Персональный сайт учителя английского языка Коленкиной Е.В.

Фонетична й мовленнєва зарядка.

a) Ex. 1, р. 4 — Look at the photos and answer the questions:

What places are there in the photographs? Whom can you see there? What are the children doing?

b) Ex. 2, p. 4 — Speak in class.

Describe the children's feelings on their first day at school. You may use the following worlds: to feel excited (shy etc.) to be curious about to be delighted with to show great interest to imagine

to get acquainted with

to share summer impressions with classmates, etc.

c) Ex. 3, p. 4 — Listen and read the dialogues. Say how the children feel on their first day at school.

d) How brave are you?

You never know what's going to happen tomorrow! Here are some of the things that we think may happen tomorrow. Decide what

you will do if they happen and write will or won't in the gaps. Then, you can find out how brave you are. Remember, you must tell the truth!

If my friend dares me to tickle the teacher, I_____ do it.

If the school bully wants my money, I____ hit him / her.

If I see a teacher stuck in a tree, I_____ climb up and rescue him /

her.

If the sports teacher allows us to dive off the highest board, I _ do it.

If someone runs off with my best friend's bag, I____ run after him /

her.

If the principal asks me to sing in front of the whole school, I _ do it.

If I really hurt myself during a football match, I_____ continue playing.

If the most frightening teacher in the whole school makes a mistake, I tell him / her.

If I see a huge spider, I_____ catch it and keep it in my pocket all

day.

If I haven't done my homework, I____ tell the teacher that I couldn't

be bothered.

Now, to find out how brave you are, count how many wills and how many won'ts you have. If you have a lot of wills you are very brave. If you have a lot of won'ts you are frightened of everything.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 4, р. 5.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів.

УРОК 2

Тема. Welcome Back! Computers at Home

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 4, р. 5 — Look through the dialogues of Ex. 3.

Find and read what the pupils say about going to school. Do you agree with them? Why? Or why not?

b) Ex. 5, p. 5 — Look at the mind map. Caw you add your ideas to the list?

Work in pairs. Discuss the topic "Why Go to School" Which things do you associate with school? To understand other people: To know how to make the right steps in life:

To learn about a family living: to communicate: to help our planet:

To learn about healthy lifestyle: To learn about science:

To have a good command of different subjects etc.

c) Ex. 6, p. 6 — Speak in class

Use the photos and mind map to talk about the reasons of going to school. Start like this:

School helps us make the right steps in our life- School gives us the necessary knowledge of.... School is a good place to communicate... School teaches how to understand different...

d) Read and comment on the following statements:

Computer games are great! They are better than TV. On TV you can watch a space ship, but in computer game you can fly a space ship!

Computers are bad for your health, in the past, children ran around and played sports. Now they just sit at home. When children play with computers, they learn to understand them. Computers are going to be very important in future. So children should play with them and learn about them. A lot of computer games are very bad. There is a lot of shooting and killing. These games are worse than TV. You see bad things on TV, but in computer games you do bad things. It can't be good for you.

A lot of children spend too much time with computers. They start playing and then can't stop. They don't talk to anyone, they just sit and look at the computer hours and hours. The internet is very useful. There is more information on the internet than in the world's biggest library.

I've got friends all over the world. I have never seen any of them, but I know them all well because we send e-mail to each other. My computer is the door to the world!

UNIT 1. MASS MEDIA: THE PRESS

Домашнє завдання

Ех. 7, р. 6.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів.

УРОК 3

Тема. Where the Information Comes From

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ex. 1, р. 8 — Look at the pictures and say as in the example:

I use radio to listen to music and news...

a computer; books; a CD; the internet; newspapers; a mobile phone; a radio; magazines; headphones; a laptop; a TV

b) Work in pairs. Discuss the questions with your deskmate:

Do you listen to the radio much? What are your favourite radio programmes?

How often do you watch TV? What programmes are your favorite ones?

Do you often read newspapers?

What information attracts your attention there?

Do you line to read magazines?

Do you often use the internet? What for?

c) Work in groups. Complete the mind map. Where does the information come from?

d) Ex. 2, p. 9. — Speak in class. Introduce your ideas to your classmates. Use the words from the table below.

The Media	What it presents
TV	news, soap operas, feature films...
Radio	news, concerts, music quizes...
Newspapers	news, reviews, commentaries...
Magazines	travels, sports, cars home decorating...
The internet	any kind of information on websites...

e) Ex. 3, p. 9 — Listen (p. 249) and choose the correct item to complete the sentences.

Use the prompts to complete the dialogue. Act it out:

Alex. Have you decided on a present for him yet?

Tom. Not yet. I'd like to buy him either a computer game or a CD etc.

f) Vocabulary revision of new lexical units. Maxing up some word combinations and sentences.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 4, р. 10.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 4

Тема. Where the Information Comes From

Мета: вдосконалювати навички читання й усного мовлення; формувати навички конкретного й логічного висловлювання з використанням вивчених лексико-граматичних структур; повторити граматичні структури часів Present і Past Simple, уживання фраз наповнення; розвивати аналітичне та критичне мислення, елементи аналізу й самоаналізу.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

а) Ех. 4, р. 10 — Read the article about modern electronic and print media and say which of them you use every day. up-to-date discs

broadcasting

tapes

publishing podcasts entertainment blogs

b) Ex. 5, p. 10 — Work in pairs.

Take turns to ask and answer the questions given below: Why do we say that the 20th century started the age of information?

Where does the news usually come from?

What inventions help the news travel very fast?

Which of the modern media can we interact with?

Do you agree that modern world is getting smaller nowadays?

c) Ex. 6, p. 11 — Read the definitions and find the corresponding words in the article of Ex. 4, p. 10.

d) Complete the sentences with the new lexical units:

broadcasting; media; entertain; publishing; disc; podcast; tape; games; blog.

e) It is interesting to know (handouts):

Radio was invented by Russian professor A.S. Popov who demonstrated the first radio-receiving set in the world on May,7, 1895. And it is on this day that we mark the anniversary of the birth of the radio. After Hertz had published his experiments proving the existence of electromagnetic waves, Popov thought of a possibility of using Hertz waves for transmitting signals over a distance. Thus the first wireless (radio) receiving set was created. On March 24,1896 Popov demonstrated the transmission and reception of a radiogram consisting of two words; Heinrich Hertz. On that day radio-telegraphy became a real fact.

Домашнє завдання

Ех. 9, р. 11.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 5

Тема. We Are in Fleet Street

Мета: формувати лексичні навички з нової теми; вдосконалювати навички читання, усного мовлення; практикувати в уживанні нових лексико-граматичних структур у словосполученнях та реченнях з теми; навчити учнів уживати нові JIO з використанням зорових лексичних опор; розвивати логічне мислення, спостережливість та кмітливість; виховувати увагу, уміння чітко виконувати інструкції вчителя.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 9, р. 11 — Write a list of questions about the press you want to get the answers to while working on the topic "Mass Media; the Press".

b) Ex. 1, p. 12 — Look at the picture and say what Dan and Ann are talking about.

c) Listen and read the dialogue. Say what makes Fleet Street in London such a popular place:

Fleet Street freelance journalists headquarters tavern

press bureaus strategically news agencies the Canary Wharf the attic offices Reuters

d) Ex. 2, p. 13 Complete the sentences: Fleet Street is in London.

It has been the home of the British press for 300 years. The news came from travelers who visited these taverns. History lies under the steel and brick of modern Fleet Street. Today the Canary Wharf has become the center of world news. People still refer to the British press as "Fleet Street"

e) Ex. 3, p. 13 Fill in the worlds from the list, then make sentences using the completed phrases:

freelance

news

press

headquarters strategically attic

informed • left

f) Ex. 5, p. 13 — Work in pairs and act out a situation.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 6, 7, р. 13.

Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 6

Тема. How You Get to Know the News. Present Progressive Мета: вдосконалювати навички усного мовлення й читання; розвивати навички учнів уживати нові JIO з теми; формувати лексичні й граматичні навички учнів; сприяти розвитку самостійного мислення і спостережливості.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 6, р. 13 — Speak in class. Comment on the following quotations and expressions:

News always travels very fast.

No news is good news.

She is always in the news.

This paper very often colours news.

a news flash \ news blackout \ cover up the news

b) Ex. 7, p. 13 — Some more information about Fleet Street (handouts):

Fleet Street took its name From the Fleet river and it runs from Ludgate Circus to the Strand. Fleet Street is one of the best known streets in the world because it is the street of the British press. Most of the principal newspapers have their office here. The offices of all the largest publishing houses not only of Britain but of the world are situated in Fleet Street.

There a lot of contracts are done.

All the main agencies of the world press such as Reuters of Great Britain, France Press, U.P.(United Publishers), U.P.I. (United Press International) and many other press agencies are represented in London.

c) Ex. 1, p. 14 — Read and say where the word "news" comes from.

d) Ex. 2, p. 14 — Look at the pictures and say what the people are doing. Mind Present Progressive structures.

Work in pairs. Discuss the pictures. Talk about: the newspapers your family buys or receives; the radio programmes you find interesting; the TV programmes you are interested in; your favorite news sister on the internet.

e) Ex. 3, p. 15 — Look at the photos of the Ukrainian newspapers and say what information you can find there. Use the words:

to have articles on ... to cover a wide range of burning topics to give information about... to provide a reader with...

interviews, reviews, commentaries, actual topics etc.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 8, р. 16.

Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 7

Тема. How You Get to Know the News. Grammar Revision Мета: вдосконалювати навички аудіювання, читання, ММ та ДМ; формувати навички вживання нових JIO в усному мовленні учнів у граматичних структурах; навчити учнів самостійного не- підготовленого висловлювання з теми з використанням мовленнєвих штампів; сприяти розвитку самостійного мислення, кмітливості; виховувати повагу до однокласників, інтерес до вивчення англійської мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 8, р. 16 — Speak in class. Talk about the importance of getting to know the news.

What Ukrainian publications keep you well-informed?

What intervals are they published at?

Do they cover the local or worldwide news?

Where are the main events highlighted?

How many subscribers have they got?

Which newspapers do you find the most informative?

b) Ex. 4, p. 15 — Read and say what makes newspapers popular nowadays:

publication

keep informed

the events of the day

daily / weekly / monthly

subscribers

deliver each edition

provide a service

advertising

current (burning) events in the world

c) Ex. 5, p. 16 — Work in pairs. Take turns to ask and answer the questions:

How many newspapers are published worldwide? What are "subscribers"?

What intervals are most newspapers published at?

What do newspapers do to keep the cost to the reader low but still

make money?

d) Ex. 6, p. 16 — Put the verbs in brackets into the correct from and voice:

How many subscribers did our local newspaper have last year? Current events are always highlighted on the front page of any newspaper.

I think she will keep us informed about the events tomorrow.

What intervals is_this magazine published at?

New products and services are advertized in every issue of this

paper.

Newsprint is the name of the paper on which newspapers are printed.

Is this magazine sold worldwide?

Advertising becomes more and more popular nowadays.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 9, р. 16.

Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 8

Тема. British Newspapers. News Services

Мета: вдосконалювати навички аудіювання, читання й усного мовлення; формувати навички вживання нових JIO в усному мовленні учнів у граматичних структурах Present і Past Simple Tenses; навчити учнів правильного вживання англійських модальних дієслів і фраз наповнення; сприяти розвитку логічного та критичного мислення; розвивати спостережливість і пізнавальний інтерес до вивчення англійської мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 9, р. 16 — Write brief information about one of your local newspapers. What things make it popular among the readers? Use the prompts of Ex. 7b, p. 16.

b) Some interesting facts about British newspapers (handouts):

The British are the most voracious newspaper readers in the world.

They read newspapers at breakfast: they walk to the bus reading a newspaper: they read a newspaper on the bus, as they go to work; and on the way back home they are engrossed in on evening newspaper.

If you ask an Englishman about the press in his country he will almost certainly begin talking about the morning daily and Sunday national newspapers. The dominating position of the national daily morning papers is due to the smallness of the country. A paper printed in London around midnight can be at any breakfast table in England the next morning all over the country most people read the same newspapers.

The national dailies are usually classed as either quality or popular. The number of newspapers sold in relation to the population is higher in Britain than in any other country except Sweden.

c) Ex. 1, p. 17 — Work in groups of three.

Listen to your friend's statement about the mass media. Then listen to the responses. Say who you agree with. Present your own opinion using some patterns.

d) Ex. 2, p. 17 — Read the article from a magazine and say how news is spread worldwide:

rely on news services

the gathering of news

speeded up by...

cable / fax machines

modern telecommunication systems

division of providers

competent supplier

objective information

major corporations

investment funds

e) Ex. З, p . 17 Work in pairs. Discuss some questions to the text.

f) Read the stories and try to comment on them (handouts).

"SLOW BUT SURE" Two soldiers were digging a fox hole. What made you join the Army? asked one.

Well, I read one of the newspapers that said, Join the Army and see the world! And I have been doing it — a shovelful at a time.

COMMUNICATIONS SECURITY "My father was a communications man in the war", said a boy to another. "And he was a great hero". "Really?"

"Yes, to keep the enemy from getting a very secret message he ate the carrier — pigeon"

IV. Завершальна частина уроку

Домашнє завдання

Ех. 8, р. 19.

Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 9

Тема. News Services. Grammar Revision

Мета: вдосконалювати навички читання й усного мовлення з теми; формувати навички вживання нових JIO в MM і ДМ учнів у лексико-граматичних структурах; формувати навички групової та парної роботи, відповідальності за доручену справу, колективізму та толерантності; сприяти розвитку аналітичного та критичного мислення; розвивати кмітливість і пізнавальний інтерес до вивчення англійської мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

e) Comment on the following points:

a) Ех. 8, р. 19 — Work in groups.

Discuss the newspapers and magazines you read. Write a list of things that can keep young readers interested in the newspaper articles. Present your ideas to other pupils in class.

b) Ex. 7, p. 18 — Listen (p. 249) to the children and say which editions in the picture on page 19 they are talking about. Tick things they are attracted by.

c) Ex. 6, p. 18 — Read the information. Do you agree with the author's opinion? Give reasons to support your idea:

Children and youth are reading newspapers and magazines much less than their parents did at the same age, choosing instead to get their news from radio, mobile phones and computers. They have grown up in a digital world. In a few years this huge generation will be 18 or older.

If a newspaper remains a vital source of news for decades to come, we have to make children and youth read it now.

d) About Thomas Alva Edison (handouts):

When Edison was a boy of fifteen he worked as a telegraph operator. He had to be on duty from 7 p. m. to 7 a. m. and give a signal every hour to prove that he did not sleep. The signals were made with astonishing exactness. One night an inspector arrived and saw Edison sleeping in a chair.

The inspector was about to shake him when he caught sight of a mechanism on a table near the telegraph instrument. He waited to see what would happen. When the hand of the clock pointed to the hour, the instrument got busy and one level threw open the key while the other sent the signal over the wire.

The inspector seized the sleeping boy, roused him and fired him. That's why the first of Edison's numerous inventions was never patented.

Why did the inspector arrived one night?

What was Edition doing? Was he performing his duty?

What devices were on the telegraph table?

What do you think of Edison's first invention?

Was the inspector right in this case?

What would you do if you were in Edison's (inspector's) shoes? Retell the story as if you were Edison (inspector).

IV. Завершальна частина уроку

Домашнє завдання

Ех. 9, р. 19.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 10

Тема. Navigating the Newspaper. Grammar Revision Мета: формувати навички вживання тематичних JIO в усному мовленні учнів у граматичних структурах Present і Past Simple Tense; навчити учнів правильного вживання мовленнєвих штампів; практикувати в непідготовленому MM і ДМ за проблемними завданнями; вдосконалювати навички аудіювання, читання й усного мовлення з теми; розвивати спостережливість, кмітливість і пізнавальний інтерес до вивчення англійської мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ex. 9, p. 19 — Put the verbs in brackets into the correct tense form and voice.

b) Ex. 1, p. 20 — Work in pairs. Take turns to ask and answer the questions in the table. Add information of your own. Speak in class. Say what you have learnt about your friend:

How do you get to know the news?

from radio and TV / newspapers and magazines / from my friends and parents.

What do you like to read about or listen to?

local news / international news / business

politics / sports / entertainment / films / quiz shows.

What's in the news now?

c) "Errata"

An irate retired colonel stormed into a newspaper office in a great fume. "In a feature you referred to me as "battle-scared" instead of battle-scarred".

"We are awfully sorry, colonel", apologized the editor, "We'll rush through an urgent correction".

The retake called the colonel "bottle-scarred" this time.

d) Ex. 2, p. 20 — Look at the newspaper and say what it's main parts are:

Newspaper's logo and title / the date / the price the front page / the headline / the editorial / the item, current events / a column / the article / a photo.

e) Ex. 3, p. 21 — Mrs. Alison talks with her pupils about the structure of a newspaper. Read the text of her lecture and find what she tells them about the things in the list:

the reason to read a newspaper topics of the articles a front page of a newspaper sections in a newspaper the editorial the editor

Домашнє завдання

Ех. 8, р. 22.

Підсумки уроку

УРОК 11

Тема. Navigating the Newspaper. Grammar Revision Мета: вдосконалювати навички читання, усного та писемного мовлення з теми; формувати навички вживання ситуативної лексики у граматичних структурах Past Simple Tense / irregular verbs; навчити учнів правильного вживання розповідних, заперечних та питальних лексико-граматичних структур у Past Simple Tense; практикувати виконання проблемно-пошукових комунікативних завдань; розвивати елементи логічного та критичного мислення, пізнавальний інтерес до вивчення англійської мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 8, р. 22 — Put the verbs in brackets into the correct tense form.

b) Ex. 5, p. 22 — Look through the newspaper index. Say what topics this issue covers:

Contents: News — Features — Markets;

News: European — international — world trade — sports — weather;

Features: editorial — business — management — technology — arts;

Markets: foreign exchanges — gold markets — currency exchange.

c) Ex. 6, p 22 — Use the newspaper index of ex. 5 and answer the questions below. Name the section where you can find the information and the page number it appears:

Where can you look for results of last basketball games? Where can you find out if you need to wear your coat tomorrow? Where can you find the programme of tonight's TV shows? Where can you find the editor's opinion of current events? Where can you read the reader's opinions?

Where can your parents read the information on business issues?

d) Some funny stories about famous scientists (handouts):

John Lowe, the English scientist and writer of the 15th century, was very poor in his old age. He asked the king for help. The answer was not long in coming. Henry VII wrote, "Considering that Lowe has devoted forty years of his life to historical works by which he has brought fame to his country, we give him our royal permission to beg on the roads of England for one year. He can spend all the money thus collected on himself without paying taxes".

L. Meitner was the first woman-physicist in Germany. The title of her dissertation "Problems of Cosmic Physics" seemed absurd to one of the journalists. In his article about Meitner which he published in a newspaper he "corrected" the title of her dissertation and wrote "Problems of Cosmetic Physics".

IV. Завершальна частина уроку

Домашнє завдання

Ех. 7, р. 22.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 12

Тема. Reading a Newspaper. Learning Strategies Мета: вдосконалювати навички аудіювання, MM і ДМ з теми «Спілкування в школі та після уроків»; формувати навички вживання ситуативної лексики у граматичних структурах Present, Past Simple Tense / should / would; формувати навички теоретичного та практичного виконання завдань проблемно-пошукового характеру; розвивати фантазію, уяву, спостережливість і естетичне сприйняття навколишнього середовища; сприяти розвитку самостійного аналітичного мислення, вміння працювати в групах.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 7, р. 22 — Look through the newspaper index again and discuss the information you are interested in.

b) Ex. 1, p. 23 — Listen(page 249) to Ann's report about early newspapers in the USA and answer the questions:

When was the first true newspaper printed?

what was the name of the first successful newspaper in the USA?

When did it begin printing?

Why was 1833 important in newspaper publishing?

List four ways the penny newspapers were like the newspapers of

today.

c) Ex. 3 p. 23 — Look and say what modern newspapers people in Great Britain and the USA read. Start like it's shown on the pattern.

d) Learning Strategies: Reading Newspapers and Talking News The newspaper carries an article on / about...

The article presents the general picture of ... The author (reporter) provides the detailed analysis of ... The author describes different problems connected with... The author draws our attention to / shows / tells us about... In the opening Lines of the article the author tells that... The article deals with...

the aim of the article is to discuss / to show / to comment on... The keynote of the article is... We can draw the conclusion that...

This article helps me to understand / gives me useful information about...

This article made me think about...

e) Ex. 4, p. 24 — Read the extracts from the newspaper articles and match them with the headlines. Say what topics the articles cover:

1 —В 3 — C

2 —D 4-А

f) Ex. 5, p. 26 — Choose one of the articles of Ex. 4, read it again and exchange the information with the other groups in class. Use the learning strategies on p. 24.

Домашнє завдання

Ех. 7, р. 26.

Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 13

Тема. Writing News Stories. Types of Newspapers Мета: вдосконалювати навички читання, усного та писемного мовлення з цієї теми; формувати навички вживання ситуативної

лексики в лексико-граматичних структурах Present Simple, Past Simple Tense / conditional sentences; вчити учнів логічного висловлювання під час виконання проблемних завдань; розвивати фантазію, уяву, відчуття реальності, спостережливість і естетичне сприйняття навколишнього середовища; сприяти розвитку елементів самостійного критичного й аналітичного мислення, вміння відстоювати власну позицію й об'єктивно оцінювати думки оточуючих.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 7, р. 26 — Find and read one article from your local newspaper. Write about the events it describes. Use the learning strategies as a plan.

b) Ex. 1, p. 26 — Types of newspapers:

a newspaper is a set of folded pieces of paper with news about politics, sports etc /

a "quality" newspaper is a newspaper which is produced to a high standard. This is mainly a national newspaper. a "popular" (tabloid) newspaper is a newspaper on smaller pieces of paper usually with many pictures and without much serious news.

a local gazette (paper) is a newspaper about the news related to the place where you live.

Newspaper — a set of large printed sheets of paper containing news, articles, advertisements etc. and published every day or every week; paper taken from old newspapers. {Oxford Advanced Learners Dictionary; Sixth Edition)

c) Ex. 1, p. 26 — Vocabulary Work:

quality (serious)

popular (tabloids)

cover the news thoughtfully

easily distinguished

a vast range of weeklies

all sorts of subjects

the press means more than...

magazines for practically every special interest

d) Work in pairs. Take turns to ask answer the questions:

Why are the British a nation of newspaper readers? What are the two main groups of the British newspaper? How can these two groups of papers be distinguished? The British press means more than newspapers, doesn't it?

e) Ex. 2, p. 27 — Read Jane's letter about the British press and say what publications are designed to entertain the readers and what to inform them.

f) Writing a news story

News stories appeal to the readers when they are carefully planned and well-written. A good news story is always up-to-date. It has to be published in a newspaper right after the event has happened.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 4, р. 28.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 14

Тема. Planning the School Newspaper. Grammar Revision Мета: вдосконалювати навички аудіювання, читання та усного мовлення з теми «Подорож до інших планет»; формувати навички вживання нової ситуативної лексики у граматичних структурах Active and Passive; формувати навички теоретичного та практичного виконання завдань проблемно-пошукового характеру; сприяти розвитку навичок логічного й аналітичного мислення, уяви, фантазії, спостереження; розвивати пізнавальний інтерес і естетичне сприйняття навколишнього середовища.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Here is the list of things the professional reporter has to think about when writing a news story:

Decide on a subject of your story.

Discuss why it is important at the moment for the readers.

Think of the basic information about the story. The following questions can help you:

Who is this story about? What happened? When did this happen? Where did this happen? Why is this important?

Think of the interesting details about the story.

Read the first paragraph of the story. Decide if it has to be positive or negative. Include interesting facts to catch the readers' attention. Write next paragraphs of the story.

Express your attitude to the events. Support your ideas with real life examples and quotations.

b) Ex. 4, p. 28 — Work in groups.

Discuss the ideas of a news story for your school newspaper. Find a subject that is "newsworthy" and write a plan. Will the story be for a quality newspaper or for a tabloid.

c) Ex. 1, p. 29 — Work in groups

You are having a class meeting. You want to design a school (class, group etc.) newspaper. Share the roles. Follow the recommendations given below. Discuss your plans.

editor-in-chief (responsibilities include...) copy editors (responsibilities include...) journalists (responsibilities include...) art designers (responsibilities include...) photographers (responsibilities include...)

d) Ex. 2, p. 30 — Design a newspaper. Present it to your group mates.

name of the newspaper — target readers — the motto of the issue

editor (s)-in-chief — copy editors

production / design decisions — editorial decisions

deadlines! — art / design decisions

e) Ex. 1, p. 31 — Ask questions to the words in bold. Start them with the words in brackets.

How long has Fleet Street been the home of the British press? What service do newspapers provide by giving information at little cost?

Where does she usually find the information about current events?

What kind of information does it usually describe?

Домашнє завдання

То be prepared for the topic control.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 15

Тема. Thematic Evaluation 1. "Mass Media" Мета: активізувати й закріпити тематичні JIO; вдосконалювати навички читання, усного та писемного мовлення; практикувати учнів у ММ та ДМ за проблемними ситуаціями; навчати систематизувати здобуту інформацію; розвивати логічне й аналітичне мислення.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

Level A: Write as many separate words as you can on the topic.

Level B: Write as many word combinations as you can on the topic and do the following grammar task (insert proper words).

I don't___ what___ to___ .

The newspaper___ the___ events of____ .

_ newspaper are____ from those which____ .

Traditionally the____ newspaper____ be___ .

Into___ and___ ones.

The___ received excellent_____ in___ .

Level C: Translate the following sentence using the correct tense form and voice.

Редакційна стаття була написана вчасно.

Багато газет і журналів пропонують широкий спектр цікавих матеріалів.

Найважливіші новини друкуються на перших сторінках газет. Ця газета сприяє кращому розумінню ситуації в бізнесі. Останній номер «Фактів» був щойно прочитаний моїми батьками.

Мені подобаються статті, які викликають особливий читацький інтерес.

Традиційно британські газети можна поділити на дві групи.

Level D: Write a composition / a report on one of the topics chosen by the teacher.

How you get to know the latest news. The importance of mass media in our life. The first printed newspapers in Europe. My favorite Ukrainian newspaper / magazine. The ways of writing a good news story. Newspapers and magazines of tomorrow.

IV. Завершальна частина уроку

Домашнє завдання

Home reading, task 1, p. 155-158.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 16

Тема. Home Reading. "How I Edited the Agricultural Paper" Мета: проконтролювати навички усного та писемного мовлення з вивченої теми; вдосконалювати навички індивідуальної та групової роботи; прищеплювати повагу до навчання, дорученої справи, почуття колективізму й відповідальності; формувати навички теоретичного й практичного виконання завдань проблемно-пошукового характеру; виховувати інтерес до вивчення іноземної мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Vocabulary work with new lexical units:

band / cripple / hatch / relieve / spring

cane / circulation / guano / passageway / turnip

b) Ex. 2, p. 158 — Match the words (1-8) with their definitions (a-h).

c) Ex. 3, p. 158 — Choose the correct word from the text to complete the sentences.

d) Ех. 4, р. 158 — Find the words in the story to talk about:

readers

editor's work

editing of a newspaper

e) Ex. 5, p. 159 — Answer the questions.

Why did the main character take the offer to become an editor of an agricultural newspaper?

Why was the new editor pleased during his first days in the office?

What was the opinion of an old gentleman about the new editor? Why did the long pale man who came to the office suffer? What caused the sadness of the regular editor? What were the positive effect and the failure of the new editor of on agricultural newspaper?

f) Ex. 6, p. 159 — Choose the correct item to complete the sentences.

g) Discussing the story. Speaking file.

Imagine that you have come to visit a new editor. What would you ask him about?

Say what was interesting for you to learn about the work of an editor.

Prove that not everyone can become a good editor.

What skills and knowledge are needed for this work?

Why did the man agree to edit an agricultural paper?

Was the man pleased with other people's attention?

Why did the two angry men come to the editor's office?

What information in the newspaper was the most shocking?

How can you explam contradictions of the regular editor and the

author?

Which is the most impressive and tense moment of their quarrel? Why?

IV. Завершальна частина уроку

Домашнє завдання

Ex. 1, р. 34.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів.

UNIT 2. SCHOOL LIFE

УРОК 17

Тема. My Studies at School, Grammar Revision Мета: вдосконалювати навички читання, усного й писемного мовлення з теми; формувати навички вживання ситуативної лексики в лексико-граматичних структурах Present Simple, Past Simple Tense / conditional sentences; вчити учнів логічного висловлювання під час виконання проблемних завдань; розвивати фантазію, уяву, відчуття реальності, спостережливість і естетичне сприйняття навколишнього середовища; сприяти розвитку елементів самостійного критичного й аналітичного мислення, вміння відстоювати власну позицію й об'єктивно оцінювати думки оточуючих.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ex. 1, р. 34 — Work in pairs. Discuss the questions.

What school do you study at?

Are there any school rules that you have to follow? What do you like about going to school? What don't you like to about going to school? What would you like to change in your school (room)? Is your school a nice place to study?

b) Ex. 2, p. 34 — Read and say what Ann likes about going to school:

as soon as — to get good knowledge highly qualified — sympathetic enrich our knowledge — to get on with to cope with — life skills to combine work and leisure

Some additional expressions to be learnt at home.

She is at the top of the class.

He has not his match.

He can sum up like winking.

She is the brainiest girl I have ever met.

Your boy is a credit to your family.

This pupil hungers for knowledge.

Success went to his head.

Ex. 4, p. 35 — Fill in am, is, isn't, are, aren't, do / don't. Name the tenses of the verbs, then explain their usage. Listen (p. 249) and check your answers.

Домашнє завдання

Ех. 8, р. 37.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 18

Тема. My Studies at School. Linking Words and Phrases Мета: активізувати й закріпити тематичні JIO; вдосконалювати навички читання, усного та писемного мовлення; практикувати учнів у ММ та ДМ за проблемними ситуаціями; навчати систематизувати одержану інформацію; розвивати логічне й аналітичне мислення.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 8, р. 37 — Speak in class. Talk about your school rules and studies. What things make your school life exciting?

b) Ex. 5, p. 36 — Read and complete the sentences with the word combinations from the list. Use the verbs the correct tense form:

combines work and leisure to enrich knowledge of happens were discussing

to cope with

gets on well

got good knowledge

are understanding and sympathetic

c) Writing lab: linking words and phrases:

We use linking words and phrases in a composition to make our writing more interesting and easier to the reader. Linking words and phrases are used to: show time: when, before, as soon as; list points: firstly, secondly, etc.; add more points: and, moreover, also, etc.; show cause or effect: because, so, as a result, etc.; give examples: for example, such as , etc.;

show contrast: however, on the one hand, on the other hand, etc.; introduce a conclusion: all in all, to sum up, etc.

d) Ex. 6, p. 37 — Look through the text of Ex. 2, p. 34 and find linking words and phrases and say why they are used there.

e) Ex. 7, p. 37 — Work in groups, Discuss the thing that you like / don't like about going to school. Take notes. Think of:

school rules — school traditions — clothes to wear — people — a school building

f) Some additional expressions to be learnt at home: For that blur in your copy-book I shall reduce the mark. Is this word in common use?

Excuse me, I didn't catch the beginning of the sentence. I am afraid I can't reproduce from memory this bit of the text. Every notional word in the title should be capitalized. What reason do you give for your choice?

IV. Завершальна частина уроку

Домашнє завдання

Ех. 9, р. 37.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 19

Тема. Going to School in Ukraine

Мета: вдосконалювати навички читання, монологічного й діалогічного мовлення у вивчених лексико-граматичних структурах з теми; практикувати інтерактивні форми навчання, стимулювати прояви ініціативи учнів; виховувати вміння працювати в парах і групах, почуття взаємодопомоги та колективізму під час обговорення дискусійних проблем; розвивати комунікативні здібності учнів.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 9, р. 37 — Write about the thing you like / don't like about going to school.

Use the linking words to list your points of view. What are the things you would like to change in your school life?

b) Ex. 1, p. 38 — Listen and repeat:

a secondary school — a lyceum — a gymnasium a language school — life skills — a grown-up

School — a place where children go to be educated;

the process of learning; the time during your life when you go to

a school;

the time during the day when children are working in a school; all the children or students and the teachers in a school; a place where people go to learn a particular subject or skill; a college, a university; the time that you spend there; a large number of fish or other sea animals swimming together.

c) Work in pairs. Look at the photos and use the prompts to ask and answer rhe questions about them.

A. Where is Olena?

B. She's in the Information Technology classroom.

A. What is she doing there?

B. She is preparing a report on History.

A. Are there good facilities in her school?

B. Yes, there are.

A. What type of school does she study at?

B. She studies in a secondary school.

d) Ex. 2, p. 39 — Speak in class. Say what type of school you study at. Tell your group mates about the activities you have in your school and participate in.

e) Ex. 4, p. 39 — Read and tick the statements M, N, I.

M. I am fond of Maths and Physics.

N. I had a very distinctive year and my brother's and sister's previous experience was very helpful.

1.1 have five English lessons a week.

M. I have made excellent progress in my studies.

I. It's very important that we can choose school for ourselves to go to.

N. I am proud to be a part of this gymnasium.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 7, р. 41.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 20

Тема. Ukrainian School. Listening Activities Мета: вдосконалювати навички читання й усного мовлення з опорою на лексико-граматичні структури; навчити учнів виконувати трансформаційні завдання; виховувати вміння працювати в парах, давати суб'єктивну й об'єктивну оцінку явищам навколишнього середовища; розвивати комунікативні здібності учнів, елементи аналізу й самоаналізу.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 7, р. 41 — Talk about the people who work at school.

Use Ex. 5, p. 40. Start like this:

All school are different fut there are some people who are always ready to help the schoolchildren. They are...

b) Learning Strategies: Listening Activities

Read the items in the table carefully. Think of the topics the speakers will mention. Think of things you would like to know and write questions. Listen carefully and see if you get all the answers to your questions.

Listen for the details and complete the table.

c) Ех. 5, р. 40 — Listen to the children (p. 250) talking about the school they go to — a secondary school and a gymnasium. Complete the table:

Location and size- Facilities... School subjects... After-school activities...

d) Work in pairs. Compare your results. Ask questions to add information to your table.

e) Some additional expressions to be used in topical conversations:

Now let's have the question-and-answer period. Let me see if you remember-

Where have you picked up that expression? I am not quite sure

that it is suitable in this case.

This is an exception to the general rule.

The same thought may be phrased in different words.

Now you will carry on the work of questioning.

Give the gist of the story without recourse to the mother tongue.

f) Ex. 6, p. 40 — Read and match the people who work at school with the work they do:

Headmasters — Physical Education Teachers — Social Workers Psychologists — Art and Music Teachers — Librarians Secretaries — Teacher — School Nurses Vice Principals (Assistant Principals)

IV. Завершальна частина уроку

Домашнє завдання

Ех. 8, р. 41.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 21

Тема. Primary and Secondary Education in Ukraine. Grammar Revision

Мета: вдосконалювати навички писемного й усного мовлення з уживанням лексико-граматичних структур Present і Past Simple Active; формувати навички вживання граматичних структур; виховувати увагу, уміння чітко виконувати інструкції вчителя; розвивати спостережливість, мовну здогадку, елементи аналізу й самоаналізу.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 8, р. 41 — Put the verbs in brackets into the correct tense form:

am checking works has checked was checking / came • talk runs

b) Ex. 1, p. 41 — Look at the photos of the classrooms in primary and secondary school in Ukraine. How are they different? Do they remind you of the classrooms in your school?

c) Work in pairs. Write a list of questions about the system of education in Ukraine.

d) Read the article from a magazine and try to find the answers to your questions. Say what the main stages of secondary education in Ukraine are:

Stage 1 — the primary school Stage 2 — the basic secondary school Stage 3 — the upper secondary school

e) Ex. 3, p. 42 — Look through the text and complete the table.

Age of pupils
Period of studies
Aim
Subjects
Skills
Certificate

f) Ex. 4, p. 42 — Read and choose the correct item to complete the sentences.

g) Ex. 5, p. 43 — Work in small groups. Take turns to read the opinion, respond and add information.

Example:

The most important thing in education is your wish to be well- educated.

A. I think that a good education depends on a number of things: the school you go to, the teacher in your school, or the textbooks you work with. Nowadays we can choose the school for ourselves. There are secondary schools where pupils study usual school subjects like Maths or Ukrainian Language. There are also lyceums and gymnasiums where you study other academic subjects such as Information Technology, Economics and Law.

B. To my mind, it doesn't matter what type of school you get...

IV. Завершальна частина уроку

Домашнє завдання

Ех. 6, р. 43.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 22

Тема. School Subjects. Writing a Composition Мета: вдосконалювати навички читання й усного мовлення з опорою на вивчені лексико-граматичні структури; продовжувати формувати навички непідготовленого усного мовлення за проблемними ситуаціями; розвивати спостережливість, уяву й естетичне сприйняття навколишнього середовища; сприяти розвитку логічного і критичного мислення, інтересу до поставлених завдань.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 6, р. 43 — Your English-speaking friend asks you about primary and secondary education in Ukraine. Write her / him a letter about types of school in the place you live.

b) Ex. 1, p. 44 — Read the pages from Jane's planner and compare the subjects she studies with those in your timetable. Say what difference you have found.

c) Ex. 2, p. 44 — Work in pairs. Discuss the following questions.

What school subjects are you interested in?

Who helps you cope with difficulties in your studies: parents, teachers, friends?

What subjects do you study in the basic secondary school? Which of them are you interested in (good at)? Are there any important subjects or are there any that you think you don't need?

d) Ex. 4, p. 45 — Read Jane's composition about the importance of some school subjects and put the paragraphs in the correct order. What ideas do you agree and don't agree with?

e) Ex. 4, p. 45 — Look through the composition and tick Mth (Maths), E (English) and M (Music).

f) Ex. 5, p. 46 — Look at the photos and describe the classrooms and the activities at the lessons.

g) Listen to some funny stories about different school subjects. Teacher. What is an abstract noun, Jane?

Jane. I don't know, Madam.

Teacher. What? You don't know? You must know that. Well, remember, it is the name of a thing you can think of, but which you cannot touch. Now, give me an example. Jane. A red-hot poker.

Teacher. Every person has a certain horizon. When that horizon narrows down and becomes infinitely small, it turns into a point. That is when a person says, "This is my point of view".

Pupil. Napoleon is the name of an emperor and general as well as the pen-name of many psychos.

The chemistry teacher wrote the formula HN0₂ on the blackboard. Addressing one of the pupil he said, "Identify that formula, please". "Just a moment", answered the pupil, "I have got it on the tip of my tongue, sir". "Then, said the teacher softly, "you'd better spit it out. It is nitric acid".

The pupil was asked by the teacher, "What is vacuum?" "It's in my head but I can't put it in words", answered the pupil.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 6, р. 46.

Підсумки уроку

УРОК 23

Тема. Schools in Great Britain

Мета: вдосконалювати навички писемного й усного мовлення з вивчених тематичних лексико-граматичних одиниць; закріпити вивчений лексико-граматичний матеріал на письмі; практикувати учнів у ММ за проблемними ситуаціями; розвивати комунікативні здібності учнів, елементи логічного та критичного мислення.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 6, р. 46 — Describe one of the classrooms in your school. Say: what floor the classroom is situated on;

what school subject you are taught there; what it looks like (how long, high and wide it is); how many people can work there at a time; how the walls are decorated;

if there are any materials for the lessons on the walls; if there are any exhibitions of pupils' work in it; what furniture and equipment are like etc.

b) Ex. 1, p. 47 — Listen and repeat: pre-school education primary education secondary education

a nursery school (a kindergarten) a preparatory (prep) school a public school a comprehensive school an independent school a grammar school a boarding school

c) Ex. 2, p. 47 — Read the article and name the types of schools in Great Britain

complicated — non-selective system receive education — to pay fees

d) Ex. 3, p. 47 — Match the words from the article (1-9) to their definitions. Write sentences about education in Great Britain. Use the word from the table below.

e) Ex. 4, p. 48 — Work in pairs. Take turns to ask and answer the questions.

When do the British children start going to school?

What kind of education do the children under 5 receive?

How long do children stay in a primary school?

Where do they continue their education after that?

What kind of education do the children get in a grammar school?

What do the children do in the sixth form?

What do you know about public schools in Britain?

What kind of school are boarding schools?

IV. Завершальна частина уроку

Домашнє завдання

Ех. 8, р. 50.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 24

Тема. Schools in Great Britain

Мета: вдосконалювати навички читання, усного та писемного мовлення з теми; формувати навички вживання ситуативної лексики в лексико-граматичних структурах Present Simple, Past Simple Tense / conditional sentences; вчити учнів логічного висловлювання під час виконання проблемних завдань; розвивати фантазію, уяву, відчуття реальності, спостережливість і естетичне сприйняття навколишнього середовища; сприяти розвитку елементів самостійного критичного й аналітичного мислення, вміння відстоювати власну позицію й об'єктивно оцінювати думки оточуючих.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

Ех. 8, р. 50 — Work in pairs or small groups. Discuss and compare the Ukrainian and British systems of education.

Ex. 5, p. 49 — Look and say what types of school schoolchildren in Great Britain study at.

Ех. 6, р. 49 — Listen (page 250) to Tim Hardy talking about his studying at school and choose the correct item to answer the questions.

Ex. 7, p. 50 — Complete the text with the words from the box. Look through the text above and complete each sentence with one word:

I went to nursery school for a couple of years. I really enjoyed primary school. It was great! I made lots of good friends at school. At the age of eleven I started secondary school.

To be discussed in class)

TEXT "ETON"

Eton is one of the oldest and best-known public schools for boys at the town of Eton on the river Thames. Its students are largely from aristocratic and upper class families. The school was founded in 1440. Boys usually stay at Eton for five years (between the ages of 13 and 18). Eton provides fine teaching facilities in science, language, computing and design. There are two major libraries and also numerous subject ones.

Sport plays a very important part in the life of Eton. The principal games are football, rugby, cricket and rowing. Athletics, golf, swimming, tennis, squash, fencing, judo are all very popular.

The boys are offered a very wide range of opportunities for spare time activities: art, sculpture, metalwork, woodwork and silver work. Besides almost any musical instrument can be learnt. There are also fifty societies run by boys themselves.

Many distinguished people of Britain's Prime Ministers.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 9, р. 50.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 25

Тема. After Classes Activities of Pupils. Grammar: Sentences with the Conjunctions if / unless...

Мета: вдосконалювати навички аудіювання, читання й усного мовлення з теми; формувати навички вживання нової ситуативної лексики у граматичних структурах; формувати навички теоретичного та практичного виконання завдань проблемно-пошукового характеру; сприяти розвитку навичок логічного й аналітичного мислення, уяви, фантазії, спостереження; розвивати пізнавальний інтерес і естетичне сприйняття навколишнього середовища.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 9, р. 50 — Write a short article to your school newspaper about the educational system and schools in Great Britain.

b) Ex. 1, p. 51 — Work in pairs. Take turns to ask and answer the questions.

What after-classes activities can children take up?

What clubs and sections do you have in your school?

How can attending any club be effective in your school studies?

Do you attend any club or section?

Who helped you choose after-classes activities for yourself?

c) Ex. 2, p. 51 — Look at the pictures and say what after classes activities children take up?

d) Ex. 2, p. 51 — Read the article from a teenage magazine. What new pieces of advice have you found for yourself?

e) Grammar lab: Sentences with the conjunctions if... and unless... if the results are positive, the others may imitate it.

The others may follow it if the results are positive.

You can't get a cash prize if you don't get good test results.

You can't get a cash prize unless you get good results in your

tests.

f) Ex. 5, p. 55 — Use if to put the sentences together in two ways. If he trains a lot, he can win the school running competition. He can win the school running competition if he trains a lot.

If I can't solve this problem, I can ask my teacher for help. I can ask my teacher for help if I can't solve this problem. If you look tired, why don't you have a rest? Why don't you have a rest if you look tired?

g) Ex. 5, p. 53 — Complete the text with the words from the box. Put them into the correct tense form. "Too much of a good thing"?

Домашнє завдання

Ех. 6, р. 56. Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 26

Тема. School in the News. Grammar Revision Мета: активізувати й закріпити тематичні JIO; вдосконалювати навички читання, усного та писемного мовлення; практикувати учнів у ММ та ДМ за проблемними ситуаціями; навчати систематизувати здобуту інформацію; розвивати логічне й аналітичне мислення.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 6, р. 56 — Rewrite the sentences using the conjunction unless... Make up passive constructions in the text and write them down.

b) Ex. 1, p. 54 — Look at the pictures and say why you think these students have become successful. What made them struggle for the best results?

d) Ex. 3, p. 54 — Read and tick the statements True or False.

e) Ex. 4, p. 55 — Work in small groups. Discuss the questions. Does your school reward pupils for the achievements in study? Who can become a top student?

If the students are paid for their school results do you think it can make a difference to their attitudes towards studies?

f) Ex. 1, p. 57 — Project Work. Work in groups.

You are having a class meeting. You want to design a new issue for your class (school, group) newspaper. Share the roles (see p. 30). Follow the recommendations given below. Discuss your plans.

g) Ex. 2, p. 57 — Write articles and design a newspaper. Present it to your groupmates (classmates).

Your job is to decide on the school events or achievements you would like to write about. Complete the following information about the organization of the newspaper issue.

h) Ex. 4, p. 58 — Read the text. Find the verb in each sentence and say what tense form it is used in:

enj oy (Present Simple Active) like (Present Simple Active) is closed (Present Simple Active) decided (Past Simple Active) organized (Present Simple Active) enjoyed (Present Simple Active) told (Present Simple Active) have made (Present Perfect Active) have (Present Simple Active)

IV. Завершальна частина уроку

Домашнє завдання

Home Reading, p. 163-164.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 27

Тема. Home Reading. "Miss Honey" Test on Reading Мета: проконтролювати навички усного й писемного мовлення з вивченої теми; вдосконалювати навички індивідуальної та групової роботи; прищеплювати повагу до навчання, дорученої справи, почуття колективізму й відповідальності; формувати навички теоретичного та практичного виконання завдань проблемно-по- шукового характеру; виховувати інтерес до вивчення іноземної мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Some new words to remember (vocabulary work):

adore aftermath — arrangements bizarre — bottom class — fragile go through — memorable — porcelain — screenplay

b) Ex. 2, p. 164 — Find the worlds and phrases in the story that have the meanings given below.

c) Ех. З, р. 164 — Explain the meaning of the words and phrases:

to start school — to care much — education arrangement — in advance — to raise voice rarely — fear — to adore.

d) Ex. 4, p. 164 — Choose the correct phrases from the text to complete the sentences.

Starting school Care much

To make the proper arrangements in advance Raised her voice Rarely... adored

e) Ex. 6, p. 165 — Answer the questions.

When do most children begin studying at Primary School? Did Matilda's parents care much about their daughter's education?

How many children were there in Matilda's class? What kind of person was Miss Honey?

f) Ex. 1, 2, p. 167 — Say what useful information you have found in the text.

g) Ex. 1, 3, p 167 — Say if you think Miss Honey is a good teacher. Why yes and why not?

h) Ex. 5, p. 165 — Find the sentences in the story to talk about:???

Arrangements for Matilda's studying at school:

The village primary school:

Miss Honey;

Miss Honey's advice;

The pupils classroom as you imagine it;

The first day at school.

IV. Завершальна частина уроку

Домашнє завдання

Test on Speaking.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 28

Тема. Test on Speaking

Мета: вдосконалювати навички читання, усного й писемного мовлення з теми; формувати навички вживання ситуативної лексики в лексико-граматичних структурах Present Simple, Past

Simple Tense / conditional sentences; вчити учнів логічного висловлювання під час виконання проблемних завдань; розвивати фантазію, уяву, відчуття реальності, спостережливість і естетичне сприйняття навколишнього середовища; сприяти розвитку елементів самостійного критичного й аналітичного мислення, вміння відстоювати власну позицію й об'єктивно оцінювати думки оточуючих.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

The pupils are given cards with their communicative tasks:

Stages of education in Ukraine.

Ukrainian press; newspapers and magazines.

Types of newspapers.

Different types of schools in Ukraine.

The center of English press in London.

The importance of modern electronic media.

The age of information: computer world.

Modern world is getting smaller nowadays. Make your comments.

Universities of England.

Write a short article for your local newspaper.

School rules and regulations that you have to follow.

How to find the necessary information in the text.

The topics the newspaper issue covers.

The principal types of British newspapers.

What would you change in the system of secondary education?

How we get to know the news.

Describe the teaching facilities of English room.

How to write a news story; useful hints.

Different types of schools in Great Britain.

My favourite school subject.

Домашнє завдання

Test on Listening.

Підсумки уроку

УРОК 29

Тема. Test on Listening

Мета: активізувати й закріпити тематичні JIO; вдосконалювати навички аудіювання; практикувати учнів у MM і ДМ за проблемними ситуаціями; навчати систематизувати одержану інформацію; розвивати логічне й аналітичне мислення.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

Level B: Write down the Ukrainian translation of the text and make up 4 sentences with the following units:

TEXT "CAMBRIDGE" Cambridge is the second oldest University in Great Britain. The story of the University begins in 1209 when several hundred students and scholars came to the little fown of Cambridge from Oxford. These students were all churchmen and had been studying in Oxford. Then one day a student killed a man of the town. The Mayor arrested three other students and hanged them. In protest many students moved elsewhere, some coming to Cambridge. Of course there were no Colleges in those early days. Students were of all ages and came from anywhere and everywhere. Some students from one part of the country grouped themselves together and these groups, called "Nations" often fought one another.

In 1284 Peterhouse, the aldest College in Cambridge , was founded. Life in College was strict; students were forbidden to play games, to sing (except church music), to hunt, to fish or even to dance. All the lessons were in Latin. Now there are nineteen Colleges for men and two colleges for women.

Level A: Write down the Ukrainian translation of the text.

ehe story ehe Mayor grouped forbidden

Level C: Answer the following questions.

When did the story of the University begin?

Why did many students come to Cambridge? What did the Mayor of Oxford do one day? Where did the students come from? Why did the students group together? What was forbidden for the students to do? What do you know about Cambridge of today?

Level D: Write down a report / a composition using the new words from the text.

IV. Завершальна частина уроку

Домашнє завдання

Test on writing.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК ЗО

Тема. Test on Writing

Мета: проконтролювати навички писемного мовлення, мовлення у вивчених лексико-граматичних структурах з теми; практикувати інтерактивні форми навчання, стимулювати прояви ініціативи учнів; виховувати вміння працювати в парах і групах, почуття взаємодопомоги й колективізму під час обговорення дискусійних проблем; розвивати комунікативні здібності учнів.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Find the adjective each group of words (0,5 point):

effort — effortless — escape — educate sand — suffer — sandy — servant depth — dirt — dirtiness — dirty recite — restless — respect — rest

b) Find one word in each group built with a negative affix (0,5 point):

patient — weak — wireless — present happy — human — unprepared — sad progressive — irregular — respectful — senior light — cloudless — bright — hurt

c) Put the verbs in brackets into the correct tense form (1 point):

John (to read) the magazine. You may take it. Parents (to come) home late last night.

When I (to see) Betty and Jeff several hours ago they (to discuss) a very interesting topic.

He (to know) that they (to write) a composition very soon.

d) Make up two unless... — sentences and write them down (1 point):

To change your attitude.To make some progress in English. To hire a taxi. To miss the train.

e) Put the verbs in brackets into the correct voice form (1 point):

The excursions (to organize) well last month. I know that this film (to speak) much about.

IV. Завершальна частина уроку

Домашнє завдання

Thematic Evaluation Work 2.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 31

Тема. Thematic Evaluation 2. "School Life" Мета: проконтролювати рівень сформованості писемних граматичних навичок; навчити учнів виконувати трансформаційні завдання; виховувати вміння працювати самостійно, давати суб'єктивну та об'єктивну оцінку явищам навколишнього середовища; розвивати комунікативні здібності учнів, елементи аналізу й самоаналізу.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

Level A: Write as many lexical units as you can on the topic.

Level B: Write as many word combinations as you can on the topic and translate the following sentences.

Knowledge is power.

It doesn't matter what type of school you get your education in. You should think of the topics the speaker mentioned.

Nowadays you can choose the school for yourselves. It is important to be responsible for your achievements.

Level C: Answer the following questions.

What do you know about secondary schools in Ukraine? What information does the school newspaper cover? Why should the pupils follow school rules and regulations? What stages of Ukrainian system of education do yoy know? What are after-classes activities of pupils of our school? How does the school librarian help you in your studies? Would you like to go to a language school? Is English your favourite subject? Why? Why not?

Level D: Write a composition / a report on one of the topics chosen by the pupils.

Pupils and their form-master. Educational system of Ukraine. Educational institutions of a new type. My English room.

What factors a good education depends on. My favorite teacher.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 32

Тема. Reserved Lesson. Grammar Recapitulation Мета: вдосконалювати навички читання й усного мовлення, вживання JIO у граматичних структурах; розвивати комунікативні здібності учнів; сприяти розвитку самостійного мислення, вміння робити висновки, узагальнення.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ex. 1, р. 58 — Ask questions to get more information.

My friend goes to a comprehensive school in London. I want to get the highest marks in my school tests. Our school life is very interesting.

b) Ех. 2, р. 58 — Put the verbs in brackets into the correct tense form and voice.

c) Ex. 3, p. 58 — Write the sentences using if or unless. If I have time I go to the cinema.

She can't play computer games unless she finishes her homework. Bill will make mistakes unless he learns the grammar rules. We can't have a rest unless the school holidays start. If Steve doesn't improve his test results, he can't join the swimming club.

They can't surf the Internet if they don't buy a modem.

d) Ex. 5, p. 59 — Read and act out the situations.

Ask your friend questions about his school. Ask about the type of school he goes to and the school rules.

Talk about school subjects you are good at (fond of). What motivates you to study them and to get the highest marks: your own wish to get good knowledge, your parents or teachers' encouragement or cash prizes.

e) Self-Assessment "Now I can..."

Think of your records. Tick how well you know it. 4 = very well, 3 = OK, 2 = a little, 1 = needs to improve

f) The rhyme "Books"

Books are full of boys and girls, That I would like to know. Books are full of happenings To folks of long ago. Books are full of animals, That I would like to pet. Books are full of weather, too, Both sunny days and wet. Books are full of other things That I would like to see.

IV. Завершальна частина уроку

Домашнє завдання

То learn the rhyme and say what books can tell you about. Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів.

II семестр

UNIT 3. BOOKS AND WRITERS

УРОК 33

Тема. Stories, Stories and Stories...

Мета: вдосконалювати лексико-граматичні навички учнів з теми; навчити учнів правильно вживати нові JIO у власних словосполученнях, реченнях, мовленнєвих штампах; розвивати навички непідготовленого MM і ДМ, вміння вести обговорення та дискусії за проблемними завданнями.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Learning the rhyme "Books". What can books tell you about?

b) Book — a set of printed pages that are fastened inside a cover so that you can turn them and read then:

a written work published in printed or electronic form; a set of sheets of paper that are fastened together inside a cover and used for writing in;

a set of things that are fastened together like a book; a section of large written work.

c) Ex. 1, p. 62 — Read and match the titles of the books with the names of the writers in the box. Then say as in the example.

The book "The Adventures of Sherlock Holmes" was written by Sir Arthur Conan Doyle.

"Oliver Twist" was written by Charles Dickens.

d) Work in pairs. Look at the book covers on p. 62. take turns to ask and answer the questions.

Which books have you read?

Which books would you like to read?

Do you know any other books by the same authors?

e) Ех. 2, р. 63 — Read Jane's letter about her reading habits and say what kinds of books she likes to read.

f) Ex. 3, p. 64 — Read and tick the statements True or False.

g) Do the quiz "Book Genres" (Ex. 4, p. 64):

adventure science fiction drama mystery humorous story biography

h) Ex. 5, p. 65 — Work in pairs. Take turns to ask and answer the questions.

Why do you read?

What kind of books do you like to read? Where do you get books from?

Say what you have found out about your friend. Are your literary tastes the same or different? Why?

IV. Завершальна частина уроку

Домашнє завдання

Ех. 7, р. 65.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 34

Тема. The Story of a Book. Future Simple Passive Voice Мета: вдосконалювати навички усного мовлення, читання й аудіювання; ознайомити й навчити вживати граматичні структури з Future Simple Passive Voice в усному та писемному мовленні; навчити учнів уживати нові фразеологічні одиниці, давати характеристику; формувати навички непідготовленого монологічного та діалогічного мовлення за проблемною ситуацією; розвивати пізнавальний інтерес, аудитивну пам'ять, увагу, спостережливість і кмітливість.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

III. Основна частина уроку

a) Ex. 7, p. 65 — Speak in class. Talk about your reading habits. Who are your favourite authors and literary characters? What genres of literature do you like to read?

b) It is interesting to know:

Scientists in different countries studied language vocabulary for a period of 1000 years. They examined the common words in many languages and found out that 81% of these words have not changed over this period. So the common words, those that we use daily, are the oldest ones in any language.

It took the French Academy 297 years to write a book of 263 pages. It was "French Grammar" which was written from 1635 to 1932. When it was finally published it had 50 mistakes in it.

c) Ex. 1, p. 66 — Look at the pictures and say how the book has changed since old times:

Egyptians — the Celts — the Slavs — modern people

d) Ex. 2, p. 66 — Word in pairs. Act out the dialogue. Talk about the role of books in peoples' life.

e) Ex. 3, p. 67 — Read the text and think of a good title to it. Say where the books come from:

woodcutters — cut trees — peel away the branches — paper mill; remove the bark — chop up the logs — mixed up — get a pulp; roll out into stripes — endless paper sheet — wind into a large roll;

go through the press — inked plates — to be cut, stacked and sewn.

f) Ex. 4, p. 67 — Read the sentences and order them according to Ex. 3.

g) Future Simple Passive Voice: grammar laboratory. They will remove the bark from the logs.

The bark will be removed from the logs.

Write sentences in the Future Simple Passive Voice. Use the verbs from the word bank: will be shown will be built will be met will be told will be given will be published

h) Ех. 7, р. 69 — Look and order the pictures. Describe the process of making a book. Use the Future Simple Passive voice.

Memory work: Proverbs and Sayings Choose an author as you choose a friend. There is no friend so faithful as a good book. Wear the old coat and buy a new book.

Домашнє завдання

Ех. 8, р. 69.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 35

Тема. A Trip to the Library. Reported Speech (Orders and Instructions)

Мета: вдосконалювати навички аудіювання, читання, усного й писемного мовлення; формувати навички вживання ситуативних і тематичних лексичних одиниць у граматичних структурах теми, що вивчається; виховувати естетичні смаки, правила мовного етикету; розвивати елементи критичного й аналітичного мислення.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

Ех. 8, р. 96 — Put verbs in brackets into the Future Simple Passive voice. Then write negative sentences and questions:

+ This book will be discussed at the lesson of World Literature: ? Will the book be discussed at the lesson of World Literature? - The book won't be discussed at the lesson of World Literature.

Ex. 1, p. 70 — Look at the picture and discuss the questions.

What kind of building do you see in the picture? What are the people doing? Who do you think they are?

Do you know anything about this famous place of the ancient world?

What happened to all the manuscripts which were stored there?

Listen (p. 251) to the text about the most magnificent library in the ancient world. Where was it situated? Say what these numbers refer to:

900 — 700.000 — 100.000

Ex. 3, p. 70—71 — Read the text and say what services the modern library offers to the readers:

the Reading Romm — the Multimedia hall — sign up for... the Book Borrowing Department — Interlibrary Exchange — participate

Look through the text of Ex. 3, and say where in the library you can:

ask a librarian for advice

find encyclopedias and reference books

borrow books

Reported Speech (Reported Orders and Instructions).

"Help me, please, Dan", Steve asks. Steve asks Dan to help him.

"Don't bother people in the Reading Room, Molly", Ann says. Ann asks Molly not to bother people in the Reading Room.

ADDITIONAL READING "IN THE READING-HALL" My friend Nick and I agreed to meet at our school library. It was 4 o'clock when I entered the reading-hall. There were a lot of pupils there. They all were working. One pupil at the first table was reading an English text. From time to time he was looking up a word in the big dictionary. Several pupils were reading Polish magazines. A blond girl was copying some information from an encyclopedia into her exercise- book. A tall boy was speaking to the librarian. I did not see Nick in the reading-hall. I was getting angry when suddenly I saw him in the corner of the room. He was reading a thick book and making some notes in his notebook.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 8, р. 73.

Підсумки уроку

УРОК 36

Тема. Ukrainian Writers. Reported Speech

Мета: вдосконалювати навички читання й усного мовлення з теми; формувати навички вживання нових JIO в MM і ДМ учнів у лексико-граматичних структурах; формувати навички групової та парної роботи, відповідальності за доручену справу, колективізму й толерантності; сприяти розвитку аналітичного й критичного мислення; розвивати кмітливість і пізнавальний інтерес до вивчення англійської мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 8, р, 73 — Write about yuor school library.

What services does it offer? Does the library have a good collection of books? How often do you visit it? What would you like to change in your school library?

b) Ex. 1, p. 74 — Look at the pictures and say what you know about these prominent Ukrainian writers and their literary legacy.

c) Ex. 2, p. 74 — Read the text about Taras Shevchenko and say what facts of his biography impressed you most:

serf — shepherd — was orphaned — poverty — misery

owner — apprenticed — freedom — was admitted to — literary

activity

collection of poems — the founder — established — monument

d) Take turns to ask and answer the questions.

e) Read Shevchenko's poems in English and do the tasks.

f) Ex. 5, p. 77 — Listen (page 251) to the text about Shevchenko's works. Choose and tick the statements. Listen to the text again and complete the sentences.

g) Comment on the following verse by Ivan Franko.

"I toil alone we find our strength reviving, But toil is built the world in which we're living, And toil alone makes life on earth worthwile".

(Translated by W. May)

Do you agree that these lines can serve as a motto for our contemporary life? Give your reasons.

h) Comment on the following extract from the poem "Predawn Lights" by Lesia Ukrainka.

"Beneath the black wings of the dark night nestling,

The tired — out people were resting.

Lights out and the silence lies deep,

Now everyone's buried in sleep,

To night's suzeraine acquiescing.

Asleep or not, they to dark forces surrender,

And happy the one with dreams tender!

But sweet dreams do not come to me...

Thick darkness all round like the sea,

All sleep as if death held them prisoner".

IV. Завершальна частина уроку

Домашнє завдання

Ех. 7, р. 77.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів.

УРОК 37

Тема. The British Writers. Reported Speech Мета: перевірити навички усного й писемного мовлення; навчити учнів самостійного виконання завдань тестового характеру, правильного вибору комунікативних завдань; виховувати позитивне ставлення до навчання; розвивати мовну здогадку й логічність висловлювання.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 7, р. 77 — Report the statements given below.

b) Ex. 1, p. 78 — Look at the pictures and say whom of these English writers you know. Which of their literary works have you read?

c) Ex. 2, p. 78 — Read the text and answer the questions.

Why is Robert Burns honoured as a national poet of Scotland? When and where was he born? What was his childhood like? Where did the poet get his education?

What role did his father play in his life?

What movement in literature does he belong to?

Which of his poems and songs are well-known today?

d) Look at the pictures and describe the Highlands of Scotland. Use corresponding adjectives and nouns.

e) Ex. 4, p. 80 — Listen and read the poem by Robert Burns. Ask and answer the questions.

f) Ex. 5, p. 80 — Speak in class. Talk about Robert Burns.

g) Work in pairs. Ask and answer the questions.

Does the poem help you to imagine the author's native land? What words does the poet use to describe it? How does he express his love to his native land?

h) Literary quiz: Guess the names of the famous English authors.

When he was a boy of ten, his father was put to prison for debts. The boy couldn't go to school because he had to help his family. He began to work at a factory. Later he continued his studies. He liked to read and read very much. When he was twenty-five he began to write himself. He wrote novels about the life of poor people and children. His books are well-known in all the world.

She was forn in a poor family in 1816. There were six children in the family — five girls and a boy. Later the girls were sent to a charity-school which she described in her best novel. After leaving school she became a teacher at a school for girls. She wrote many poems and novels.

When he was twenty-one he went to London. In London he joined a group of actors. At first he only helped the actors. Then he began to play himself. Soon he became the greatest dramatist of his time.

The poet travelled a lot. In Italy he joined the revolutionary organisation Carbonari that was struggling for the national independence.

He was a man of sixty when he wrote his first novel. It was a book about a sailor who lived on a desert island for many years. This book was great!

Everybody knows his famous book about a man who came to the country of Lilliputs. For children it is a book of wonderful adventures.

Домашнє завдання

Ех. 6, р. 80.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 38

Тема. Writing a Book Review

Мета: вдосконалювати навички читання, аудіювання, усного й писемного мовлення з використанням вивчених лексико-гра- матичних структур; активізувати лексичний матеріал теми; розвивати комунікативні здібності учнів, закріпити вивчений лексичний матеріал на письмі; сприяти розвитку логічного мислення, виховувати дисциплінованість та уважність.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 6, р. 80 — Put the verbs in brackets into the correct tense form:

was made will be returned will be studied learnt / studied is / are remained have / read

b) Ex. 1, p. 81 — Listen (p. 251) to the dialogue and tick the correct box. Listen again and say why people write book reviews.

c) Ex. 2, p. 81 — Read the book review and say in which paragraph the author:

gives his opinion of the book; describes what happens in the book; gives brief information about the book and the writer; became an orphan — a model character — magical spells; go through adventures — identify strongly — thoroughtly recommend;

d) Ех. З, р. 83 — Read the book review and tick the statements.

e) Writing Lab: Writing a Book Review.

When you write a book review you should: name the title and the author; say what kind of book it is;

write about the contents of the book and its characters; write what your opinion of the book is; write who you would recommend the book to. You can use the phrases below as a plan.

f) Some additional expressions on the topic to be used:

interesting and easy to read — full of information about — raises the interest of;

makes you think — the events are true — very original and very funny;

shows real life — makes easy, interesting reading — a very truthful story;

with great skill — gives a read feeling — excellent adventure story;

an amusing story for light reading — piece of fantasy — full of facts.

g) Ex. 4, p. 83 — Choose a book that you have read. Write notes under the headings (1-5) from the Writing Lab above.

h) Ex. 5, p. 83 — Speak in class. Use your notes and the phrases to talk about the book you have discussed.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 6, р. 83.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 39

Тема. Writing a Book Review. Readers in the News Мета: вдосконалювати навички усного мовлення й читання тексту з повним охопленням змісту прочитаного; навчити учнів уживання в MM і ДМ нових JIO; практикувати учнів у MM і ДМ за проблемною ситуацією, вчити логічного і критичного мислення, вміння давати власну оцінку подіям; сприяти розвитку самостійного мислення, вміння чітко виконувати інструкції вчителя.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 6, р. 83 — Write a review of your favourite book. Use the recommendations from the Writing Lab.

b) Ex. 1, p. 84 — Read the statements below, tick them and explain why you think so.

Nowadays not many children have developed the habit of daily reading.

Nowadays paper books have become old-fashioned. The Internet has replaced them.

The only serious books which the teenagers read nowadays are school textbooks and those titles which are included into the curriculum.

c) Ex. 2, p. 84 — Read the newspaper article and say what facts you were impressed with most of all. Do you agree with the reporter?

survived — phenomenal event — long-term trends — sponsored chairman — no substitute — unfortunately — decline

d) Ex. 3, p. 84 — Work in pairs. Choose the correct item to answer the questions.

e) Ex. 4, p. 84 — Conversation Lab. Work in groups. Have a class discussion. Express your personal opinion. Use the phrases:

I am sure- It's quite true that... I don't think- By the way... However...

As far as I know... , etc.

f) If you had to spend the rest of your life on a desert island with just one book for company, which book would you take? Here what two teenagers said.

Carl — "The Dead Zone" by Stephen King:

"I am a big fan of horror stories and this is simply the one I've ever read. It's got everything — lots of action... amazing ideas... weird characters— great dialogue— Plus, of course, it's very, very frightening. My mum and dad don't understand why I like horror stories so much.

Well, it's hard to explain, but maybe the best way is to compare it with riding on a roller-coaster. It's a great way to get all the excitement of danger without actually being in danger... you know what I mean?"

Bella — "Hollywood Wives" by Jackie Collins: "I am not much of a reader, to be honest. This book was great, though... I couldn't put it down. Basically, the story's about a group of rich, glamorous people in Hollywood... their lifestyles, relationships, and so on... which is a complete fantasy for most ordinary people, but so what? Only a minority of people want "art" — the rest of us just want to be entertained and that's why it's my favourite book".

g) Ex. 5, p. 85: Report the sentences.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 6, р. 86.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 40

Тема. Readers in the News. My Favourite Authors and Books Мета: перевірити рівень учнівських знань, умінь і навичок з читання; навчити учнів самостійного виконання завдань тестового характеру, правильного вибору комунікативних завдань, реально оцінювати рівень власних знань; прищеплювати повагу до навчання, розвивати елементи логічного й аналітичного мислення під час виконання контрольних тематичних завдань.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

Ех. 6, р. 86 — Write a letter to a newspaper. Tell the editors what facts in the article of Ex. 2, p. 84 you agree / disagree with.

Ex. 1, p. 86 — Work in groups. You are having a class meeting. You want to design a newspaper issues "My Favourite Authors and Books". Share the roles. Follow the recommendations given below. Discuss your plans.

Design a newspaper. Be ready to present to your classmates.

In groups discuss the books.

Rachel — "Anna Karenina" by Leo Tolstoy:

"This nineteenth century classic is about a woman who's married to a boring politician, then leaves him when she falls in love with an army officer called Vronsky. What she wants is an exciting new life. What happens in the end, though, is that she's rejected by society and loses everything. Tragic? Yes, I suppose "Anna Karenina" is a tragic story, but it's so beautifully told and Tolstoy makes the people seem so real that it's not at all depressing... just dramatic and moving".

Jack — 'The Secret Diary of Adrian Mole" by Sue Townsend:

"What a great book! The main character is a really ordinary boy called Adrian and in the book he describes his day-to-day life as if he was writing a diary. Sounds boring, but believe me, it's not. Adrian's descriptions of his family, his problems at school, his anxieties about the world and his love for the beautiful Pandora (who doesn't love him) are all funny. The writer describes how it feels to be a teenage boy. She's written other Adrian Mole books (he gets older in each one) and they're funny too, but for me the first one is definitely the best".

Cindy — "The Hitch Hiker's Guide to the Galaxy" by Douglas Adams:

"This is my favourite book, it's funny and original. Normally I hate science-fiction novels because they're so serious and the people in the always seem completely unreal. Well, in this book there are lots of scientific ideas but the characters are important, too, and what's even better, they're incredibly funny. Sometimes I even had to stop reading and close the book because I was laughing so hard. I don't remember ever doing that with another novel. I liked it so much I just didn't want it to end!"

Project work. Work in groups. Design a newpaper, Be ready

present it to your classmates.

IV. Завершальна частина уроку

Домашнє завдання

То present the projects of a newspaper issues.

Підсумки уроку

УРОК 41

Тема. Project Presentation. Grammar Revision Мета: перевірити рівень учнівських знань, умінь і навичок з читання; навчити учнів самостійного виконання завдань тестового характеру, правильного вибору комунікативних завдань, реально оцінювати рівень власних знань; прищеплювати повагу до навчання, розвивати елементи логічного й аналітичного мислення під час виконання контрольних тематичних завдань.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Project presentation to the group (class)

b) Ex. 1, p. 87 — Put the verbs in brackets into the Future Simple Passive Voice:

will be learnt will be written will be given will be published will be visited will be drawn

c) Ex. 2, p. 87 — Report the orders and instructions given below.

d) Ex. 3, p. 87 — Put the verbs in brackets into the correct tense form.

e) Interviews with Ernest Hemingway

In 1960 Hemingway gave an interview to a Russian correspondent in an unusual place; it was in his fishing boat, in the ocean 25 miles from Havana. Here is only a part of the interview:

Hemingway: "I have fixed hours for my work. I begin to write as soon as it is light, work for a few hours and then stop for breakfast. After breakfast I continue working until about one o'clock. If there is news that I'm very much interested in, I read the newspapers at breakfast. If not, I read them in the evening. After lunch I go fishing or I read. I like to read books by my favourite authors. There are not many and I read them again and again, year after year. Shakespeare, especially.

Work — that's the main thing in life. A real writer doesn't work for money. Somebody once said, "If you can not write — don't write".

I can't not write. Writing means more to me than eating and drinking".

f) Gregory, a man who had worked for over twenty years on Hemingway's boat.

"Hemingway was the same with everybody, whether they were rich or poor, important people or not. I remember after he received the Nobel prize for " The Old Man and the Sea", there was a big party in his home. He invited all his fishermen friends and sat with us at our table. There were generals and admirals and millionaires at the party too, and they asked Hemingway to sit with them. But he refused, "I hope you will understand and excuse me but today I want to be among the people who helped me to write that story".

IV. Завершальна частина уроку

Домашнє завдання

Home Reading, p. 168-170.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 42

Тема. Home Reading. "The Reader of Books" Мета: перевірити рівень учнівських знань, умінь і навичок з читання; навчити учнів самостійного виконання завдань тестового характеру, правильному вибору комунікативних завдань, реально оцінювати рівень власних знань; прищеплювати повагу до навчання, розвивати елементи логічного й аналітичного мислення під час виконання контрольних тематичних завдань.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Vocabulary notes:

Allow — awhile — bingo — chatterbox — contain

Introduce — manage — refuse — speech — read from cover to cover.

b) Ех. 2, р. 170 — Explain the meaning of the words and phrases.

c) Ex. 3, p. 170 — Find the words in the story that have the meaning given below:

introduce

to learn by heart

chatterbox

library

borrow

librarian

d) Ex. 4, p. 170 — Choose the correct word to complete the sentences:

chatterbox

taught

library

cover / cover

introduced

borrow

e) Ex. 5, p. 170 — Find the words in the story to talk about:

person's speech a library reading books

f) Ex. 6, p. 171 — Answer the following questions.

What kind of a child was Matilda?

At what age could she read?

Why did she ask her father to buy a book?

Where did she go to read books?

g) Ex. 7, p. 171 — Chose the correct item to complete the sentences.

h) Discussing the story.

Say why it is good to go to the library.

Complete the sentences given below (Ex. 1,2, p. 172)

Say what was interesting for you to learn about Matilda and her

family.

Matilda didn't have any books at home. Prove that it was good for her to go to the library.

Imagine that you've come to a library. What will you ask the li- brarion about?

Complete and act out the dialogue about a visit to a library.

IV. Завершальна частина уроку

Домашнє завдання

Thematic evaluation work 3.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 43

Тема. Thematic Evaluation 3. "Books in your life" Мета: вдосконалювати навички писемного й усного мовлення з уживанням лексико-граматичних структур Present і Past Simple Active; формувати навички вживання граматичних структур; виховувати увагу, уміння чітко виконувати інструкції вчителя; розвивати спостережливість, мовну здогадку, елементи аналізу й самоаналізу.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

MARK TWAIN'S STORY Mark Twain was asked one day if he could remember the first money he earned.

"Yes, it was at school. All the boys who went to school in those days hadn't any more respect for the desks than had for the teachers. There was a rule in our school that any boy who made marks on his desk, either with a pencil or a knife, would be whipped publicly before the whole school or pay a fine of five dollars.

One day I had to tell my father that I had broken the rule and had to pay a fine or take a public whipping and he said, "Sam, it would be too bad to have the name of Clemens disgraced before the whole school, so I'll pay the fine. But I don't want you to be unpunished, so come upstairs". I went upstairs with father and decided, as I'd been punished once and got used to it, I wouldn't mind taking another whipping at school. So I did and I kept the 5 dollars. That was the first money I ever earned".

Level В: Write the translation of the story and the following words:

could remember

more respect for a public whipping to be unpunished I wouldn't mind

Level C: Answer the questions given below.

What was Mark Twain asked one day?

What was the rule in his school?

How did Mark Twain break this school rule?

How did his father react?

In what way was Mark Twain punished?

What did he do with the money?

How did you earn your first money?

Level D: Write the rendering of the story.

IV. Завершальна частина уроку

Домашнє завдання

Ex. 1, р. 90, the poem "Music".

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів.

UNIT 4. LISTENING TO MUSIC

УРОК 44

Тема. The Mystery of Music. Grammar Revision Мета: вдосконалювати навички читання й усного мовлення з опорою на вивчені лексико-граматичні структури; продовжувати формувати навички непідготовленого усного мовлення за проблемними ситуаціями; розвивати спостережливість, уяву й естетичне сприйняття навколишнього середовища; сприяти розвитку логічного і критичного мислення, інтересу до поставлених завдань.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ex. 1, р. 90 — Listen and read a poem. Say why the author says that music is everywhere:

Hum — a low continuous sound

Honeybee — a black and yellow flying insect that can sting Shiver — to shake slightly because you're cold, frightened, excited

Murmur — to say something in a soft quiet voice that is difficult to hear or understand

Moan — to make a long deep sound, usually expressing unhappi- ness, suffering or pleasure

Surge — a sudden, strong forward or upward movement Rattle — to make a series of short loud sounds when hitting against something hard.

b) Ex. 2, p. 90 — Look at the pictures. Say where the people are, what they are doing, what you think their age is. Do they enjoy listening to the music? What kind of music do they listen to? Use the words from the box.

c) Ех. З, р. 91 — Listen and read the text. Say where you think music tunes come from.

Arise emotions — refreshment from routine — wash away the dust Accompany people — beats tapped out — digital tunes — souls Enchanted by — contemporary — inspiration — the next generation

d) Ex. 4, p. 91 — Work in pairs. Take turns to ask and answer the questions.

Why is music called a "universal language?" How does music communicate to different people? What do our emotions depend on? What kinds of sounds did the ancient people listen to? How has the music changed through centuries? What helps modern composers make their expressions more personal?

e) Ex. 5, p. 91 — Match the parts (1-8) to the parts (a-h) to make word combinations.

To offer up refreshment from our daily life

To arise various emotions

To use something as a starting point

To wash away the dust of everyday life

To be enchanted by the mystery of music patterns

To tap out the first beats

To be the main source of inspiration

To accompany somebody through the ages

f) Ex. 6, p. 92 — Say what role music plays in your life. What emotions does it arise in you? Use the phrases from Ex. 5.

g) Ex. 7, p. 92 — Write the following sentences in the Future Simple Passive Voice.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 8, р. 92.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 45

Тема. Music Styles. Talking about Music

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 8, р. 92 — Write a short essay on the topic "Music is a Part of My World".

b) Ex. 1, p. 92 — Many people listen to music while doing other things. Do you? Read and complete the chart.

c) Ex. 2, p. 92 — Work in pairs. Talk about the styles of music you listen to while doing other things. Use the words from the box.

d) Ex. 3, p. 92 — Look at the photos and listen to the information. Fill in the gaps. Who does the speaker talk about? Why is he impressed by the songs of this singer?

e) Ex. 4, p. 93 — Read about different styles of popular music. The Blues

Gospel

Rhythm and Blues Country and Western Rock and Roll British Beat Heavy Metal Reggae Rap Jazz

f) Work in pairs. Ask and answer the questions.

Where did rhythm and blues start?

Who was one of the first rock and roll singers?

What styles did the Beatles mix to create the British Beat Music?

Who made reggae popular?

When did rap start?

What kind of music is jazz?

g) Ex. 5, p. 94 — Look at the photos and styles of music they are associated with.

h) Conversation Lab. "Talking about Music"

I'm into jazz.

I'm a great / big fan of pop.

This tune is enchanting.

This melody makes me feel better.

This style arises positive emotions in my soul.

In my opinion, this style of music is hard to listen to.

This rhythm affects my nerves.

It sounds like nothing I've ever heard before.

"FLIGHT OF ICARUS" by "Iron Maiden"

As the sun breaks above the ground

An old man stands on the hill.

As the ground warms to the first rays of light,

A birdsong shatters the still.

His eyes are ablaze,

See the madman in his gaze.

Fly on your way like an eagle,

Fly as high as the sun

On your wings like an eagle,

Fly and touch the sun!

IV. Завершальна частина уроку

Домашнє завдання

Ех. 9, р. 95.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 46

Тема. Musical Instruments. Grammar Revision Мета: вдосконалювати навички читання, аудіювання й писемного мовлення, вживання лексичних одиниць у непрямій мові; сприяти розвитку самостійного мислення, елементів аналізу й самоаналізу, спостережливості й уваги; розвивати комунікативні здібності учнів.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

III. Основна частина уроку

a) Ex. 9, p. 95 — Put the verbs in brackets into the correct tense form and voice:

Shall be asked Were told Are checked Is mentioned Was not allowed Was shown

b) Ex. 1, p. 96 — Work in pairs. Read and choose the correct item to complete the sentences.

Jazz started among slaves from West Africa. A popular type of music in which the words are spoken is called rap. The music of Bach, Beethoven and Mozart is called classical music.

Traditional music played by the ordinary people is called folk music.

Listen (p. 252) and check your answers.

c) Ex. 2, p. 96 — Work in pairs. Take turns to ask and answer the questions. Add information. Speak using the example of Ex. 2, p. 96.

d) Ex. 3, p. 97 — Listen and repeat the names of the musical instruments.

e) Look at the pictures again and write the names of instruments under the correct heading.

Stringed instruments: instruments that have strings; Wind instruments: instruments that we blow; Percussion instruments: instruments that we hit; Keyboard instruments: instruments that have keys.

Compare in list with each other.

f) Ex. 4, p. 98 — Read what children say about the musical instruments they play. Match their stories to the photos.

Read the statements and say what musical instrument it is.

g) Grammar: Reported Speech / Statements. "I'll help you", Steve says to me.

Steve says that he will help me.

He tells me that he will help me.

"I'll help my parents about the house", Helen says.

Helen says that she will help her parents about the house.

h) Ех. 5, р. 99 — Report the sentences of Ex. 4a on p. 98 into the reported statements. Use the notes from the table given above.

"FLIGHT OF ICARUS" by "Iron Maiden"

Now the crowd breaks and a young boy appears,

Look the old man in his eyes

As he spreads his wings and shouts at the crowd,

"In the name of God, my father, I fly!"

His eyes seem so glazed

As he flies on the wings of a dream,

Now he knows his father betrayed,

Now his wings burn to ashes, to ashes, his grave.

Fly on your way like an eagle,

Fly as high as the sun,

On your wings like an eagle,

Fly and touch the sun!

IV. Завершальна частина уроку

Домашнє завдання

Ех. 8, р. 99.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 47

Тема. Music Lessons. Grammar Revision

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 8, р. 99 — Report the statements in a written form.

b) Ex. 1, p. 100 — Listen and read the poem "Electric Guitars" by James Carter.

mellow — soft, rich and pleasant;

choppy — not calm, with a lot of small waves;

chirpy — lively and cheerful, in a good mood;

strummy — playing a quitar by moving up and down across the

strings;

frets — the bars on the long thin part of a quitar.

c) Ex. 2, p. 101 — Work in pairs. Read the poem and answer the questions.

d) Listen (p. 252) to the dialogue and complete it with answers. Work in pairs. Act out the dialogue.

e) Ex. 4, p. 101 — Look at the photos on p. 102 and talk about music lessons in the British and Ukrainian schools.

How are these lessons similar and how are they different? What do the children do at the lessons? What would you like to change in your school music lessons?

f) Discuss the lyrics in class.

FROM "ANOTHER BRICK IN THE WALL" by "Pink Floyd"

We don't need no education.

We don't need no thought control.

No dark sarcasm in the classroom.

Teacher, leave us kids alone.

Hey, teacher, leave us kids alone!

All in all it's just another brick in the wall.

All in all you're just another brick in the wall.

g) Ex. 5, p. 102 — Read and act out the situation using the following pattern.

h) Ex. 6, p. 102 — Put the verbs in brackets into the correct tense form and voice.

FROM "BORN TO TOUCH YOUR FEELINGS" by "Scorpions"

I was born from the sound of the strings. For someone to give everything. To be a song iust for your feeling. Close your eyes and I'll try to get in To waken your heart like the spring 'Cause I was born to touch your feelings Steal the time, take a song and be glad Be free as the birds, don't be sad Your time will come, I'll make you feel it You're still young like the sun after rain Follow the light it's not in vain. And you will see I'll touch your feelings

Домашнє завдання

Ех. 6, р. 99.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 48

Тема. At the Concert. A Concert Review

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 6, р. 99 — Work in groups. The speaker says a sentence on the topic "Music and Musical Instruments". The others take turns to report them.

b) Ex. 1, p. 103 — listen (p. 252) to the children buying tickets for the concert. Say whose concert, they are going to.

Speak in class. Complete the dialogue and act it out. Use the pictures above.

c) A Concert Review

"U2" (BERLIN, GERMANY) By George

Great!... Superb!... the height of my joy!... How can I express my delight after the show! The concert was on last night and it was the most amazing show I have ever seen. This is the first time I have seen "U2" play live and it's something I won't easily forget. Let me tell you all about it.

We arrived in plenty of time and got a really good place, right in front of the stage. The atmosphere was electric and by the time the band came on stage, the crowd was going wild! The group played lots of their old favourites but also some of their new stuff. It was brilliant. There were also some great special effects, like fireworks, and there were two huge screens on either side of the stage so that everyone could see Bono strutting around. He was wearing his trademark glasses — so cool!!...

d) Ex. 2, p. 104 — Work in pairs. Have you ever watched a concert "live", on TV or video? Tell the class about your experience. Use nouns and adjectives from the word bank.

e) A concert review tells the readers about the impressions of the person who has visited the concert. Sometimes the quality of your reviews can influence its success. Please follow the standards below for writing a good review.

Review Writing Guide

Talk about the singers who participated in the performance.

Describe the place where the concert was held.

Write a few sentences about the scenery and the stage.

Write about the audience. How did it react to the singing?

What did you like about the show?

Write your recommendations to your friends.

f) Ex. 3, p. 104 — Read the concert review and match the paragraphs (1-4) with the titles (A-D).

g) Ex. 4, p. 105 Read the review again and answer the questions.

Did the reviewer like the concert? Why yes? Or why not?

Where did he watch the concert?

How big was the audience?

How did the audience react to the singer?

How did the singer communicate with the audience?

Was it an enjoyable experience?

h) Speak in class. Tell your classmates if you would like to go to one of Randy Newman's concerts. Why or why not?

Work in groups. Talk about your favourite singers and bands. What makes them popular? Give your reasons.

IV. Завершальна частина уроку

Домашнє завдання Ех. 8, р. 106.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів.

УРОК 49

Тема. At the Concert. Favourite Melodies. Present Perfect Passive Мета: вдосконалювати навички читання й усного мовлення; практикувати учнів у MM і ДМ за проблемними ситуаціями, розвивати логічне й аналітичне мислення; формувати навички непідго- товленого усного мовлення; розвивати пізнавальний інтерес, ауди- тивну пам'ять та увагу.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 8, р. 106 — Put the verbs in brackets into the correct tense form.

b) Listen to the dialogue and say what Dan is looking for in record shop. Look through the dialogue and answer the following questions.

c) Grammar: Present Perfect Passive Voice (the chart). Ex. 3, p. 108 — Put the verbs in brackets into the Present Perfect Passive voice

Has been built Has been found Has been awarded Has been recorded Has been attended Has been received Has been used

d) Read the sentences and use them in your dialogues. The usher will show us our seats.

Let's mount to our seats in the balcony. I am eager for the concert to begin, you know. It's a play in three acts, isn't it? They change the sets in no time. I have never seen anything half so splendid. Oh, it's too lovely for words!

e) Ex. 4, p. 108 — Look at the pictures of CDs, read the information and match the names of the children with the CDs they want to buy.

You are going to buy one of the CDs. Work in pairs. Act out the dialogue "In a Record Shop", Use Ex. 1, as a model.

f) Some additional information to the topics to be learnt.

Oh, yes, I dote on music.

This work is a monument of genius.

Who put the words of this piece of poetry to music?

This music is violent in the extreme and often very complex.

He helped to restore this kind of music to its former greatness.

He is a musician, every inch of him.

Their popularity is growing with bounds and leaps.

Few can equal him.

IV. Завершальна частина уроку

Домашнє завдання Ех. 5, р. 109.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 50

Тема. Famous Composers. Jigsaw Reading. Grammar Revision Мета: вдосконалювати навички читання й усного мовлення; формувати навички конкретного й логічного висловлювання з використанням вивчених лексико-граматичних структур; повторити граматичні структури часів Present і Past Simple, уживання фраз наповнення; розвивати аналітичне та критичне мислення, елементи аналізу й самоаналізу.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

а) Ех. 5,р. 109 — Write questions to the words in bold:

What has been bought as souvenirs in this collection? What facts about music have been discovered recently? Whom has a good report been prepared by?

Where has the festival been organized? What festival has been organized in Lviv?

b) Ех. 2, р. 109 — Work in groups. Read the text and then exchange information.

When did Beethoven live? Where did he get his education? What Beethoven's masterpieces do you know? Who was his teacher?

What happened to Beethoven when he was 23?

What have you learnt about Mozart's childhood?

What do you remember about Mozart's life?

What instruments could he play?

What operas by Mozart do you know?

What do you think of the legends around Mozart's death?

c) Ex. 3, p. Ill — Speak in class. Tell your friends what you have learnt about two great composers.

d) Johann Bach, an outstanding composer, violinist, church organist.

George Handel spent much of his life in England, composing operas and oratorios.

Franz Haydn is known as the "father of symphony". Frederic Chopin has been called "the poet of piano". Pyotr Tchaikovsky wrote music of many kinds — songs, operas, ballets, symphonies and piano concerts.

Mikhail Glinka was the first important Russian composer of the national school and famous for his operas.

Alexander Borodin taught chemistry and founded a school of medicine for women. He wrote two symphonies, the opera "Prince Igor" and others.

e) Ex. 4, p. 111 — Read the information about the modern Ukrainian composer. Put the verbs in brackets into the correct tense form.

f) Music has always held an exceptional place in the cultural life of the Ukrainian people.

Mykola Vitaliyovych Lysenko is one of the most brilliant representatives of this sphere of human spiritual life. A great Ukrainian composer wrote many works for the piano widely used the folk melodies. He wrote many operas for the children as "Winter and Spring", "The Noble Cat" and others. His operas "Eneida", "Taras Bulba", Christmas Night", "Natalka-Poltavka"and others are very popular with the spectators not only in our country but abroad as well.

IV. Завершальна частина уроку

Домашнє завдання Ех. 5, p. 111.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 51

Тема. Project Work. Grammar Revision. Music in Our Life Мета: формувати лексичні навички з нової теми; вдосконалювати навички читання, усного мовлення; практикувати в уживанні нових лексико-граматичних структур у словосполученнях та реченнях з теми; навчити учнів уживати нові JIO з використанням зорових лексичних опор; розвивати логічне мислення, спостережливість і кмітливість; виховувати увагу, уміння чітко виконувати інструкції вчителя.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 5, p. Ill — Find information and write a short report about a famous composer.

b) Ex. 1, p. 112 — Project work. Work in groups. We are having a class meeting. You want to design a newspaper issue devoted to music. Share the roles. Discuss your plans. Follow the recommendations given below.

c) Ex. 2, p. 113 — Design a newspaper. Present it to your classmates.

Your assignment; choose the material for the issue and complete the following information about the organization of the newspaper.

LINKIN PARK FACTS The six people in the band are Chester, Mike, Rob, Brad, Joe and Phoenix. Chester is from Arizona, but everyone else is from California. They are friends from school and college. They are different from many other bands because they write their own songs.

Their music is a mixture of rock and hip-hop. Chester and Mike write the songs. They write about things that happen to everyone because they want people to understand their music.

Where does the name Linkin Park come from? Chester often travels past Lincoln Park in California because it is between his house and the recording studio. He likes the park and he thinks that it is a good name for a band. The spelling is different because of the Internet.

Lincoln park.com is a website about the park and Linkinpark. com is a website about the band.

Their fans are very important to them. They sign autographs for their fans at every concert. They like to talk to their fans to hear what they think. Chester says, "We have a very good relationship with our fans. We have to understand them because we can't be successful without them".

d) Ex. 2, p. 113 — Change sentences in the Active into the Passive Voice.

Two tickets were bought by me to the concert yesterday.

A new disc will be brought by my friend tomorrow.

Musical instruments are sold by them in this shop.

This famous violin has been stolen by them recently.

This opera will be staged by us at the beginning of the next season.

Musical festivals are often participated by my mother.

e) Ex. 3, p. 113 — Read and choose the correct item to complete the sentences:

is played studied is loved

has been composed will be opened greeted

f) Ex. 4, p. 114 — Put the words in the correct order to make sentences.

IV. Завершальна частина уроку

Домашнє завдання Ех. 6, р. 114. Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 52

Тема. My Favourite Singer (Group)

Мета: вдосконалювати навички усного мовлення й читання; розвивати навички учнів уживати нові JIO з теми; формувати лексичні й граматичні навички учнів; сприяти розвитку самостійного мислення й спостережливості.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 6, р. 114 — Read and act out the situation.

You are going to have a birthday party. Talk about your choice of music for it. Will you try to satisfy everybody's tastes?

b) Ex. 7, p. 114 — Write about the collection of music you have at home.

c) Self-assessment: think of your records and tick how well you know it, "Now I can..."

d) The Women in Music are talking

Avril Lavigne, "I remember when I was really young, standing on my bed like it was a stage, singing at the top of my lungs and visualizing thousands of people surrounding me. I love writing. When I get upset and really need to get it out of me I go to my guitar. Sometimes I feel like my guitar is my therapist.

I was always a tomboy and I guess I still am. I played hockey during the fall / winter and baseball in the summer. I loved playing with the boys. I want to rock the world! Iwant people to know that my music is real and honest — it came from my heart. I was just being true to myself".

Natalie Imbruglia, "It took me a long time to shake off that soap thing and be given the space to do what I wanted to do. At first I didn't think I could really get away with it. Then it's like the opportunity presented itself to me and did I have the balls to do it?

Shirley Manson of "Garbage", "We always write a song so that you could still play it on an acoustic guitar. The music makes me feel strong. On stage, I feel confident because I can be someone else. I realize I'm in an enviable position and intend to enjoy all the things fame brings..."

Saffron of "Republica", I don't get it when people say "Just a pop band". Pop music is something that is both throwaway and something that changes your life!"

Домашнє завдання

Home Reading, p. 174-176.

Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 53

Тема. Home Reading. "In the School Orchestra" Мета: вдосконалювати навички читання, ММ та ДМ; формувати навички вживання нових JIO в усному мовленні учнів у граматичних структурах; навчити учнів самостійного непідготовле- ного висловлювання з теми з використанням мовленнєвих штампів; сприяти розвитку самостійного мислення, кмітливості; виховувати повагу до однокласників, інтерес до вивчення англійської мо-

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Lexical analysis of vocabulary notes:

audition — bar — bow — conductor — measure — rehearsal — charge — insulted — music stand — sign up

b) Ex. 2, p. 177 — Match the words with their definitions:

1 —d 6-і

2- е 7—b

3— f 8-е 4 — g 9 — h 5-а

c) Ex. 5,3 p. 177 — Chose the correct word from Ex. 2, to complete the sentences.

The conductor / an audition Measures Triangle Stand partner • Stick

Bars / trombone

The rehearsal Charged

d) Ex. 4, p. 178 — Find the words in the story to talk about:

the decision of parents to sign up their children for the orchestra;

the audition that the conductor gave Kim and her brother; meeting with Matthew.

e) Ex. 5, p. 178 — Choose the correct item to complete the sentences: orchestra

we had to play a few bars of music alone the triangle

sharing a music stand with me

a violin teacher

who really liked music

to draw my bow back and forth

they also play musical instruments.

f) Ex. 6, p. 179 — Answer the questions.

Did Kim and her brother want to play in the orchestra?

Whom did the conductor put near the front of the orchestra?

Where did he put Kim's brother? Why?

Who wanted to take the violin lessons?

How did Kim play the cello?

Where did Kim invite Matthew?

g) Say why Kim's brother wanted to accept the conductor's offer to play the triangle.

Imagine that your parents signed you up to play in the orchestra. What musical instrument would you choose? Why?

Complete the dialogues between the conductor of the orchestra and a newcomer.

IV. Завершальна частина уроку

Домашнє завдання

Thematic evaluation work.

Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 54

Тема. Thematic Evaluation 4. "Music"

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

Завершальна частина уроку

Level A: Write as many lexical units as you can on the topic.

Level B: Write as many word combinations as you can on the topic.

Level C: Answer the following questions.

Do you agree that music is everywhere? How has music accompanied people?

What styles in music are popular among the teenagers? Why? What groups can you divide musical instruments into? Would you like to become a pop star / idol? Why? How does music communicate to different people?

Level D: Write a report / a composition / a review on one of the following topics:

My favourite singer / group.

Impressions of the concert / show.

My favourite composer / piece of music / CD.

The styles of music I like most of all.

Music in my life.

At the Music lessons.

My favourite songs.

Домашнє завдання Ех. 1,р. 116.

Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів.

UNIT 5. THE UK AND UKRAINE

УРОК 55

Тема. My Pen-Friends. Modifying Adverbs

Мета: вдосконалювати навички читання й усного мовлення з теми; формувати навички вживання нових JIO в MM і ДМ учнів у лексико-граматичних структурах; формувати навички групової і парної роботи, відповідальності за доручену справу, колективізму і толерантності; сприяти розвитку аналітичного та критичного мислення; розвивати кмітливість і пізнавальний інтерес до вивчення англійської мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ex. 1, р. 116 — Look at the photos and say where the children are.

How do they communicate with each other? What things do they tell each other about? Read the e-mail and put them in the correct order.

b) Ex. 2, p. 117 — Speak in class. Look at the pictures to Ex. 1. What kind of a personality do you think the boys have?

Example

A. To my mind, Greg is talented because he can play the bagpipes and he took part in a music festival last month.

B. In my opinion, Greg is curious because he is working at his report and wants to know more about the countries in Europe.

c) Vocabulary notes. Modifying Adverbs

We use modifying adverbs a little, not at all, really, quite, very, slightly to make the meaning of adjectives stronger or weaker.

They go before the adjective or before the word combination a (an)+ Adj.+N.

d) Ех. З, p. 117 — Listen (page 253) to what Greg has written to Dan about his interests and character. Fill in the missing modifying adverbs.

e) Ex. 4, p. 117 — Complete the sentences with the modifying adverbs.

I'm slightly sensitive. My friend is really hard-working. I find Chinese quite difficult. He is not at all a rude person. She is a little shy. He is very attentive to his friends.

f) Ex. 5, p. 118 — Your English-speaking friend has asked you to give information about yourself. Introduce yourself first and them talk about the things in the mind map. Use the modifying adverbs.

g) Ex. 6a, p. 118 — Make the questions. Use the prompts and the correct auxiliary verbs; is, are, have, do.

Where do you came from?

How big is your family?

What school do you study at?

What are your favourite school subjects?

What free time activities are you interested in?

What countries have you visited?

IV. Завершальна частина уроку

Домашнє завдання

Ex. 6,Ь, 7, р. 118.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 56

Тема. Teenage Leisure. Favourite Pastime

Мета: формувати навички вживання тематичних JIO в усному мовленні учнів у граматичних структурах; навчити учнів правильного вживання мовленнєвих штампів; практикувати в непідготов- леному MM і ДМ за проблемними завданнями; вдосконалювати навички аудіювання, читання й усного мовлення з теми; розвивати спостережливість, кмітливість і пізнавальний інтерес до вивчення англійської мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ex. 6Ь, р. 118 — Work in pairs. Use the questions of Ex. 6a to interview your new friend. Then tell him / her about yourself. Is there anything you have in common?

b) Ex. 7, p. 118 — Write the e-mail letter to your friend. Tell him / her about yourself.

c) Ex. 1, p. 119 — Look at the pictures. What are the teenagers doing? Which activities do you do?

d) Ex. 2, p. 119 — You are going to read the text about the way teenagers spend their free time in the UK.

Choose the most suitable heading from the list (A E) to each part (1-4). There is one extra heading which you do not need to use: З — A 2 — D B — extra

1—C 4-Е

e) Ex. 3, p. 121 — Read the text of Ex. 2, p. 120 again and say what activities enjoy the greatest popularity in the UK.

f) Ex. 4, p. 121 — Listen (p. 253) to the Ukrainian children talking about their favourite pastime. Tick the things they enjoy doing. Complete the sentences with the names of the children. Which statements are also true for you?

g) Ex. 7, p. 122 — Work in pairs. Discuss your hobbies with your friend. Use the phrases from Ex. 6, and the expressions given below.

I enjoy doing...

I really like / don't like doing... I quite like doing...

I prefer... (doing sport) to... (chatting online)

Travelling Going hiking

Going to the cinema or to the theatre Going out with friends Night clubbing Doing sport

Listening to music Playing computer games Chatting online Drawing

Collecting coins, stamps, badges etc.

IV. Завершальна частина уроку

Домашнє завдання Ех. 6, р. 121. Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 57

Тема. Climate and Weather. Weather Forecasts Мета: вдосконалювати навички читання, усного й писемного мовлення з теми; формувати навички вживання ситуативної лексики в граматичних структурах; навчити учнів правильного вживання розповідних, заперечних і питальних лексико-граматичних структур; практикувати виконання проблемно-пошукових комунікативних завдань; розвивати елементи логічного та критичного мислення, пізнавальний інтерес до вивчення англійської мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 6, р. 121 — Play a guessing game. Work in small groups. One pupil describes one the activities in the list. Others have to guess (p. 122).

b) Ex. 1, p. 123 — Listen and match the dialogues to the pictures.

c) Ex. 2, p. 125 — Read the text and say what the difference between the climate and weather is:

affect — conditions — sunshine — rainfall — wind speed — direction

temperate — variations — inland — meteorologists — temperature particularly — moisture

d) Ex. 3, p. 125 — Read and complete the sentences using the words from Ex. 2, p. 124.

e) Ex. 4, p. 125 — Work in class. Take turns to ask and answer the questions. Speak in class. Say what you have learnt about your fried.

Do you listen to weather forecasts?

Are weather forecasts important for people?

People of what professions are interested in weather forecasts?

Do you get the information about the weather forecasts on radio /

on TV / in the newspaper / other?

Have you ever got into trouble because of the the wrong weather forecast?

GEORGE MEREDITH (1828-1909)

"Now the North wind ceases" The warm South — west awakes, The heavens are out of fleeces, And earth's green banner shakes".

GEORGE WHYTE-MELVILLE (1821-1878)

The swallows are making them ready to fly, Wheeling out on a windy sky: Goodbye, Summer, goodbye, goodbye...

THOMAS HOOD (1799-1845)

No warmth, no cheerfulness, no healthful ease,

No comfortable feel in any member -

No shade, no shine, no butterflies, no bees,

No fruits, no flowers, no leaves, no birds — November!

ALEXANDER SMITH (1829-1867)

In winter, when the dismal rain Comes down in slanting lines, And Wind, that grand old harper, Smote his thunder — harp of pines...

IV. Завершальна частина уроку

Домашнє завдання

Ех. 5, р. 125.

Підсумки уроку

УРОК 58

Тема. Whatever the Weather... Reported Statements Мета: вдосконалювати навички аудіювання, MM і ДМ з теми; формувати навички вживання ситуативної лексики в граматичних структурах Present, Past Simple Tense / should / would; формувати навички теоретичного та практичного виконання завдань проб- лемно-пошукового характеру; розвивати фантазію, уяву, спостережливість і естетичне сприйняття навколишнього середовища; сприяти розвитку самостійного аналітичного мислення, вміння працювати в групах.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 5, р. 125 — Write. Complete the sentences with the correct auxiliary verbs; is, are, do, does, did, have, has, will.

b) Ex. 1, p. 126 — Look at the pictures and say: What season it is;

What the weather is like;

What clothes you usually wear on such a day.

c) Ex. 2, p. 126 — Put the following adjectives into two columns:

cloudy; sunny; rainy; hot; misty; warm; wet; clear; cool; bright; windy; calm; stormy; snowy; wet; dull

d) Ex. 3, p. 126 — Listen and read the dialogue. Match it to one of the pictures of Ex. 1.

e) Learning Strategies; Talking about the weather

People often talk about the weather. It is a way to greet someone you pass on the street. It's a way to begin a conversation with someone you don't know at a social event. Conversations about the weather are never very long; they are usually only openers to other subj ects. A comment about a nice day or a personal complaint about the rain is an easy way to break the ice.

Here are some comments about the weather: Nice day, isn't it? Hot enough for you? I'm boiling!

Looks like rain to me.

A little on the cool side, isn't it?

It's pouring down today.

It's a perfect day for staying outside!

I can't stand it. It's freezing!

This rain hasn't let up for two weeks.

I'm going crazy! Gee, it's slippery out there.

Isn't it beautiful out today? I'm soaking wet!

f) Ex. 4, p. 127 — Work in pairs. Use the phrases from the table above to talk about the weather in the pictures of Ex. 1, p. 126.

g) Ex. 5, p. 127 — Report the sentences.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 6, р. 127.

Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 59

Тема. At the Map of the UK

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

а) Ех. 6, р. 127 Write a few sentences about your favourite season of the year. What activities enjoy the greatest popularity among the teenagers?

b) Ex. 1, р. 218 — Look at the compass and give names to all the numbers. Look and say as in the example. Give full names instead of the abbreviation.

Grammar lab; Prepositions

in the north — to the north of — to the north — east of

c) Ex. 2, p. 128 — Listen and read the conversation between two friends. Match the geographical names to the pictures.

Read and tick the statements. Add information.

Vocabulary Notes

The British Isles = all of the United Kingdom and the Republic of Ireland;

Great Britain = England, Wales and Scotland;

The United Kingdom = England, Wales, Scotland and Northern

Ireland.

d) Ex. 4, p. 129 — Look at the weather map from "Daily Express". Act out short dialogues. Talk about the weather in different parts

of the UK.

e) Ex. 5, p. 130 — Study the weather map from the newspaper again. Answer the questions:

Which of the following statements best describes the weather across the UK?

Which area of the UK has no sunshine forecast? What temperature is forecast for north-east Scotland? In which part of the UK is there the highest temperature forecast?

What is the temperature in England?

Where in Wales is no rain forecast?

From which direction is the wind blowing in Scotland?

How does the weather in central and eastern Scotland differ from

that in Northern Ireland?

f) Ex. 6, p. 130 — Your friend is travelling from Edinburgh to London. Describe the weather that he / she will experience on the journey south.

When the weather is wet, We must not fret. When the weather is cold, We must not scold. When the weather is warm, We must not storm. But be thankful together Whatever the weather.

IV. Завершальна частина уроку

Домашнє завдання Ех. 7, р. 130.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 60

Тема. The Land of Great Britain. Articles. Reported Statements Мета: вдосконалювати навички читання й усного мовлення; практикувати учнів у MM і ДМ за проблемними ситуаціями, розвивати логічне й аналітичне мислення; формувати навички непідго- товленого усного мовлення; розвивати пізнавальний інтерес, ауди- тивну пам'ять та увагу.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

Ех. 7, р. 130 — Report the sentences. Put the correct personal pronouns or possessives.

Ex. 1, p. 131 — Listen and repeat the geographical names: the United Kingdom of Great Britain and Northern Ireland;

the British Isles — Northern Ireland — Wales — Scotland — the Irish Republic;

The Atlantic Ocean — the North Sea — the Irish Sea — the Strait of Dover;

Belfast — Cardiff — Edinburgh — the Union Jack.

Ex. 2, p. 131 — Read the text to get some information about the UK.

Ex. 3, p. 132 — Work in pairs. Take turns to ask and answer the questions.

Where is UK situated?

Why is the UK called an island state?

Are there any rivers in the UK?

What do you know about mountains in Great Britain?

Why are foreigners surprised by the fact that much of land in

Britain is open country?

What is the Union Jack made up of?

Grammar Lab. Article the with geographical names

We use the definite article the with the geographical names of:

rivers: the Thames , the Severn;

oceans and seas: the Atlantic Ocean, the Irish Sea;

mountain ranges: the Highlands;

island groups: the British Isles;

canals: the English Channel.

Note: the north / south / west / east

We don't use the definite article with the names of: towns, countries: London, Great Britain (But: the UK); lakes, individual mountains: Loch Ness, Ben Nevis.

Ex. 4, p. 133 — Look through the text of Ex. 5, p. 132 again and find what it says about: seas, oceans and rivers; mountains; people; cities; the flag.

Work in pairs. Look at the map of the UK and write down the list of georaphical names.Use the definite article where necessary.

Ex. 5, p. 133 — Speak in class. Talk about the geographical position of the UK. Show the geographical objects you are talking about on the map.

IV. Завершальна частина уроку

Домашнє завдання

Ех. 6, р. 133.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 61

Тема. Life in Britain. Changes in the Reported Speech Мета: вдосконалювати навички читання й усного мовлення; практикувати учнів у MM і ДМ за проблемними ситуаціями, розвивати логічне й аналітичне мислення; формувати навички непідго- товленого усного мовлення; розвивати пізнавальний інтерес, ауди- тивну пам'ять та увагу.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

III. Основна частина уроку

a) Ex. 6, p. 133 — Put the verbs in brackets into correct tense form and voice.

b) Ex. 1, p. 134 — Look at the pictures. Listen and report the words: a rose — a shamrock — a thistle

a leek — a red dragon — a daffodil

c) Ex. 2, p. 134 — You are going to read a magazine article about people in Britain. Six sentences have been removed. Choose which sentences (A—G) fit into gaps (1—6). There is one extra sentence you do not need to use.

d) Ex. 4, p. 136 — Speak in class. Act out the situation.

Your friend has just returned from Great Britain. Ask him / her questions about people living here.

e) Ex. 2, p. 137 — Listen and read the dialogue. Say what Olia tells Ann about the Scottish traditions.

Grammar lab

Changes in the Reported Speech: "I want to visit my Granny on Sunday", Jane says. Jane says thet she wants to visit her Granny on Sunday. "I want to visit my Granny on Sunday",, Jane said. Jane said that she wanted to visit her Granny on Sunday. Direct Speech Reported Speech:

Today that day

Yesterday the day before

tomorrow The next day

next week the following week

last week, last year, the previous week

this / these that / those

here there

Personal pronouns and possessive adjectives change according to the context.

f) Ex. 5, p. 139 — Report the following statements.

Olena said that she wanted to visit her pen — friend who lived in Great Britain.

Taras said that he had never been to Northern Ireland. Inna said that she was reading an interesting book about England then. Petro said that he had visited Wales the previous year. Ivas said that he had worn a kilt in Scotland.

Brian said that he would watch a rugby match the following Saturday.

Домашнє завдання Ех. 4, р. 139.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 62

Тема. Love Ukraine. Seven Wonders of Ukraine Мета: вдосконалювати навички читання й усного мовлення; практикувати учнів у MM і ДМ за проблемними ситуаціями, розвивати логічне й аналітичне мислення; формувати навички непідго- товленого усного мовлення; розвивати пізнавальний інтерес, ауди- тивну пам'ять та увагу.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 4, р. 139 — Speak in class. Express your point of view on the following:

if it's important to keep traditions and why; which countries are famous for their traditions and why; if there are old traditions in the UK and what they are; why the British are considered to be conservative people.

b) Ex. 1, p. 139 — Listen and read the poem. Say what it means to you to love the Motherland.

Love Ukraine as you would love the sun, The wind, the grass and the streams together- Love her in happy hours, when joys are won, And love her in time of stormy weather.

(By Volodymyr Sosyura)

c) Ex. 2, p. 139 — Ann and Dan are going to travel with their Eng- lish-speaking friends around Ukraine. They are telling them about their plans. Listen (p. 253) and draw a line on the map to show where they are going to go. What famous landmarks are they going to visit?

d) Ex. 3, p. 140 — Look at the pictures and say which of these places you have been to or have read about.

Work in small groups. Talk about the seven wonders of Ukraine. Use the information given below: Kamyanets-Podilsky Kyiv-Pechersk lavra Sofiyivka, Uman, Cherkasy Region St. Sophia's Cathedral, Kyiv Chersonesus, Sebastopol Khotyn Fortress Khortytsia Island, Zaporizhzhia.

e) Ex. 1, p. 142 — Look at the map of Ukraine and answer the questions.

Where is Ukraine situated? What countries does it border on? What is it washed by?

Are there mountains in Ukraine? Where are they situated? Are there rivers in Ukraine?

How is the landscape changing from west to east of the country?

From north to south?

What type of climate is there in Ukraine?

f) Ex. 2, p. 143 — read the text about the geographical position of Ukraine. Match the paragraphs with the most suitable headings:

2-А 4 —D 1 —В 5-Е

3 — C

Домашнє завдання Ex. З, p. 145.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 63

Тема. Ukrainians and Ukraine. The Use of Articles Мета: вдосконалювати навички читання, MM і ДМ; формувати навички вживання нових JIO в усному мовленні учнів у граматичних структурах; навчити учнів самостійного непідготовленого висловлювання з теми з використанням мовленнєвих штампів; сприяти розвитку самостійного мислення, кмітливості; виховувати повагу до однокласників, інтерес до вивчення англійської мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. З, р. 145 — Match the words with their definitions.

A square kilometer — a unit for measuring area; A peak — the pointed top of a mountain or a hill; A slope — surface which is higher on one side than the other; Gentle — not rough;

To stretch — to reach, to spread out or cover; A status — the official legal condition or position of a person, group, country, etc.

Due to — owed to someone or something;

Resources — something such as useful land, or minerals such as oil or coal, that exists in a country and can be used to increase its wealth.

b) Ex. 4, p. 145 — Read and choose the correct item to complete the sentences.

c) Ex. 5, p. 146 — Fill in the articles where they are necessary.

d) Speak in class. Talk about the geographical position of Ukraine.

e) Ex. 1, p. 147 — Look at the photos. Describe traditional Ukrainian clothes. Say what traditional folk crafts are popular in Ukraine and in the place where you live.

f) Ex. 2, p. 147 — Read the magazine article and say what the main characteristics of the Ukrainian people are:

Inhabit — were engaged — occupies — determined Prehistoric — passionate — hospitable — Slavonic The crops — sorrows — joys — self — sacrifice

g) Ex. 3, p. 148 — Read and tick the statements. Add information to the true statements and correct the false ones:

1- 3+ 5+ 7+

2+ 4- 6- 8-

Домашнє завдання Ех. 6, р. 148.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів.

УРОК 64

Тема. This is the Way We Live. Project Work. Grammar Revision Мета: вдосконалювати навички читання й усного мовлення; формувати навички конкретного й логічного висловлювання з використанням вивчених лексико-граматичних структур; повторити граматичні структури, вживання фраз наповнення; розвивати аналітичне та критичне мислення, елементи аналізу й самоаналізу.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Ех. 6, р. 148 — Complete the sentences using said. / told.

b) Ex. 1, p. 150 — Rewrite the sentences in the Reported Speech. Pay attention to the changes you have to make.

c) Ex. 2, p. 150 — Rewrite the sentences. Pay attention to the changes you have to make.

d) Ex. 5, p. 150 — Read the text about the traditional dance in our country. Put the verbs in brackets into the correct tense form.

e) Ex. 5, p. 151 — Speak in class. Talk about the traditions in the place where you live.

f) Ex. 1, p. 149 — Project Work. Work in groups.

You want to design a newspaper issue about the ways people live in different parts of the world. Share the roles. Follow the recommendations given below. Discuss your plans.

Design a newspaper. Present it to your classmates. Your assignment.

e) Work in small groups

Decide on a country you would like to write about. Find the necessary information about it. Write about the geographical position of this country, its climate and people living there. Describe the traditional clothes and artcrafts. Complete the following information about the organization of the newspaper.

Домашнє завдання

Test on reading.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 65

Тема. Test on Reading. "Robinson Crusoe"

Мета: контролювати лексичні та граматичні навички з теми; вдосконалювати навички читання, усного мовлення; практикувати в уживанні нових лексико-граматичних структур у словосполученнях і реченнях з теми; навчити учнів уживати нові JIO з використанням зорових лексичних опор; розвивати логічне мислення, спостережливість і кмітливість; виховувати увагу, уміння чітко виконувати інструкції вчителя.

ХІД УРОКУ

НІ. Основна частина уроку

Фонетична й мовленнєва зарядка.

Some new words to be learnt and used: Hatchet — kid — pen — mainland — pouch Savage — powder — stake — vine — smooth

Level A: Write down the translation of the story:

Level B: Ex. 3, p. 191 — Match the words with their definitions:

a hatchet — h a pouch — d a stake — e a savage — f a vine — g a shot — b A powder — a A pen — с

Level C: Answer the following questions.

What things did Robinson carry with him? Why was it a wonderful sight?

What did he think of the mainland?

Which animals did Robinson notice from the hill?

Why did he catch a young parrot?

Where did Robinson sleep at nights?

What did he take a young kid for?

Level D: Write down a composition / a report on one of the following topics.

Describe the wonderful nature of this part of the island. Robinson's decision to live in this part of the island. The problems that Robinson would face there. Different ways to overcome Robinson's troubles. What were the things that helped Robinson survive? Imagine that you are on a desert island. How have you organized your life there? What are the difficulties you can face with? Have you ever dreamed of spending some time on the desert island? Why yes or why not?

IV. Завершальна частина уроку

Домашнє завдання

Test on speaking.

Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 66

Тема. Test on Speaking

Мета: вдосконалювати навички читання, усного й писемного мовлення з теми; формувати навички вживання ситуативної лексики у лексико-граматичних структурах Present Simple, Past Simple Tense / conditional sentences; вчити учнів логічного висловлювання під час виконання проблемних завдань; розвивати фантазію, уяву, відчуття реальності, спостережливість і естетичне сприйняття навколишнього середовища; сприяти розвитку елементів самостійного критичного й аналітичного мислення, вміння відстоювати власну позицію й об'єктивно оцінювати думки оточуючих.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

The pupils are taking cards with their individual tasks.

Knowledge is power My favourite piece of music. Your weather report for the next week. Give information about yourself. Live and learn.

Send three e-mails to your friends.

At the map of the UK.

My favourite composer.

It is never too late to learn.

My favourite singer (group).

Books and the variety of genres.

After the concert. Sharing the opinions.

The best way of spending my favourite pastime.

The geographical position of Ukraine / England.

The Ukrainian national traditions / folk crafts.

The book I recommend you to read.

After rain or clouds comes fair weather.

Listening to weather forecast.

The musical instrument I would like to play.

To know everything is to know nothing.

Домашнє завдання

Test on listening.

Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 67

Тема. Test on Listening. "About Rembrandt" Мета: проконтролювати навички аудіювання; формувати навички вживання нових JIO в усному мовленні учнів у граматичних структурах; навчити учнів самостійного непідготовленого висловлювання з теми з використанням мовленнєвих штампів; сприяти розвитку самостійного мислення, кмітливості; виховувати повагу до однокласників, інтерес до вивчення англійської мови.

ХІД УРОКУ І. Організація класу. Привітання

Фонетична й мовленнєва зарядка.

Level B: Write down the translation of the text and the following word combinations:

TEXT

In a museum in Holland one can see a pair of wooden shoes with funny little figures of animals drawn on them. These drawings helped to discover the great painter Rembrandt.

When he was still a boy, Rembrandt worked much to become a painter and travel in foreign countries.

One day at school, instead of listening to the teacher, he was drawing pigs and chickens on the wooden shoes of the pupil sitting next to him. Seeing this, the teacher got angry and said he would tell his mother.

In the afternoon Rembrandt was sitting on the top of a hill quite near his house, watching the traffic in the streets.

Then he saw his teacher had come to speak to his parents. His father called him and the young Rembrandt saw his teacher with one of the wooden shoes in his hand. All eyes were turned on him as he came near.

To his great surprise, his mother spoke to him kindly, saying, "Do you really want to be a painter, my child?" The boy could not believe his ears, his heart was full of happiness.

His teacher told him that he liked his excellent drawings and wanted him to study painting with a famous artist in the town.

Later Rembrandt painted wonderful pictures but he died a poor man.

Level A: Write down the translation of the text.

...instead of listening

...watching the traffic in the streets]

...spoke to him kindly

To his great surprise...

...full of happiness

Level C: Answer the following questions.

What can you see in a museum in Holland? What was the boy doing at the lesson? Why did the teacher get angry?

Was Rembrand afraid of the teacher coming to his father's house?

Why were all eyes turn on the boy? What did the teacher tell him? What kind of painter was Rembrandt?

Level D: Write down a composition / rendering of the story.

IV. Завершальна частина уроку

Домашнє завдання

Test on writing.

Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 68

Тема. Test on Writing

Мета: проконтролювати рівень граматичних навичок учнів; формувати навички вживання нових JIO в усному мовленні учнів у граматичних структурах Present і Past Simple Tenses; навчити учнів правильного вживання англійських модальних дієслів і фраз наповнення; сприяти розвитку логічного та критичного мислення; розвивати спостережливість і пізнавальний інтерес до вивчення англійської мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

a) Report the following sentences (1 point).

John said, "We shall have a grammar test tomorrow". George said, "I have written the composition in time". Suzan said, "Larry travelled to France last summer".

b) Use the proper articles instead of the gaps (0,5 point).

Many___ distinguished people of Britain studied at Eton.

Asia is larger than___ Europe.

They speak neither — Spanish nor — German. Kyiv smiles with — chestnut blossom. I am glad to have met — you here.

She wanted to know if she would take — part in — competions.

c) Read and choose the correct verbs in the sentences (0,5 point).

Mary said that she would go / went / was going shopping ever day.

The group was reaching / would reach / reached the summit of the mountain by the evening.

Steve fell down and would break / broke / broken his new toy. When we saw John he was eating / ate / has eaten an apple. Barbara asked / in asked / had asked to the phone. This film is shown / show / will be shown next month.

d) Make up special questions (1 point).

Many newspapers have been published lately. Mary will translate this article quite easily. This actor was playing the part of Hamlet.

The total number: 12 points.

IV. Завершальна частина уроку

Домашнє завдання

Thematic evaluation work 5.

Підсумок уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 69

Тема. Thematic Evaluation 5. "Countries, People, Lifestyles" Мета: вдосконалювати навички писемного мовлення з теми; формувати навички вживання нових JIO в MM і ДМ учнів у лексико- граматичних структурах; формувати навички групової та парної роботи, відповідальності за доручену справу, колективізму й толерантності; сприяти розвитку аналітичного й критичного мислення; розвивати кмітливість і пізнавальний інтерес до вивчення англійської мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

Level A: Write as many separate lexical units as you can on the topic.

Level С: Answer the following questions.

What kind of people are Ukrainians?

What are the specific features of the British climate?

What old British symbols do you know?

Are there any traditional old crafts in the region you live?

What is the United Kingdom?

What do you know about the national flag of the UK? How many people live in the UK?

Level D: write down a report / a composition / a review on one of the following topics.

At the map of the United Kingdom.

The geographical position of Ukraine.

My region / district / town.

The Ukrainian national traditions.

The land of Great Britain.

My favourite season of the year.

The British climate and weather.

The development of regional folk crafts.

But be thankful together whatever the weather...

The Ukrainians as they are.

IV. Завершальна частина уроку

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК70

Тема. Reserved Lesson. Use Your Brains! "A Chopin Waltz" Мета: формувати навички вживання тематичних JIO в усному мовленні учнів у граматичних структурах; навчити учнів правильного вживання мовленнєвих штампів; практикувати в непідготов- леному MM і ДМ за проблемними завданнями; вдосконалювати навички аудіювання, читання й усного мовлення з теми; розвивати спостережливість, кмітливість і пізнавальний інтерес до вивчення англійської мови.

ХІД УРОКУ

Фонетична й мовленнєва зарядка.

What? When? Why? How? (the brain quiz).

What part of fish is like the end of a book? The fin — ish. What is that which nobody wishes to have and nobody likes to lose? A lawsuit.

What fish is most valued by a lady happily married? Her — ring. When are roads like corpses? When they are men — ded. What key in music will make a good office? A sharp major. Why is a banker's clerk necessarily well informed? Because he is continually taking notes.

What motive had the inventor of railroads in view? A loco — motive. Why could a compliment from a chicken be an insult? Because it would be fowl language.

How many of your relations live on your property? Ten — aunts (tenants).

What is it that is sometimes with a head, without a head, with a tail, and without a tail? A wig.

Why is a selfish friend like the letter "P"? It is the first in pity and the last in help.

Why are tallest people the laziest? Because they are always longer in bed than others.

"ШОПЕН" (Максим Рильський) Шопена вальс... Ну хто не грав його І хто не слухав? На чиїх устах Не виникала усмішка примхлива, В чиїх очах не заблищала іскра Напівкохання чи напівжурби Від звуків тих кокетно-своєвільних Сумних, як вечір золотого дня, Жагучих, як нескінчений цілунок?...

A Chopin waltz... Who hasn't played one once? And who not listened?Can there be lips That never parted in a whimsical smile, Or eye that not a spark lit for a moment In half regret, half tenderly from love, On hearing melodies a bit coquettish, Or sad as twilight — close of golden day, Or burning as a kiss that seems unending?...

(Transl. by G. Evans)