come from Great Britain or America? Why do you think so? How can you prove it? How old is the girl? Do we have the same types of school in Russia?

Let’s compare the types of schools in the USA and UK.

IX. Подведение итогов урока

- What have we done today? What was difficult for you? What new words have you learnt?

Thank you for your work. The most active students today are... Your marks for the lesson ...

Домашнее задание

Учебник: упр. 8 (составить 5 предложений) (с. 11); рабочая тетрадь: упр. 1 (с. 4).

Урок 2. Общение в школе. Развитие навыков говорения, умение вести диалог-обмен мнениями.

Задачи урока: 1) сформировать навыки аудирования; 2) активизировать грамматические навыки по теме «Настоящее совершенное вре­мя»; 3) закрепить навыки устной речи по теме «Школа».

Оборудование: демонстрационная таблица «Настоящее совер­шенное время»; картинки по теме «Школьная жизнь».

Ход урока

I. Организационный момент

- Good morning, dear friends!	- Good morning, teacher!
- I am glad to see you.	- We are glad to see you, too.
- How are you today?	- We are fine, thank you.

WE WILL HAVE A TALK ABOUT GOOD AND BAD THINGS ON THE FIRST DAY AT SCHOOL.

II. Фонетическая зарядка

You can see two columns of the words on the blackboard. Read them aloud and in a whisper. Let's read them after Kate. Match the words from the first column and the second one to make up the word combinations.

Whiteboard:

То wear Nervous

Previous Discipline

Elective Reason

Important Uniform

To feel Parents

To please Friends

To make Subjects

To learn School

Word combinations:

To wear a uniform, to feel nervous, to learn discipline, previous school, elective subjects, an important reason, to please parents, to make friends, etc.

II. Речевая разминка

Now you will agree or disagree with my statements. We'll have a talk about your school life. If you agree with me, repeat my statement. If you disagree with me, share your ideas.

Example:

1. You have to wear a school uniform in the school. (I disagree with you. I don't have to wear a uniform in the school.)

2. Life isn't worth living without school friends. (I agree with you. Life isn't worth living without school friends.)

3. You try to get better results to please your parents. (I agree with you. I try to get better results to please my parents.)

4. Parents always support you in different situations. (I disagree with you. Sometimes parents don't support me.)

5. It isn't easy to make new friends. (I agree with you. It isn't easy to make new friends.)

6. You have some elective subjects this school year, (I agree with you. We have some elective subjects this school year.)

7. You often feel nervous at school. (I disagree with you. I often feel happy at school.)

8. You never quarrel with your friends. (I disagree with you. I often quarrel with my friends.)

IV. Проверка домашнего задания

Let's check up your home task and work in pairs.

Keys:

1F 2T 3F 4F 5T 6T 7F 8T 9T 10T

	T	F
1 Wendy thinks nothing has changed much in her life.		
2 She feels it’s hard to find her way in a new place.	
3 She has to wear a school uniform in the new school.		
4 She feels fine about not knowing her new schoolmates.		
5 She spent nine years in the previous school.	
6 There are more children in her new school.	
7 The discipline is better in the new school.		
8 She didn’t expect to make friends in team sports.	
9 She used to get better results in the previous school.	
10 She is getting used to the new school.	

Use the word web from your workbooks, exercise 1 (page 4), and share your ideas. Listen to your partner and ask the questions.

Презентация:

middle school high school private school public school

elective subjects semester report card discipline

V. Физкультминутка

VI. Развитие навыков аудирования

- Do you want to change a school? Have you ever changed schools? Can you tell us about the best/worst things on the first school day?

Open your textbooks on page 11, exercise 10. Read the questions and listen to three children.

(in oral form ex. 9 (SB, p. 11). Then Listen twice? Make notes and do ex. 10, 11 (SB, p. 11). WB ex. 3 (p. 5). Do ex. 12 (SB, p. 11).)

Ex. 10

1 Speaker 3 didn’t know anyone in the school

2 Speaker 1, Speaker 2 mentioned some strict school rules

3 Speaker 1, Speaker 2, Speaker 3 felt nervous on the first day at school

4 Speaker 3 liked the food in the new school

5 Speaker 2 didn’t like the school uniform

Ex. 11

On the first day at school	Jane	Chris	John
The best thing on the first day	meeting new friends	having PE because we didn't do any real work in that lesson	having a French lesson since I've never had one before and I really enjoyed it
The worst thing on the first day	going into lessons that I had never had before	having to wear a shirt and tie because they make you feel sweaty	being so nervous and not knowing what to say or do

VII. Активизация грамматических навыков по теме «Настоящее совершенное время»

Let's read the examples from the table "The Present Perfect Tense". Exercise 13 on page 11 from your textbooks will help us brush up the Present Perfect Tense of the English language.

Ex. 13

1. Wendy has just moved to a new school.

2. She has already made lots of friends.

3. She got lost on her first day at school.

4. She has been at the new school for two months.

VIII. Тренировка навыков грамматики в письменных упражнениях

Exercise 2 (page 4, in your workbooks) is to be written. Read the dialogues to yourself and write the correct forms of the verbs. You can see the examples of different sentences in your textbooks (page 180).

IX. Подведение итогов урока

That'll do for today. You were active today and it was rather interesting to listen to your ideas. I am happy that you usually feel fine at school.

Домашнее задание Рабочая тетрадь: упр. 4, 5 (с. 5).

Урок 3. Настоящее совершенное время: закрепление грамматического материала, распознавание и употребление в речи.

Задачи урока: 1) сформировать произносительные навыки; 2) ввести и пер­вично закрепить новую лексику по теме «Школа»; 3) закрепить грам­матические навыки в устной речи по теме «Настоящее совершен­ное время».

Оборудование: демонстрационная таблица «Видовременные формы гла­гола»

Ход урока

I. Организационный момент

- Good morning, children! (Good morning, teacher!)

- 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 students are present.)

II. Фонетическая зарядка

But at first let's practise the English sounds. I shall show you the symbols of the English sounds, and the task for you is to pronounce the sound and name three words with it on the topic "School life". Remember the English words and get ready to start.

Example:

[t] — private, semester, trouble

[v] — elective, average, previous

[s] — school, study, discipline

[r] — report, result, memory

[d] — middle, education, secondary

[p] — public, prepare, primary

[k] — conflict, newcomer, strict

III. Речевая разминка

Let's ask the questions about our experiences.

Example:

То wear a school uniform, to make friends, to get better results, to have strict school rales, to like the food in the school, to acquire general knowledge, to test your intelligence, to please your teacher, to change schools, to move from primary to secondary school, elective subjects, to feel nervous.

(Use different kinds of questions:

Would you like to wear a school uniform?

Have you ever changed schools?

You have strict school rules, don't you?

Do you like the food in your school?

What do you do to please your teachers?

When did you feel nervous on the first day at school? Etc.

IV. Тренировка грамматических навыков в устной речи

I'd like you to open your textbooks. It will be exercise 14 (page 12). Divide into groups of five and ask your classmates some questions.

- Who wants to report what you have learnt about the members of your group?

V. Формирование произносительных навыков

The next task for you is exercise 15 on page 12. Listen to the following sentences and mind the stresses.

- Who will read the questions/statements?

VI. Физкультминутка

Exercise for eyes

VII. Ознакомление с новой лексикой по теме «Школьная жизнь»

Look at the words from exercise 16 (page 12-13), please. The following words will help us have a talk about our school and school life. - Who can read the first pairs of words? Guess its meaning. - Who is ready to read the next word?

VIII. Первичное закрепление введенной лексики

You can see the words in the box of exercise 17, page 13, in your textbooks. We have read and translated these words. I'd like you to match the words and make up the word combinations. Your time is up.

- Who is ready to read and translate the phrases?

Ex.17

1 d) 2 g) 3 b) 4 h) 5j) 6 i) 7e) 8a) 9c) 10f)

IX. Подведение итогов урока

The lesson is over. Stand up, please. Goodbye, my friends! Have fun!

Домашнее задание

Рабочая тетрадь: упр. 6 (с. 6).

Урок 4. Школа. Развитие умений чтения с полным пониманием прочитанного.

Задачи урока: 1) усовершенствовать навыки чтения и устной речи; 2) активизировать лексику по теме «Школьная жизнь»; 3) способствовать развитию навыков перефразирования.

Ход урока

I. Организационный момент

- Good morning, children! (Good morning, teacher!)

- 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. Активизация лексических и орфографических навыков

Ex. 16. p. 13

It's time to write down some words. I want you to open your exercise books and write down the date. Put down the words and write their transcription in your vocabularies.

Запись на доске:

Homesick - depressed or melancholy at being away from home and family (тоскующий по дому, по родине)

Boarder - a pupil who lives at school during term time (пансионер; квартирант, жилец (оплачивающий не только проживание, но и питание)

Scholarship - financial aid provided for a scholar because of academic merit (стипендия)

Compulsory - required by regulations or laws; obligatory (обязательный)

Elective - open to choice; optional (факультативный)

Report - a statement made widely known (отчёт, доклад, рапорт)

Semester - (in some universities) either of two divisions of the academic year, ranging from 15 to 18 weeks

Private - of, relating to, or provided by a private individual or organization, rather than by the state or a public body

Knowledge - awareness, consciousness, or familiarity gained by experience or learning

Ex.16

A 1a) 2b) В 1b)

С 1 a) 2b) D 1b)

III. Речевая разминка

Let's ask the questions about our experiences.

Example:

То wear a school uniform, to make friends, to get better results, to have strict school rules, to like the food in the school, to acquire general knowledge, to test your intelligence, to please your teacher, to change schools, to move from primary to secondary school, elective subjects, to feel nervous.

(Use different kinds of questions:

Would you like to wear a school uniform?

Have you ever changed schools?

You have strict school rules, don't you?

Do you like the food in your school?

What do you do to please your teachers?

When did you feel nervous on the first day at school? Etc.

IV. Активизация навыков устной речи по теме «Старинные школы»

Let's find the differences between modern schools and schools at the beginning of the 20^th century. We shall look through the pictures in our textbooks (page 14) and on the blackboard. You will work in a group of three. Write down your ideas, please.

- Are you ready to start?

V. Совершенствование навыков чтения. Обучение перефразированию

Open your textbooks on page 14, exercise 20. Let's read the story about the school from the past. The task for you is to find out what things were mentioned in the text. You will have 4 minutes to choose the sentences from the text to prove your ideas.

Ex.20

1/ 2-- 3/ 4/ 5-- 6-- 7/ 8/ 9/ 10/

VI. Физкультминутка

VII. Тренировка навыков грамматики в письменных упражнениях

Exercise 22 (page 15) is to be written. Read the story to yourself, then put the numbers from 1 to 11 and write the correct forms of the verbs.

Ex.22

1 went 7 tried

2 stayed 8 grew

3 could 9 had

4 were 10 began

5 needed 11 learnt / learned

6 were

2) Контроль индивидуально

VIII. Активизация навыков диалогической речи

Now we know modern schools and schools of the past have a lot of differences. It is interesting to know what the members of your family remember about schools of their youth. It's time to open your textbooks on page 15, exercise 23.

- Who will read the task?

You will make some notes now. I'd like you to make up the questions for your family member. You have 3 minutes to look through the points and then we shall listen to your questions. - Who is ready to start?

IX. Подведение итогов урока

It's time to say "Goodbye". You worked well during the lesson. Stand up, please.

Домашнее задание

Учебник: упр. 22 (провести опрос родственника, записать от­веты) (с. 15).

Урок 5. Школа. Развитие умений устной речи.

Задачи урока: 1) развить навыки монологической речи по теме «Школь­ная жизнь»;

2) активизировать лексические и грамматические навыки; 3) усовершенство­вать навыки аудирования.

Ход урока

I. Организационный момент

- Good morning, boys and girls! (Good morning, teacher!)

- I am glad to see you. (We are glad to see you too.)

- How are you? (We are fine, thanks. And how are you 7)

- I am fine, thank you. Who is absent today? (All pupils are present.)

Today we are going to discuss different problems at school.

II. Фонетическая зарядка

• Form (uniform)

• Selective (elective)

• Port (report)

• Object (subject)

• Obvious (previous)

• Roommate (classmate)

• Rest (test)

• Yard (card)

• Admiration (education)

• Room (classroom)

• White (write)

• Rule (school)

III. Речевая разминка. Активизация лексических навыков по теме «Школьная жизнь»

Now I want you to divide into teams. Each team will make up questions on the texts about schools of the past in Past Simple. You may make up different types of questions.

Переживать по поводу школьных экзаменов То worry about school exams/организовать свое время эф­фективно, to organize time effectively/ школьная форма, school uniform/испытывать усталость, experience tiredness/готовиться к экзаменам, to revise for exams/нервничать, to be really nervous/скучать по дому, to be homesick/обязательные предметы, compulsory subjects/предметы no выбору, elective subjects/строгие школьные правила, strict school rules/.

Работа в группах по упр. 20, 21 стр. 14, 15.

IV. Проверка домашнего задания

Let's listen to your stories about schools of the 20^th century. One pupil will go to the blackboard to read his/her information. We shall listen to him/her carefully. Get ready to ask the questions about the school he/she will describe.

V. Активизация навыков аудирования

I'd like you to open your textbooks on page 16, exercise 24. Read the task, please. Let's listen to the dialogue and find the reason.

- Are you ready to listen to the dialogues?

- Who will answer the question?

Ex. 25

Listen to a teenager talking to a psychologist about her problem and from the list choose the reason why she feels stressed.

Part I

Teenager: I don't feel well. I'm worried all the time. Why do I feel so stressed?

Psychologist: People feel stress in different ways. Think about how you react. For example, do you experience tiredness or perhaps notice a change in your appetite?

T: Yes, I suppose I do.

P: Any aches and pains? Any sleep problems? Or do you feel more emotional than usual? Maybe you find yourself itching a lot or discover that you have a skin rash. Some people even get what are called panic attacks.

Part 2

T: Yes, I get most of these symptoms, especially while revising for exams. What can I do?

P: I would say that the most important thing is to take care of yourself. Always make sure that you get plenty of sleep and avoid junk food, like fizzy drinks and chocolate. Along with regular physical exercise, this will help you handle stress better.

T: But it's not easy. When I'm revising, all I can think about is all of the work I have to do.

P: Of course. But this is when you have to make time for yourself and rest. It's never a good idea to do nothing but work.

T: Yes, but there's so much to do. Locking myself up with my books is the only way I can revise properly.

P: No. Actually the opposite is true. Take regular breaks and enjoy yourself. The more relaxed you are, the better you will perform in an exam. And remember to start revising early. This will prevent you from panicking at the last minute.

T: But what happens during the exam when I'm really nervous?

P: Always start by reading the instructions slowly and carefully. Take slow, deep breaths while you're doing this.

T: OK. I'll do that.

P: Then, if you find that you can't answer some of the questions, leave them and move on to the ones you can answer. Later, you can go back to the more difficult ones. Don't panic if you have to guess an answer. Remember, it's always better to put something down rather than nothing at all — just in case you're right!

Part3

T: That all makes sense, but what if I still fail? This is what makes me really panic.

P: It's natural to feel this way but just remember, it won't be the end of the world if you don't pass this time. You can usually re-take the exam.

VI. Физкультминутка

VII. Совершенствование аудитивных навыков. Развитие навыков устной речи

The next task for you is exercise 26 on page 16. Listen to the dialogue and complete the word combinations.

- Have you finished yet?

Work in pairs and ask your partner some questions.

- Who wants to act out the dialogue?

- What problems do these children have?

Let's listen to the second part of the dialogue and write down the doctor's advice.

VIII. Тренировка навыков работы в группе. Активизация навыков составления высказывания на основе прослушанной информации

Divide into groups of four, please. Read the task of exercise 31 on page 17. Now discuss the information from the dialogue and share your ideas.

IX. Подведение итогов урока

That's all for today. Thank you for your work. Goodbye, my dear friends.

Домашнее задание

Рабочая тетрадь: упр. 8 (с. 7); учебник: прочитать раздел «How

to give a perfect presentation» (с. 170); на следующий урок принести фотографии и картинки по теме «Школьная жизнь».

Урок 6. Развитие умений монологической речи по теме «Школа».

Задачи: 1) активизировать лексические навыки по изученным те­мам; 2) усовершенствовать навыки монологической речи; 3) обучить выполнению проектных заданий.

Ход урока

I. Организационный момент

- Good morning, boys and girls! (Good morning, teacher!)

- 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. Mary, how is your mother? (She is fine, thanks?)

- Alex, is your father OK? (Yes, he is. He is OK.)

- Who is absent today? (All pupils are present.)

- And who is on duty today? (Vova and Masha are on duty today.)

- OK. Let's start our work. TODAY WE SHALL DISCUSS DIFFERENT ASPECTS OF YOUR SCHOOL LIFE.

II. Проектная работа. Самостоятельное выполнение задания

(В начале урока учитель объясняет порядок выполнения мини-проекта и раздает ученикам необходимые материалы. Для подготовки презентации учащиеся делятся на группы по 4 человека. В течение 2-3 минут они делают упр. 33 (а) (учебник, с. 17) выбирают 2-3 пункта плана для составления рассказа. 3aтем в течение 15-17 минут выполняют упр. 33 (b, с) (учебник, с. 17) Учитель обращает особое внимание учащихся на то, что во время подготовки к выступлению необходимо использовать приложение из учебника «How to give a perfect presentation» (с. 170). На листах бумаги формата A3 ученики размещают соответствующие иллю­страции и делают подписи к ним.)

III. Физкультминутка

IV. Проектная работа. Представление и защита

(Ученики выполняют упр. 33 (d) (учебник, с. 17). Необходимо обратить особое внимание учащихся на то, что во время презентации выступающие должны говорить громко, четко, до­статочно быстро и выразительно. В конце урока ученики всем классом выбирают лучшие работы)

V. Подведение итогов урока

Our lesson is over. That brings us to the end. Goodbye, boys and girls!

Домашнее задание Рабочая тетрадь: упр. 10 (с. 8-9).

SECTION 2. WHAT'S IN?

2. Социально-культурная сфера. Молодежь в современном обществе.

Урок 7. Молодежь в современном обществе. Ознакомление с новой лексикой.

Задачи урока: 1) активизировать лексику по теме «Одежда», повторить и пополнить лексический запас по теме «Одежда»;

2) развитие умений диалогической речи, аудирования и чтения;

3) усовершен­ствовать навыки чтения и аудирования;

4) развить навыки устной речи;

5) способствовать развитию умения работать в группах и парах.

Оборудование: презентация по теме «Одежда».

Ход урока

I. Организационный момент

- Good morning, students! (Good morning, teacher!)

- I am glad to see you. (We are glad to see you too.)

We'll spend today's lesson discussing school uniform.

II. Фонетическая зарядка

a) I want you to look at the blackboard. Read the words from it. Read the first (second, third) column. Read the words after Max (Natasha). Find the odd words in each list.

Fashion Tights Hat

Take off Coat Clothes

Put on Overcoat Sweater

Try on Cap Raincoat

Wear Jeans Blouse

Like Boots Skirt

Лишнее слово: столбик 1 - fashion (noun); столбик 2 - cap ( ); столбик 3- clothes (все слова, кроме данного, согласу­ются с глаголами в единственном числе).

b) Project

III. Активизация лексических навыков по теме «Одежда». Тренировка навыков монологической речи. Презентация.

It's time to open your textbooks on page 18, exercise 34.

- Who will read the task?

You have 2 minutes to look through the pictures and match them with the names of clothes. Work in pairs and describe any person in the picture.

Who wants to describe the picture to your classmates?

Work in pairs.

Ex.34
1 suit	5 tie	9 jeans
2 shoes	6 trousers	10 trainers
3 blazer	7 skirt	11 waistcoat
4 shirt	8 T-shirt	12 blouse

Контроль: 1-2 пары

IV. Формирование навыков аудирования

Today we shall have a talk about school uniform. The concept of a school uniform serves two purposes: to create a sense of belonging and school pride and also to eliminate some of the competition in the matter of personal dress. Most schools with a uniform have very precise requirements and issue a uniform list which covers all items from general day-to-day wear (often including shoes) to more specialised sportswear and equipment.

Boys are often required to wear a shirt, a tie, trousers and a jacket (or a blazer), whilst girls usually wear the same with the substitution of a skirt for trousers. In winter an overcoat or raincoat will also be required plus a school scarf. Some schools have a shop supplying all the required items of a school uniform. Most schools relax some of the uniform requirements for the older students.

You can see some questions in exercise 36, page 18, in your textbooks. Work in groups оf three and discuss them.

- Are you ready to share your ideas? (Контроль)

KEY Ex.37

1 England

2 No, they don't. Some countries have policies, but others have none at all.

3 Japan

4 In France: to reduce class differences. In England: to identify boys as members of a privileged class.

5 Many Americans started thinking that a school uniform can help to cope with discipline problems.

V. Физкультминутка

VI. Введение и первичное закрепление новой лексики по теме «Одежда»

Today we shall learn some new words. You can see them in your textbooks on page 19, exercise 39. Match the words with their definitions.

- Who has finished?

Now look at the blackboard and repeat the words after me.

Dress code Brand name

Logo Trendy

Plain

KEY Ex.39

1b) 2f) 3i) 4c) 5a) 6j) 7d) 8g) 9e) 10 h)

VII. Закрепление навыков чтения

Let's read the texts from exercise 40, page 19, in your textbooks. You should divide into two groups. The first group will read the text A, the second group will read the text B. You will have 5 minutes to read the information and write down the answers in the table of exercise 3, page 9, in workbooks.

Ex. 40-41

Questions	Text A	Text В
1. Were the students invited to express their opinion?	Yes	Yes
2 Did the students support the idea?	No	Yes
3 Did the parents support the idea?	Yes	Yes
4 What arguments did they give to support their opinions?	- a uniform will destroy the school atmosphere - it will take away the students' individuality	- parents cannot afford the clothes their children want to wear - a uniform might help to stop the bullying around clothes

VIII. Развитие навыков устной речи

The next task for you is exercise 41, page 20, in your textbooks. Let's form pairs А—В and fill in the table together.

- Who wants to start?

Try to make up your own questions, and the pupils from the other groups will answer them.

IX. Подведение итогов урока

That's all for today.

- Goodbye, everyone! (Goodbye, teacher!)

Домашнее задание Рабочая тетрадь: упр. 1, 2 (с. 9); учебник: прочитать раздел "How to conduct a class survey" (с. 171); на следующий урок при­нести фотографии и картинки по теме «Школьная форма».

Урок 8. Молодежь в современном обществе. Аудирование с выделением основной информации.

Задачи: 1) активизировать лексические навыки по теме «Школьная форма»;

2) усовершенствовать навыки монологической речи и вы­полнения проектных заданий.

Оборудование: листы бумаги формата A3 по количеству групп учащихся; маркеры и фломастеры для оформления проектной работы; дипломы для поощрения авторов лучших работ.

Ход урока

I. Организационный момент

- Good morning, boys and girls! (Good morning, teacher!)

- 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. Oleg, how is your mother? (She is fine, thanks.)

- Anna, is your father OK? (Yes, he is. He is OK.)

- Who is absent today? (Nobody is absent.)

- And who is on duty today? (Victor and Helen are on duty today.)

OK. Let's start our work. TODAY WE SHALL HAVE A TALK ABOUT A SCHOOL UNIFORM.

II. Активизация материала по теме «Школьная форма»

I'd like you to open your textbooks on page 20, exercise 43. Look at the following ideas. You will divide into pairs. Add your own ideas. Write down what you like and dislike about a school uniform.

- Who is ready to read the ideas aloud?

III. Проектная работа. Самостоятельное выполнение задания

(Объяснить порядок выполнения мини-проекта и раздать необходимые материалы. Для подготовки презентации ученики делятся на группы по 3 человека. В течение 15-17 минут они выполняют упр. 45 (учебник, с. 20). Обратить особое внимание учащихся на то, что во время подготовки проектной ра­боты необходимо использовать приложение из учебника «How to conduct a class survey» (с. 171). На листах бумаги формата A3 ученики размещают результаты опроса и соответствующие иллюстрации.)

IV. Физкультминутка

(Физкультминутка проводится дежурным учеником.)

V. Проектная работа. Представление и защита

(Ученики представляют свои работы. Необходимо обратить особое внимание учащихся на то, чтобы во время презентации выступали все члены группы. В конце урока ученики всем классом выбирают лучшие работы, их авторы отмечаются дипломами.)

VI. Подведение итогов урока

Our lesson is over. Thank you for your work. You were active and clever today.

Don't run in the school, always walk. Listen to the teacher, please, don't talk.

Домашнее задание

Учебник: упр. 44 (с. 20), использовать приложение из учебника «Writing an article» (с. 173).

Урок 9. Косвенная речь. Закрепление навыков употребления в устной и письменной речи.

Задачи: 1) сформировать грамматические навыки по теме «Косвен­ная речь»;

2) активизировать навыки диалогической речи и чтения;

3) развить навыки по теме «Словообразование».

Ход урока

I. Организационный момент

Good morning, my dear boys and girls!

I am glad to see you! WE SHALL LEARN THE REPORTED SPEECH TODAY.

II. Речевая разминка. Развитие памяти и внимания

As I know you like to play very much. Today we shall play the game "Guess who said it".

to be proud of your school, to wear a school uniform, to learn foreign languages, to have strict school rules, to learn discipline, to have problems understanding school subjects, to worry about exams, to organize time effectively, to choose your future profession, etc.

S a s h a. I am proud of my school.

Student 1. Sasha is proud of his school.

Marina. I don't think pupils should wear a school uniform.

Student 1. Marina doesn't think pupils should wear a school uniform.

Nick. I enjoy learning foreign languages.

Student 1. Nick enjoys learning foreign languages.

Kate. I have to wear a school uniform at school.

Student 1. Kate has to wear a school uniform at school. Etc.

III. Активизация навыков грамматики по теме «Косвенная речь»

It's time to remember the reported speech.

- What rules do you know?

Let's remember how to change the statements into reported speech. The next task for you is to find the sentences in direct speech. Ex. 46, p. 20

the rules are on page 180.

IV. Формирование грамматических навыков по теме «Косвенная речь»

It's time to open your textbooks on page 21, exercise 49. We shall read and remember the rules about reported commands, requests, instructions and suggestions. You can see the examples of the sentences in your textbooks on page 21, "Grammar focus".

- What verbs are used to report orders and requests?

Ex. 50, p. 21

Ex. 50 (Possible answers)

1 The girl insisted on wearing the dress.

2 The soldier commanded that they put their hands up.

3 The students suggested having a party to celebrate.

4 Granny warned us not to sit on that chair because it was broken.

5 Mum advised me to go to the doctor.

6 Our friends invited us to come to their New Year party.

7 Dad forbade me to go out late.

8 The mugger demanded that I should give him all my money.

9 Mike recommended taking a taxi.

The next task for you is exercise 51 on page 22. We shall read two English jokes. Tell the jokes changing them into reported speech.

V. Физкультминутка

I can see that you are tired. Let's stand up and do the exercises.

VI. Развитие навыков словообразования

Look at the words from exercise 52 on page 22, please. Let's read and translate the following word combinations.

- Who can read the first phrase? Can you guess its meaning?

- Who is ready to read the next word combinations?

VII. Первичное закрепление введенного материала. Тренировка навыков аудирования

Look at the dialogue in exercise 53 on page 22. I'd like you to listen to it and complete the sentences with the word combinations. Attention, please. - Who is ready to read the dialogue?

Ex.53

(Answers are underlined in the script below)

James: Hi, Clare! How was your weekend?

Clare: Hi! It was fantastic! We went on a three-day trip to Cornwall.

James: Did you? Where did you stay?

Clare: At my aunt's place. She lives in an eighteenth-century house.

James: Does she? Sounds great!

Clare: Just imagine: a three-storey elegant stone house on a cliff top overlooking the sea!

James: Wow! It must be gorgeous!

Clare: It is gorgeous! My aunt, an 80-year-old lady, took us on a two-hour walk around the place and told us stories about our ancestors.

James: I wouldn't be surprised if you said the place was haunted!

Clare: Exactly! My aunt told us it was haunted by a chief pirate.

VIII. Активизация навыков диалогической речи

Nick will read the task of exercise 54 on page 22. Divide into pairs and make up your own dialogue.

IX. Подведение итогов урока

It brings us to the end. Thank you for your work.

- Goodbye, my children! (Goodbye, teacher!)

Домашнее задание

Рабочая тетрадь: упр. 7-8 (с. 10-11).

Урок 10. Молодежь в современном обществе. Практика устной речи.

Задачи: 1) усовершенствовать навыки аудирования, монологиче­ской речи и чтения;

2) сформировать лексические навыки по теме «Мода».

Ход урока

I. Организационный момент

- Good morning, boys and girls! (Good morning,)

- 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 am fine, thank you. Who is absent today? (All pupils are present.)

It's time to say "Hello!" (Hello!) And start our lesson.

II. Фонетическая зарядка

You can see two columns of the words on the blackboard. Read them aloud and in a whisper. Let's read them after Kate. Match the words from the first column and the second one to make up the word combinations.

То look in fashion

То feel fashionable

To be individuality

Quite confident

To express shoes

Elegant modern

Stylish family

Trendy clothes

Example:

To express individuality, quite modern, to feel confident, to be in fashion, to look fashionable, elegant shoes, trendy clothes, etc.

III. Активизация лексических навыков по темам «Мода» и «Имидж»

We know different words to describe people: their appearance, character and feelings. Let's complete the word web from exercise 55, page 22, in your textbooks. Open your workbooks on page 11, exercise 9.

Ex. 55 (Possible answers) clothes accessories shoes hairstyle makeup cellphone etc

IV. Развитие аудитивных навыков. Обучение заполнению таблицы

The next task for you is exercise 57 on page 23. We shall listen to three teenagers who want to speak about fashion. You will have to fill in the table and write as much information as possible about them. You can see the table in your workbooks on page 11, exercise 10. We shall listen to the tape again. If you haven't written any information, you will have a chance to do it.

Ex. 57-59

Name	Is fashion important to you? Why?	Why do you dress the way you do?	Is it important to you that the clothes match?	Is other people's opinion about your clothes important to you?
Maria	Important. The fashion is about being different from everyone else.	Because it's comfortable.	Most of the time.	Not much, I want to look different and feel comfortable.
Peter	Not very important. I don't think too much about the latest changes in fashion. We have fashion to tell others who we are.	To express myself.	Usually yes — it looks nicer.	No, comfort is important
Julia	Important. Fashion is a statement of somebody's individuality.	I like to be an individual.	Sometimes, if she is going out somewhere special.	I don't care.

V. Физкультминутка

VI. Развитие навыков монологической речи

It's interesting to find out if fashion is important to you.

- Why do you dress the way you do? Whose opinion about clothes is important to you?

It's time to describe some pictures. You can see them in exercise 60 on page 23. You can see different people there. Use the example and describe any picture you like.

- Who is ready to start?

VII. Совершенствование навыков чтения

Let's read the text about fashion. The task for you is to complete sentences before the texts. You will have 3 minutes to read the information and choose the best answers.

VIII. Тренировка навыков монологической речи

It is interesting to find out your opinion about the ideas of the teenagers from exercise 62, pages 24-25. You will work in groups of four and comment on each of the texts. Read the sentences from exercise 63, page 25, in your textbooks. Which message do the sentences refer to?

IX. Подведение итогов урока

That's all we have time for. Thank you for your work. Stand up, please.

Mind the clock and keep the rule:

Try to come in time to school. Our lesson is over. Goodbye, boys and girls!

Домашнее задание

Рабочая тетрадь: упр. 5 (с. 10), 11 (с. 12); на следующий урок принести фотографии и картинки по темам «Мода» и «Имидж».

Ex.57

Listen to the teenagers speaking about fashion and make notes in the second column of the table. Use your Workbook.

Maria: I dress the way I do because it's comfortable. Most of the time I think about whether the clothes I wear match and I usually wear make up that matches my clothes. I know that wearing jeans with a top is casual but I like this look. Fashion is about wearing the clothes you choose so you can be different from everyone else.

Peter: I think fashion helps us to tell others who we are. I don't think too much about the latest fashion trends. I like the way I dress because it's my way of expressing myself. I wouldn't wear these clothes if I didn't like them. I usually pay attention to whether my clothes match or not because it makes me look better. I believe that clothes show people who you really are. Some people don't like the way I look but I feel comfortable in what I wear even if it looks a bit out-of-date.

Julia: I dress the way I do because I like to be an individual. I don't think you should judge people by their clothes, though. It's only part of who they are. Sometimes I think about whether my clothes match, but it usually depends on if I am going out somewhere special. Then I make an effort, but otherwise I just put on whatever I feel like. I think fashion can be a statement of somebody's individuality. I don't care what people think about the way I dress. ...Uhm, but I wouldn't wear short skirts because I don't like my legs!

Урок 11. Грамматика: условные предложения I типа. Отработка материала в процессе групповой дискуссии по теме «Молодёжная мода».

Задачи: 1) активизировать лексические навыки по изученным те­мам;

2) усовершенствовать навыки монологической речи и выпол­нения проектных заданий.

Оборудование: листы бумаги формата А2 по количеству групп учащихся; цветные карандаши и фломастеры; картинки для оформления проектной работы; грамоты для поощрения авто­ров лучших работ.

Ход урока

I. Организационный момент

- Good morning, boys and girls! (Good morning, teacher!)

- 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. Mary, how is your mother? (She is fine, thanks.)

OK. Let's start our work. Today we shall prepare a fashion show.

II. Речевая разминка. Активизация материала по темам «Мода» и «Имидж»

Now you will agree or disagree with my statements. We'll have a talk about the role of fashion in the life of people. If you agree with me, repeat my statement. If you disagree with me, share your ideas.

Примерные утверждения:

1. You always ask your parents for advice about what to wear. (I disagree with you. I don't ask my parents for advice about what to wear.)

2. Clothes should express your individuality. (I agree with you. Clothes should express my individuality.)

3. The clothes you wear are always original. (I agree with you. The clothes I wear are always original.)

4. You dress in clothes that look similar to what your parents wore in the 80's. (I disagree with you. I don't dress in clothes that look similar to what my parents wore in the 80's.)

5. It is a good idea to enjoy all the different styles that are possible now. (I agree with you. It is a good idea to enjoy all the different styles that are possible now.)

6. It is impossible to change the clothes you have into the things you really like. (I disagree with you. It is possible to change the clothes I have into the things I really like.)

7. Jeans are always in fashion. (I agree with you. Jeans are always in fashion.)

8. It is not important to you that the clothes match. (I disagree with you. It is important to me that the clothes match.) Etc.

(После выполнения этого задания ученики делятся на группы по 4 человека и выполняют упр. 64 (учебник, с. 25).)

III. Проектная работа. Самостоятельное выполнение задания

(Объяснить порядок выполнения мини-проекта и раз­дать необходимые материалы. Для подготовки презентации группа делится на подгруппы по 3-4 человека. В течение 2-3 минут учащиеся обсуждают план работы над плакатом и речью, а затем в течение 15-17 минут выполняют упр. 65 (учебник, с. 25). Обра­тить особое внимание учеников на то, что во время подготовки выступления необходимо представить варианты повседневной, праздничной и деловой одежды. На листах бумаги формата А2 учащиеся размещают соответствующие иллюстрации и подписи к ним.)

IV. Физкультминутка

Let's have a rest.

V. Проектная работа. Представление и защита

(После проведения физкультминутки группы учащихся по очереди представляют свои работы. Необходимо обратить осо­бое внимание учеников на то, что во время презентации высту­пающие должны говорить громко, четко, быстро и выразительно. В конце урока дети всем классом выбирают лучшие работы.)

VI. Подведение итогов урока

Our lesson is over. That brings us to the end. Goodbye, boys and girls!

Домашнее задание Рабочая тетрадь: упр. 13 (с. 13).

SECTION 3. ARE YOU KEEN ON SPORTS?

3. Социально-культурная сфера.

Молодежь в современном обществе. Досуг молодежи.

Урок 12. Экстремальные виды спорта. Овладение средствами для выражения сожаления с помощью условных предложений.

Задачи: 1) сформировать лексические навыки по теме «Спорт»;

2) ознакомить с новым грамматическим материалом по теме «Способы выражения нереального действия (I wish)»

3) развить аудитивные навыки.

Оборудование: картинки и карточки со словами по теме «Спорт»; демонстрационная таблица «Способы выражения не­реального действия (I wish)».

Ход урока

I. Организационный момент

- Good morning, boys and girls!

- 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. How is your mother? (She is fine, thanks.)

- Masha, is your father OK? (Yes, he is. He is OK.)

- Who is absent today? (All pupils are present.)

- And who is on duty today? (Vova and Masha are on duty today.) OK. Let's start our work. TODAY WE ARE GOING TO HAVE A TALK ABOUT DIFFERENT SPORTS AND GAMES.

II. Фонетическая зарядка

But at first let's practise the English sounds. I shall show you the symbols of the English sounds, and the task for you is to pronounce the sound and name three words with it on the topic "Sports and games". Remember the English words and get ready to start.

[t] — tennis, table tennis, football

[b] — boxing, snowboarding, baseball

[s] — skiing, skating, basketball

[k] — karate, climbing, biking

[d] —judo, diving, taekwondo

[h] — hockey, horse riding, horseracing

[r] — rowing, rugby, running

[g] — golf, figure skating, rugby

II. Речевая разминка. Активизация материала по темам «Мода» и «Имидж»

Now you will agree or disagree with my statements. We'll have a talk about the role of fashion in the life of people. If you agree with me, repeat my statement. If you disagree with me, share your ideas.

Примерные утверждения:

1. You always ask your parents for advice about what to wear. (I disagree with you. I don't ask my parents for advice about what to wear.)

2. Clothes should express your individuality. (I agree with you. Clothes should express my individuality.)

3. The clothes you wear are always original. (I agree with you. The clothes I wear are always original.)

4. You dress in clothes that look similar to what your parents wore in the 80's. (/ disagree with you. I don't dress in clothes that look similar to what my parents wore in the 80's.)

5. It is a good idea to enjoy all the different styles that are possible now. (/ agree with you. It is a good idea to enjoy all the different styles that are possible now.)

6. It is impossible to change the clothes you have into the things you really like. (/ disagree with you. It is possible to change the clothes I have into the things I really like.)

7. Jeans are always in fashion. (I agree with you. Jeans are always in fashion.)

8. It is not important to you that the clothes match. (I disagree with you. It is important to me that the clothes match.) Etc.

III. Активизация навыков устной речи по теме «Виды спорта и игры»

It's time to find out what kind of sports you are fond of. Let's read the task of exercise 66, page 26, in your textbooks. You can see the pictures on the topic "Sports" on the blackboard and in your textbooks, page 26.

- Who will read the example?

Work in pairs, please. Your time is up. Tell your classmates about your favourite kind of sports.

IV. Развитие навыков аудирования

I am sure you are interested in going in for sports.

- Do you like your Physical Education (PE) lessons? What do you like doing in PE lessons?

Let's listen to the radio programme and find out what kinds of sports pupils would like to learn. Open your workbooks on page 14, exercise 2.

V. Активизация грамматических навыков по теме «Способы выражения нереального действия»

It's time to have a talk about different kinds of sport you would like to take up. You can see the phrases in your textbooks. It's exercise 69 on page 26. Divide into groups of four, please.

- When do we use I wish, It would?

Give the examples of the Subjunctive Mood and complete the sentences.

VI. Физкультминутка

VII. Знакомство с новым материалом по теме «Способы выражения нереального действия» и его первичное закрепление

We usually use Subjunctive Mood to talk about unreal actions. People use wish with the past to express regret about the present. Let's read and translate the examples from exercise 70 on page 27. Read the task of exercise 71, page 27. Read the following sentences and make up the sentences to express people's regret.

VIII. Закрепление введенного грамматического материала в письменных упражнениях

Now we know how to express regret about the past. I am sure you are ready to share your own ideas. I want you to write some sentences using the word combinations of exercise 72 on page 28. Open your workbooks, exercise 3 on page 14, and write down your sentences. Your time is up. Work in pairs, listen to your partner and ask the questions to him/her.

IX. Подведение итогов урока

Our lesson is over. Thank you for your work. You were active and bright today.

Goodbye, my dear friends!

Домашнее задание Рабочая тетрадь: упр. 1 (а, b) (с. 13).

Урок 13. Экстремальные виды спорта. Обучение чтению с полным пониманием содержания.

Задачи урока: 1) развить навыки чтения; 2) сформировать навыки устной речи по теме «Спорт»; 3) ознакомить с новым грамматическим материалом по теме «Способы выражения нереального действия (I wish)»; 4) ввести новый материал по теме «Структуры с as».

Оборудование: демонстрационная таблица «Структуры с as».

Ход урока

I. Организационный момент

- Good morning, boys and girls! (Good morning, teacher!)

- I am glad to see you. (We are glad to see you too.) WE SHALL HAVE A TALK ABOUT ACTIVITIES YOU ENJOY DOING.

II. Речевая разминка

(Учитель в быстром темпе задает вопросы, учащиеся отвечают на них.)

- The weather is fine today, isn't it? (Oh, yes. I agree with you. It is rather warm and sunny.)

- Nina, I'd like to ask you a question. (You are welcome. What would you like to ask me about?)

- Do you do exercises every day? (No, I don't. I am very busy every day.)

- What do you usually do in your PE lessons? (We jump, run and play football.)

- Kate, do you think that sport helps us to relax? (/ agree with it. Sport helps many people to relax.)

- Can watching hockey matches be a hobby? (I am sure it is a hobby for some people.)

- Is playing volleyball your hobby, Mike? (No, it is not. I like playing football very much.)

- How often do you play football? (I usually play football three times a week.)

- What is your hobby, Helen? (My hobby is playing table tennis.)

- What is your favourite kind of sports? Why? (I like swimming. It is popular among my friends.)

- Can snowboarding be useful?

- What sports games are popular with the members of your family?

III. Активизация грамматических навыков по теме «Способы выражения нереального действия»

It's time to have a talk about different kinds of sport you would like to take up. You can see the phrases in your textbooks. It's exercise 69 on page 26. Divide into groups of four, please.

- When do we use I wish, It would?

Give the examples of the Subjunctive Mood and complete the sentences.

IV. Знакомство с новым материалом по теме «Способы выражения нереального действия» и его первичное закрепление

We usually use Subjunctive Mood to talk about unreal actions. People use wish with the past to express regret about the present. Let's read and translate the examples from exercise 70 on page 27. Read the task of exercise 71, page 27. Read the following sentences and make up the sentences to express people's regret.

Ex.71

a) I wish I were outdoors. / I wish I were playing with my friends in the playground.

b) I wish I had new trainers.

c) I wish I didn't eat so mush pasta. / I wish I weighed less.

d) I wish I were a tennis champion.

e) I wish I could play basketball.

f) I wish I had got good marks in PE.

V. Закрепление введенного грамматического материала в письменных упражнениях

Now we know how to express regret about the past. I am sure you are ready to share your own ideas. I want you to write some sentences using the word combinations of exercise 72 on page 28. Open your workbooks, exercise 3 on page 14, and write down your sentences. Your time is up. Work in pairs, listen to your partner and ask the questions to him/her.

IV. Развитие навыков чтения

There are different kinds of activities to get entertainment. Let's read the texts about three of them. It's exercise 74, pages 28—29. The task for you is to match the pictures with the texts. You will have 4 minutes to do the task. Let's read the texts again and complete the sentences from exercise 75, page 29, in your textbooks.

Inflatable – надувной

Strapped – стянутый ремнем

Ex.74

1B 2C ЗА

Ex.75

1C 2A ЗА 4B 5C 6B 7B 8C 9A

V. Физкультминутка

VI. Развитие навыков устной речи

Let's divide into pairs. You will discuss which activity you want to take up. We shall listen to your variants in 4 minutes.

- Have you done the exercise yet? — Who is ready to start?

- What makes you think so?

VII. Введение нового материала по теме «Структуры с as» и его первичное закрепление

Let's read and translate the examples from exercise 77 on page 30 and learn some word combinations with as. Read the task of exercise 78 on page 30. Read the following sentences and complete them with the following expressions.

Ex. 78

1.This exercise is done in absolutely the same way as the previous one.

2.I think people should avoid doing extreme activities as it is difficult to know what might happen.

3.As soon as I'm awake, I always do some physical activity to give me a good start to the day.

4.After winning our school competition, I felt as if I were a hero.

VIII. Формирование навыков монологической речи по теме «Спорт»

Now we know how to use the expressions with as. It's time to listen to your ideas. What activities do you like doing? Read the task of exercise 79, page 30, in your textbooks. Let's divide into pairs, please.

IX. Подведение итогов урока

See you soon. Good luck to you. Goodbye, children!

Домашнее задание

Учебник: упр. 79 (с. 30); рабочая тетрадь: упр. 4 (с. 14-15).

Урок 14. Пассивный залог. Инверсия. Распознавание и употребление в речи.

Задачи: 1) познакомить с новым грамматическим материалом по теме «Ин­версия»;

2) активизировать материал по теме «Пассивный залог»;

3) усовершенствовать лексические и произносительные навыки по теме «Спорт».

Ход урока

I. Организационный момент

WE'LL SPEND TODAY'S LESSON TALKING ABOUT SPORTS AND THE HISTORY OF THE OLYMPIC GAMES.

II. Речевая разминка

«Snowball»

Примерная цепочка слов:

• skiing;

• skiing and skating;

• skiing, skating and snowboarding;

• skiing, skating, snowboarding and karate;

• skiing, skating, snowboarding, karate and gymnastics. Etc.

III. Активизация лексических навыков по теме «Спорт»

Let's remember the words on the topic "Sports and games".

То ride in a zorb, equipment, to do the activity, to take chess lessons, to dive in the sea, to get the best results, to feel proud of, to play in a team, mountain jumping, rock climbing, long jump, to use a hamlet, to develop coordination, to be fun to do, PE lessons, to take part in the competitions, spectators, competitive, extreme sports, to win a match, to award prizes, to set records, etc.

IV. Проверка домашнего задания

Last week we made up the stories about activities you enjoy doing. It's time to check up your homework and listen to you.

- What activities do you like doing and why?

V. Активизация грамматических навыков по теме «Пассивный залог»

- What do you know about the Olympic Games?

- Have you ever watched the competitions?

You will complete the story about the history of the Olympic Games. It is exercise 80, page 30, in your textbooks. Work in pairs and check up your work. Let's listen to Natasha and find out if her variants are right or not.

Ex. 80

1 were held	7	began
2 began	8	are held
3 has hosted	9	have changed
4 was	10	are regulated
5 hosted	11	has been included
6 were held	12	continues

VI. Физкультминутка

It's time to stand up and do some exercises.

VII. Активизация грамматических навыков в устной речи

It's time to work in groups of three. Look through the pictures of exercise 81 on page 31 and make up the sentences. Your time is up.

VIII. Введение нового материала по теме «Инверсия»

It's time to open your textbooks on page 31, exercise 82. We shall read the rule and translate the following sentences. When do we use inversion? We use inversion when we want to stress the point. You can see the examples of the sentences in your textbooks on page 31, "Grammar focus".

IX. Тренировка произносительных навыков

The next task for you is exercise 84 on page 31. Let's listen to the sentences and repeat them after the speaker. Mind the stresses and intonation.

- Who wants to say the sentences?

X. Подведение итогов урока

Goodbye, boys and girls. Our lesson is over. Thank you for your work. See you on Monday.

Домашнее задание

Учебник: упр. 81 (b) (с. 31).

Урок 15. Алексей Немов - великий гимнаст. Развитие умений в диалогической речи.

Задачи:

1) усовершенствовать навыки устной речи;

2) активизиро­вать изученный материал по теме «Спорт»;

3) развить критическое мышление и произвольное внимание.

Ход урока

I. Организационный момент

- Good afternoon, my dear boys! Good afternoon, my dear girls! (Good morning!)

- How are you? (We are fine, thanks.)

I am glad to hear that you are fine. Today we shall have a talk about doing sports and find out if sports are worth doing nowadays.

(В начале урока необходимо познакомить учеников с основ­ными правилами проведения дебатов: строгая регламентация вре­мени, четкое следование своей роли, объективность критериев оценки. Группа учащихся делится на 2 команды (команда «За» и команда «Против»), в каждой — по 3 человека. Также выбирается жюри (3 человека).)

II. Подготовительный этап

(В течение 8-10 минут обе команды выполняют упр. 85 (а, b) (учебник, с. 32). Учитель обращает особое внимание на то, что на данном этапе необходимо подготовить достаточное количество аргументов и убедительных утверждений для доказательства сво­его мнения. Для письменного выполнения упр. 85 (а) (учебник, с. 32) ученики могут использовать таблицу из упр. 5 (раб. тетрадь, с. 15).)

III. Игра «Дебаты»

(После подготовительного этапа учащиеся включаются непо­средственно в игру. Необходимо обратить особое внимание уче­ников на то, что выступающие должны говорить громко, четко, быстро и выразительно.)

Формат игры

У1 3 минуты

Перекрестные вопросы ОЗ к У1 2 минуты

01 3 минуты Перекрестные вопросы УЗ к О1

2 минуты У2

3 минуты Перекрестные вопросы О1 к У2

2 минуты

02

3 минуты Перекрестные вопросы У1 к О2

2 минуты УЗ

2 минуты

03

2 минуты Тайм-аут

4 минуты Роли спикеров

Ученик 1 из команды «За» (УТ)

• Представление команды.

• Формулировка темы, актуальность.

• Определение ключевых понятий, входящих в тему.

• Выдвижение критерия.

• Представление кейса утверждающей стороны.

• Заключение.

Ученик 1 из команды «Против» (О1)

• Представление команды.

• Формулировка тезиса отрицания.

• Принятие определений ключевых понятий.

• Атака или принятие критерия.

• Опровержение позиции утверждения.

• Представление кейса отрицающей стороны.

• Заключение.

Ученик 2 из команды «За» (У2)

• Опровержение аргументов оппонентов.

• Восстановление и развитие собственной линии.

• Приведение новых доказательств и поддержек.

• Заключение.

Ученик 2 из команды «Против» (О2)

• Опровержение аргументов оппонентов.

• Восстановление и развитие собственной линии.

• Приведение новых доказательств и поддержек.

• Заключение.

Ученик 3 из команды «За» (УЗ)

• Выделение наиболее важных вопросов, по которым произо­шло столкновение мнений, в порядке их следования в кейсе (включая столкновение критериев).

• Сравнительный анализ позиций сторон по ключевым во­просам и объяснение того, почему приводимые командой аргументы более убедительны.

• Эффектное заключение. Ученик 3 из команды «Против» (ОЗ)

• Выделение наиболее важных вопросов, по которым произо­шло столкновение мнений, в порядке их следования в кейсе (включая столкновение критериев).

• Сравнительный анализ позиций сторон по ключевым во­просам и объяснение того, почему приводимые командой аргументы более убедительны.

• Эффектное заключение.

Судейский протокол

Выступления спикеров оцениваются по трем критериям: 1. Содержание: наличие определений, аргументы (отношение к теме, разнообразие, глубина, доказательность), отсутствие фактических ошибок, работа с вопросами. 2. Структура: соответствие роли спикеров, логика построения речи, соблюдение регламента.

3. Способ: культура речи и общения, корректность.

(В конце урока судьи выбирают по одному лучшему спикеру от каждой команды.)

IV. Подведение итогов урока

Our lesson is over. That brings us to the end. Goodbye, boys and girls!

Домашнее задание

Рабочая тетрадь: упр. 1 (с) (с. 13—14).

Урок 16. Спорт - стоит того, чтобы….

Чтение текста с детальным пониманием содержания.

Задачи:

1) усовершенствовать навыки чтения по теме «Спорт»;

2) ак­тивизировать лексические и орфографические навыки;

3) обобщить изученный материал по теме «Спорт».

Ход урока

I. Организационный момент

- Good morning, children! (Good morning)

Sit down. Today we shall find out how a sportsman can become a champion.

II. Контроль д/з

Ex. 80, 81

-Reading

-Answer the questions

III. Речевая разминка

Now I want you to agree or disagree with my statements. If my sentence is true, you will repeat it. If it is false, you will correct it.

Примерные утверждения учителя:

1. Doing sports may make you healthy.

2. Sport isn't worth doing.

3. Life isn't worth living without sports and games.

4. Doing sports is the most important thing in your life.

5. Tennis matches are held at a sports centre.

6. You have never taken part in the competition.

7. Sport helps us make friends.

8. If you are fond of sports, you are more organised.

9. Kiiking isn't very exciting.

10. Sport keeps people healthy. Etc.

IV. Введение и первичное закрепление новой лексики по теме «Спорт»

Today we shall learn some new words about sport. You can see them in your textbooks on page 33, exercise 86. Match the words with their definitions.

- Who has finished?

Now look at the blackboard and repeat the words after me.

Слова на доске:

Dignity Indignant

Recognition Ordinary

To award somebody Appreciation

Outstanding Achievement

(Ученики выполняют упр. 87 (учебник, с. 33).)

V. Совершенствование навыков чтения

It's time to read the texts from different magazines and newspapers. It's exercise 88, page 33—34 in your textbooks. You will read the texts to yourself and match them with the options. Is everything clear? Start then.

VI. Физкультминутка

VII. Формирование лексических навыков по теме «Спорт»

The next task for you is exercise 89, page 34, in your textbooks. Let's read two columns of the words, make up the word combinations and think of some sentences with them. Write down the words in your workbooks on page 15, exercise 6.

VIII. Активизация навыков устной речи на основе прочитанного материала

Open your textbooks, please, on page 34, exercise 90. Look through the texts and match them with the sentences of this exercise.

- Who is ready to share your ideas?

- Who will match the sentences and the paragraphs?

IX. Подведение итогов урока

Our lesson is over. It was very interesting to find out how people can become champions without winning a competition. Thank you for your work.

Get your things together. Have a good weekend. Goodbye, boys and girls!

Домашнее задание

Рабочая тетрадь: упр. 7, 8 (с. 16-17).

SECTION 4. WHERE WORDS FAIL...

4. Социально-культурная сфера. Молодежь в современном мире. Досуг молодежи.

Урок 17. Молодежь в современном обществе. Современная музыка. Развитие навыков самостоятельной работы с лексикой.

Задачи урока:

1) развить навыки аудирования по теме «Музыка»;

2) ознакомление и первичное закрепление лексики по теме «Музыка»;

3) усовершенство­вать навыки устной речи.

Оборудование: картинки по теме «Музыка»; карточки с таб­лицей (имена одноклассников) для вопросно-ответной работы по количеству учащихся.

Ход урока

I. Организационный момент

- Good morning, boys and girls! (Good morning!)

- Nice to see you again. (Nice to see you too.)

- How are you? (We are fine, thanks. And how are you ?) I'm fine, thank you.

WE SHALL HAVE A TALK ABOUT PREFERENCES IN MUSIC.

But first of all we’re going to check your homework.

Answer the questions:

1. What do you know about inversion in the English sentence?

2. Speak about advantages of doing a sport. Is it worth doing it or not?

3. Speak about disadvantages of doing a sport.

DEBATE using the dialogue vocabulary p. 32. 7 minutes.

Ex. 86. p. 33

Keys

1 c) 2a) 3d) 4e) 5b)

Dignity – a quality in a person that makes them deserving of respect because of their behaviour or appearance

Recognition – a public appreciation for a person or group’s achievements

To award – to give something valuable, such as money or a prize, following an official decision.

Outstanding – much better than ordinary; excellent

Indignant – angry because of smth that is wrong or not fair.

Ex.87 p. 33

1 indignant

2 outstanding

3 was awarded with

4 dignity

5 recognition

Ex.88 p. 33

The article comes from a sports magazine.

Ex. 89 p. 34

1j) (to gain support) 2a) or 2c) (fair play / fair judges) 3f) (to be grateful to somebody) 4h) (to become indignant with something) 5b) or 5d) (public recognition / public

performance)

6i) (to express your protest) 7c) or 7a) (unfair judges / unfair play) 8g) (unreasonably low marks) 9d) (outstanding performance) 10e) (strong will)

Ex.90

1D 2E ЗА 4C 5B

II. Речевая разминка

- It's a nice day today, isn't it? (Oh, yes. I agree with you. The weather is good and sunny.)

- Mary, I'd like to ask you a question. (You are welcome. What would you like to ask me about?)

- Do you prefer to listen to the music or to watch TV? (I prefer to watch TV.)

- Why do you prefer watching TV to listening to music? (In my opinion watching TV is more interesting and exciting than listening to music.)

- Kate, do you like to listen to music? (Yes, I do. I can say listening to music is my hobby.)

- You like rock music, don't you? (Yes, I do. I am fond of listening to rock music.)

- Nick, can you say that listening to music can be a hobby? (Yes, I can. It helps us relax and make new friends.)

- How much time do you listen to you favourite music every day? (I listen to music half an hour every day.)

- Do your parents like the kind of music you listen to? (I prefer jazz and my parents also care for this kind of music.)

- Do you play any musical instrument?

- Would you like to play the piano? Etc.

III. Активизация навыков устной речи по теме «Музыка»

You can see that many people can say listening to music is their hobby. Exercise 93 (a, b) on page 35 will help you find out what kinds of music and what musicians you like. Use the questions from this exercise and work in pairs. (3 minutes)

IV. Развитие навыков аудирования по теме «Музыка»

They say different kinds of music are popular with people of different ages. Now it's time to open your textbooks, page 36, exercise 94. Let's find out what teenagers prefer to listen to. We shall listen to the tape and fill in the table in this exercise. You can see the table in your workbooks, page 18, exercise 2.

Ex.94

(In weak classes it might be necessary to pre-teach some of the vocabulary from the tapescript) Speaker 1: Robbie Williams Speaker 2: Eminem Speaker 3: Madonna Speaker 4: Gareth Gates Speaker 5: Britney Spears

Ex.95

Speaker 1:с) Speaker 4: d)

Speaker 2:e) Speaker 5:b)

Speaker 3: a)

V. Ознакомление с новой лексикой по теме «Музыка» и её первичное закрепление

Today we shall learn some new words to describe your favourite kind of music. You can see them in your textbooks, page 36, exercise 96. Create a word web.

Ex.96

Verbs: to compose, to perform, to play

Adjectives to characterise a piece of music:

melodious, slow, favourite, tuneful, lovely, cool,

energetic, fast, joyful, violent, sad, pleasant,

popular, sweet-sounding, romantic, lyrical, cool,

rhythmic

Adjectives to characterise a musician / singer:

favourite, talented, lovely, cool, energetic, popular,

romantic, cute

Kinds of music: classical, modern, folk, light,

organ, popular, dance, background, country,

serious

How music affects you: to want to listen over

and over again, to cheer somebody up, to make

somebody feel happy / sad, to make someone

smile, to get someone relaxed to the music, to

make someone feel bored, to want to dance /

sing to the music

- Who has finished?

Now look at the blackboard and repeat the words after me.

Compose Tuneful Joyful

Melodious Violent Musician

Lyrics Energetic

Rhythm Perform Classical

Cheer up Sweet-sounding Relaxed

(Ученики выполняют упр. 97 (учебник, с. 36).

VI. Физкультминутка

VII. Закрепление новой лексики по теме «Музыка» в устной речи

I'd like you to read the task from exercise 98, page 36, in your textbooks. You will work in pairs and share your ideas using the words from your word web.

- Who is ready to read the sentences?

- Do you agree with him/her?

VIII. Формирование навыков устной речи по теме «Музыка»

There are different reasons why people like this or that singer. It is interesting to find out your musical preferences. The questions in exercise 99 on page 37 will help you tell your friends about your favourite singers and groups and explain why you like them. Divide into groups of five, please. Fill in the table and ask the questions to all of your classmates.

Name	Question 1	Question 2	Question 3	Question 4	Question 5

«Dialogue vocabulary» (учебник, с. 37).

IX. Подведение итогов урока

It brings us to the end. Listen to the new poem. It is about the important rules in your life. Stand up and repeat the poem after me, please. Don't run across the road, stop and look. Don't write on the wall, write in your book. Don't run in the school, always walk. Listen to the teacher, please, don't talk.

Thank you for your work. Goodbye, my dear friends!

Домашнее задание Рабочая тетрадь: упр. 1, 5 (с. 18-19).

Урок 20. Грамматика: условные предложения II типа, распознавания и использование их в устной и письменной речи.

Грамматика: условные предложения II типа. Распознавание и использование их в устной и письменной речи.

Задачи урока:

1) усовершенствовать навыки чтения;

2) развить навыки грамматики по теме «Условные предложения»;

3) закрепить лекси­ческие навыки по теме «Музыка».

Оборудование: демонстрационная таблица «Условные пред­ложения».

Ход урока

I. Организационный момент

Good morning, boys and girls! I am glad to see you today.

TODAY WE SHALL READ THE ESSAY OF AN AMERICAN BOY AND FIND OUT WHAT DREAM HE HAS GOT.

II. Активизация фонетических навыков

Ex.96

Verbs: to compose, to perform, to play

Adjectives to characterise a piece of music:

melodious, slow, favourite, tuneful, lovely, cool, energetic, fast, joyful, violent, sad, pleasant,

popular, sweet-sounding, romantic, lyrical, cool, rhythmic

Adjectives to characterise a musician / singer:

favourite, talented, lovely, cool, energetic, popular, romantic, cute

Kinds of music: classical, modern, folk, light, organ, popular, dance, background, country,

serious

How music affects you: to want to listen over and over again, to cheer somebody up, to make

somebody feel happy / sad, to make someone smile, to get someone relaxed to the music, to

make someone feel bored, to want to dance / sing to the music

You can see some words on the blackboard. Read them aloud and in a whisper. Let's read them after Kate.

Примерные слова на доске:

Melodious Energetic

Compose Perform

Lyrics Sweet-sounding

Rhythm Joyful

Cheer up Musician

Tuneful Classical

III. Речевая разминка

Make up questions to these sentences

Example: I usually listen to music in the evening. - Do you usually listen to music in the morning?

- I listen to music in the evening. I prefer rock.

- I prefer jazz.

- No, I don't like jazz. I prefer rock music. My favourite singer is Mick Jagger.

- My favourite music makes me feel happy. - Does your favourite music make you bored?

- No, it does not.

- I like rock music very much. Etc.

IV. Ознакомление с новым материалом по теме «Условные предложения»

It's time to open your textbooks, page 37, exercise 100. We shall read and translate the sentences to talk about a hypothetical situation.

- When do we use the conditional sentences?

You can see the examples of the sentences in your textbooks on page 37, "Grammar focus".

V. Первичное закрепление введенного грамматического материала

Look at the sentences of exercise 101 on page 37, please. Read them to yourself and match the parts of the sentences. If you are ready, put up your hand.

Are there any other versions to be heard?

Ex. 101

le) 2g) За) 4f) 5b) 6d) 7c)

Ex. 102

• What music would you listen to if you had some free time this evening?

• If you wanted to dance, what music might you choose?

• If you could play a musical instrument, what instrument would it be?

• If you could become a famous pop singer, who would you be?

• How would your life be different if you were famous?

callus /ˈkæl.əs/ мозоль

percussion [pəˈkʌʃ.ən]  ударный

VI. Физкультминутка

VII. Формирование навыков чтения по теме «Музыка»

As I know, music is one of the most popular hobbies in our group. I hope it will be interesting to read an essay of an American teenager. Read the essay from exercise 104, page 38, in your textbooks to yourself and answer eight questions. Your time is up. Answer the questions and share your ideas, please.

VIII. Закрепление лексических навыков и навыков устной речи на основе прочитанного текста

Now we know what kind of person Darren is and what dream he has got. The next task for you is exercise 106, page 39, in your textbooks. Look through the text and find words and word combinations with the similar meaning. Divide into pairs, please. You will answer the questions from exercise 107, page 39. Use the phrases from exercise 104 on page 38 lo prove your opinion and develop your ideas. You will have three minutes to do this task. Your time is up.

- Who wants to go to the blackboard?

Ex. 106

1 fan 4 mature

2 focus 5 lyrics

3 meaningful 6 complete

IX. Подведение итогов урока

That's all for your work. You were active today. Our lesson is over. Till tomorrow.

Good morning, when it's morning, Good night, when it's night, And when it's time to go away — Goodbye, goodbye, goodbye. Goodbye, my dear friends!

Домашнее задание

Рабочая тетрадь: упр. 6 (с. 19).

Name	Question 1	Question 2	Question 3	Question 4	Question 5

Name	Question 1	Question 2	Question 3	Question 4	Question 5

Name	Question 1	Question 2	Question 3	Question 4	Question 5

Name	Question 1	Question 2	Question 3	Question 4	Question 5

Name	Question 1	Question 2	Question 3	Question 4	Question 5

Name	Question 1	Question 2	Question 3	Question 4	Question 5

Урок 19. Грамматика: условные предложения II типа. Распознавание и использование их в устной и письменной речи.

Задачи урока:

1) ознакомление с коммуникативной функцией, особенностями построения и интонацией эмфатического предложения в английском языке;

2) усовершенствовать навыки чтения с по­ниманием основной информации, лексические навыки;

3) развитие умений чтения с письменной фиксацией требуемой информации.

Ход урока

I. Организационный момент

- Good morning, boys and girls! (Good morning!)

- 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 am fine, thank you.

II. Фонетическая зарядка

It is time to train our tongues. You will take the cards from my table one by one and name the words with the certain sounds.

Примерные звуки и слова:

[k] - classical, energetic, music, romantic, folk

[p] - perform, compose, piano, happy, play

[r] - instrument, rock, group, favourite, lyrical, creative

[t] - talented, tuneful, cute, listen, beat, grateful

[s] - sweet-sounding, serious, sad, dance, sing, song

[m] - musician, modern, rhythmic, melody

III. Речевая разминка

Совершенствование грамматических навыков «Расскажи о своем друге»

I don't like modern music. (My friend doesn't like modern music.)

I don't like to listen to hard rock. (She doesn't like to listen to hard rock.)

I am a fan of Madonna. (He is a fan of Madonna.)

I enjoy playing the guitar. (He enjoys playing the guitar.)

I have been a fan of jazz since I was ten. (Jake has been a fan of jazz since he was ten.)

I can't imagine my life without music. (My friend can't imagine her life without music.)

My mother taught me to play the violin. (Ann's mother taught her to play the violin.)

I don't sing songs in the morning. (My friend doesn't sing songs in the morning.)

My brother is a good musician. (His brother is a good musician.)

Контроль д/з

р. 49 (выписать словарь), ex. 85, р. 32 (подготовиться к дебатам), ex. 2, р. 51 (чтение + задание)

IV. Ознакомление и первичное закрепление грамматического материала по теме «Эмфатические предложения» Emphatic /emˈfæt.ɪk/ выразительный

Today we shall learn the new information about the emphatic sentences of the English language. I want you to open your textbooks on page 39, exercise 108, and read the examples in the "Grammar focus".

(Познакомить учеников с новым материалом по теме уро­ка и обратить их внимание на демонстрационную таблицу «Эм­фатические предложения». Затем предложить учащимся прочитать вслух информацию в рамочке из упр. 108 (учебник, с. 39). Пред­ложения и примеры, приведенные в ней, необходимо перевести.)

V. Первичное закрепление грамматического материала по теме «Эмфатические предложения». Формирование фонетических навыков

The next task for you is exercise 109 on page 39. Let's practise reading the emphatic sentences. Mind the stresses and intonation. Read the sentences after the speaker all together.

(Обратить внимание учеников на упр. 109 (учебник, с. 39).

Ex. 109

1 The singer's appearance was very ordinary; it was his voice that impressed me.

2 It was only because of her intelligence that we put up with her bad character.

3 It is this new pop song that we're now going to listen to.

4 It was at this concert hall that we had first listened to this rock group.

5 It was because they were so thrilled by the music that they couldn't stop applauding.

VI. Физкультминутка

I can see that you are tired. Let's stand up and do the exercises.

VII. Совершенствование навыков чтения с пониманием основной информации

It's interesting to find out what role music plays in the life of the society. The next task for you is to read the text from exercise 111 on page 40 and take notes. You'll read the text to yourself, give it a title and in four minutes we shall check up your work. We are short of time. Exchange the exercise books in pairs, please.

Let’s do ex. 112 p. 40.

Ex. 111

The original title of the article is "Music and society'.'

Ex. 112

1 People listen to music to suit their mood, or to evoke emotions that they enjoy experiencing at the moment.

2 Music has been composed to accommodate any kind of mood, from the depths of despair to complete happiness.

3 Music suggests much about the society in which it is created. Whether it is a traditional song, a Strauss waltz, a gospel song or a rock video, music reflects the culture it comes from.

4 Like many art forms, music mirrors society, sometimes raising questions about norms and values, and sometimes even causing change.

5 Popular music has been known to create an identity for groups of people. Songs and music sometimes become symbols for a particular group of people, a place or an historical event.

6 Some music is even considered a symbol for a whole generation.

VIII. Формирование лексических навыков

Let's read the words from exercise 113 on page 41 and match them with their definitions.

- Who can translate the words from English into Russian? Make up the word combinations using the words from exercise 114, page 41, in your textbooks. Let's read the word combinations one by one. Who wants to be the first? Ex. 113 1с) самосознание / самоопределение 2a) отчаяние 3е) воздействие 4d) пробуждать 5b) отклик

• WB - ex. 8 (p. 20).

IX. Подведение итогов урока

You can see that music plays a very important role in our life. Our lesson is over. The bell has gone. We shall meet on Tuesday. Get your things together.

Домашнее задание

Рабочая тетрадь: упр. 7, 9 (с. 19-20).

Урок 21. Социальные функции музыки. Обучение чтению

с пониманием необходимой информации.

Задачи урока:

1) развитие умений письменной речи (написание ста­тьи);

2) активизировать лексические навыки и навыки устной речи по теме «Музыка»;

3) развитие умений работать в группе, развитие навыков проектной деятельности.

Ход урока

I. Организационный момент

- Good morning, children! (Good morning, teacher!)

- 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. Фонетическая зарядка

You can see two columns of the words on the blackboard. Read them aloud and in a whisper. Let's read them after Nick. Match the words from the first column and the second one to make up the word combinations.

Примерные слова на доске:

National Generation

Modern Dance

Folk Song

Religious Identity

Advertise Anthem

Create Society

Mirror Carol

Symbol For piece

Примерные словосочетания:

A national anthem, a modern song, a folk dance, a religious carol, to advertise a song, to create an identity, to mirror society, a symbol for generation, etc.

III. Речевая разминка

Make up questions with the following expressions:

То make a person fell happy, to evoke emotions, to become a symbol, to reflect people's mood, a form of protest, to listen over and over again, to get a person relaxed, to imagine life without music, favourite kind of music, to be a fan of.

"What is your favourite kind of music? Can you imagine your life without music? You are a fan of the Beatles, aren't you? What music makes you feel happy?" Etc.

IV. Контроль выполнения домашнего задания

1) Ex. 102, p. 38, контроль понимания лексики из текста:

Meaningful, fan, matured, lyrics, bottled-up emotions, sold-out, revolve aroundобкатываться вокруг, percussion /pəkɅʃən/- ударные инструменты, calluses /`kæləs/- мозоли

Key

Ex. 102

• What music would you listen to if you had some free time this evening?

• If you wanted to dance, what music might you choose?

• If you could play a musical instrument, what instrument would it be?

• If you could become a famous pop singer, who would you be?

• How would your life be different if you were famous?

2) ex. 104, p. 38 (answer the questions)

the rule p. 37 (learn by heart)

V. Тренировка навыков устной речи. Активизация материала по теме «Музыка»

It's time to have a talk about different functions and purposes of music. Let's read the word combinations from exercise 115, page 41, in your textbooks.

- Who will read and translate the word combinations?

- Will you explain your variants?

Divide into groups of four and share your ideas, please. Your time is up.

- Who will start?

VI. Физкультминутка

It's time to stand up and do some exercises.

VII. Обучение письменной речи (написание статьи)

We know that many people can't imagine their life without music. Let's follow the steps from exercise 116 on page 42, in your textbooks and write an article "The anthem of my generation".

- Who wants to read the first step?

- Who will read the next one?

- Have you got any questions? This exercise is to be written.

(Выполнение упр. 116 (учебник, с. 42). Чтение шагов по написанию статьи, приведенные в данном упраж­нении. Затем предложить разделиться на группы и на­писать статью. Он обращает внимание учащихся на то, что в сво­ем рассказе они могут использовать материал по теме «Музыка», который был активизирован при выполнении упр. 102 (учебник, с. 38), упр. 111 (учебник, с. 40), упр. 115 (учебник, с. 41). В конце урока группы учащихся представляют свои статьи перед классом, а затем учитель собирает их на проверку.)

VII. Подведение итогов урока

Our lesson is over. Thank you for your work.

Домашнее задание

Учебник: упр. 116 (с. 42); рабочая тетрадь: упр. 10 (с. 21).

Урок 21. Проектная работа. «Музыка моего поколения».

Задачи урока:

1) развитие умений письменной речи (написание ста­тьи);

2) активизировать лексические навыки и навыки устной речи по теме «Музыка»;

3) развитие умений работать в группе, развитие навыков проектной деятельности.

Ход урока

I. Организационный момент

- Good morning, children! (Good morning, teacher!)

- 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. Фонетическая зарядка

You can see two columns of the words on the blackboard. Read them aloud and in a whisper. Let's read them after Nick. Match the words from the first column and the second one to make up the word combinations.

Примерные слова на доске:

National Generation

Modern Dance

Folk Song

Religious Identity

Advertise Anthem

Create Society

Mirror Carol

Symbol For piece

Примерные словосочетания:

A national anthem, a modern song, a folk dance, a religious carol, to advertise a song, to create an identity, to mirror society, a symbol for generation, etc.

III. Речевая разминка

Make up questions with the following expressions:

То make a person fell happy, to evoke emotions, to become a symbol, to reflect people's mood, a form of protest, to listen over and over again, to get a person relaxed, to imagine life without music, favourite kind of music, to be a fan of.

"What is your favourite kind of music? Can you imagine your life without music? You are a fan of the Beatles, aren't you? What music makes you feel happy?" Etc.

IV. Контроль выполнения домашнего задания

1) Ex. 102, p. 38, контроль понимания лексики из текста:

Meaningful, fan, matured, lyrics, bottled-up emotions, sold-out, revolve aroundобкатываться вокруг, percussion /pəkɅʃən/- ударные инструменты, calluses /`kæləs/- мозоли

Key

Ex. 102

• What music would you listen to if you had some free time this evening?

• If you wanted to dance, what music might you choose?

• If you could play a musical instrument, what instrument would it be?

• If you could become a famous pop singer, who would you be?

• How would your life be different if you were famous?

2) ex. 104, p. 38 (answer the questions)

the rule p. 37 (learn by heart)

V. Тренировка навыков устной речи. Активизация материала по теме «Музыка»

It's time to have a talk about different functions and purposes of music. Let's read the word combinations from exercise 115, page 41, in your textbooks.

- Who will read and translate the word combinations?

- Will you explain your variants?

Divide into groups of four and share your ideas, please. Your time is up.

- Who will start?

VI. Физкультминутка

It's time to stand up and do some exercises.

VII. Обучение письменной речи (написание статьи)

We know that many people can't imagine their life without music. Let's follow the steps from exercise 116 on page 42, in your textbooks and write an article "The anthem of my generation".

- Who wants to read the first step?

- Who will read the next one?

- Have you got any questions? This exercise is to be written.

(Выполнение упр. 116 (учебник, с. 42). Чтение шагов по написанию статьи, приведенные в данном упраж­нении. Затем предложить разделиться на группы и на­писать статью. Он обращает внимание учащихся на то, что в сво­ем рассказе они могут использовать материал по теме «Музыка», который был активизирован при выполнении упр. 102 (учебник, с. 38), упр. 111 (учебник, с. 40), упр. 115 (учебник, с. 41). В конце урока группы учащихся представляют свои статьи перед классом, а затем учитель собирает их на проверку.)

VII. Подведение итогов урока

Our lesson is over. Thank you for your work.

Домашнее задание

Учебник: упр. 116 (с. 42); рабочая тетрадь: упр. 10 (с. 21).

SECTION 5. WHERE DOES TIME GO?

5. Cоциально-бытовая сфера. Повседневная жизнь, быт, семья. Межличностные отношения.

Урок 22. Досуг молодежи: посещение кружков, клубов по интересам. Развитие навыков чтения с пониманием основного содержания

Задачи урока:

1) развить навыки чтения;

2) усовершенствовать навыки диа­логической речи;

3) активизировать материал по теме «Распорядок дня».

Ход урока

I. Организационный момент

- Good morning, boys and girls! (Good morning!)

- Nice to see you again. (Nice to see you too.)

- How are you? (We are fine, thanks. And how are you?)

- Who is on duty today? (I am on duty today.)

- Who is absent? (Kate is absent. She is ill.)

We will have a talk about your different pastimes and other activities.

II. Речевая разминка

- The weather is fine today, isn't it? (Oh, yes. I agree with you. It is rather warm and sunny.)

- Nina, I'd like to ask you a question. (You are welcome. What would you like to ask me about?)

- Do you have much free time every day? (No, I don't. I am very busy every day.)

- What do you usually do in your free time? (I like to watch TV and listen to music.)

- Kate, do you think that TV helps us to relax? (I agree with it. Watching TV helps many people to relax.)

- Can watching TV be a hobby? (I am sure it is a hobby for some people.)

- Is it your hobby, Mike? (No, it is not. I like playing football very much.)

- How often do you play football? (I usually play football three times a week.)

- What is your hobby, Helen? (My hobby is listening to music.)

- What is your favourite kind of music? Why? (I prefer to listen to pop music. It is popular among my friends.)

- Can reading books and magazines be useful?

- What entertainment activities are popular with the members of your family? Etc.

III. Активизация навыков устной речи по теме «Организация досуга»

Different people like doing different things, different people have different hobbies. It is interesting to find out what you and your friends like doing. Fill in the table and ask the questions to all of your classmates.

Name	Ways to spend free time

Now take your seats and answer my questions:

1. Who usually reads books in the evening?

2. How many pupils watch TV every day?

3. What is the favourite pastime?

4. Are there any pupils who often play computer games? Etc.

1 - to listen to music

2 - to play computer games 3-to watch TV

4 - to help their parents about the house

5 - to play sports games

6 - to do homework

7 - to walk with their friends

8 - to go shopping

9 - to read newspapers (books, magazines)

We can see that different activities are popular nowadays. Now it's time to open your textbooks on page 43, exercise 119. Read the task, please. Look through the questions and answer them.

- Have you finished yet?

Count your answers "Yes" and find out if you can manage your time.

IV. Развитие навыков чтения. Вопросно-ответная работа по тексту

The next task for you is exercise 120, page 43. We shall read the schedule to know how the boy and the girl spend their evenings. Share your ideas, please.

Then do ex. 121 (SB, p. 44)

V. Физкультминутка

VI. Закрепление материала по теме «Распорядок дня»

You have a lot of work to do every day. Let's read the task of exercise 122, page 44. You will put activities from the most important activity to the least important one. The task is to be written. You will have 3 minutes to write down your variant in your exercise books.

VII. Формирование навыков диалогической речи

Let's make up the dialogues using the scheme from exercise 123 on page 44. You can see the list "Dialogue vocabulary" in this exercise.

VIII. Подведение итогов урока

That's all for today. You were active today discussing different activities.

Домашнее задание

Рабочая тетрадь: упр. 1-2 (с. 22).

Урок 23. Школьная жизнь. Обучение навыкам аудирования, умению выбирать главные факты по теме. Придаточные предложения цели, распознавание и употребление в тексте.

Задачи урока: 1) развить лексические навыки (фразы со словом time) и навыки чтения;

2) сформировать грамматические навыки по теме «Использование инфинитива в придаточных предложениях цели»;

3) усовершенствовать навыки орфографии

4) .

Оборудование: демонстрационная таблица «Придаточные предложения. Исполь­зование инфинитива».

Ход урока

I. Организационный момент

It's time to start our lesson.

- 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 am fine, thank you. Who is absent today? (All pupils are present.)

II. Речевая разминка

1) Ex. 102

• What music would you listen to if you had some free time this evening?

• If you wanted to dance, what music might you choose?

• If you could play a musical instrument, what instrument would it be?

• If you could become a famous pop singer, who would you be?

• How would your life be different if you were famous?

2) Тренировка лексических навыков

Презентация Key Vocabulary

agenda anthem assignment boarder brand name coal despair dignity distraction dress code identity logo lyrics mood prayer recognition response schedule scholarship semester snowboarding to-do list tune zorb

affect (something) award somebody with something back cope (with) evoke gain go ahead identify manage (time) match save / manage / schedule / spend / waste / time suit suppress take away turn out to be

III. Основная часть

А) Emphatic sentences “It be focus relative clause (that/who/when)”

ОБОРОТ It is ... that

Когда хотят сделать особое ударение на каком-нибудь члене предложения, его помещают в начале предложения между It is (was) и that (who, whom).

Например, если в предложении I met his sister in the park. Я встретил его сестру в парке надо выделить подлежащее I, т. е. подчеркнуть, что именно я, а не кто-нибудь другой, встретил его сестру в парке, то I ставится между it was и that (who):

It was I that (who) met his sister in the park. Именно (это) я встретил его сестру в парке.

Если надо выделить дополнение his sister, т. е. подчеркнуть, что я встретил именно его сестру, а не кого-нибудь другого, то his sister ставится между it was и that (whom):

It was his sister that (whom) I met in the park. Именно (это) его сестру я встретил в парке.

Если надо выделить обстоятельство места in the park, т. е. подчеркнуть, что я встретил его сестру в парке, а не в другом месте, то in the park ставится между it was и that:

It was in the park that I met his sister. Именно (это) в парке я встретил его сестру.

При переводе этого оборота часто пользуются словами имен­но, это.

При помощи оборота It Is ... that можно также выделить при­даточное предложение. При переводе на русский язык выделенного таким образом придаточного предложения часто пользуются словом только.

Ex. 109, p. 39

Ex. 109

1 The singer's appearance was very ordinary; it was his voice that impressed me.

2 It was only because of her intelligence that we put up with her bad character.

3 It is this new pop song that we're now going to listen to.

4 It was at this concert hall that we had first listened to this rock group.

5 It was because they were so thrilled by the music that they couldn't stop applauding.

Ex. 110, p. 39 (контроль)

IV. Развитие навыков чтения

It's time to read the story from exercise 111, page 40, in your textbooks. Read the text to yourself, please. You will have three minutes to do this task. Your time is up.

- Who is ready to name the main idea of this text?

Ex. 111

The original title of the article is "Music and society'.'

Ex. 112

1 People listen to music to suit their mood, or to evoke emotions that they enjoy experiencing at the moment.

2 Music has been composed to accommodate any kind of mood, from the depths of despair to complete happiness.

3 Music suggests much about the society in which it is created. Whether it is a traditional song, a Strauss waltz, a gospel song or a rock video, music reflects the culture it comes from.

4 Like many art forms, music mirrors society, sometimes raising questions about norms and values, and sometimes even causing change.

5 Popular music has been known to create an identity for groups of people. Songs and music sometimes become symbols for a particular group of people, a place or an historical event.

6 Some music is even considered a symbol for a whole generation.

Ex. 113

1с) самосознание / самоопределение 2a) отчаяние Зе) воздействие 4d) пробуждать 5b) отклик

Ex. 114

	an emotion	an / some experience	someone's identity	a response	despair	a mood
to create	/	/	/	/	/	/
to evoke	/			/		/
to express	/	/	/	/	/	/
to affect	/	/	/			/
to suit	/		/			/

Ex. 116

Before doing the activity, students can listen to the songs that either the teacher or the students have brought, or, alternatively, they can listen to a musical radio station.

V. Развитие лексических навыков. Введение словосочетаний со словом time

I'd like you to read the word combinations from exercise 126, page 46. Let's read the expressions aloud and translate them. I will name the word combination in Russian and you will translate it into English.

- Are you ready to start?

VI. Закрепление введенного лексического материала

It's time to read the task of exercise 127, page 46. You will read the verbs and match them with the word time. Work in pairs, please. - Have you finished your work? Let's listen to your variants. The next task for you is exercise 130, page 46, in your textbooks.

VII. Физкультминутка

VIII. Формирование грамматических навыков

It's time to look at the blackboard and read the examples of the clauses of purpose. Open your textbooks on page 46, exercise 131. We shall read and translate the sentences from this exercise, "Grammar focus".

GRAMMAR FOCUS CLAUSES OF

PURPOSE - TO OR IN ORDER TO

131 Read and remember.

Clauses of purpose are used to express why someone does something. They are intro­duced with:

to / in order to

to + Infinitive

I aw going to the library to read a new biology magazine.

in order to + infinitive

He wrote an e-mail to the university in order to find out the exam date.

In negative sentences in order not to is used. (However, not to is never used alone.)

in order not to

He took a taxi in order not to be late.

IX. Первичное закрепление грамматических навыков в устных и письменных упражнениях

Look through the story from exercise 124 on page 45, please. Find the examples of clauses of purpose in the text and write down the sentences in your workbooks, page 22, exercise 3.

- Are there any other versions to be heard?

X. Подведение итогов урока

That's all for today. Thank you for your work. Goodbye, my dear friends!

Домашнее задание

Учебник: упр. 128 (с. 46); рабочая тетрадь: упр. 7 (с. 23).

Урок 24. Способы планирования своего дня

Цели: ввести и первично закрепить новую лексику по теме «Рас­порядок дня»; развить навыки аудирования и письменной речи. Оборудование: жетоны для игры «Аукцион».

Ход урока

I. Организационный момент

- Good afternoon, boys and girls. It's a lovely day today, isn't it?

- How are you?

- Who is absent?

- Who is on duty today?

- Who can tell me what day it is today?

II. Активизация лексических навыков

Игра «Аукцион»

Let's start our lesson with a game and remember the words on the topic "School".

- Who is ready to start?

(Учащиеся по очереди называют слова по теме «Школа». Учи­тель раздает жетоны. Ученик, набравший большее количество же­тонов, является победителем аукциона.)

III. Речевая разминка

Now you will agree or disagree with my statements. We'll have a talk about our school life. If you agree with me, repeat my statement. If you disagree with me, share your ideas.

(Учитель предлагает детям согласиться или не согласиться с его утверждениями. Если утверждение верное — ученик его по­вторяет, если неверное — ученик его исправляет.)

Примерные утверждения:

1. All pupils should be good at extra-curricular activities.

2. It is not difficult to have good marks at school. 3. When you have too many things going on at the same time, it's better to make a plan and follow it.

4. Reading helps us to learn new facts about different countries, people and their traditions.

5. When you have too much to think about, the best thing to do is talk to someone.

6. Taking part in sports competitions can help us to make friends.

7. Playing computer games kills the reading habit.

8. School is the place to have fun.

9. You should regularly plan your work schedule.

IV. Формирование лексических навыков

And now it's time to practise today's vocabulary. I'd like you to read the new words and match them with their definitions from exercise 136, page 47, in your textbooks. If it is necessary, you will use the dictionary. Make up the word combinations using the words from exercise 137, page 47, in your textbooks. Your time is up.

(Ученики выполняют упр. 136 (учебник, с. 47): соотносят слова с их определениями. Затем учитель предлагает учащимся выполнить упр. 137 (учебник, с. 47) — составить словосочетания. В течение 2 минут они самостоятельно выполняют данное зада­ние, а затем осуществляют взаимопроверку в парах и озвучивают свои варианты вслух: каждый ученик зачитывает и переводит одно словосочетание.)

V. Активизация навыков аудирования

It's time to listen to the girl. Her name is Diana. I am sure it will be interesting to listen to the story about her timetable. Open your workbooks on page 24, exercise 9. You will listen to the tape and make notes in your workbooks.

(Учитель предлагает учащимся выполнить упр. 138 (учеб­ник, с. 47). Задание — прослушать монолог и дополнить таблицу из упр. 9 (раб. тетрадь, с. 24). Текст ученики прослушивают два раза.)

VI. Физкультминутка

It's time to stand up and do some exercises.

(Учитель предлагает учащимся вспомнить ранее разученные стихотворения для физкультминуток, прочитать их наизусть и вы­полнить соответствующие движения.)

VII. Развитие аудитивных навыков

It's time to open your textbooks on page 48, exercise 139. Look at the text, please. You'll listen to the second part of the story and fill in the gaps. (Учитель обращает внимание учащихся на текст из упр. 139 (учебник, с. 48) и предлагает просмотреть его. Затем ученики прослушивают аудиозапись рассказа и вписывают пропущенные слова. После фронтальной проверки задания учитель побуждает детей прочитать данный текст вслух и ответить на вопросы по со­держанию.)

Примерные вопросы учителя:

1. What does time management mean?

2. Why do many schools give students agendas?

3. What can calendars be useful for?

4. What should people do to manage their time?

(После ответов на вопросы учащиеся выполняют упр. 140 (учебник, с. 48).)

VIII. Развитие навыков письменной речи

I am sure you will be able to write a paragraph about your day. Let's read the task of exercise 134, page 47, in your textbooks. Write the sentences in your workbooks, page 24, exercise 8.

- Who is ready to read your sentences?

(Учащиеся письменно выполняют упр. 134 (учебник, с. 47). Учитель обращает внимание учеников на правила употребления придаточных предложений цели. Для проверки задания дети объединяются в группы по 3—4 человека и по очереди зачитыва­ют свои варианты предложений. Затем до конца урока ученики письменно выполняют упр. 135 (учебник, с. 47). Учитель собирает тетради на проверку. Если некоторые учащиеся не успели выпол­нить упражнение до конца занятия, учитель предлагает дописать рассказ дома.)

IX. Подведение итогов урока

It brings us to the end. Thank you for your work. Goodbye, my dear friends!

Домашнее задание

Учебник: упр. 135 (с. 147); рабочая тетрадь: упр. 4 (с. 23), 10 (с. 24).

Урок 24. Идеальный распорядок дня

Цели: закрепить навыки чтения и монологической речи; усо­вершенствовать лексические, орфографические навыки и навыки письменной речи.

Оборудование: карточки с заданием «Впиши пропущенные бук­вы» по количеству учащихся; жетоны для игры «Рифмующиеся слова». 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.)

И. Фонетическая зарядка Игра «Рифмующиеся слова»

Let's play the game "Rhyming twins". Be active and try to remember as many adjectives as you can.

(Учитель называет слово, ученики должны подобрать к нему рифму (слово по изученной теме «Start anew»). Назвавший ее ученик получает жетон. Победителем игры становится ученик, набравший наибольшее количество жетонов.)

Примерный ход игры:

• Sick (homesick)

• Wise (prize)

• Rain (plain)

• Fair (unfair)

• Rude (mood)

• Light (bright)

• Unfriendly (friendly)

• Realize (organize)

• Where (fair)

• Selective (elective)

• Pair (despair)

• Catch (match)

• Ship (scholarship) ' Main (gain)

III. Тренировка лексических и орфографических навыков

It's time to complete some words. You can see the words on the blackboard. I want you to open your exercise books and write down the date. Fill in the letters in these words and write them down in your exercise books.

(Учитель предлагает учащимся прочитать слова на карточках и записать их в тетрадь, вставляя необходимые буквы. Проверка данного задания осуществляется следующим образом: два ученика выходят к доске и по очереди вписывают пропущенные буквы, остальные учащиеся проверяют свои записи в тетрадях.)

Запись на доске:

Ag_nd_ (agenda)

S_hed_le (schedule)

Sc_ola_sh_p (scholarship) T_end_ (trendy) C_mp_lsory (compulsory) Ident_f_ (identify) S_me_ter (semester) H_mesi_k (homesick) Rh_th_ic (rhythmic)

IV. Закрепление навыков чтения

I am sure it is important to know how to work effectively. Look at the parts of the text from exercise 141 on page 48, read them, match with the headlines and say which of them attract you.

- Do you think these recommendations are helpful? (Ученики выполняют упр. 141 (учебник, с. 48): читают рассказ

про себя, соотносят части текста с предложенными названиями и выбирают наиболее полезные советы.)

V. Активизация навыков монологической речи

The next task for you is exercise 142 on page 48. Divide into pairs, please. We'll think of some advice and add them to the list of exercise 141, page 48.

- Who will read the first advice?

(Учитель предлагает учащимся выполнить упр. 142 (учеб­ник, с. 48), для этого они делятся на пары. На выполнение задания отводится 3 минуты. По истечении данного времени ученики по очереди зачитывают свои советы и обсуждают их всем классом.)

VI. Физкультминутка

Children, are you tired? Let's have a rest. (Дежурный ученик проводит физкультминутку.)

VII. Активизация навыков устной и письменной речи по теме «Распорядок дня»

Read the task of exercise 143, page 49. Make up an ideal timetable, please. Divide into groups of four. You'll discuss your variants and make necessary changes.

- Who has finished?

(Учитель предлагает учащимся выполнить упр. 143 (а, Ь) (учебник, с. 49). Ученики самостоятельно в течение 3—4 ми­нут составляют план дня, затем делятся на группы по четыре человека для обсуждения составленных вариантов. На работу в группах отводится 4—5 минут. По истечении данного времени ученики по желанию зачитывают свои варианты распорядка дня.)

VIII. Совершенствование навыков письменной речи

We have found out that it is very important to have a good schedule. Now it's your turn to share your ideas and write a plan. You will use the ideas from the ideal timetables you have discussed. This task is to be written.

(Учитель предлагает учащимся выполнить упр. 143 (с) (учеб­ник, с. 49): сначала они разбирают задание, затем пишут план по рациональному использованию своего времени. Учитель об­ращает внимание учеников на то, что в своем рассказе они могут использовать материал, который был активизирован при выпол­нении упр. 141 и 142 (учебник, с. 48). Если ученики не успеют закончить работу до конца урока, учитель предлагает доделать ее дома.)

IX. Подведение итогов урока

That's all for your work. You were active today. Our lesson is over. Till tomorrow.

(В конце урока учитель сообщает учащимся, что на следую­щем занятии будет проведена контрольная работа по пройденному материалу (Unit 1).)

Goodbye, my dear friends!

Домашнее задание

Учебник: упр. 143 (с), выучить слова из раздела «Key vocabulary» (с. 49); рабочая тетрадь: упр. 5, 6 (с. 23); подготовиться к контрольной работе по пройденным темам.

Урок 25. Контрольная работа № 1

Цели: проверить грамматические, орфографические, лексические навыки и навыки аудирования, чтения, устной и письменной речи.

Оборудование: карточки с орфографическим заданием по ко­личеству учеников.

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.)

Today we shall have the test on the topic "Start anew". There are different tasks in our test.

II. Проведение контрольной работы

(Контрольная работа рассчитана на 45 минут. Она состоит из заданий, предложенных в учебнике на с. 50—53, а также заданий