Разработка уроков по теме Conflicts для учебника М.З. Биболетовой Enjoy English 9
план-конспект урока по английскому языку (9 класс) по теме

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

Приветствие. Good morning, boys and girls! I’m very glad to see you! Thank you, sit down.

Опрос дежурного. Владимир, you are on duty today. Stand up, please. What date is it today? What is the weather like? I see. Who is absent today? Thank you , Владимир, very much. You may sit.

Фонетическая зарядка. Today we start with a warming-up activity. Look at the blackboard. You can see a poem. Look at it and listen to me very attentively.

Yellow, red, and green, and brown,

See, the little leaves come down,

Dancing, dancing in the breeze,

Falling, falling from the trees.

Now repeat after me line by line. Повторяйте за мной по одной строчке. (Отстукиваю ритм) Well done! Now together with me the whole poem. (Отстукиваю ритм) Great. And finally without me. All together, three, two, one! (Отстукиваю ритм)

Ok, that was nice.

Установка цели урока. Today we will learn Reported speech. Do you want to know about it?

Oh, you have already learnt it! That’s great. Then let’s refresh it in your memory. Давайте вспомним эту тему.

“Good morning”.

Ученик встаёт, отвечает.

Дети смотрят на доску. Слушают учителя, выполняют все команды.

Дети повторяют хором построчно за учителем.

Дети читают хором стих вместе с учителем.

Дети читают хором стих без учителя.

Слушают учителя.

II

Проверка домашнего задания. First of all let’s check up your home assignment. You we asked to prepare a good reading, answer the questions. Also exercise 29 on page 111.

Any volunteers?

Марина, start reading, please.

Thank you, Марина, it was lovely.

Now answer my questions. (вопросы к тексту)

Well. Why do conflicts happen?

Right! The next question. What can conflicts lead to?  Who can help us?

Thank you.

Now let’s pass on to the next exercise. Ex. 29 Any volunteers? I see that everybody wants to answer. Let it be Андрей. Complete these sentences, according to the text in ex. 27

Perfectly done. Thank you very much, Андрей.

Объяснение “Reported Speech”. (презентация) Look at the screen now.

(1-й слайд) Правило согласования времён.  Repeat after me: Present Indefinite – Past Indefinite; Present Continuous – Past Continuous, etc.

Ok, now I want you to put it down in your grammar vocabularies.

(2-й слайд) Правило изменения местоимений и наречий. Do you remember this rule?

Repeat after me: this-that; these – those; now-then; etc.

Put it down also.

(3-й слайд) Повествовательное предложение. Антон, read please the example.

Thank you very much. So, you can see, that after “said” we’ve put the conjunction “that” and we’ve changed the time. Instead of Future Indefinite, we’ve used Future in the past. Is it clear?

If no question write this example down in your notebooks.

Let’s transform into the reported speech these sentences. Таня, start!

(4-й слайд) Now look at the Interrogative sentence. Read the example. Запишите этот пример.

Ok. Let’s transform these interrogative sentences into reported speech. (3 предложения)

Great. And now the last example.

(5-й слайд) Imperative sentences in reported speech. Марина, read the example.

Thank you, Марина! People, do you have any questions concerning this rule? У вас есть какие-либо вопросы об этом правиле?

Don’t forget to put it down in your vocabularies.

Fine. Алексей, transform please the first sentence into the reported speech.

Good of you! I see that you have coped with it successfully.

Listening. But now, let listen a bit. Open please your student’s books on page 110, ex.26. Listen and complete the table. Is the task clear?

Great. Listen and be quiet! (включаю запись на аудиокассете)

Check up. Look at the screen now. (включаю на экране проектора правильные ответы)

Any mistakes?

Ученица отвечает упражнение.

Дети отвечают на вопросы.

Ученик выполняет упражнение.

Дети смотрят на экран.

Дети повторяют хором за учителем.

Учащиеся записывают правило в словари.

Знакомятся с материалом, записывают правило в словарь.

Ученик читает пример.

Ученики записывают пример в тетрадь.

Устно по цепочке выполняют упражнение со слайда.

Ученики записывают пример в тетрадь.

Устно по цепочке выполняют упражнение со слайда.

Записывают в словари.

Выполняют упражнение.

Учащиеся слушают аудиозапись, заполняют таблицу.

Смотрят на экран, проверяют правильность своих ответов.

III

If no questions, let’s remember what we’ve done today. Who can tell us? Антон.

Thank you, Антон! But know write your home task for Friday. First of all exercise 16 on page 48 in your Activity book. Then be ready for Written Test. В пятницу у вас будет самостоятельная на 10 минут по косвенной речи.

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

Отвечает на вопрос.

Дети записывают задание.

“Good bye, Елизавета Игоревна!”

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

Приветствие. Good morning, boys and girls! I’m very glad to see you! Thank you. You may sit down now.

Опрос дежурного. Настя, you are on duty today. Stand up, please. What date is it today? What is the weather like? Is it sunny? Who is absent today? Thank you , Настя. Good of you.

Фонетическая зарядка. Today we start with a phonetical warm-up. Look at the blackboard now and listen to me very, very attentively.

I got up in the morning,

I tried to find my shoes,

My trousers, my coat

My warm brown boots.

I couldn’t find a single thing,

But heard a bird, who said:

“Put all the things in their place

Before you go to bed”.

Now repeat after me line by line. (отстукиваю ритм)

Now please together with me the whole poem.

Great! Now I want you to read it without me. All together. Three, two, one! (отстукиваю ритм)

You are so good today. It was lovely.

Речевая разминка. Now, please, answer my question. What did a bird say? Иван.

That’s correct! Does everybody agree with Иван?

Ok. Андрей. Is it hard for you to find your boots in the morning?

Oh, I see. But why?

Установка цели урока. Today we will write a test on reported speech first of all. Then we will repeat with you “Conditionals”.

“Good morning.”

Ученица отвечает на вопросы.

Дети слушают.

Дети хором повторяют за учителем каждую строчку стиха.

Вместе с учителем проговаривают весь стих.

Хором проговаривают весь стих.

Ученик отвечает.

Ученики отвечают на вопросы.

Учащиеся слушают.

II

10

Written test. Are you ready for your test?

 (раздаю карточки с заданиями.) 2 варианта. Перевести 7 предложений в косвенную речь) Take please sheets of paper. Close everything!

5 minutes are left!

Ok, that will do! Hand in, please!

Thank you. You will know the results tomorrow.

Проверка домашнего задания. Open your activity books, please! I’d like to ask your home assignment. Exercise 16 on page 48. First of all under letter “a)”. Who wants?

Да, Владимир, start please!

Right.

Now the same exercise under letter b).

Марина, we listen to you.

Thank you, Marina! Excellent!

Объяснение “Conditionals”. (презентация)

It’s high time for you to repeat Conditionals.

Do you remember anything about zero Conditional? 

What do you remember about it’s usage?

Right you are. And maybe you remember its form?

Look at the screen now.

(1-й слайд) Zero conditional. Look first of all again at its usage. Write it down in your grammar vocabularies.

Now look at its form. Настя, read please aloud. Put it down.

Now read and translate the examples. Сергей, you please.

People, do you have any questions?

(2-й слайд) If no questions, please transform these sentences into zero Conditional, one by one. Андрей, start!

I think, now it’s clear! Let’s pass on to Conditional I.

(3-й слайд) Again first of all its usage and then its form.

Don’t forget to write it down for you not to forget.

(4-й слайд) Transform these sentences into Conditional I, one by one.

Аналогичная работа с Conditional II (5-й и 6-й слайды: usage, form, exercise(transform these sentences into Conditional II)

Выполняют самостоятельную работу.

Ученики отвечают домашнее задание.

Учащиеся смотрят на экран.

Отвечают на вопросы.

Один ученик громко читает правило. Все записывают его в тетрадь.

Записывают правило в словарь.

Ученик читает вслух пример.

Выполняют упражнение по цепочке.

(Работа повторяется: читают правило – записывают в словари)

Выполняют упражнение по цепочке.

III

So, thank you for your work. Tell me please, what we have done today? Алёна.

Put down your home assignment for tomorrow. Exercise 18 on page 49 in your Activity books. Also you are to write three sentences on Conditionals. You may be free.

Отвечает на вопросы.

Записывают задание на дом.

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

Приветствие. Good morning, everybody! I’m very glad to see you! Thank you. You may sit down now.

Опрос дежурного. Андрей, you are on duty today. Stand up, please. What date is it today? What is the weather like? Is it cold? Who is absent today? Oh, I see.

Фонетическая зарядка. Today we start as usual with a phonetical warm-up. Look at the blackboard and listen to me very attentively, please.

Breakfast in the morning;

Dinner in the day,

Tea comes after dinner,

Then comes time to play.

Supper in the evening

When the sky is red,

Than the day is over

And we go to bed.

Ok, now repeat after me line by line. (отстукиваю ритм)

Now together with me the whole poem. (отстукиваю ритм)

Well done. Now without me the whole poem. Three, two, one! (отстукиваю ритм)

Good work.

Речевая зарядка. Well, I have a question for you now. When do you usually have supper? Иван.

And what about tea? When does tea come?

Oh, it’s very interesting. Thank you, Иван.

Now look please at your works on reported speech. Please do a correction work for Wednesday, and don’t forget to bring it. (раздаю работы)

Установка цели урока. Today we will remember Modal verbs with you, but check up your home assignment first.

“Good morning”.

Учащийся отвечает на вопросы.

Дети внимательно слушают.

Дети повторяют хором по строчке.

Дети повторяют вместе с учителем.

Дети читают хором весь стих заново.

Ученик отвечает на вопросы.

Дети получают работы.

Дети слушают.

II

Проверка домашнего задания. Let’s start with your conditionals sentences. I’ll ask two persons. One person will read his sentences and another person will translate these sentences. Алексей is reading and Таня is translating. Thank you, that’s correct.

Now exercise 18 on page 49 in Activity book.

Who wants to answer? Андрей.

Do you tell lies to your parents?

That is very interesting. Thank you. And what about you, Антон? The next question. Do you tell lies to your friends? Алексей. Why? The next question. For what reason can you tell lies? Таня.

Thank you, people. Now let’s pass on to the next point.

Объяснение темы “Modal words”. (презентация) Do you remember when we should use modal words? For example modal verb “Can”.

That’s right.

(1-й слайд) First of all, look at the screen. The modal verb “Can” is used when we express possibility of something. Is it clear?

Read the example. Антон. Ok, translate please.

Absolutely so! Write this example down in your notebooks.

(2-й слайд) Do you remember the usage of the modal verb “May”?

Right. We use “May”, when we suppose something. Мы используем “may”, когда предполагаем что-либо and when we want to give advise – хотим посоветовать что-либо. Look at the screen. Two cases of its usage.

Read the example, Андрей.

Thank you, good of you.

Put the example down.

(3,4-й слайды – аналогичная работа. Модальные глаголы “should”, “must”.)

So, now let’s consolidate, закрепим your knowledge of modal verbs.

Open please your text book on page 113, ex. 36. Complete the sentences, using modal words, and translate them. One by one. По цепочке. Андрей, start. Right. The next. (упражнение выполняется до конца – 9 предложений)

Well, now I want you to open page 113 ex. 38.

Let’s speak about infinitives. Can we use the infinitive with   particle “to” after modal words?

That’s it! But we can use the infinitive with particle “to” after such phrases like: “It’s impossible, It’s important. Look at them in your Student books. Read examples, please. Сергей.

You can see, that we have used “to”. Мы использовали частицу “to”. Translate your sentence, Сергей.

Thank you, that’s correct. Is it clear for everybody?

Ученик читает свои предложения. Ученица переводит.

Дети открывают рабочие тетради.

Учащиеся отвечают на вопросы, ведётся дискуссия.

Ученики отвечают на вопросы.

Смотрят на экран.

Читает вслух, переводит.

Дети записывают пример.

Ученики рассказывают правило.

Ученик читает вслух правило.

Дети переписывают пример себе в тетради.

Дети читают правило, записывают его в словари.

Дети открывают учебники.

“Conflicts may lead to bad relations”.

Ученики по очереди читают предложения, вставляют нужный глагол, переводят.

Учащиеся отвечают на вопрос.

Ученик читает пример.

Переводит пример.

III

Write down your home assignment now. Exercise 34 on page 112 from Student’s book in writing – repeat Conditionals. Also exercise 19 on page 50 from Activity book.

Now answer my question. What we have discussed today? Таня.

The lesson is over. You may be free.

Дети записывают задание.

Отвечает на вопросы.

“Good bye”.

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

Приветствие. Good morning, everybody! I’m very glad to see you! Thank you. You may sit down.

Опрос дежурного. Сергей, you are on duty today. Stand up, please. What date is it today? What is the weather like? Who is absent today? Thank you, Сергей, very much. Sit down, please.

Фонетическая зарядка. Today we start with a warming-up activity. Look at the blackboard. You can see a limerick. Look at it and listen to me very attentively. Ok?

The was an old man of Peru

Who dreamt he was eating his shoe

He awoke in the night

In a terrible fright

And found it was perfectly true.

Now repeat after me line by line. (Отстукиваю ритм) Well done! Now together with me the whole limerick. (Отстукиваю ритм) Great. And finally without my help. All together, three, two, one! (Отстукиваю ритм)

Ok, that was great.

Речевая разминка. Do you like this story? Isn’t it funny?

Do you pity that old man, Настя?

Do you really think so? Did such situations happen with you, Марина?

Well, I see.

Установка цели урока. Today we will learn some new words from the topic “Environment”, and of course repeat our active grammar.

“Good morning”.

Ученик отвечает на вопрос.

Дети смотрят на доску.

Дети повторяют хором за учителем.

Дети повторяют вместе с учителем.

Дети повторяют самостоятельно.

Отвечают на вопросы.

Дети слушают.

II

Проверка домашнего задания. Now, I’d like to ask you your home task for today. We will start with exercise 34 from Student’s book. Read please your Conditional sentences one by one. Алёна. The next sentence. Марина.Right! Continue working. (7 предложений)

Now, I’d like to listen to your thoughts “To lie or not to lie?” Ex. 19 from your Activity book. Maybe Настя.

Настя, a very opinion. It gives much food for thoughts.

So, another opinion. Maybe Владимир.

Введение новой лексики. Open ex. 42. New words for you. What words do you know?

Not bad. Now let’s do the following work. You will work in two groups with cards. Group number one receives cards with words from the first frame; group number two receives cards with words from the second frame. Your task is to match these words with their translation. You may ask you classmates, if you don’t know the answer. If the task is clear, you may start it. You have 2 minutes.

Now your time is left. Let’s check up. Group numbers start one by one. Читаете слово и его перевод. Group number two also listens.

(6 слов для первой группы)

Well done. Now group number two. Your variants. Another group listens.

(7 слов для второй группы)

I like your results. Now you have 3 minutes to rewrite all the words from two cards in your vocabularies.

Well now look at the blackboard. You can see a new portion of words for you. Let’s read and translate it all together. Repeat after me:

Wild life

What is Russian for “Wild life”.

Запишите себе в словарях. The next “Flora and fauna”.

I think the meaning is clear. Флора и фауна. Put it down. (10 новых лексических единиц + к учебнику)

As I can see, it’s not so difficult for you. I think it’s a very interesting topic for discussion. I have some questions for you.

How do you think, is it necessary to fight pollution? Why? Алексей.

Quite so. And what about you, Георгий? What shall we do, for example, for preserving woodlands?  Иван.

That’s it. And what’s your opinion, Андрей?

But how do you think? Are the majority of Russian people environment-educated or not? Антон. (4 вопроса с использованием новой лексики)

Дети открывают учебник и тетради.

Учащиеся по очереди читают свои предложения. Выполняют упражнение до конца.

Дети отвечают на вопрос. Ведётся дискуссия.

Ученица читает свой вариант.

Ученик объясняет свою точку зрения.

Ученики называют слова, которые им уже знакомы.

Ученики делятся на две группы. Каждая группа получает свои карточки с заданиями.

Дети работают в группах, выполняют задания по карточкам, совещаются.

Первая группа читает свои варианты ответов.

Вторая группа читает свои варианты ответов.

Записывают в словари новые слова.

Учащиеся повторяют хором за учителем. Записывают в словарь.

Ученики отвечают на вопросы.

III

Put down you home task for Friday, please everyone. You must write a monologue about Environmental problems in Nizhny Novgorod and learn it by heart.

So, Марина, what have we discussed today? Thank you, Марина. Well, see you later. The lesson is over.

Дети записывают задания.

“Good bye”.

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

Приветствие. Good morning, boys and girls! I’m glad to see you! Thank you, sit down.

Опрос дежурного. Таня, you are on duty today. Stand up, please. What date is it today? What is the weather like? Is it windy? I see. Who is absent today? Thank you, Таня. Sit down.

Фонетическая зарядка. Today we start with a warming-up activity. Look at the blackboard. You can see a tongue twister. Look at it and listen to me very attentively please.

It’s a pity that Miss Kitty doesn’t live in our city.

Repeat after me line by one.

Now repeat together with me. (отстукиваю ритм)

Now without me. (отстукиваю ритм)

Now please do it quicker. (отстукиваю ритм)

Well done!

Установка цели урока. Today we will read a text and then discuss it.

“Good morning”.

Отвечает на вопросы.

Дети слушают, смотрят на доску.

Повторяют за учителем построчно.

Произносят хором вместе с учителем.

Произносят хором самостоятельно.

Произносят в более высоком темпе.

Проверка домашнего задания. Now I’d like to listen to your monologues. While I’m listening your monologues, you are to do tasks on cards. I’ll give it to you. You will hand in it later.

(раздаю задания)

Any volunteers?

Владимир, you may answer.

(Прослушиваю монологи. Успела спросить 6 человек).

Not bad results. I really like your today’s answers. Good of you. Tomorrow I’ll continue listening to your monologues and you will continue working with these cards.

(Собираю карточки и выполненные работы)

Чтение текста. Now open your Student’s book on page 116.

First of all let’s read all together the most difficult words from this text on page 117. “Ax” – all together!  Это топор. “Hoghouse”!

Any volunteers to read the first passage? Let it be Антон.

Not bad. Now I want Марина to translate it.

Perfectly done.

The next passage.

Well, now it’s high time to answer some questions. What kind of conflict was it? Настя.

Right. Do you have such conflicts? Who started the conflict in the text? Алексей. The next question. What was the subject of the conflict? Владимир. Quite so! Do you like the story? Why?

Let’s do ex. 49 now. We continue answering questions.

Who do you think was more convincing?.

The girl was more convincing. Why so? Алексей. How was the conflict resolved? Настя. Do you think that it was fair? Иван.

Well, I see.

Дети начинают повторять монологи.

Во время прослушивания монологов дети выполняют задания по карточкам. Некоторые продолжают повторять монологи.

Дети открывают учебники.

Дети произносят хором.

Дети произносят хором.

Ученик начинает читать первый отрывок.

Ученица переводит.

Дочитывают текст до конца, переводят.

Учащиеся отвечают на вопросы.

Дети отвечают на вопросы.

III

Put down your home task for tomorrow. I’ll continue listening to your monologues, you’ll continue working with cards. We will continue discussing this text, that is why ex. 48 and 50 on page 117 – orally.

What have we discussed today? Андрей. The lesson is over. You are free, thank you.

Записывают домашнее задание.

Отвечает на вопрос.

“Good bye”.

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

Приветствие. Good morning, boys and girls! I’m very glad to see you! Thank you, sit down.

Опрос дежурного. Настя, you are on duty today. Stand up, please. What date is it today? What is the weather like? Who is absent today? Thank you, Настя, very much. You may sit.

Фонетическая зарядка. As usual we start with a phonetical warm-up. Look at the blackboard. You can see a tongue twister. Look at it and listen to me very attentively.

Whenever the weather is cold,

Whenever the weather is hot.

We’ll weather the weather,

Whatever the weather,

Whether we like it or not.

Now repeat after line by line all together. (отстукиваю ритм)

Repeat the whole poem together with me. (отстукиваю ритм)

Well done, now without my help. (отстукиваю ритм)

Great. Thank you.

Речевая разминка.

Георгий, do you like today’s weather? What season do you prefer best of all?  And what about you, Настя? Thank you.

Установка цели урока. Today we will write a dictation and continue our discussion about conflicts between two brothers.

“Good morning.”

Ученица встаёт, отвечает на вопросы.

Дети смотрят на доску.

Дети повторяют стих построчно за учителем.

Читают хором весь стих вместе с учителем.

Читают стих без учителя.

Отвечают на вопросы учителя.

Дети слушают.

II

Диктант. Take sheets of paper. Не забудьте подписать свою работу. Well I’ll read the first group of words in English and the second group in Russian. You to write these two groups in English. Is the task clear? Let’s start:

1.air pollution

2. bring cans, bottles to the local recycling centre

3. avoid buying packaged goods

4. to fight pollution

5. to upset the biological balance

6. wild life

7. to be environment-educated

1. химические отходы

2. бросить курить

3. пробки

4. низкий уровень радиации

5. спасать вымирающие виды животных

6. покупать только необходимые вещи

7. вырабатывать грязный воздух

I’ll repeat all the words again. Check yourself. (читаю заново все слова)

Hand in! Сдаём.

Чтение текста. Open please page 119, ex. 55. Look at the blackboard. You can see the most difficult words for you. Repeat them all together after me:

Argue

Resolve

Share

Fair

Get on

Your task is to complete the mother’s letter to the editor of the journal. As you remember her sons are fighting and she wants to ask for some advice.

Марина, start please the first sentence. The second sentence Андрей. (по цепочке – по одному предложению до конца текста)

People, and what about you? Do you have such problems in your family? With your brothers and sisters.

Well, I think you are clever and adult enough not to argue with them.

Now let’s read the editor’s answer to the mother’s letter. Let’s read it. Иван, start please the first passage. Ok, thank you. Алексей, translate it, please. The next passage, Владимир. Таня translate.

What are the five steps, which can be taken to resolve a conflict according to the text?

Right! Can these steps help from your point of view?

I see.

Phrasal verbs. Let’s pass on to the next assignment. What are phrasal verbs? Фразовые глаголы, phrasal verbs – это глаголы, представляющие собой сочетание глагол + частица. Данное сочетание является идиоматическим. Look at the exercise 58. Let’s read and translate these verbs with their definitions one by one. Антон, start.

Get away

Get back

Get off

Get on

Get along (with)

Get over

Get together

That’s correct. But let’s repeat another phrasal verb. I’ve been told that you know phrasal verb “give”. Now work with cards. You are to match phrasal verbs with their definitions. You have two minutes.

Give away

Give back

Give in

Give of oneself

Give off

Give up

Let’s check your variants. Do you have any questions?

Дети достают листочки. Готовятся к диктанту.

Дети записывают слова.

Дети проверяют свои работы.

Сдают работы.

Открывают учебники.

Читают и повторяют хором слова за учителем.

Выполняют задание по цепочке Читают по одному предложению, вставляют пропущенные слова.

Отвечают на вопросы.

Читают по отрывкам. Переводят.

Отвечают на вопросы.

Слушают объяснение учителя.

Читают и переводят phrasal verbs и их значения.

Выполняют задание по карточкам индивидуально.

Зачитывают свои варианты.

III

Write down your home assignment for the next lesson. Ex. 59 on p. 121 in writing.

Алёна, what have we discussed today?

Thank you. The lesson is over.

Записывают домашнее задание.

Отвечает на вопрос.

“Good bye.”

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

Приветствие. Good morning everyone, I’m glad to see you. Sit down please.

Опрос дежурного. Алексей you are on duty today. What date is it today? What about the weather? Who is absent? Thank you, sit down.

Фонетическая зарядка. We start today with a phonetical warming-up. Look at the blackboard ad listen to me attentively.

Polly, Dolly, Kate and Molly

All are filled with pride and folly.

Polly tattles, Dolly wriggles,

Katy rattles, Molly giggles.

Repeat after me line by line all together. (отстукиваю ритм)

The whole poem together with me. (отстукиваю ритм)

Repeat this poem without me. (отстукиваю ритм) Well done, very well.

Установка цели урока. Today we will work a lot with phrasal verbs and will listen to a text.

“Good morning”.

Ученик отвечает.

Дети смотрят на доску.

Дети повторяют за учителем хором построчно.

Повторяют без учителя весь стих.

Дети слушают.

II

First of all look at your dictations. Do you like your results?

Проверка домашнего задания. Ok. Let’s pass on to checking up your home assignment. You were asked to complete these sentences with the correct preposition. So one person reads his sentences and one person translates these sentences. Настя read please, Владимир translate! Start.

Well ok, thank you. Now let’s do the next exercise on the desk. Again you are to complete sentences. (на доске написаны предложения, пропущенны предлоги во фразовых глаголах)

1. They seem to get … with each other. (along)
2. This isn’t your book, you must give it … (back)
3. I gave … going to the theatre when I moved out of London. (up)
4. After so many years they got … at the family reunion party. (together)
5. I’ve always go … well with Henry. (on)
6. Sue tried to smile, but her voice gave her … (away)
7. It’s taken me months to get … the flu. (over)

Perfectly done. Today I have magic cards for you. (13 карточек с фразовыми глаголами). We will work the following way. One person takes a card, reads it, translates it and chooses the next person, who will do the same. Антон, start!

Very well. And now a new portion of phrasal verbs for you. Open ex. 67 on p. 123. Phrasal verb “put”. Let’s read and translate all these words and definitions. One by one.

Put down

Put off

Put on

Put up with

Now please ex. 68, page 123.  Fill in the correct word. Сергей starts.

Listening. Now let’s do ex. 60 on page 121. You are to complete the text using phrasal verbs. One sentence for one person. Марина read it, translate and complete.

Not bad. How do you think, what happened next with these climbers? Did they succeed in climbing or not?

Well let’s listen to this story up to the end and check if you were right.

So, as you can see, climbers were all right. What can you say about the beauty of the nature in mountains? Is it dangerous to subdue the elements, покорить стихию?

Дети читают и переводят предложения, приготовленные дома.

Дети по очереди выходят к доске. Читают предложение, переводят, вставляют пропущенное слово. Все остальные записывают эти предложения в тетрадях.

Один ученик выбирает карточку, читает слово, например “get on”, переводит его, выбирает следующего учащегося, который выберет карточку.

Ученики по очереди читают и переводят каждый из фразовых глаголов.

Выполняют упражнение, читая, вставляя пропущенные слова.

Дети читают текст, вставляя пропущенные слова, переводят его.

Отвечают на вопросы.

Слушают текст до конца.

Отвечают на вопросы.

III

For Wednesday you are to prepare a dialogue. One of you has a conflict with somebody and of you is the editor of the magazine. The first person asks for help and the editor gives advice. Learn it by heart.

Иван, what have we learnt today?

Great. Thanks everybody, you may be free.

Записывают домашнее задание.

Подводит итоги урока.

“Good bye”.

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

1

1

3

1

Приветствие. Good morning everybody. I’ m glad to see. Thank you, sit down.

Опрос дежурного. Сергей, you are on duty today. What date is it today? What is the weather like? Who is absent? Thank you, sit down.

Фонетическая зарядка. Let’s start with a phonetical warming up activity. Look at the blackboard and listen to me very attentively.

Pussy-cat, pussy-cat,

Where have you been?

I’ve been to London to look at the Queen.

Pussy-cat, pussy-cat,

What did you do there?

I frightened a mouse under her chair.

Repeat after me line by line. (отстукиваю ритм)

Now repeat together with me. (отстукиваю ритм)

Ok. Now the whole poem together with me please. (отстукиваю ритм)

Great! And finally read without me. (отстукиваю ритм)

Good of you.

Речевая разминка. Антон, have you been to London? Did you frighten a mouse there?

Установка цели урока. Today we will listen to your dialogues, discuss conflicts again and work with a crossword.

“Good morning”.

Ученик встаёт, отвечает на вопросы.

Дети смотрят на доску.

Дети повторяют стих построчно за учителем.

Дети повторяют стих вместе с учителем.

Дети повторяют весь стих полностью вместе с учителем.

Дети повторяют весь стих самостоятельно.

Отвечает на вопросы.

Дети слушают.

II

15

10

7

Проверка домашнего задания. While I’m listening to your monologues, you are working with cards. (раздаю карточки) You must fill in the correct word and translate these sentences into Russian in writing.

Let’s start.

Ok, you’ve prepared very interesting dialogues for today, thanks. Now give me your works with cards. (Собираю работы по карточкам)

Discussion. Now open p. 124 ex. 72. You will work in groups. Look at the pictures. 4 different conflicts. One conflict for one group. In each group you should offer us three steps, which can help to resolve your conflict. For the first group – “The student is regularly late for the first lesson”. For the second – “The student doesn’t do his homework”. For the third – “The student is dressed in a very unusual way”. And for the forth – “Some students bully a newcomer”. You have three minutes.

Ok. Group number one, tell us your steps. Are you regularly late for the first lesson?

(каждая группа делится своими вариантами с классом)

Кроссворд. Now let’s work with this crossword. Do you like crosswords? I’ll give you the definition and you should find the word. But remember you should raise your hand, and only after that answer.

1. The process of treating used objects or materials so that they can be used again (recycling)
2. Air, water, land on Earth which can be harmed by mans’ activities (environment)
3. The giving off a radiation (radioactivity)
4. Living in a natural state, not changed or controlled by people (wild life)
5. All the plants that grow in a particular place or country (flora)
6. Areas of land covered with trees (woodlands)
7. The process of making air, water and land dangerously dirty (pollution)
8. Waste paper, cans that people have thrown away and left o the ground in a public place (litter)
9. Unwanted materials or substances that are left after you have used something (waste)

(За каждый правильный ответ дети получают конфету)

I’m really glad, that you remember our topic environment.

Ученики отвечают диалоги возле доски. Оставшиеся выполняют индивидуально упражнения по карточкам.

Дети сдают работы.

Дети работают в группах от 2-х до 4-х человек. Обсуждают проблему. Предлагают свой вариант решения конфликта классу.

Ведётся обсуждение в классе.  Во время обсуждения, дети отвечают на дополнительные вопросы.

Дети отгадывают кроссворд. Слушают вопрос, поднимают руку, отвечают. В случае правильного ответа получают конфету.

III

1

1

For the next lesson do please ex. 5 on p.51 and ex. 7 on p. 52 in your Activity books.

What have we discussed today, Сергей?

The lesson is over.

Дети записывают домашнее задание.

“Good bye”.

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

Приветствие. Good morning everyone. I’m glad to see you. Sit down please.

Опрос дежурного. Иван, you are on duty today. What date is it today? What about the weather? Who is absent?

Фонетическая разминка. Today we start our lesson with a limerick. Look at the blackboard. Listen to me attentively.

There was a young lady of Niger

Who smiled as she rode on a tiger

They returned from the ride

With the lady inside,

And the smile on the face of the tiger.

Now repeat after me line by line. (отстукиваю ритм)

Ok, together with me the whole limerick. (отстукиваю ритм)

Well done. Finally without me. (отстукиваю ритм)

Речевая зарядка. Thank you, it was nice. But now answer my questions, please.

Настя, have you ever seen a tiger? Did you ride on it?

What about you, Сергей? Have you been in the zoo? Did you have any accidents there?

Ok, thank you for your answers.

Установка цели урока. Today we will repeat Conditionals with you and learn some new words.

“Good morning”.

Ученик отвечает на вопросы.

Дети смотрят на доску.

Дети повторяют хором построчно за учителем.

Дети читают хором лимерик вместе с учителем.

Дети читают хором лимерик без учителя.

Ученики отвечают на вопросы.

Учащиеся слушают.

II

Проверка домашнего задания. Now I’d like to listen to your sentences from ex. 7 on page 52 – activity book. First tell me please, can different interests be a serious reason for conflict? Should we respect the interests of other members of our families or not?  Таня, read your sentences. Владимир, translate Таня’s sentences.

Well done. Thank you. Now Антон and Алёна. (спрашиваю три пары)

Повторение темы “Conditionals”. Now I want to ask you. Do you remember Conditionals? Look at the blackboard. (Доска разделена на три столбика. Conditional zero, one and second. В каждом столбике написано “Use”, “Form”). First of all let’s speak about zero conditional and it’s usage. Do you remember the cases, when we should use it? Right. We use zero Conditional when we speak general truth. Андрей, come to the blackboard and write it. Thank you. But what about the form of it? You are absolutely right. Pr S in the main clause and Pr S in the subordinate clause. Владимир come to the blackboard and write it. Все остальные записываем то же самое в тетрадях. Who can give me an example of zero conditional? Thank you.

Let’s talk about first conditional. (та же самая работа с first and second Conditionals)

I see that you remember the rule and it’s really pleasant. Let’s consolidate your knowledge of it. Давайте закрепим ваши знания. We will work with cards. (Раздаю каждому ученику по три карточки с заданиями по O,I,II Conditionals)

Марина the first sentence from zero conditional for you. Right, the next Алексей.

Введение новой лексики. Open please ex. 79 on page 126. You can see new words for you, but maybe some of them are familiar to you. What words do you know? Not bad. Let’s read all these words all together. Repeat after me and try to find its definition.

Provide. All together. How do you think? That’s it. It means to offer something.  The next – Support. All together please. What is it? Sure, it means to help by approval or sympathy. (до конца всё упражнение – 8 новых слов) Now I want you to write down all the words in your vocabularies. Do you remember all the meanings? All right. You have 3 minutes.

Отвечают вопросы.

Дети читают предложения, подготовленные дома.

Дети отвечают правила использования “Conditionals”, выходят к доске – заполняют таблицу.

Учащиеся поднимают руку, и делятся своими примерами с классом.

Выполняют ту же работу, что и в случае с “zero Conditional”.

Выполняют упражнение по карточкам. По цепочке по одному примеру.

Открывают учебники.

Находят в упражнении слова, уже ранее известные для них (например – “to get on”).

Хором повторяют за учителем новое слово.

Находят правильное определение для каждого слова.

Записывают новые слова в словари.

III

Your home task is to write sentences with new words from ex. 79. You will have 8 sentences.

What have we discussed today?

Thank you for your work. The lesson is over.

Записывают домашнее задание.

Отвечают на вопрос. Подводят итоги урока.

“Good bye.”

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

Приветствие. Good morning, boys and girls. I’m glad to see you. Sit down, please.

Опрос дежурного. Алексей, what date is it today? What about the weather? Is it sunny? Who is absent? Thank you, sit down.

Фонетическая зарядка. We start our lesson with a limerick. Look at the blackboard and listen to me.

There was a young lady whose nose

Was so long that it reached to her toes;

So she hired an old lady

Whose conduct was steady

To carry that wonderful nose.

All right. Repeat please after me line by line. (отстукиваю ритм)

Ok, now repeat together with me. (отстукиваю ритм)

Finally read it without me. (отстукиваю ритм)

Wonderfully done.

Установка цели урока. Today we will listen to several situations in families, when children and their parents have conflicts. Then we will discuss them.

“Good morning”.

Ученик отвечает на вопросы.

Дети смотрят на доску.

Дети повторяют хором построчно за учителем.

Дети читают хором лимерик вместе с учителем.

Дети читают хором лимерик без учителя.

Учащиеся слушают.

II

Проверка домашнего задания. I want to listen to your home sentences. Алёна start please, read you sentences. Георгий will translate them for us. Both of you will get marks.

Thank you, it was not bad.

Listening and discussion. We pass on to our main task for today. We are going to listen to three stories. First of all look at the blackboard. There are the most difficult words for you. Repeat them after me:

To do without – обойтись без чего-либо

Independence - независимость

Ridiculous – нелепый

Good. Now open p.125 ex.75. You see three pictures. Listen, after listening be ready to match these pictures with conversations, ok?

Listen. (включаю аудиозапись)

What conversation for the first (second, third) picture?

Right. Look at the ex. 76. Look at these questions. I’ll give a half of a minute to look them throw.

Ok, you will listen for the second time, after it be ready to answer the questions. (включаю аудиозапись)

The first question. Why is the mother unhappy? Correct, the next question. What does she do around the house? I see, but what about you. What does she want her children to do? Do such situations happen in your family? What are your duties at home?

Let’s pass on to the next situation. Why did the mother buy a new dress? Does her daughter like the dress? Why or why not? What does her mother think about the clothes her daughter is wearing?

What about you. What style of clothes do you prefer? Is it comfortable?

And finally the third situation. What did the father put off? Why didn’t he buy a mobile phone for his son? What happened to the boy’s brother? What does he need to get over his illness?

Thank you for your answers. It was really exciting discussion.

Введение новой лексики. Now look at the ex.77 on p.126. Let’s read all these words and translate them. Are they familiar to you? Владимир start.

Lack of independence

Lack of free time

Unequal rights with other members of the family

Dependency on parents

(14 новых словосочетаний)

Put down these phrases in your vocabularies. I’ll give you three minutes.  

Один учащийся читает свои предложения. Второй переводит предложения первого.

Дети смотрят на доску.

Учащиеся повторяют хором за учителем каждое слово, знакомятся с переводом этих слов.

Просматривают картинки.

Учащиеся прослушивают запись трёх диалогов.

Выполняют задание.

Учащиеся отвечают на вопросы по прослушанным текстам. Ведётся обсуждение темы конфликтов.

Дети по цепочке читают новые слова. Первый человек читает, следующий переводит.

Записывают новые слова в словари.

III

Your home task for the next lesson is ex.9 on p.54 in activity book. Also be ready for dictation. The dictation will consist of words from ex. 77 and 79.

Антон what have we discussed today?

Well, thank everyone. See you later.

Записывают домашнее задание.

Отвечает на вопрос.

“Good bye”.

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

Приветствие. Good morning everybody, I’m really glad to see all of you. Sit down.

Опрос дежурного. Андрей you are on duty today. What date is it today? What is weather like? Who is absent? Sit down.

Фонетическая разминка. We start our lesson with a poem today. Look at the blackboard. Listen to me very attentively.

Twinkle, twinkle, little star,

How I wonder what you are.

Up above the world so high

Like a diamond in the sky.

Now repeat after me line by line. (отстукиваю ритм)

Ok, together with me the whole poem. (отстукиваю ритм)

Well done. Finally without me. (отстукиваю ритм)

Good job.

Установка цели урока.  We will write a dictation firstly, then translate from Russian into English, read the text and work with antonyms.

“Good morning”.

Ученик отвечает на вопросы.

Дети слушают.

Дети повторяют хором построчно за учителем.

Дети читают хором стих вместе с учителем.

Дети читают хором стих без учителя.

Дети слушают.

II

Проверка домашнего задания.Your home task was ex.9 on p.54 from activity book. Two person now read this dialogue and with all the necessary words. Let it be Алексей и Сергей. I listen to you. Ok, thank you, it was not bad. Do you have such situations? Is it necessary to relax when you have a conflict?

Dictation. Now a dictation. Are you ready for a dictation? I’ll read five words in Russian and 5 words in English – you are to write all these words in English.

Let’s start.

1. Обеспечивать
2. Поддерживать
3. Без чувства юмора
4. Зависимость от родителей
5. Быть высмеянным

1. Relax
2. Criticize
3. Money problems
4. Making a fuss about certain situations
5. No sympathy for the feeling of others

Now I’ll read all these words for the second time. Check yourself.

(читаю второй раз)

Hand in your works please.

Работа у доски. Now let’s remember our grammar. Do you remember Conditionals, modal words and infinitives?

Now I’ll read you sentences in Russian, you must translate them in English using our grammar. Настя, come to the blackboard. Все остальные пишем в своих тетрадях. The first Георгий. Come to the blackboard.

1. Невозможно смириться с несправедливым наказанием.

Right. The next Антон.

2. Маме хотелось, чтобы Крис наладил отношения с братом.

It was correct. And the last sentence for Таня.

3. Если бы не недостаток времени у Тома, он бы помогал маме.

Reading. Open please ex.81 on p. 127. Let’s read and translate these two texts, after it e ready to answer my questions. Be very attentive. Алексей, read Diana’s letter. Thank you. Now Андрей, translate it. How do you think what is the first thing to do when people have problems. Do you use words, which may hurt people? What should we do if communication doesn’t provide a solution? I see.

And now the second text – Frank’s letter. Таня reads, and Владимир translates. Well done. Now answer my questions. Why it is important to have a sense of humour, when you have a conflict? Is it necessary for all the countries in the world to have a talk with each other?

Thank you for your answers.

Listening. Let’s listen to the ex. 80. Open it. Tell me please, what are antonyms? Right, antonyms are words with contrary meanings. One by one, read please the left column of words. One person reads, the next translates.

Attentively

Confident

Contrary

To criticise

To hurt

To relax

(10 слов)

Find please antonyms for these words from the right column. I’ll give you a minute. Now check your answers. Listen to these words. (включаю аудиозапись)

Учащиеся по ролям читают диалог, вставляют пропущенные слова.

Отвечают на вопросы. Обсуждение темы “Conflicts”.

Учащиеся пишут диктант.

Проверяют себя.

Учащиеся по очереди выходят к доске. Переводят предложения с русского на английский, используя грамматику (modal words, infinitives, conditionals). Все остальные записывают эти предложения в тетрадь.

Один учащийся читает текст. Второй переводит. Весь класс отвечают на вопросы учителя по тексту.

Один учащийся читает текст. Второй переводит. Весь класс отвечают на вопросы учителя по тексту.

Учащиеся по цепочке читают и переводят слова. Первый читает, следующий переводит.

Учащиеся подбирают для прочитанных слов антонимы из соседней колонки слов.

Прослушивают аудиозапись с правильными вариантами ответов.

III

For the next lesson do ex. 82 on p.127 and ex. 83 (a) on p. 128

Thank you for your work. The lesson is over.

Записывают домашнее задание.

“Good bye”.

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

Приветствие. Good morning everybody, I’m really glad to see all of you. Sit down.

Опрос дежурного. Настя you are on duty today. What date is it today? What is weather like? Who is absent? Sit down.

Фонетическая зарядка. As usual today we start with a phonetical warming-up. Look at the blackboard and listen to me very attentively, please.

One, two, three, four, five

Once I caught a fish alive,

Six, seven, eight, nine, ten,

Then I let it go again,

Why did you let it go?

Because it bit my finger so.

What finger did it bite?

The little finger on the right.

Now repeat after me line by line. (отстукиваю ритм)

Ok, together with me the whole poem. (отстукиваю ритм)

Good of you. Finally without me. (отстукиваю ритм)

Well done.

Речевая зарядка. Владимир, do you like fishing? Why? Have you ever caught a fish?

Установка цели урока. Today we will continue discussing our texts and conflicts and also learn a bit about suffix “ly”.

“Good morning”.

Отвечает на вопросы.

Дети смотрят на доску.

Дети повторяют хором построчно за учителем.

Дети читают хором стих вместе с учителем.

Дети читают хором стих без учителя.

Отвечают на вопросы.

Слушают.

II

First of all a pair of words about your dictations. (Разбор ошибок по диктанту на доске)

Проверка домашнего задания. Now I’d like to listen to your homework. Ex. 82. You were asked to complete the sentences. Any volunteers? One person reads, one translates. Таня and Антон, let it be you.

Great. Let’s pass on the next exercise. Ex. 83 a). Do you have any problems with this task or questions? Now please check yourself. (включаю аудиозапись)

Were you right?

Ok. That will do. Answer my question please. Do you use words that may hurt people? Is it necessary to speak calmly, when you have a conflict with somebody and why? Do you ask your parents for help or advice? Do you like criticising people? Is it necessary to discuss contrary ideas?

Thank you for your answers. It was a very interesting discussion. Word-building. Look please at the exercise 87. We can form an adverb by means of  an adjective and a suffix “ly”. For example, Алёна read. Right.

Confident + ly = Confidently

Calm + ly = Calmly

Attentive + ly = Attentively

The second case of the usage of the suffix “ly”. We can form an adverb or an adjective by means of a noun and a suffix “ly”. Таня read these examples.

For example:

Friend + ly = Friendly

Day + ly = Daily

Any questions? Can you give me your own examples on this rule? For example: helpful + ly = helpfully; regular + ly = regularly. Now your examples! Open p.129 ex. 88. Choose the adjective, noun or adverb to complete the sentences. One by one.

Not bad. Now let’s revise our previous rules. Open ex. 90 on p. 130. You see combinations, which are familiar to you. What are they? Right! Modal verbs and infinitives. Look at these sentences very attentively, as you can understand they have one and the same meaning, but they have different word order. Марина, read and translate the first pair of sentences. Now let’s do this exercise up to the end.

Finally I want you to write more sentences. Владимир, come to the blackboard. I’ll dictate a sentence; you should give another example of this sentence, changing it’s structure, all the rest write it down in their notebooks.

1. It’s necessary to have a sense of humour.
2. Try to be more confident and firm.
3. To prevent a conflict relax first of all.

Well done.

Дети задают вопросы, слушают объяснение.

Один учащийся читает свои варианты предложений, подготовленных дома. Второй учащийся переводит эти предложения.

Дети слушают аудиозапись – правильные варранты ответов к домашнем упражнению.

Отвечают на вопросы.

Дети смотрят  в табличку.

Учащаяся читает примеры.

Учащаяся читает примеры.

Предлагают свои варианты примеров.

По цепочке выполняют упражнение, вставляя пропущенные слова.

Учащиеся читают и переводят пары предложений.

Ученик выходит к доске, слушает предложение, и записывает на доску второй вариант этого же предложения, изменяя его структуру. Все остальные записывают эти предложения себе в тетрадь. (По аналогии с ex. 90)

III

Your home task is a dialogue. Ex. 84 on p. 128. You have a plan here, so do it according to this plan.

Алексей, what have we learnt today?

Thanks to everyone. You may be free.

Записывают домашнее задание.

Учащийся отвечает на вопрос.

“Good bye”.

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

Приветствие. Good afternoon everybody. I’m glad to see you. Sit down.

Опрос дежурного. Владимир you are on duty today. What date is it today? What is weather like? Sit down.

Фонетическая зарядка. As usual today we start with a phonetical warming-up. Look at the blackboard and listen to me very attentively, please.

Don’t cry bitterly and go to Italy.

Don’t miss your chance and go to France.

Buy a pan and go to Japan.

Take some cheese and go to Greece.

Now repeat after me line by line. (отстукиваю ритм)

Ok, together with me the whole poem. (отстукиваю ритм)

Good of you. Finally without me. (отстукиваю ритм)

Good job.

Речевая зарядка. How do you think? Why does the author of this poem advise us not to miss our chance and go to France?

What countries do you like best of all? I see.

Установка цели урока. Today I’ll listen to your dialogues, then we will discuss Universal declaration of human rights and do some exercise.

“Good morning”.

Учащийся отвечает на вопросы.

Дети смотрят на доску и слушают учителя.

Дети повторяют хором построчно за учителем.

Дети читают хором стих вместе с учителем.

Дети читают хором стих без учителя.

Учащиеся отвечают на вопросы.

Слушают учителя.

II

Проверка домашнего задания. I’d like to listen to your dialogues. Who wants to start? (прослушиваю диалоги)Now while I’m listening to the dialogues, all the rest do the tasks from the cards. (раздаю карточки с заданиями)

Do it in writing.

(Слушаю диалоги)

Thank you for your dialogues, they were really interesting.

Listening. Open ex. 94 on p. 131. Listen to these words. (включаю аудиозапись)

Well, now let’s read all these words. Are they familiar to you?

Well. Now repeat after me these words. Now let’s translate them one by one. Put them down in your vocabularies.

Thank you. Don’t forget to use these words in your speech.

Reading and discussion. Open please ex. 93 on p. 131. Look at the picture; it’s a Declaration of human rights. Let’s read about it from our Cultural guide on p. 131. Open it. Андрей, read. Now Антон, translate. Thank you, answer my questions. When was the organization the United Nations formed? Why was it founded? What is the Russian translation for this declaration? Have you read this document? Do you think it’s important for you to read about this document?

Thank you for your answers. Listening. Now ex. 95.Listen to the text and tick the human rights you hear about. (включаю аудиозапись)

Настя, what about your variants? What have been used in the text? Right. Quite so.

Учащиеся выходят к доске, рассказывают диалоги. В это время все остальные  выполняют задания по индивидуальным карточкам.

Учащиеся слушают аудиозапись.

Ученики называют слова из списка, которые уже им знакомы. Повторяют хором за учителем каждое слово. По цепочке переводят его и записывают в словари.

Учащийся читает текст. Другой переводит его.

Учащиеся отвечают на вопросы.

Прослушивают аудиозапись с текстом. Выполняют упражнение. Зачитывают свои варианты ответов.

III

Your home assignment for tomorrow is the ex. 96. Complete the text. Also you are to write a letter to a newspaper on how you managed to resolve a conflict. Ex. 86 p. 128.

Владимир, what have we discussed today?

Thank you. The lesson is over.

Записывают домашнее задание.

Отвечает на вопросы.

“Good bye”.

Этап урока

Время

Деятельность учителя

Деятельность ученика

I

Приветствие. Good afternoon everybody. I’m glad to see you. Sit down.

Опрос дежурного. Владимир you are on duty today. What date is it today? What is weather like? Sit down.

Фонетическая зарядка. As usual today we start with a phonetical warming-up. Look at the blackboard and listen to me very attentively, please.

The lovely, lovely spring.

The birds begin to sing.

The sun is very high

It’s smiling in the sky.

It’s lovely, lovely spring

And all the children sing,

They sing a merry song,

They sing “ding-dong”.

Do you this poem?

Now repeat after me line by line. (отстукиваю ритм)

Ok, together with me the whole poem. (отстукиваю ритм)

Good of you. Finally without me. (отстукиваю ритм)

Well done.

Речевая зарядка. Answer my question. Is it a lovely spring for you? And why? Иван. And what about the sun? Does it smile in the sky? Настя, what about your mood in the spring? Do you want to sing merry song? I hope you love this spring time, it’s always amazing.

Установка цели урока. Today we will continue discussing the Declaration of Human rights, do some exercise and listen to the new text.

“Good morning”.

Учащийся отвечает на вопросы.

Учащиеся смотрят на доску.

Дети повторяют хором построчно за учителем.

Дети читают хором стих вместе с учителем.

Дети читают хором стих без учителя.

Отвечают на вопросы учителя.

Учащиеся слушают.

II

Проверка домашнего задания. Hand in please your letters to the newspaper. (Собираю работы)

Any volunteers to do ex. 96 Сергей, do it. Well done.

Discussion. Now everyone please open ex. 97 on p. 132. Let’s discuss these statements; from my point of view they are really interesting. Марина, the first for you. Everyone should have the right to carry a gun. Do you agree or not? May you are not sure? I agree with you. The next Алексей. (до конца всё упражнение)

Now I want you to discuss this problem in pairs.

Look at the blackboard. Here are the most difficult words for you. Repeat them after me.

Open ex. 99. You see an example. One person asks what to do and another person answers. Do it in pairs. I’ll give you two minutes. Well, I suppose you are ready. Now each pair tells us their dialogue. Сергей и Настя, start!

Thank you. Who wants to continue? (спрашиваю каждую пару)

Listening. Now let’s discuss a very interesting theme as well. It’s war. What’s your attitude towards wars? What do you know about it?

Open ex. 101 on p. 133. You will listen to the three interviews of different people. After listening be ready to answer the given questions. Алексей, read these questions aloud. Thanks! Listen (включаю аудиозапись).

Now answer. What question does the reporter ask? Who is being interviewed? Thank you for your answers. Open now ex. 102 you will listen these interviews for the second time. After it be ready to answer What does “to be tolerant” mean? (включаю аудиозапись)

So who wants to answer? What does “to be tolerant” mean? Таня.

Ученики сдают работы.

Ученик отвечает.

Дети по очереди отвечают. Ведётся обсуждение в классе.

Дети смотрят на доску, знакомятся с новыми словами.

Учащиеся работают в парах, придумывают диалоги.

Каждая пара учащихся рассказывает классу свой диалог.

Учащиеся отвечают на вопросы. Ведётся обсуждение темы.

Читают вопросы.

Слушают текст.

Отвечают на вопросы.

Слушают во второй раз.

Отвечают на вопрос.

III

For the next lesson you should write eleven sentences of your own with words from the ex. 94.

What have we discussed today? Антон.

The lesson is over, thank you.

Записывают домашнее задание.

“Good bye”.