Разработка поурочных планов-конспектов уроков английского языка в 11 классе к учебнику Биболетовой М.З. "Enjoy English-11" 2 четверть

Поурочное планирование 2 Юнит Биболетова О.В. 11

UNIT 2. The job of your dreams

Section 1. Choosing a profession

Урок 1 (Ex. 1-8)

Задачи урока:

- развитие умений аудирования с ведением за­писей прослушанного;

- развитие языковой догадки и лексических на­выков;

- развитие умений говорения.

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to speak about your plans for the future and your future professions. Young people have many opportunities when they leave school. It is very important for a person to make the right choice.

Today we are going to 1) have a talk about choosing a profession 2) learn some new information about jobs and the main principles of choosing a profession and 3) develop your speaking and listening skills.

II. Речевая разминка. Актуализация проблемы.

Well, let’s make a start.

Ex. 1. p. 46 Read the joke.

What do we call the job the girl mentions?

"You never get anything right," complained the teacher. "What kind of job do you think you'll get when you leave school?" "Well, how about a weather girl on TV?"

Key: Weather girl - a female TV announcer who reports and forecasts the weather.

Ex. 2. p. 46 First of all let’s revise some popular professions. Look at the screen and try to remember the names of the professions. 
Pupils’ answers: (teacher, nurse, policeman, singer, waiter, politician, engineer, doctor).

Make a list of 5-6 jobs. In pairs compare your lists and put all the jobs in order from the most to the least popular. Explain your choices.

What are the people in the pictures? What are their jobs/professions called? Are they popular? Why are they popular? What makes a profession popular?

Policeman

Teacher

Office worker, office employee, clerk

Singer

Waiter

Ballet dancer

Sailor

Pilot

Farm machinery operator

Politician

Newsman

Journalist

Hairdresser

Businessman

Seamstress [ˈsiːm.strəs]

Ex. 3. p. 46. OK. You know that there are different kinds of job – well-paid, boring, stressful, etc. Now you can see some job characteristics. Match them with their definitions. Match these job characteristics with their definitions.

Ex.3

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

Well done! Now I’m interested in your plans for the future. What kind of job would you like to have?

IV. Основная часть

А) Активизация навыков устной речи Speaking practice

Ex. 4, p. 47

Work in pairs. Write a description of the most popular job in your list. Then join another pair and read your description. Let the other pair guess the job you have described.

Use these points to guide you: place of work duties pay holidays hours of work training benefits health safety promotion experience

Example: This person works in an office. He or she has to work with documents and answer telephone calls all day. This is a nine-to-five job and is not very well-paid. The person in this job should have a college or university degree. Even though the job is not well-paid, it is quite satisfying because ...

Физкультминутка

Б) развитие языковой догадки и лексических на­выков

Ex. 5, p. 47 Read the statements and guess the meaning of the phrases in bold. Decide whether you agree with the statements. Why or why not?

1. Not many people have unusual ambitions, most of them choose an ordinary but practical job.

2. Many young people prefer to become self-employed business people, rather than work for a company.

3. It is difficult to make a good career unless your relatives are very supportive (providing support).

4. If you are stuck in a dead-end job, you should try to choose a new direction in your career.

5. You must have the guts to go through medical training: some people get

squeamish [ˈskwiː.mɪʃ] подверженный тошноте at the sight of blood.

6. It is useful to make a rough estimate of your future income when you apply for a new job.

Ex. 6, p, 47 . Discuss the following questions with your classmates. Then write your answers down. Use your Workbook.

1. What kind of job would you like to have?

2. What would your friends and family think about your choice?

3. What kind of job would you least like to have?

4. What jobs, if any, do you think should only be done by men / women?

5. What's more important to you — earning lots of money or having a job you enjoy?

C) Обучение аудированию Обучение чтению с пониманием основной идеи.

Ex. 7, p. 47. Listen to these teenagers talking about how to choose a profession and take notes on their answers. Then compare their answers with yours from Ex. 6. Use your Workbook.

Ex.7

Script:

Listen to these teenagers talking about how to choose a profession and take notes on their answers.

When it comes to choosing a career, the pressure to follow the crowd can be immense. But what about those who are determined to be different? Three students with unusual ambitions speak about the jobs that attract them and what they expect from the 21st century workplace.

Tim: I want to be a dancer. I have always liked dancing and it has come naturally to me. My father is a self-employed businessman but I don't fancy going in for the same job, mostly because it doesn't really appeal to me and it's not right for me. I don't think I'd be very good at it. I'm lucky that my family and friends support my decision to become a dancer. They've seen me dance and always say I'm quite good. They are very supportive and that's important to me. I think people still believe that there is a difference between male and female jobs, and sometimes men still get more money than women for doing the same job. I don't think this is fair, because everyone should be treated equally. Many people also still think that men should work and women should stay in the home. I think that men and women are good at different things. Men are often good at things like building and engineering while women are better at communicating and doing many things at once. Of course, I would like to earn lots of money, but having a job I enjoy is more important to me. There's no point in being stuck in a dead end job you don't like.

Mary. I want to be a soldier and hope I'll pass the entry exam. When I was 13,1 started the Army Cadets and I learnt about the army and handling weapons and all that. I enjoyed the life. A lot of my friends went in and said I was good. My parents haven't affected my choice, but it's fine by them, if that's what I want to do. My male friends didn't think I would have the guts to go through with it as it is mainly a male job, but they are quite supportive. My female friends are really amazed. I am sure, if I were male, my male friends would be a bit more supportive, but the girls think it's great. But I don't really care what people think, it's just what I want to do. I don't think there are any jobs that should be just for men or just for women. Men and women should be able to do every job the same. I wouldn't like to do anything with low pay. But having a job that I enjoy is more important for me because there's no point in being in it for the money if you don't enjoy it.

Kate: I am dreaming of becoming a pop star. My mom thinks I've got a good voice so maybe I could do it, but my friends don't really care. I don't think there's any set job for just men or just women. Sometimes men get more money than women for doing the same job. I don't think it's fair. I believe if you do the same job, then you should get the same money. I wouldn't like to be a doctor because I don't like blood and I don't like seeing the insides of people. But I do want to earn lots of money! Did you see in the newspapers about Jennifer Lopez getting two million dollars for a two-hour show? I'd like to be on that sort of money. Of course. I would feel more comfortable with a job that I enjoy, but for me, the money's more important, so I would have to go with that, even if it was cleaning toilets!

Ex. 8. p.47 In groups of 3-4 discuss the questions.

• What do you consider a good job for you? Why?

• Do you have any unusual ambitions?

• What do you expect from your future job?

• What do you need to do to get a good job?

DIALOGUE VOCABULARY

A good job should be...

Being (a pilot) seems an interesting job because...

I'd like to become a... because...

I dream of becoming a... although it's not an ordinary job.

I think my future job will...

Good salary is very important / not as important as...

I believe that if a person is (persistent and self-confident), he or she will...

IV. 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 ...

V. Домашнее задание

SB: ex. 8 с. 47 (in written form), выучить слова

Vocabulary:

tiresome [ˈtaɪə.səm] утомительно

thought-provoking [ˈθɔːt.prəˈvəʊk.ɪŋ] стимулирующий работу мысли, наводящий на размышления, заставляющий думать, активизирующий мышление, дающий пищу для размышления

overwhelming [ˌəʊ.vəˈwel.mɪŋ] неодолимый, непреодолимый, непомерный

seamstress [ˈsiːm.strəs] швея

squeamish [ˈskwiː.mɪʃ] подверженный тошноте

supporting - поддерживающий

self-employed [] обслуживающий свое собственное предприятие; работающий не по найму

Урок 2 (упр. 9-16)

Основные задачи:

- развитие умений говорения и письма

- развитие лексических навыков

- развитие критического мышления

- развитие умений работы в группе и проведения презентации

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) develop speaking and writing skills, 2) have a talk about jobs.

II. Речевая разминка. Актуализация проблемы.

Well, let’s make a start.

Ex. 9. Put the words and expressions in the box. Some of them can reffer to both categories.

Ex.9

10 Work in pairs. Look at the pictures and choose the three most important personal qualities and the three most important professional qualities or skills for each job. Compare your choices giving your reasons.

Example: We think that a nurse should be very responsible because... Besides, it is important for her to be able to solve problems as...

10 Work in pairs. Look at the pictures and choose the three most important personal qualities and the three most important professional qualities or skills for each job. Compare your choices giving your reasons.

Example: We think that a nurse should be very responsible because... Besides, it is important for her to be able to solve problems as...

Ex.11

II. Проверка домашнего задания

10 Work in pairs. Look at the pictures and choose the three most important personal qualities and the three most important professional qualities or skills for each job. Compare your choices giving your reasons.

Example: We think that a nurse should be very responsible because... Besides, it is important for her to be able to solve problems as...

10 Work in pairs. Look at the pictures and choose the three most important personal qualities and the three most important professional qualities or skills for each job. Compare your choices giving your reasons.

Example: We think that a nurse should be very responsible because... Besides, it is important for her to be able to solve problems as...

IV. Основная часть

А) Ex. 12 Make a list of people you know that you j associate with the qualities from Ex. 11. In pairs ask each other questions about I why your partner has chosen those people.

Example:

A.: Why have you written "Lisa" here?

B: She is the most responsible person I know. I

She always keeps her promises and...

• Decide which qualities are more important for a successful career: are they more professional or more personal? Explain your opinion.

• Make a list of 8-10 qualities a person should have to achieve professional success.

• Do you think the qualities depend on the nature of the profession? Why?

14 Label the table with the words below and comment on what the table tells you.

Male Hairdressers Engineers Female IT specialists Nurses

EX.13 Work in groups and follow the steps. Report the results of your discussion to the rest of the class.

Физкультминутка

B) Активизация навыков устной речи Speaking practice

Ex. 15. p. 49

The table shows...

Statistics tells us...

The figures reveal...

The majority of (engineers) are... (male / female).

It looks like (90%) of... are (male / female).

Not many (women / men) are..., whereas...

15 Work in groups of 3-4 and discuss the following questions. Make notes of your discussion.

Are there jobs that are better for just men or just women? What do you think are some male and female jobs? Explain your opinion.

Use:

have different talents, be honest, get on well with people, be aware of one's own emotions, feel empathy, work well with others, deal with stress well, be self-confident and optimistic, be more / less ambitious...

IV. 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 ...

V. Домашнее задание

Учебник: упр. 33 с. 17 (in written form), проект упр. 41, стр. 19 (подготовить)

Упр. 9 направлено на систематизацию и закре­пление слов и выражений, относящихся к изучае­мой теме.

Упр. 10 направлено на отработку изучаемой лексики в более свободной форме. Предоставьте учащимся некоторое время для подготовки вы­сказывания, затем выслушайте их ответы и пред­ложите прокомментировать различия в ответах, обосновывая и отстаивая свою точку зрения.

Упр. 11 ориентирует на работу над словообра­зованием и закреплением слов для описания лич­ных качеств. Учащиеся работают самостоятельно, записывая слова в рабочую тетрадь. Можно про­верять работу учащихся в процессе выполнения упражнения, подходя индивидуально к каждому учащемуся.

Упр. 12 развивает умения говорения (information gap), опираясь на собственный жизненный опыт, наблюдения и оценку окружающих, и предостав­ляет учащимся возможность использовать изуча­емую лексику.

Домашнее задание Упр. 16 из учебника.

Упражнения из рабочей тетради № 1 на усмот­рение учителя.

Урок 3 (упр. 17-22)

Призвание и карьера. Совершенствование лексических навыков в процессе аудирования и чтения текста с пониманием основного содержания.

Основные задачи: написание эссе

- развитие умений чтения;

- развитие навыков самостоятельной работы с лексикой;

- формирование произносительных навыков: от­работка правильной интонации.

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) remember the rules of essay writing, 2) have a talk about most important qualities for a successful career and 3) learn some new information about the difference between the meanings of the words job and work. Besides, we are going to develop reading skills.

II. Речевая разминка. Актуализация проблемы.

Well, let’s make a start.

Ex. 17 Read the dictionary entries and answer the questions.

What types of jobs do you know?

What verbs can be used with jobs / profession?

What words can be used to speak about:

a) looking for a job c) not having a job

b) applying for a job d) having a job

job - work that you do regularly to earn money

Words often used with job: apply for a job, get a job, find a job, offer someone a job, take a job, do a job, be in a job, be out of job, leave your job, lose your job, job interview, temporary / permanent job, part-time / full-time job, top job

profession - a job that you need special skills and qualifications to do

Words often used with profession:

the teaching / engineering profession, in a

profession, go into / enter / join a profession

When we ask people about their job, we usu­ally say "What do you do?", or "What's your job?" The answer would usually be "I am a..." or "I work as a...", and not "My job is..."

Ex. 17

• temporary / permanent; part-time / full-time; top job

• apply / get / offer / take / do / find / be in / be out of / leave / lose job; go into / enter / join a profession

• a) get / find a job

b) apply for a job I take a job /job interview

c) be out of job / leave your job / lose your job

d) take a job / be in a job / do a job

III. Проверка домашнего задания

Ex. 9. , p. 48

Ex. 10, p. 48. Высказывания учащихся по образцу:

Look at the pictures and choose the three most important personal qualities and the three most important professional qualities or skills for each job. Compare your choices giving your reasons.

Example: We think that a nurse should be very responsible because... Besides, it is important for her to be able to solve problems as...

IV. Основная часть

А) Обучение чтению с пониманием основной идеи.

Ex. 18. p. 50. Read the conversations and choose the correct option. Then listen to the recording and check your answers.

1 - I've applied / asked for several jobs already.

- Have you got any?

- Oh, yes. I'm at / in advertising now!

2 - You know, I left I found my job after an argument with the boss!

- How long have you been without / out of your job?

- For a month already. But I'm going to a job interview / job talk this morning!

- Good luck!

3 - I've given / taken a job at a hotel in the city centre.

- Congratulations! Is it a full day / full-time job?

- No, it isn't. It's part-time /part-day.

4 - Have you heard the news? Helen is holding one of the first jobs / top jobs in the company now!

- It's not surprising. She's very experienced: she's been making / doing the job for years.

Б) работа над произношением на уровне .постановки разных ти­пов интонации в коротких диалогах.

Ex. 19. p. 18

1 - I've applied for several jobs already.

- Have you got any?

- Oh, yes. I'm in advertising now! (Я работаю в рекламном бизнесе)

2 - You know, I left my job after an argument with the boss!

- How long have you been out of your job?

- For a month already. But I'm going to a job interview this morning!

- Good luck!

3 - I've taken a job at a hotel in the city centre.

- Congratulations! Is it a full-time job?

- No, it isn't. It's part-time.

4 - Have you heard the news? Helen is holding one of the top jobs in the company now!

- It's not surprising. She's very experienced: she's been doing the job for years.

Физкультминутка

Б) Обучение чтению с пониманием основного содержания.

Ex. 20, p. 50 Read the definition and think what jobs a freelance can do. Give some examples. Share your opinion with your classmates.

Freelance is a self-employed person who does work for different organisations.

Key: web site designer, graphic designer, illustrator, artist, cartoonist, photographer, writer, journalist, translator, Internet researcher, programmer, market researcher etc.

Ex. 21. р. 50-51 Read the text and answer the questions. 5-7 минут

• What does Sophia do for a living?

• Does she like her job? Why?

• Do you think she has made a success in it? Why?

Look through the lens to a bigger and brighter future

6 December 2001

Behind small-rimmed spectacles and locks of unruly curly hair, Sophia Evans, a 33-year-old freelance photographer talked passionately about photography and modestly about her successes.

From her London base, Evans travels around the world to capture images for newspapers, magazines and advertising agencies. At home she works as a freelance photographer for The Observer and The Sunday Telegraph.

During her university days, a boyfriend gave her a camera; she snapped away and slowly became hooked on taking pictures.

About to complete a degree in Latin American studies, Evans talked with a friend about life after university. Photojournalism came up.

"It was like a light went on. It had never occurred to me but when she said it, I realised yes that is what I want to do," said Evans, smiling at her naivety.

Evans and her friend set off for Latin America to become journalists. A night in jail in San Salvador, while it did not impress resident hard-bitten закаленный foreign journalists and photographers, provided a fast-track into that world for her.

She travelled around Mexico, Haiti and Texas documenting people's lives before returning to set up home in London.

"When I was young, travel and adventure attracted me to photography; I was interested in the revolutions in Central America. But nowadays it is about getting a good photograph. It is about the language of photography, and really about trying to say something with photographs," she admitted.

Hard work, persistence and support from her husband, a Mexican photographer, have been key to Evans' drive and success.

"I have been working as a professional pho­tographer for six or seven years now. Before that I was studying photography and doing waitressing to support myself. I have dedicated about 10 years of my life to either trying to be a photographer or to being a photographer," she said.

She sincerely believes dreams must be pur­sued (пытаться достичь) with true commitment (приверженность) and energy, no mat­ter if you make it a success or not.

"Someone cannot teach you how to do photography. They can teach you how to use a camera and what the technical side of things are but the actual taking of the photograph comes from the mind, it is not something you can learn. You have to practise and practise and practise and learn through your mistakes."

Earlier this year, Evans was one of 12 photog­raphers from around the world to be selected by the World Press to attend the popular Photogra­phy Master class and last year, she spent almost three months living with and documenting peo­ple's lives on the Miskito coast, an isolated jungle region in northeast Nicaragua.

She advocates that forming relationships with subjects has an important place in the job.

"If it is a celebrity - and you don't have much time - all you do is chit-chat, and talk to try and make them feel comfortable. But if you are somewhere for weeks or days, then you just involve yourself with the people. If they go dancing, you go dancing, if they have a drink you have a drink, you just do what they do."

"My favourite part of the job is meeting people and then having the pleasure of being led into their lives and photographing it - that is a journey in itself."

Glossary

small-rimmed spectacles - очки в небольшой

оправе unruly curly hair - непослушные вьющиеся волосы

snap - (informal) take photographs

naivety [nai'i:vəti] — наивность

hard-bitten - закаленный

drive - (here) the energy and determination that

makes you try hard to achieve something

pursue - try to achieve

chit-chat - friendly conversation about the things that are not very important

C) Активизация навыков чтения с детальным пониманием.

Ex. 22. p. 51 Read the text again and put the events in chronological order.

Контроль сначала в парах, а затем фронтально. При проверке ответов попросите учащихся найти в тексте обо­снование своих ответов.

c) A boyfriend gives Sofia a camera.

g) Sophia gets interested in photography.

a) She gets her degree in Latin American studies.

e) She realises that she wants to be a professional photojournalist.

h) Evans goes to Latin America to become a journalist.

f) She is put to jail in San Salvador.

d) Evans travels around Mexico, Haiti and Texas.

b) Sophia works as a photographer for the Observer and Sunday Telegraph.

IV. 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 ...

V. Домашнее задание

Учебник: упр. 23 с. 51 (in written form)

Урок 4 (упр. 23-29)

Проблема выбора профессии. Совершенствование навыков речевой деятельности устной и письменной.

Основные задачи:

- обобщение и закрепление материала секции;

- развитие умений говорения;

- развитие навыков работы с лексикой из текста;

- развитие критического мышления, рефлексии.

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) practice the new words on the theme «choosing a profession», 2) have a talk about qualities that help people achieve success in job and 3) learn some new information about how to deal with multiple choice test questions.

II. Проверка домашнего задания

Ex. 23. , p.51 Find in the text the words and expres­sions corresponding to the definitions.

III. IV. Основная часть

А) Отработка новой лексики в контексте

1) Individually

2) контроль в группе

Ex. 24. p. 52 Fill in the gaps with the words from Ex. 23.

Б) Обобщение полученной информации

Ex. 25. p. 52 Find in the text the qualities that describe Sophia and her husband and write them down. How do you think these qualities help her cope with her job?

Ex.25

modest — She speaks about her success modestly.

passionate — She talks about photography passionately.

Hard work, persistence and support from her husband have be key to her drive.

She believes dreams must be pursued with true commitment and energy.

Развитие умений говорения

Ex. 26 Work in pairs. Discuss the questions and report back to the class.

What is Sophia's recipe for success? Do you agree with her? Do you know any other recipes for success? What are they?

Don’t forget to support your opinion with examples.

Dialogue vocabulary

I think her idea is that...

I think she is right because...

I don't think she's got the right recipe because...

Физкультминутка

B) Обучение выполнению заданий на восполнение текста.

Ex. 27, p. 52 Read the text and fill in the gaps with the correct options. See "How to deal with multiple choice test questions" in "Learning strategies" (p. 174).

Some people are fortunate enough to discover that they have a special Interest when they are very young giving them a direction when they go to choose a (1) .... Jessica showed an Interest In clothes and In sewing from a very early (2) ... which resulted In her winning awards In school fashion shows (3) ... a teenager. 5he Is well on her way toward a (4) ... career in costume design.

Others have a more difficult time finding their way. Even people who believe they know their areas (5) ... Interest are often misled by their emotions or the glamour of a certain job. So (6) ... young people "want to write", but analysis shows they are Intrigued by what they think, the life of a writer Is (7) ..., not realising that It Is a hard craft.

Fortunately, there Is help available to determine your areas of Interest In the form of (&) ... tests In which you answer "either/or" questions. If you are asked if you would prefer to sell clothes In a store, or be In (9) ... of an auto, parts department, your Immediate reaction may be "neither". However, a slight preference toward one of those, as well as your choices In other questions, (10) ... reveal some Interests you have that may not have been so apparent before.

Ex.27

1B 2D ЗА 4B 5C 6A 7C 8В 9А 10C/D

Г) Подготовка к проекту

Ex. 28. р. 53 Work in pairs. Discuss the questions. Sum up what you think influences our choice of profession.

1. Have you ever done any psychological voca­tional tests? What did they reveal?

2. Would you like to go into the same career as your parents? Why or why not?

3. How have your parents' jobs influenced your career choice? In what way?

4. Do you often discuss your future career with your friends?

5. Would you like to choose the same profes­sions as any of your friends? Why?

6. Whose opinion is important to you in choos­ing a career? Why?

Мини-проект "A poster "What points should we consider when choosing a career?"

Ex. 29, p. 53 Work in groups of 3-4 and follow these steps,

a) Discuss the ideas below and add your own.

parents' advice

friends' opinion

someone's successful example

personal interest

popularity of the job

qualifications / skills required

personal qualities and abilities

salary and bonuses

places to work / job opportunities in your region

b) Make notes of your discussion.

c) Present the results of your discussion visually in the form of a poster.

d) Discuss the layout and the presentation of the information.

e) Check spelling and grammar.

f) Present your posters to the class, sharing as much information as possible in a five-minute period.

g) Display the posters in one area of the classroom,

h) Select the best poster.

IV. 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 ...

V. Домашнее задание

Учебник: упр. 29 с. 53 (проект), упр. 24, стр. 52 (письменно)

Section 2. What happens after school?

Урок 5 (упр. 30-37) Возможности продолжения образования в высшей школе. Совершенствование лексико-грамматических навыков в процессе аудирования и чтения с пониманием основного содержания.

Основные задачи:

- развитие умений аудирования с пониманием основного содержания текста;

- развитие лексических навыков;

- развитие умений чтения с извлечением основ­ного содержания текста;

- развитие исследовательских умений и навыков.

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) have a talk about your education after school, 2) learn new words related to this theme and 3) develop our listening, reading and speaking skills on this theme.

II. Фонетическая разминка

Task 1. Imagine that you are preparing a project with your friend. You have found some interesting material for the presentation and you want to read this text to your friend. You have 1.5 minutes to read the text silently, then be ready to read it out aloud. You will not have more than 1.5 minutes to read it.

Most apple trees come from seeds that are planted. Sometimes an apple tree grows from a seed that falls to the ground. The wind blows leaves over the seed. The wind blows soil over the seed. All winter the seed lies under the leaves and the soil. All winter the seed lies under the ice and snow and is pushed into the ground. Spring comes. Rain falls. The sun comes out and warms the earth. The seed begins to grow. At first the young plant does not look like a tree. The tree is very small. It is only a stem with two leaves. It has no apples on it. A tree must grow up before it has apples on it. Each year the tree grows. It grows tall. In seven years it is so tall that you can stand under its branches. In the spring there are blossoms on the tree. Spring is apple-blossom time.

We cannot see the roots. They are under the ground. Some of the roots are large. Some of them are as small as hairs. The roots grow like bran­ches under the ground. A tree could not live without roots. Roots hold the trunk in the ground. Roots keep the tree from falling when the wind blows. Roots do something more. They take water from the ground.

Task 2. Study the advertisement. «Discover the greener facet* of Bengali cuisine. Vegetarian. Oh! Calcutta.»

You are considering visiting the city and now you are calling to find out more information. In 1.5 minutes you are to ask five direct questions to find out the following:

1) time and location;

2) if it is free of charge;

3) if you can buy food there;

4) special events;

5) famous chefs.

You have 20 seconds to ask each question.

* facet [ˈfæs.ɪt] 1. 1) а) грань (алмаза, кристалла и т. п.) б) фаска, фасет, фасетка, скошенная грань Syn: face 1., edge 1. 2) аспект, грань, сторона

III. Речевая разминка. Актуализация проблемы.

Well, let’s make a start.

Answer the questions given in ex. 30, p. 54 Think about your education after school. What kind of educational institution would you prefer to attend? Why?

Упр. 31 развивает умения аудирования с пони­манием основного содержания. Спросите учащих­ся, разделяют ли они какую-либо из точек зрения говорящих и почему. Эта короткая дискуссия дает возможность учащимся выразить свое отношение к проблеме.

IV. Основная часть

А) Обучение аудированию с пони­манием основного содержания.

Ex. 31, p. 54 Listen to the people speaking about higher education and match the speakers with the statements. Whose opinion do you share?

1. Higher education should become cheaper. ____

2. You should save money so you can pay for higher education later. _____

3. The internet provides an alternative to universities.__________

4. Education should be free for everybody.__________

5. Higher education shouldn't be free for all. ______

6. Educated people are more useful to the country in general. ________

Ex.31

Listen to the people speaking about higher education and match the speakers with the statements.

Speaker 1

Higher Education shouldn't be free for all. Those who can afford it should go ahead and go. But those who can't afford it should get a job, save up some money and then study. Lots of people don't go to university. It is unacceptable to ask people to pay for students who will earn more when their university degree is completed and will then have better job prospects. As it is, too many students are going to university and coming out with rubbish degrees. Taxpayers' money will be wasted on these students.

Speaker 2

Education should be free for all. Educated people progress further in life and are more likely to help the country and create jobs. Education gives you a better understanding of things. People without degrees also do well, but, in my opinion, the number is less in comparison to degree holders since it takes longer to move up the ladder. I know it is not possible to do free education for all. Still, the country would be better off with people holding degrees and getting the appropriate training.

Speaker 3

I don't think higher education should be free, however, it should not be as expensive as it is. I think universities have had their time. With the advent наступление of the Internet, learning can be performed online for any variety of subjects and courses. Why would students need to sacrifice a whole three or fours years at college anymore? In fact, nowadays a lot of people get their degree and then don't use any of that knowledge in their actual jobs. Going to university was essentially a waste of time for them. My advice would be to do whatever gives you the best chance of getting a job you like, while getting as much work experience as you can.

Б) Ознакомление с новой лексикой. Активизация лексики.

Ex.32. p. 54 Match the words with their definitions

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

1 alumnus (pi. alumni) (AmE) бывший студент, выпускник школы или университета

2 graduate (AmE) выпускник университета

3 postgraduate - аспирант (человек, который получил университетскую степень бакалавра и продолжает научную работу, чтобы получить учёную степень магистра)

4 undergraduate - студент университета или колледжа (обычно старшего курса)

5 Bachelor/ Bachelor's - бакалавр

6 Master / Master's - магистр

7 retraining course – учебный курс, позволяющий приобрести новую специальность, курс переподготовки

8 refresher course – учебный курс, позволяющий вспомнить и расширить уже имеющиеся знания, курсы переподготовки, курсы повышения квалификации

9 major (in) (AmE)- специализироваться по какому-л. предмету (в колледже; в какой-л. области)

Ex. 33, p. 55 Fill in the gaps in these sentences with the words from Ex. 32.

1. My qualification turned out to be so unpop­ular that I had to do a ... course in order to become a web designer.

2. Josh is in his first year at university. He's only an ... student.

3. She's always been academically minded. She decided to do a ... course and become a ... of Science.

4. Vicky's about to ... from university. She's going to get her first university degree: a ... of Arts.

5. Every five years doctors and teachers have to do a ... course to keep up with new developments in their areas.

6. Do you know any St Petersburg State University ... who have become really famous?

7. He's interested in environmental protection, that's why he has chosen to ... in ecology.

Ex.33, p. 55

1. retrainer 5. refresher

2. undergraduate 6. alumni

3. postgraduate, Master 7. major

4. graduate, Bachelor

Физкультминутка

Б) Обучение чтению с извлече­нием основного содержания.

Ex. 34, p. 55 Read the web page and answer the ques­tions.

1. What have you learnt about Russian educa­tional tradition?

2. How did Novgorod University get its name?

3. Would you like to study at this university? Why? / Why not?

4. What should you know about a university to be able to make the right choice?

It is not a coincidence that Novgorod University has Prince Yaroslav's name. In the year of 1030, Yaroslav the Wise came to Novgorod the Great to teach reading and writing to the children of religious and senior officials. It is a well-known fact that education was of vital importance in the Novgorod system of spiritual values in the llth century. Indeed, the existence of schools in medieval Novgorod can be traced in birch bark letters and chronicles. As time passed, not only were schools established but also theological seminaries, gymnasiums, and libraries. That is why Academician Yanin, the famous investigator of ancient Novgorod called it "the cradle of Russian education". Thus, the Yaroslav-the-Wise Novgorod State University became the successor to what was considered one of the oldest educational traditions in Russia.

On the eve of the university's first anniversary, Prince Yaroslav the Wise's personal seal was discovered during some archaeological excavations. Academician Yanin considered it a remarkable coincidence and suggested awarding the university the name of the Russian prince.

Glossary

spiritual values — духовные ценности

medieval — средневековый

birch bark letters — берестяные грамоты

theological seminaries — духовные семинарии

personal seal — личная печать

coincidence — совпадение

Разбор Ex. 35, p. 56 (домашнее задание)

Do research on the internet about a university of your choice. See "Tips for doing internet research" in "Learning strategies". Find out:

the university's name and location

the courses that are taught there

the degrees you can get

its structure: departments, faculties, etc

the facilities available: laboratories, research centres,

libraries, computer centres, etc

the university's history

the number of students, professors, tutors

the projects the university is part of

the quality of the education, the university rating

in Russia or worldwide

any famous alumni

C) Активизация навыков устной речи Speaking practice

Ex. 37. p. 56 Discuss the following questions in pairs.

1. Would you like to study in any of these universities? Why? / Why not?

2. Is the rating of a university important to you? Why? / Why not?

3. Is the history of a university important to you? Why? / Why not?

IV. 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 ...

V. Домашнее задание

Домашнее задание Учебник: упр. 35 с. 55 (in written form), выучить слова

Ex.40

1b) 2с) За) 4а) 5c) 6b) 7c)

Урок 6 (упр. 38-41)

Основные задачи:

- развитие умений аудирования;

- развитие критического мышления и творче­ских способностей;

- развитие умений спонтанного говорения.

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

1) have a talk about your education after school, 2) learn new words related to this theme and 3) develop our listening, reading and speaking skills on this theme.

II. Фонетическая зарядка

Task 1. Imagine that you are preparing a project with your friend. You have found some interesting material for the presentation and you want to read this text to your friend. You have 1.5 minutes to read the text silently, then be ready to read it out aloud. You will not have more than 1.5 minutes to read it.

In an apartment house, a breeze has blown a towel up into the flame of a hot stove. A fire begins. The smoke alarm screams. A phone call alerts the fire-dispatch center. Instantly, a dispatcher calls the firehouse nearest the fire. A loudspeaker blares out the address of the fire, and the firefighters go into action. They slide down brass poles to the ground floor, where the fire engines are, and hurry into their fire-fighting gear. Then they take their positions on their engines. The big trucks roar out of the firehouse. Sirens scream and lights flash. The fire engines arrive at the scene. The fire is bigger now. The fire chief is in charge. He decides the best way to fight this fire.

Firefighters are ordered to search the building to make sure no one is still inside. A man is trapped. A ladder tower is swung into action. The man is rescued quickly. At the same time, an aerial ladder is taking other firefighters to the floor above the fire. Inside, the firefighters attach a hose to the building's standpipe. Water is sprayed onto the fire to keep it from moving up through the apartment house.

Task 2. Study the advertisement.

YOU COULD WIN a TRIP to AUSTRALIA. Find out how you can enter now.

You are considering visiting the city and now you are calling to find out more information. In 1.5 minutes you are to ask five direct questions to find out the following:

1) tasks for contest;

2) deadline;

3) if children can participate;

4) the people who are on the jury;

5) if the contest is free.

You have 20 seconds to ask each question.

III. Речевая разминка. Проверка домашнего задания

Ex. 35, p. 56 (домашнее задание)

Do research on the internet about a university of your choice. See "Tips for doing internet research" in "Learning strategies". Find out:

the university's name and location

the courses that are taught there

the degrees you can get

its structure: departments, faculties, etc

the facilities available: laboratories, research centres,

libraries, computer centres, etc

the university's history

the number of students, professors, tutors

the projects the university is part of

the quality of the education, the university rating

in Russia or worldwide

any famous alumni

IV. Основная часть

А) Обучение аудированию.

1. Pre-listening

Ex. 38, p. 56 One of the projects in Saratov State University is called "The Global Classroom". What do you think this project is about? Make some guesses.

2. Listening Развитие умения аудирования с извле­чением основного содержания.

Ex. 39, p. 56 Listen to a student who is involved in the project and check your guesses.

.. .I'd like to say a few words about the project "Global Classroom" that I have been involved in. This is an interactive course which was initiated by East Carolina University in the USA and Saratov State University here in Russia. It unites participants from a number of English-speaking international universities via the Internet and webcams*. The goal of the project is to create an open, personal exchange among the students of each country through a series of classroom discussions. Through the project, students are exposed to information on the countries' cultural backgrounds and traditions, family structures, the value of work and of life, and their hopes for the future. Most of the students are communications or international studies majors, but the project also appeals to education majors, or future English teachers. Each class is digitally recorded and simultaneously broadcasted through the Internet to the respective partner university. In addition, each student is paired with a partner in the foreign university. Student partners are required to work together to complete papers and projects required by their professors as well as to conduct more in-depth discussions.

Физкультминутка

3. Развитие умения аудирования с пол­ным пониманием услышанного.

Ex. 40, p. 56 Listen to the recording again and choose the best option.

1. The speaker. . .

a) is a student at East Carolina University. b) is the project participant. c) is the project organiser.

2. The working language of the project is. . .

a) Russian. b) French. C) English

3. The project is broadcast via. . .

а) the internet, b) radio, c) television.

4. The main aim of the project is to ...

a) enable students to discuss important topics b) develop students' computer skills.

c) teach students new subjects.

5. The participants major in. . .

a) Informational Technology, Cultural Studies and Economics.

b) Marketing, Psychology and Business Studies.

c) Communications, International Studies and Education.

6. Most students work. . .

a) in groups. b) in pairs, c) in threes.

7. Student partners...

a) see each other regularly b) send each other lots of e-mails.

с) work on their tasks together.

C) Активизация навыков устной речи Speaking practice

Ex. 41 (а), p. 57 You are going to design a project concerning the cooperation between secondary schools and universities worldwide. Work in groups and follow these steps.

a) Discuss these questions.

• What is the main goal of the project?

• What skills will it develop or what subjects will it concern?

• What will the working language of the project be?

• Who will be involved (e.g. teachers and students)?

• How will the participants communicate?

• What kind of assignments will they be given?

• What will the output of the project be?

IV. 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 ...

V. Домашнее задание

Учебник: Домашнее задание проект Упр. 41 b), стр. 57.

Урок 7 (упр. 42-48)

Возможности продолжения образования в высшей школе. Совершенствование речевой деятельности в процессе чтения и говорения.

Основные задачи:

- развитие умений говорения и чтения;

- развитие лексических навыков.

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) have a talk about your education after school, 2) learn new words related to this theme and 3) develop our listening, reading and speaking skills on this theme.

II. Речевая разминка. Актуализация проблемы.

Ex. 42 Read the joke and translate the words in bold. Which degree would you like to get? Why?

The graduate with a science degree asks,

"Why does it work?"

The graduate with an engineering degree asks,

"How does it work?"

The graduate with an accounting degree asks,

"How much will it cost?"

The graduate with a philosophy degree asks,

"Do you want problems with that?"

III. Проверка домашнего задания

Ex. 35, p. 56

IV. Основная часть

А) Закрепление лексики по теме "Education" на уровне устойчивых словосочетаний.

Ex.43

Б) Обучение чтению с детальным понимания его содержания.

Ex. 44, p. 58 Read the text and fill in the gaps with the sentence parts that follow.

Oxbridge is something I feel very strongly about. For those who don't know what Oxbridge is, (1) f) it's Oxford and Cambridge University. Cunning умелый, искусный really, and sounds better than Camford. I'm going to start here by exploding извлечение [файла] из архива a few myths — the first of which is that these universities are the best in the country. They aren't. It all depends on one, which subject you take, and two, (2) g) what you are looking for in a university. If you want to do medicine, for example, you'd be much better off at Edinburgh: the Cambridge course is incredibly чрезвычайно, крайне, очень academic and focused on training research doctors rather than practising ones. And the same is true of other subjects. On the other hand, there are some subjects at which Oxbridge excels: Oxford for English, for example, (3) a) and Cambridge for history. So the first message is: don't get caught up in the idea that these universities are superior to every other university academically, (4) d) because it's simply not true.

So. If you've decided it is for you, what next? Well, you have to decide on your college — and this is not an easy business, for there are 26 of them and (5) b) your choice will have a large impact on your time there. Everyone has to decide on the character, subject strength and location they are interested in, and these things should not be taken lightly. Each college is very different and it is vital to pick one where you feel comfortable.

And if you don't get in, don't despair. I know how terrible it is to be turned down: (6) c) it happened to me the first time round.

I know it's easy to say that you shouldn't be upset if you don't get in. But you really shouldn't take it personally. Both universities are very special places that do not suit everyone. I know people who went to each of them and hated it to the point where they actually left after just one term. These universities really don't suit everyone, and although it may be hard to see, they may be doing you a favour by not accepting you. Far too many people get carried away with the mythology and prestige of these universities, by parental and school pressure and (7) e) by the need to see if they can cut it. You have to decide if these places would really suit you, not if you would suit them.

a) and Cambridge for history

b) your choice will have a large impact on your time there

c) it happened to me the first time round

d) because it's simply not true

e) by the need to see if they can cut it

f) it's Oxford and Cambridge University

g) what you are looking for in a university

Ex.44

1f) 2g) 3а) 4d) 5b) 6c) 7e)

В) Развитие умения чтения и интерпрета­ции прочитанного.

Ex. 45, p. 58 Read the joke and answer the questions.

1. What do '94' and '58' stand for?

2. What were the two men proud of?

3. Was the cab driver proud of the same thing? Why do you think so?

4. What does the title of the joke mean?

World famous universities

Two young men who had just graduated from Harvard got into a taxi in downtown Boston. They were all excited about the graduation and were talking non-stop about their futures as the cab took off.

After listening to them for a couple of min­utes, the cab driver asked, "You boys Harvard graduates?"

"Yes, Sir! Class of '94'!" they answered proudly.

The cab driver extended his hand back to shake their hands, saying, "Class of '58'."

Физкультминутка

C) Активизация навыков устной речи Speaking practice

Подготовительное упражнение

Ex. 46. p. 59 Read the students' opinions on where to get an education and add your own ideas to the list.

1. I believe that a degree from a prestigious university guarantees a high salary in future.

2. Graduates of top universities have more job opportunities and are more likely to have successful careers.

3. It seems that attending an expensive university has become similar to owning a designer bag.

4. I think a good education and professional skills can be got in any university.

5. It's true that a university which is not very famous is easier to enter but I think the quality of the education is the same.

Ex. 47, p. 59 Work in pairs. What do you think of the young people's opinions in Ex. 46? Do you agree or disagree? Discuss various ideas and opinions.

Ex. 48, p. 59 Work in groups. Make a list or the most prestigious universities in your region. Would you like to enter one of them? Why? Discuss your opinions.

DIALOGUE VOCABULARY

I think... I feel that...

As far as I'm concerned...

Why do you think that...?

What makes you feel that.. I think... because...

That's why I feel that... …..

… and so I think that...

That's what I feel too...

Exactly.

IV. 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 ...

V. Домашнее задание

Домашнее задание Упр. 47, стр. 59.

Урок 8 (упр. 49-58)

Возможности продолжения образования в высшей школе. Совершенствование навыков ведения диалога-обмена мнениями.

Основные задачи:

- развитие умений говорения, аудирования и чте­ния;

- развитие лексических навыков.

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) have a talk about Vocational education, 2) develop our reading, listening and speaking skills and 3) practice new words in speech.

II. Речевая разминка. Актуализация проблемы.

Well, let’s make a start.

А) Phonetics

Card 1

Б) Ex. 49, p. 59 Look at the pictures and guess what all these people have in common. Say what you know about them.

They are world famous, they didn't go to the university directly after school, they went to different colleges, some of them entered universities later.

Ex. 50, p. 60 Answer the questions.

1. What professions can you master in vocational colleges?

2. What is the main difference between vocational colleges and universities?

Vocational education is education within vocational schools that prepares people for a specific trade. It directly develops expertise in techniques related to technology, skill and scientific technique to span all aspects of the trade. Vocational education is classified as using procedural knowledge.

Generally known as career and technical education (CTE) or technical and vocational education and training (TVET) it prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a high professional practitioner position in careers such as engineering, accountancy, nursing, medicine, architecture, law etc. Craft vocations are usually based on manual or practical activities and are traditionally non-academic but related to a specific trade, occupation . It is sometimes referred to as technical education as the trainee directly develops expertise in a particular group of techniques.

II. Проверка домашнего задания

Ex. 44. , p.58

Ex.44

1f) 2g) 3а) 4d) 5b) 6c) 7e)

В) Развитие умения чтения и интерпрета­ции прочитанного.

Ex. 45, p. 58 Read the joke and answer the questions.

1. What do '94' and '58' stand for?

2. What were the two men proud of?

3. Was the cab driver proud of the same thing? Why do you think so?

4. What does the title of the joke mean?

IV. Основная часть

А) Обучение чтению с извлечением необхо­димой информации.

Ex. 51 Read the text and check your guesses.

Contrary to popular belief, vocational colleges aren't just for students who couldn't get into university. Students attend vocational colleges for a number of reasons, including getting some practical skills or experience before going to university. For many people it is a good two-year long alternative to longer higher education programmes.

Whereas in universities the education concentrates more on theory and abstract knowledge, in vocational colleges the education usually prepares learners for careers that are traditionally non-academic. In other words, it is directly related to a specific occupation or vocation, and students develop expertise in a particular technique or learn some practical skills.

Till the end of the twentieth century, vocational education focused more on specific trades, such as automobile mechanics or welding, and was therefore associated with the activities of lower social classes. But the situation has changed. Now vocational education exists in industries such as retail, tourism, information technology and cosmetics.

In fact, a lot of famous people studied in colleges before they rose to the tops of their fields. Can you name any of these people? Do you know their story?

Б) развитие лексических навыков с опорой на соответствующий контекст.

Ex. 53. p. 60 Read the extracts from the radio programme about vocational colleges.

Then match the answers and the questions. Translate the words in bold into Russian.

Ex.53

1d) 2с) 3а) 4b)

enrol [ ɪnˈrəʊl ] (on/for/in) – записываться, зачисляться) на обучение

entrance exams [ ˈentrəns ɪɡˈzæm ] вступительные экзамены

university graduates [ ˌjuːnɪˈvɜːsəti ˈɡrædʒ.u.ət] выпускник университета

graduate degrees – [ˈɡrædʒ.u.ət dɪˈɡriː]

employable [ ɪmˈplɔɪ.ə.bl̩ ] работоспособный, трудоспособный

additional qualifications [əˈdɪʃənl ˌkwɒl.ɪ.fɪˈkeɪ.ʃən] – дополнительные квалификации

open admission [ ˈəʊpən ədˈmɪʃ.ən] открытый приём (прием любого выпускника школы в колледж (вне зависимости от успеваемости)

Физкультминутка

В) Активизация навыков устной речи Speaking practice

Ex. 54 Work in pairs. Ask and answer these questions.

1. To enroll at university or vocational college, would you rather have an interview or an entrance exam?

2. How does an interview differ from an entrance exam?

3. Why do people get nervous before entrance exams?

4. What educational institutions have an "open admission" policy in Russia?

5. What graduate degrees do you know? Describe them.

6. Why do additional qualifications make a person more employable?

7. Who are some of the university graduates you know? What kind of professional careers have they made?

Г) Обучение аудированию

Ex.55, p. 61 Listen to the recording and complete the column about the USA.

Ex. 56 Work in pairs and complete the column about Russia in Ex. 55.

Ex. 57 Compare the systems of vocational edu­cation in Russia to the ones in the USA. Discuss the systems in groups.

Dialogue vocabulary

There are... whereas / while... there are...

...is not as... as

...are as... as

...is much more serious / shorter than...

...is less important than...

There are fewer / not as many arguments for...

than against...

You can't compare... to... because...

To sum up...

58 Write a paragraph that describes your opinion of the Russian system of voca­tional education.

59 Work in pairs and write down the advan­tages of studying at a vocational college or university. Use the ideas you discussed in Sections 1 and 2 of this unit.

IV. 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 ...

V. Домашнее задание

Учебник: упр. 58 с. 61 (in written form), высказывание по упр. 60, стр. 61

Урок 9 (упр. 59-61)

Возможности продолжения образования в высшей школе. Совершенствование навыков чтения и аудирования с полным пониманием.

Основные задачи:

- развитие умений говорения в форме дебатов;

- развитие умений работать с информацией (сбор, обобщение и организация информации).

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) develop our speaking skills, 2) have a talk about higher and vocational education and 3) learn how to conduct the debate.

II. Речевая разминка. Актуализация проблемы.

Well, let’s make a start.

Answer the questions given in ex. 1.

Ex. 59 59 Work in pairs and write down the advan­tages of studying at a vocational college or university. Use the ideas you discussed in Sections 1 and 2 of this unit.

III. Проверка домашнего задания

Ex. 58. , p.61

IV. Основная часть

А). развитие умения говорения

Ex. 60.

Объеди­нившись в группы, учащиеся обсуждают преиму­щества и недостатки получения высшего или сред­него профессионального образования. Напомните им, что необходимо вести записи во время обсуж­дения, так как они будут использоваться во время дебатов.

Ex. 61 преимущественно направлено на раз­витие говорения, так как представляет специаль­но организованную ситуацию — дебаты. В данном случае учитель может взять на себя роль ведуще­го, чтобы все остальные могли попрактиковаться в обосновании различных точек зрения.

Для организации подобных дебатов необходи­мо проделать следующие шаги:

а) Ознакомить всех с темой дебатов.

б) Если возможно, пригласить аудиторию (напри­мер, другие группы из того же класса).

в) Обратить внимание участников на правила проведения дебатов и на функциональный язык, приведенный в Dialogue vocabulary.

г) Разделить учащихся на две группы.

д) Группа А будет поддерживать идею. Дайте время на то, чтобы группа обсудила идею со всех сторон и собрала все аргументы „за" Они также должны продумать аргументы для за­щиты своей позиции и какие контраргументы можно привести.

е) Группа В будет выступать против идеи. Учащи­еся должны подготовиться к обсуждению так же, как и группа А.

ж) Попросите учащихся в каждой группе выбрать трех представителей и подготовить их к пре­зентации всех идей, высказанных во время под­готовки.

з) Представители каждой группы выступают по очереди, продуцируя речь заданной длитель­ности (две минуты). Порядок высказываний таков:

• первое высказывание „за"

• первое высказывание „против"

• второе высказывание „за"

• второе высказывание „против"

и) Каждому из представителей дается несколько минут, чтобы опровергнуть позицию оппонента.

к) Аудитория задает вопросы участникам дебатов.

л) Аудитория приглашается к голосованию -выбирают команду, представившую лучшую аргументацию.

C) Активизация навыков устной речи Speaking practice

IV. 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 ...

V. Домашнее задание проект упр. 61, стр. 62 (подготовить)

Урок 10 (упр. 62-65)

Основная задача:

- формирование грамматических навыков: вве­дение и отработка употребления структур с future perfect

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) learn future perfect active and passive, 2) have a talk about education and making a career and 3) learn some new information about reasons why people get higher education.

II. Речевая разминка. Актуализация проблемы.

Well, let’s make a start.

Answer the questions.

Is finishing school the beginning of the independent life for millions of school leavers?

- What are your career prospects?

- Today a school-leaver can choose any career he or she likes. A school-leaver can become a journalist, a dentist, a surgeon, a designer, an economist, a manager and the like. I feel that things that will happen in my life will be wonderful. I think my classmates have the same feeling too. I hope that I'll be what I want to be.

- Where do you want to study?

- I want to study at Moscow State University named after Michael Lomonosov.

- What do you know about this University?

- What faculty are you going to study at?

- At first I wanted to become a biologist and study at the Biology Faculty. Until recently I had an idea that my interests lie in biology. I am fond of the recent discoveries in biology, especially in the field of cloning. The achievements of the past decades are startling. They have surpassed the most challenging dreams of the fantastic writers. But recently I have changed my mind. I want to be a historian.

- Is it your own choice?

- Of course, this is my own choice. But I want to say that it is not easy or simple to decide what career to choose. As is known the success or failure of adult life depends upon the choice made early in life. It should be said that I've discussed this problem with my parents and teachers. We also have spoken a lot with my friends about our career prospects.

- Why have you chosen history as your future speciality?

- I have chosen History as my future profession because I like it. Historians have tried to understand past human lives and societies. All serious historians have been engaged in collecting and recording historical facts. History gives not only an immense base of historical facts but it helps to understand the global historical processes. It gives historians an opportunity to interpret the processes of the past, explain the processes of the present and foresee the processes of the future. Historians respect facts, they try to avoid errors, and create their convincing interpretation.

- What do you know about the system of higher education in Russia?

- The Russian educational policy is a combination of economic and social objectives. In the terms of the ration of students to the total population Russia ranks among the top ten countries in the world. There are a lot of universities and colleges in Russia. They teach almost in all subject areas: Arts, Sciences, Law, Engineering, etc. The staff are knowledgeable in their subjects. Higher educational institutions are headed by Rectors. Vice-rectors are in charge of the academic and scientific work. The Departments are headed by the Deans. There are subdivisions within Departments. Higher educational institutions train undergraduates and postgraduate students in one specialization. Usually after completing five years of study students receive a university degree. For five years at the end of each year students have oral examinations. Moreover, they write a graduate paper for a university degree. They write dissertations for advanced degrees. After three years of post-graduate work and the writing of the dissertation it is possible to obtain a candidate degree.

- Is higher education compulsory in Russia?

- Higher education is not compulsory in Russia. School is compulsory and free for all. If applicants for entry pass their entrance exams successfully they are admitted to the University free of charge, otherwise they must pay a tuition fee. Institutions of higher education include: technical training colleges, teachers training colleges, universities which offer bachelor's and master's degrees programmes.

- What can you say about school education in Russia?

- Russian children start school at the age of six. But most of them have learnt letters in kindergarten which is now part of primary school. Primary and secondary schools consist of eleven years of classes which meet for about nine months a year, five days a week and five hours a day. Every school has a 'core curriculum' of Russian, mathematics, science and PT. A variety of subjects are taught at lyceums and gymnasiums. In Russia there is a nine-year compulsory education, but to enter a university one has to study two years more. All Russian schools until recently have been state-subsidized.

- When do school children have holidays?

- Russian pupils have four holidays a year. The academic year is split into four terms. Autumn vacation and spring vacation are very short. They last only a week each. Winter vacation lasts two weeks. Summer vacation is the longest one. It lasts from two to three months.

- Do Russian students have holidays?

- Students have holidays twice a year. They take a fortnight rest after winter exams, and they are holidaying for four weeks after summer exams.

- What problems does Russian educational system face?

- The systems of secondary and higher education in Russia are going through a transitional period. As for secondary education, the idea of replacing eleven years of classes by twelve years of classes is being discussed now. I doubt that it will be welcomed by school children. They prefer to finish school as early as possible. Some of them finish school at the age of fifteen and enter different universities. Too young students is one of the recent problems of Russian universities. Other problems concern the reforms within universities. The main objectives of higher education reform are: decentralization of the higher education system, development of the autonomy of higher educational institutions, expansion of academic freedoms of faculties and students, development of new financial mechanism.

III. Проверка домашнего задания

Ex. 61. , p. 62 Work in two groups and follow these steps:

Here is the motion for the debate: "You can never make a successful career unless you graduate from a prestigious university.

Work in two groups: those "for" the motion and those "against".

Select a secretary for each group and a chair for the debate.

Brainstorm reasons and examples for your arguments in the two groups. Anticipate the arguments of the other side and develop your group's counter-arguments.

Choose three people to represent your group.

Conduct the debate following this sequence:

Group A presents their arguments for the motion.

Group A supports their arguments and criticises group B's arguments.

Group A sums up their arguments.

Group B presents their argument against the motion.

Group В supports their arguments and criticises group A's arguments.

Group В sums up their arguments.

Which group was stronger? Take a class vote.

Dialogue vocabulary

For the speakers:

On behalf of our group, I'm going to...

I'm sure you'll agree that...

The fact / truth is...

We need to think about...

Yes, but do you really think that...?

Yes, but look at this from another perspective...

I agree, but on the other hand,...

For the chairperson:

Dear guests / Ladies and gentlemen, could I have your attention, please? Let me open / close the discussion. Today we're going to...

Now, I'll give the floor to... May I ask you to keep to the time limit of...

Unfortunately, your time is up. Does the audience have any questions? I invite the audience to vote.

IV. Основная часть

А) Обучение грамматике

Ex. 62 Match the sentences with the pictures.

1. By June, 27 all the school-leaving exams will have been taken.

2. By June, 10 the two most difficult exams will have been taken.

3. On June, 10 the 11 th graders will be getting ready for the rest of the school-leaving exams.

4. On June, 27 the 11 th graders will be having a school-leaving party.

Ex. 63 Read the explanations and their exam­ples. Fill in the gaps in the sentences using future simple or future perfect.

We use future perfect passive to describe an action that will be finished before a certain moment in the future.

will + have + been + V₃ (Past participle)

The future perfect passive is not used very often because it is seldom required by the situation. But when it is used, it is usually followed by the word by.

Example: The book will have been read by that time.

1. This assignment ... (write) by the 1st of November.

2. Don't worry! Everything ... (do) on time.

3. The test ... (check) by tomorrow.

4. I am sure I ... (offer) a new job by September.

5. He ... (give) a chance to re-sit the exam by the end of the school year.

6. We ... (give) our school certificates by then.

Физкультминутка

Б) Закрепление

Выполнение дополнительных упражнений на листе

Exercise 1 Choose the correct variant.

1. Your boss will have made a decision by Thursday. Your boss will made a decision by Thursday.

2. By 2015 we have known each other for 18 years. By 2015 we will have known each other for 18 years.

3. By March my grandmother will has reached ninety. By March my grandmother will have reached ninety.

4. By the time the sun sets they will have arrived home. By the time the sun will have set they will arrive home.

5. The students will have written their essays by tomorrow. The students will write their essays by tomorrow.

6. We will not swum enough by noon. We will not have swum enough by noon.

7. We will have paid off the loan by the end of the year. We will have pay off the loan by the end of the year.

8. The people will put out the fire by the time the firefighters have come.

The people will have put out the fire by the time the firefighters come.

9. By Monday she will not have received her car back yet. By Monday she will have not received her car back yet.

10. By the time I will have finished reading the book, I have forgotten its beginning.

By the time I finish reading the book I will have forgotten its beginning.

Exercise 2 Transform each present continuous sentence into a future perfect sentence. Follow the model.

Model: We are watching a film. - We will have watched a film before you come.

1. The boy is eating the birthday cake. He............the whole cake before the party starts.

2.1 am reading an interesting book. I............the book by Friday.

3. Liz is studying Spanish. By the next month she............Spanish for over two years.

4. The travelers are not sleeping. They............for many hours when they arrive.

5. Emilie is cleaning the house. By the time her husband gets home she............the entire house.

6. Martha is not writing her article now. She............her article by the deadline.

7.1 am preparing snack for the children. I............it by the time they get from school.

8. The weather is improving. I hope it............even until we go to the beach.

9. Alex is not smoking at the moment. By next August he............ cigarettes for a full year.

10. The plane is landing. It............by 4 o'clock.

Exercise 3 Set goals with deadlines. Follow the model.

IV. 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 ...

V. Домашнее задание

Упр. 63 из учебника (письменно). Монологическое высказывание по теме «Образование и будущая профессия».

Section 3. Final assessment

Урок 11 (упр. 66-70)

Основные задачи:

- развитие умений чтения и аудирования;

- развитие умений диалогической речи по теме «Education»;

- повторение грамматики: отработка употребления структур с future perfect;

- развитие умений работы в группе.

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) remember the structures with future perfect, 2) have a talk about education after school and 3) learn some new information about reasons why people learn a foreign language.

II. Речевая разминка. Актуализация проблемы.

Task 1. Imagine that you are preparing a project with your friend. You have found some interesting material for the presentation and you want to read this text to your friend. You have 1.5 minutes to read the text silently, then be ready to read it out aloud. You will not have more than 1.5 minutes to read it.

The word history comes from the Greek word which basically means "to learn or know by inquiry". That is why History teachers encourage their students to probe, dispute, dig deeper - - that is, inquire. History is not static. It is fluid. It changes and grows and becomes richer and more complex when any individual interacts with it.

Knowledge of history is empowering. Any event is a part of an ever-expanding wave that may have started moving outward hundreds of years ago. One who "sees" history is able to harness the power of that wave's entire journey. Finally, the best history has at its foundation a story. For example, a printer challenges a King and so is laid the foundation of the first amendment. One more case - - a New Jersey miner finds gold in California and it sets off a torrent of movement westward, or a woman going home from work does not leave her seat and a Civil Rights movement explodes.

inquiry [ɪnˈkwaɪə.ri] запрос, расследование, опрос, справочная

encourage [ɪnˈkʌrɪdʒ] поощрять, призывать, способствовать, вдохновлять

inquire [ɪnˈkwaɪər] спросить, узнать, запросить, выспрашивать

fluid [ˈfluː.ɪd] подвижный, изменчивый

empowering [ ɪmˈpaʊə.rɪŋ ] уполномочивающий, наделяющий

ever-expanding [ˈevər-ɪkˈspændɪŋ] - развивающийся

outward [ˈaʊt.wəd] наружный, внешний

to harness [ˈhɑː.nəs] использовать (в определенных целях и по возможности полностью); приспосабливать (под что-л., для чего-л.)

entire [ɪnˈtaɪə(r)] - целый, полный

westward [ˈwest.wəd] на запад, к западу, по направлению к западу, в западном направлении

Civil [ˈsɪvl] - гражданский

startling [ˈstɑː.tl̩ɪŋ] поразительный, потрясающий, удивительный

hourly [ˈaʊə.li] 1. 1) ежечасный; происходящий, действующий ежечасно

to stride - strode – stridden – шагать большими шагами

III. Проверка домашнего задания

Ex. 1 Answer the questions.

Ex. 27.

THE FUTURE PERFECT TENSE

Exercise 1

1. Your boss will have made a decision by Thursday.

2. By 2015 we will have known each other for 18 years.

3. By March my grandmother will have reached ninety.

4. By the time the sun sets they will have arrived home.

5. The students will have written their essays by tomorrow.

6. We will not have swum enough by noon.

7. We will have paid off the loan by the end of the year.

8. The people will have put out the fire by the time the firefighters come.

9. By Monday she will not have received her car back yet.

10. By the time I finish reading the book I will have forgotten its beginning.

Exercise 2

1. He will have eaten the whole cake before the party starts.

2. I will have read the book by Friday.

3. By the next month she will have studied Spanish for over two years.

4. They will not have slept for many hours when they arrive.

5. By the time her husband gets home she will have cleaned the entire house.

6. She will not have written her article by the deadline.

7. I will have prepared it by the time they get from school.

8. I hope it will have improved even until we go to the beach.

9. By next August he will not have smoked cigarettes for a full year.

10. It will have landed by 4 o'clock.

IV. Основная часть

А) Обучение чтению с пониманием основной идеи. Развитие умения понимать содержание и организацию текста.

(Pre-reading) Ex. 66 Read the exam questions. Match the questions with the students' answers. Do you think these are real life answers? Why or why not?

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

Ex. 67 Put the sentences in the correct order to reconstruct the story about a strict professor.

l_b_ 2_ 3__ 4_ 5_ 6_ 7_ 8_ 9_

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

Физкультминутка

Повторение грамматики: Reported speech

Ex. 68. p. 65

George I'm so scared. I'm not going to pass it!

Maria I quite like tests because the class­room is always so quiet and it helps to concentrate and do your best!

Denis I had my exams all last week, and it was so stressful

Nelly I'm just enjoying myself. I'm never worried before the exam.

Anna I think it's good to have exams. Sometimes it's a nice surprise to see that I've done better than I expected.

Chris I've just finished Maths and have already started revising for my next tests.

Ex. 68

Jenny: Have you talked with classmates about the exams? What did they say?

Mike: Yes, I have. They've all said different things. Maria said that she liked tests because the classroom was so quite and it helped her to concentrate.

Jenny: That's funny! You know, she's so clever! And what about George?

Mike: Oh, he told that he was so scared and that he was not going to pass it.

Jenny: I'd have expected something like that. What did Denis say?

Mike: Denis said that he had had his exams all previous week and that it was so stressful.

Jenny: Poor thing, he must be so tired! And Nelly?

Mike: Yes, she said that she was just enjoying herself and that she was never worried before the exam.

Jenny: Oh, Nelly is Nelly! What about Anna?

Mike: Anna told that she thought it was good to have exams and that sometimes she felt glad that she had done better that she had expected.

Jenny: And what did Chris say?

Mike: Chris said that he had just finished maths and had already started revising for his next exams.

Jenny: Oh! He's right as usual! Now let's get down to studying!

Б) Обучение аудированию с по­ниманием основного содержания.

Ex. 69-70, p. 65

69 Listen to the first part of the recording. How do you think the story ends? Write down 2-3 ideas.

70 Work in pairs. Exchange your ideas and report them to the rest of the class. Then listen to the real end of the story.

IV. 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 ...

V. Домашнее задание

Домашнее задание Упр. 65 из учебника.

Упражнения из рабочей тетради № 1 на усмот­рение учителя.

Урок 12 (упр. 71-78)

Основные задачи:

- развитие умений чтения с детальным понима­нием;

- развитие критического мышления;

- развитие умений работы в группе;

- развитие умений проведения презентаций.

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) remember the passive voice, 2) have a talk about world languages and 3) learn some new information about reasons why people learn a foreign language.

II. Речевая разминка. Актуализация проблемы.

Well, let’s make a start.

Answer the questions given in ex. 1.

Ex. 1 Answer the questions.

III. Проверка домашнего задания

Ex. 65. , p.63

Ex. , p.

IV. Основная часть

А) Обучение грамматике. Ознакомление.

Ex. 71. Read the explanations and translate the examples.

We use so / such (that) to talk about the result of something.

such + adjective + noun + that

Example:

They were such good friends that they never quarrelled.

so + adjective / adverb + that

Example:

The teacher spoke so quickly that I didn't understand a word she said.

Clauses of consequence follow the sequence of tenses' rule. (See "Grammar reference")

Придаточные предложения следствия

Закрепление

Ex. 72 Join the sentences.

1. She was very busy last week. She missed our meeting.

Example: She was so busy last week that she missed our meeting.

2. Peter was very late. We decided to start our conference without him.

3. He was embarrassed. He could hardly understand the explanations.

4. They were making noise. They were turned out.

5. His speech was brilliant. I felt extremely proud of him.

6. She gave us a very good example. We understood the rule at once.

Ex.72

2 Peter was so late that we decided to start our conference without him.

3 He was so embarrassed that he could hardly understand the explanations.

4 They were making such a noise that were turned out.

5 His speech so brilliant that I felt extremely proud of him.

6 She gave us a very good example that we understood the rule at once.

Ex.73

1 so 2 such 3 such 4 such 5 so 6 such 7 such 8 so

Обучение чтению с пониманием основной идеи.

ПОДГОТОВИТЕЛЬНОЕ УПРАЖНЕНИЕ

Ex. 74 74 Think of a test or exam you've taken some time ago and describe it. Use the words from the list. Write 4-5 sentences.

Use: difficult, tired, happy, important, nervous, helpful, friendly, clear

Example: I was so nervous that I couldn't read he question.

Ex. 75 Развитие умений чтения и способству­ет самопознанию учащихся.

Do the quiz and find out what kind of student you are.

Ex. 76 развитие умения чтения с детальным пониманием, а также умения конспек­тирования.

Read the recommendations and make notes. Relaxed student. Тense student. Perfectionist student.

Relaxed student

Try to concentrate and manage your time: you can easily do everything but decide on your priority and stop finding more interesting things to do. To cope with the problem try to follow these tips:

• Define and fix the time for your activities (lessons, homework, your way to school and back, meals, sleep) and your rest.

• Make sure you have rest time every day.

• Try to break your timetable into periods not longer than half an hour. It will help you to concentrate on your activity.

• At the end of each period write down the results of your learning or revising activity (make notes, select some key words, etc).

• After each 30 minute period of work, give yourself a short rest. It will provide some relaxation and good mood for a day ahead.

• As soon as you feel some success in coping with your time in this way, make your serious activity periods longer.

• When you realise that this approach to your time management I Г± is productive, look through your timetable again, define the

most challenging topic and break it into shorter parts.

• Analyse the results of your work during a day and think of the place where you study better: at home (in your room, in the kitchen, in your garden, etc) or out (at school library, at

your friends', etc).

• Think of your personal manner of learning things (reading to yourself, reading aloud, making notes / keywords, representing the information visually, repeating the information aloud, listening to your friend who reads the text, etc). Choose the manner which is most convenient for you and learn things in this way when possible.

Glossary

self-confidence — sense experienced by people who are sure of their power and success

expectations — prospects of good or bad fortune

perfectionist — a person who is not satisfied with anything that is not completely perfect

harsh — severe and strict

credit — praise, trust in oneself

Физкультминутка

Tense student

One of your main problems is lack of self-confidence. That's why revision is delayed and you have many self-doubts. The more negative thoughts you have, the more anxious you feel. You tend to exaggerate your weaknesses and expect everything to be bad. As a result you may confuse thinking with feeling — if you feel stupid it doesn't mean you are.

The main aim is to make your self-talk constructive. Think what you would tell your friend in a similar situation. Probably something encouraging and realistic — so now you need to practice saying it to yourself.' Here are you tips:

• Try to realise your fears and worries. Why do you believe that your future completely depends on the results of your exams?

• Plan your work in advance. Break a large task into smaller parts.

• Start doing your task step by step. Base on your positive personal experience of doing similar tasks.

• Be optimistic. Appreciate your own success and avoid comparisons with

the outcomes of your classmates. Remember that he / she might be more

successful in this specific activity, but there are things you do better.

• Every morning you wake up think positively about a big day ahead of you.

First of all plan a realistic study schedule. Say to yourself: "It might be a busy day, but a successful and productive one. I'll do it!”

• Remember that in 10-12 hours the day will be over! And the challenging task or threatening exam will be in the past soon.

Try to support your friends who are even more nervous a sense of self-confidence.

Perfectionist student

Have you noticed that you can be a perfectionist? It happens rather often, but sometimes you experience a real trouble with managing your time. Your perfectionist expectations push you to do a lot of unnecessary work. You often feel stressed out because of trying to do things "perfectly". Here are the tips for you:

• Remember that you study for yourself, and you should be healthy to realise your plans in future. Be less harsh on yourself!

• Try to make difference between the things you should and you must do. It will give you a chance to avoid stressful situations and to make your high expectations more realistic.

• Discuss your expectations with your parents and friends. They know you well and their opinion might be useful for you.

• Don't be afraid to make some mistakes. All people make mistakes from time to time. No use being too critical to yourself. Give yourself credit.

• Planning your day try to break your timetable into shorter periods: not longer than half an hour for a certain activity. Then relax for some time.

• Watch how your classmates work. Being aware of various personal styles of learning will make you more tolerant to yourself.

• Do remember that nothing is absolutely perfect! In any of your activities you should see a possibility of doing things better. That will give you a perspective for the future and contribute to your creative thinking.

B) Активизация навыков устной речи Speaking practice

Work in pairs and discuss the tips in Ex. 76. Do you find them useful? Why or why not?

Ex. 77 продолжение работы над текстом, в котором учащиеся могут обсудить его и выразить свое отношение к содержащимся в нем советам.

Ex. 78. Мини-проект "A new examination system"

Mini-project: A new examination system

Work in groups of 3-4. You have two choices: Either design and introduce

a new exam system for Russia or describe how to improve the existing exam system.

Discuss the following aspects of the new or existing system:

• the stress it causes in students / teachers

• how to make it more student / teacher friendly

• its reliability

• its fairness

• how easy teachers find it to assess

• whether it's universal for secondary schools and institutions of higher education

• how it approaches multi-levels (for students with different needs and aims) Present your group's ideas to the class using visual aids.

IV. 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 ...

V. Домашнее задание

Учебник: упр. 72, 77-78 с. 68 (in written form), проект упр. 78, стр. 68 (подготовить)

Section 4. Are there any alternatives to modern technology?

Урок 13 (упр. 79-84)

Основные задачи:

- развитие умений чтения,

- развитие умений самостоятельной работы с лексикой.

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) remember the passive voice, 2) have a talk about world languages and 3) learn some new information about reasons why people learn a foreign language.

II. Речевая разминка. Актуализация проблемы.

Well, let’s make a start.

Answer the questions given in ex. 1.

Ex. 1 Answer the questions.

III. Проверка домашнего задания

Ex. 8. , p.

Ex. , p.

IV. Основная часть

А) Обучение чтению с пониманием с пониманием основного содержа­ния.

Ex. 79 Read the text and say what the danger is.

Ex. 80. p. 69 Answer the questions.

1 What is e-learning?

2 What subjects do you think can be learned online?

3 Do you think that e-learning can compete with traditional universities and colleges?

Ex. 81 Read the website description and answer the questions.

1 Why do you think the site has this name?

2 Is it a popular site? How do you know?

3 Who is this site for: students, teachers, researchers?

4 How do you think this site can be used?

5 Would you like to use this site? Why? / Why not?

Ex. 82, p. 69 Read some people's opinions on the site and match them with the statements. There is one extra statement.

1 Tony 4 extra statement

2 Gilly 5 Andy

3 Hamish 6 Rosanna

Andy:

There are some university professors and lectur­ers today who are interested in Second Life but I don't think they all are planning to partake in it. Not yet, at least. It could be the right thing for those who are disabled, have problems with com­municating or are not confident enough in a real life classroom.

Gilly:

We do hope that Second Life will become a place where every student feels comfortable about taking part in academic discussions. As you will be able to choose your appearance there won't be the typical discrimination found in normal communication. And the teacher and the student will be on the same level.

Tony:

It's a great idea but you should be aware that Second Life uses a really advanced technology. You won't be able to use it effectively unless you have a top-range computer. Even univer­sity computer laboratories may not be up to it.

Rosanna:

The character you design for yourself helps you feel more confident and involved. You can actually create the person you have always

dreamt of being. For example, I made myself look fitter and younger.

Hamish:

My concern is that students may be taken in by the fake personalities of their tutors who they may expect to be of their own peer group. This could be like bumping into an aged uncle in a disco.

1 Some universities won't be able to use it because they have old computers.

2 This site makes teachers and students feel equal.

3 Some students might find it strange to find their professors in this particular cyberspace.

4 Some universities will run their own cyber-worlds and not need this site.

5 Some universities may not be interested in using this site yet.

6 This site makes shy students feel more confi­dent.

Физкультминутка

Б) Активизация навыков устной речи Speaking practice

Ex. 83 In pairs discuss the following questions.

1 What types of students does e-learning suit most of all? Why?

2 How does traditional learning differ from e-learning? Make notes of your ideas and report them to the class.

DIALOGUE VOCABULARY

I am sure that...

I believe that...

These are different approaches because...

These systems look similar because...

Traditional learning is... while e-learning...

Ex. 84 WORD FOCUS: E-LEARNING AND DISTANCE LEARNING

84 Complete the table. Use the words from the list and add some of your own. Use your Workbook.

Ex.84

Some words and expressions may appear in more than one category e-learning: blogs, electronic voting systems; computer-aided assessment; software; web-based teaching materials; interactive exercises; MP3 recordings; multimedia; online learning distance learning: CD-ROM; computer-aided assessment; e-mails; television; regular mail; television courses; exchange of printed or electronic media; mobile technologies; radio broadcasts; laptop

traditional learning: classroom; tape recorder; face-to-face teaching; group work

IV. 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 ...

V. Домашнее задание

Учебник: упр. 83 с. 70 (in written form), проект упр. 41, стр. 19 (подготовить)

Урок 20 (упр. 85-89)

Основные задачи:

- развитие умений аудирования и говорения;

- повторение грамматики;

- подготовка к итоговому контролю.

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) remember the tenses, 2) have a talk about learning and 3) learn some new information about reasons why people choose e-learning.

II. Речевая разминка. Актуализация проблемы.

Well, let’s make a start.

Answer the questions given in ex. 1.

Ex. 1 Answer the questions.

85 Listen to a distance learning student and answer the questions.

1 What kind of course is he doing?

2 What is the main aim of the course?

3 What kind of tasks does he have to do?

4 What kind of assignments are there?

5 What materials are needed for the course?

6 Does he have a tutor on this course?

7 Is the course easy or difficult? Why do you think so?

Ex. 86 развивает умения аудирования выбо­рочным извлечением информации (с распознава­нием отдельных слов и выражений). Это тестовый тип задания, поэтому целесообразно предложить учащимся ознакомиться с разделом "How to deal with listening test questions" в Learning strategies (см. стр. 169 учебника).

III. Проверка домашнего задания

I List the advantages and the disadvantages of the different modes of learning. Use the words from your list and from Ex. 84. Use your Workbook.

Ex. 84.

Some words and expressions may appear in more than one category e-learning: blogs, electronic voting systems; computer-aided assessment; software; web-based teaching materials; interactive exercises; MP3 recordings; multimedia; online learning

distance learning: CD-ROM; computer-aided assessment; e-mails; television; regular mail; television courses; exchange of printed or electronic media; mobile technologies; radio broadcasts; laptop

traditional learning: classroom; tape recorder; face-to-face teaching; group work

IV. Основная часть

А) Обучение чтению с пониманием основной идеи.

Ex. 86 Listen to the recording again and complete the notes. Упражнение для развития умения аудирования выбо­рочным извлечением информации (с распознава­нием отдельных слов и выражений).

The course I'm doing is aimed at those who are interested in the process of learning and

the......has had on it. One of the first exercises

is to look through a virtual suitcase in an attic belonging to someone you don't know, then pick five items that tell you something about this ... .........and say why you chose them. Easy, you say! Well, no. It's actually quite difficult, because you have to then do a lot of......to complete the task!

Further on in the course, you watch a video about......and what they are learning. Another video is about where you learn, be it at home, in

the office or at school, and the question is if the ......in the learning process. The assignments

are wordy, lengthy and difficult. I often wake up at five in the morning with new ideas about my way of thinking!

Do you remember when you used to try and understand all the schemes and diagrams when you were about 14 and the whole thing just ended up going over you head? Well, that was me this week with my distance-learning course.

The course I'm doing is aimed at those who are interested in the process of learning and the influence technology has had on it. One of the first exercises is to look through a virtual suitcase in an attic belonging to someone you don't know, then pick five items that tell you something about this individual as a learner and say why you chose them. Easy, you say! Well, no...it's actually quite difficult, because you have to then do a lot of writing — creative writing to complete the task!

Further on in the course, you watch a video about soon-to-be parents and what they are learning. Another video is about where you learn, be it at home, in the office or at school, and the question is if location helps in the learning process. The assignments are wordy, lengthy and difficult. I often wake up at five in the morning with new ideas about my way of thinking!

It's a 60-point course that was just launched this year. The materials include DVDs, books and software such as "First Class", the university's own conferencing software. You are allocated a tutor and a tutor group. There is no exam, rather you are assessed on your portfolio. This course is really what you make it. There are no right or wrong answers, which can be extremely frustrating, but challenging and rewarding as well.

Физкультминутка

Ex. 86

Б) Обучение грамматике (повторение грамматических явлений present perfect simple / present perfect continuous / past simple в контексте).

GRAMMAR FOCUS: PRESENT PERFECT SIMPLE / PRESENT PERFECT CONTINUOUS / PAST SIMPLE (REVISION) Read the text and change the verbs on the right to make sentences on the left. Fill in the gaps with the correct form of the verbs. See the "Grammar reference" (page 186) if necessary.

Ex.87

1 has been

2 provided / have provided / have been providing

3 have made

4 has been offering

5 founded

6 originated

7 were conducted

8 has been replaced

9 was

10 were

Use: flexibility, adaptability to learner's needs, face-to-face human interaction, feeling of isola­tion, expensive, globally resourced/unlimited data, teacher's help and support, media literacy, group / team work, peer assessment

B9 Work in groups of 3 and role-play the exam situation. See "Tips for participating in a discussion (in an exam situation)" in "Learning strategies".

Ex.93

1F 2T 3T 4F 5T 6T

IV. 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 ...

V. Домашнее задание

Учебник: упр. 72, 77-78 с. 68 (in written form), проект упр. 78, стр. 68 (подготовить)

Урок 15 (упр. 90-95)

Основные задачи:

- повторение и закрепление материала раздела

- развитие умений чтения

- развитие умений критического мышления

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) remember the passive voice, 2) have a talk about world languages and 3) learn some new information about reasons why people learn a foreign language.

II. Речевая разминка. Актуализация проблемы.

Well, let’s make a start.

Answer the questions given in ex. 1.

Ex. 1 Answer the questions.

III. Проверка домашнего задания

Ex. 8. , p.

Ex. , p.

IV. Основная часть

А) Обучение чтению с пониманием основной идеи.

Ex.

Ex. 35. p. 18

Физкультминутка

Б) Обучение аудированию

Ex. 35, p. 18

Ex. 7 Work in pairs. Ex. 38, p, 18 Discuss what foreign language you would like to learn and why.

Ex. 39 Work in groups of 3-4. Make a list of reasons why people learn foreign languages.

Ex. 40 Read the text and add more reasons to your list.

C) Активизация навыков устной речи Speaking practice

Ex. 41. p.

IV. 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 ...

V. Домашнее задание

Учебник: упр. 33 с. 17 (in written form), проект упр. 41, стр. 19 (подготовить)

Упр. 90 выполняется индивидуально и развива­ет способность к самосознанию себя как личности. Учащиеся заполняют схему в рабочих тетрадях.

Упр. 91 развивает умения говорения. Учащиеся в парах делятся своими планами на будущее и от­вечают на вопрос, приводя аргументы.

Упр. 92 развивает умения чтения с пониманием основного содержания. Можно организовать про­верку упражнения в парах.

Упр. 93 развивает умения чтения с детальным пониманием прочитанного. Попросите учащихся исправить неверные утверждения, ссылаясь на текст.

Упр. 94 направлено на развитие умений говоре­ния и предваряет заключительный проект второго раздела. Учащиеся в группах выбирают одно их высказываний, обсуждают и интерпретируют его, затем делятся результатами своего обсуждения с остальным классом.

Упр. 95 является заключительным проектом всего раздела и интегрированно развивает навыки и умения учащихся. Проект предлагает ситуацию полилогического общения „Круглый стол: обра­зование в XXI веке" во время которого группы следуют плану, заданному в учебнике.

Уроки 16-17 — Progress check

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) remember the passive voice, 2) have a talk about world languages and 3) learn some new information about reasons why people learn a foreign language.

II. Речевая разминка. Актуализация проблемы.

Well, let’s make a start.

Answer the questions given in ex. 1.

Ex. 1 Answer the questions.

III. Проверка домашнего задания

Ex. 8. , p.

Ex. , p.

IV. Основная часть

А) Обучение чтению с пониманием основной идеи.

Ex.

Ex. 35. p. 18

Физкультминутка

Б) Обучение аудированию

Ex. 35, p. 18

Ex. 7 Work in pairs. Ex. 38, p, 18 Discuss what foreign language you would like to learn and why.

Ex. 39 Work in groups of 3-4. Make a list of reasons why people learn foreign languages.

Ex. 40 Read the text and add more reasons to your list.

C) Активизация навыков устной речи Speaking practice

Ex. 41. p.

IV. 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 ...

V. Домашнее задание

Учебник: упр. 33 с. 17 (in written form), проект упр. 41, стр. 19 (подготовить)

Уроки 18-20 — резервный

Ход урока

I. Вводная часть

1. Организационный момент.

- Приветствие учащихся и ознаком­ление их с темой, целями и задачами урока.

Good morning, dear friends. I’m glad to see you. Take your seats, please.

Today we are going to 1) remember the passive voice, 2) have a talk about world languages and 3) learn some new information about reasons why people learn a foreign language.

II. Речевая разминка. Актуализация проблемы.

Well, let’s make a start.

Answer the questions given in ex. 1.

Ex. 1 Answer the questions.

III. Проверка домашнего задания

Ex. 8. , p.

Ex. , p.

IV. Основная часть

А) Обучение чтению с пониманием основной идеи.

Ex.

Ex. 35. p. 18

Физкультминутка

Б) Обучение аудированию

Ex. 35, p. 18

Ex. 7 Work in pairs. Ex. 38, p, 18 Discuss what foreign language you would like to learn and why.

Ex. 39 Work in groups of 3-4. Make a list of reasons why people learn foreign languages.

Ex. 40 Read the text and add more reasons to your list.

C) Активизация навыков устной речи Speaking practice

Ex. 41. p.

IV. 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 ...

V. Домашнее задание

Учебник: упр. 33 с. 17 (in written form), проект упр. 41, стр. 19 (подготовить)

UNIT 3. Heading for a better new world?

Section 1. How dependent are you on modern technology?

Урок 1 (упр. 1-6)

Основные задачи:

- повторение и расширение лексического запаса

- повторение и обобщение настоящего и про­шедшего времени для описания ситуации в прошлом и сравнения ее с настоящим

- развитие умений говорения

- развитие критического мышления

Упр. 1 является вводным упражнением ко все­му разделу, посвященному научному развитию и современным технологиям. Начните урок с иллю­страции к разделу. Попросите учащихся назвать предметы, изображенные на ней. При необходи­мости напишите эти слова на доске. После этого учащиеся работают в парах, обсуждая современ­ные технологии, без которых они не представ­ляют свою жизнь. Обратите внимание учащихся на необходимость аргументировать свое мнение. Особенно это важно для успешной сдачи ЕГЭ. Вы можете дать свой пример ответа: I can't imagine my life without a refrigerator. If I didn't have it I wouldn't be able to keep food cold and fresh and I would have to do shopping every day.

Упр. 2 представляет обратную сторону медали. то есть негативное влияние современных техно­логий на нашу жизнь. Кроме этого, упражнение развивает умения чтения с пониманием основного содержания текста. Дайте учащимся не более 1-2 минут для прочтения текста, после чего попро­сите их устно изложить основные идеи.

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