Unit I “Start Anew”

Section 1 “Start Anew”

Topic “Start Anew” (“Новая школа: что впереди”)

Objectives:  Ss will be able

• to speak about reasons why Ss go to school;
• to learn new words;
• to report on a group survey.

Procedure    

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we are going to look through your new textbook and find out why students go to school.

This year you have got a new textbook. Let's study its structure. Look through the names of the units. You see that we shall speak about the role of family and friends in our life. We shall learn the information about English-speaking countries and compare them with the Russian Federation. We'll see if travelling is popular nowadays. You will understand how important it is to be tolerant and to live in peace. At the end of the book there are lists of personal and geographical names, a linguistic and cultural guide, grammar reference and a vocabulary. You may use them to find the necessary information. Every unit ends with preparation for

 I Warm-up

«Синквейн» The key word “School”. First name the noun, then adjective, verb and the last step to name phrase about school. First do the task in pairs then we’ll discuss in group.

II Speaking

1. Complete the table.

2. Ex.2, p. 8.  Why do you go to school? Look at the list of reasons. Choose only one of them. Read and translate all reasons at first.
3. Now rate the reasons according to those most and least important to you (1-11).
4. Ex.3, p.9. Work in groups of four. Compare your rating and say what the most/least important reasons in your group are. Use “Dialogue Vocabulary”. Prepare reporting of you group.

III Reading

Ex. 5, p.9 Read the extracts from Wendy’s diary. Are the statements below true (T) or false (F).

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

IV Vocabulary

Ex. 6, p. 10. Work in pairs. Read the dictionary definitions of the words and phrases from the text and do the task below:

1. Translate the words and phrases into Russian. Is it easy to do? Why or why not?
2. Decide whether Wendy comes from the UK or the USA and how old she is. Explain why.

V Result

Can you translate the words from today’s lesson? Schedule, elective, private, newcomer, semester, public, horrible.  

VI Home Task

Ex. 2, p. 4 (w.b.) Read the conversation and put the verbs in the appropriate forms.

VII Evaluation

Your marks are…

VIII Round – up

Thank you for your work.

Unit I “Start Anew”

Section 1 “Start Anew”

Topic “New Expectations and Worries” (“Новые ожидания и тревоги”)

Objectives:  Ss will be able

• to speak about experiences on the first day at school;

• to review Present Perfect;
• to learn and use new words in speech.

Procedure   

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll continue our talk about school. We’ll talk about experiences on the first day at school. And we’ll remember the using of Present Perfect.

I Warm-up

Ex.7, p. 11. Complete the word web with the words from ex.6 and the text in ex.5. Use your Workbook. In it add more than 5 words.

(possible answers)

II Speech Drill.

1. Ex. 8, p.11. Work in pairs. Use the words from the word web to compare Wendy’s school with your school. Make up 2-3 sentences.
2. Ex.9,p.11. Work in pairs. Tell each other about the best/worst thing that happened to you on the first day at school this year.

III Speaking

1. Ex.10,p.11. Listen to three teenagers talking about their experiences on the first day at school and decide which of the speakers… Pay attention 1-Jane, 2-Chris, 3-John. They may have common topics.

1. John
2. Jane, Chris
3. Jane, Chris, John
4. John
5. Chris

2. Ex.11, p. 11. Listen again and make notes in the table. Use your Workbook.

IV Grammar

1. Look at your table and find out the sentences in Present Perfect. If you have forgotten, open your books at page 180. Here you can find “Grammar Reference”.

Going into lessons that I had never had before.

Having a French lesson since I’ve never had one before and I really enjoyed it.

2. Ex. 13, p.11. Use the words below to make up sentences about Wendy. Consult the rules in the “Grammar Reference” if necessary.

1. Wendy has just moved to a new school.
2. She has already made lots of friends.
3. She got lost on her first day at school.
4. She has been at the new school for two months.

V Check Your Home Task

Your home task was ex. 2, p. 4 (w.b.) Read the conversation and put the verbs in the appropriate forms.

VI Home Task

Ex. 4, p.5 (w.b.) Write down the questions you could ask a newcomer in your class. Use Present Perfect.

. Ex. 14, p. 12. Do the task below:

1. Ask your classmates the questions and find out…
2. Report what you have find out about your classmates (You may use Power Point)

VII Evaluation

Your marks are…

VIII Round – up

Thank you for your work.

Unit I “Start Anew”

Section 1 “Start Anew”

Topic “Schools 100 years ago” (“Школа 100 лет назад”)

Objectives:  Ss will be able

• to speak about educational system some years ago;

• to read for gist and details;
• to define and use new words in speech.

Procedure 

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll read about school life some years ago. But lets start with your home task.

I Check Home Task

1. Your home task was ex. 4, p.5 (w.b.) Write down the questions you could ask a newcomer in your class. Use Present Perfect. Read your questions.

1. Have you met everyone in the class?
2. Have you made friends with anyone in the class?
3. Have you chosen the subjects to focus on?
4. Have you been to the school greenhouse?
5. Have you collected the course books from the library?
6. Have you had lunch?
7. Have you found out about the most delicious dish in the school café?

2. Ex. 14, p. 12. Do the task below:

1. Ask your classmates the questions and find out…
2. Report what you have find out about your classmates

Who wants to tell about classmates?

II Vocabulary

Ex. 16, p. 12. Read what these students say about their schools and choose the best options to define the words in bold.

1. A “boarder” is a student who lives at school
2. “to be homesick” means to miss one’s home
3. “Bright” means intelligent
4. “Scholarship” means money an organization gives you so that you can study at a school
5. “to be left behind” means to be slower than others
6. If something is “compulsory”, you must do it.

Ex. 17, p.13. Match the words in two columns to get meaningful word combinations.

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

III Speech Drill

 Ex. 18, p. 13. Choose 3-5 word combinations to make sentences about yourself. Work in pairs and find out if you have similar ideas.

IV Reading

How do you think school was different 100 years ago? Let’s complete the word web with your ideas.

1. Ex. 20, p. 14 Now you will read an extract from the book When I was young or Early 20th century. Before reading study “Glossary”. Lets read and translate the words. Pay attention to the reading of the words. Read the text and tick the things described in the text. Select and read the sentences aloud that explain your answers.

1,3,4,7,8,9,10.

2. Ex. 21, p. 15. Read the text again and then say where the following words appear in it.

V Grammar

Ex. 22, p. 15. Fill in the gaps in the text with the right forms of the words from the box.

 VI Home Task

Ex. 16, p. 12-13 Learn the definitions and words. I’ll dictate the definition, you’ll write down the word.

Ex.23, p. 15. At home talk to the oldest person in your family to find out what school was like in the time of their youth. Use the point below to guide you. Make notes and prepare to present your ideas to the class. Don’t prepare reading! Use p.169-170 in your textbook.

V Evaluation

Your marks are…

VI Round – up

Thank you for your work.

Unit I “Start Anew”

 Section 1 “Start Anew”

Topic “Talking to a Psychologist” (“Разговор с психологом”)

Objectives:  Ss will be able

• to present their survey using notes ;

• to listen for gist and details;
• to define and use new words in speech.

Procedure 

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today you’ll present you survey about schools some years ago and then we’ll listen to the psychologist’s advice.

I Check Home Task

Who wants to present the work?

II Warm-up

Look again at the schoolbag you filled in ex.1. What are the most common worries you have?

III Listening

1. Ex. 25, p. 16. Listen to a teenager talking to a psychologist about her problem and from the following list choose the reason why she feels stressed.

#3

2. Ex.26, p. 16. Listen to the first part again and complete the features of stress.

1. Tiredness
2. Change in appetite
3. Aches and pain
4. Sleep problems
5. Itching and skin rush
6. Feeling more emotional
7. Panic attacks

!itching-зуд, skin rush, pain-боль

3. Ex.28, p. 16. Listen to the second part of the recording. Write down the advice under the following headings. Use your Workbook.

4. Ex.30, p.17. Listen to the last part of the recording and identify the major advice given by the psychologist. Then put these words in their correct order.

It won’t be the end of the world if you don’t pass the exam.

IV Home Task

Ex. 6, p.6. Complete the essay about what school means to you. Use the given plan, p.174 in your textbook and useful language given in exercise.  

V Evaluation

Your marks are…

VI Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 2 ‘What’s in’

Topic “Talk-Show on School Uniform” (“Ток-шоу о школьной форме”)

Objectives:  Ss will be able

• To refresh vocabulary on the topic “Clothes” and to study new;

• to discuss some questions in pairs;
• to listen for gist and details;
• to make notes while listening.

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today will start our talking about school uniform and about fashion in general. Look at the blackboard. These are your objectives for today’s lesson: (on the blackboard)

• to label the items and then to describe the person using these items;
• to listen to a show on school uniform and do some task for listening;
• to   study new vocabulary

II Vocabulary

Ex. 34, p. 18. Look at the photos and label the items of clothing the students have on.

III Speech Drill

Ex.35, p. 18. Work in pairs and take it in turns to describe the students in the pictures. Let your partner guess which person you describe. Use “Dialogue Vocabulary”.

IV Listening

1. Ex. 36, p.18. Work in pairs and discuss these questions. Make notes of your answers.

*military –военный, reduce- сокращать, уменьшать

2. Ex.37, p.18. Listen to the introduction of a show on school uniforms and check your responses in ex.36, p.18.

1. England
2. No, they don’t. some countries have policies, but others have none at all.
3. Japan
4. In France: to reduce class differences. In England: to identify boys as a member of a privileged class.
5. Many Americans started thinking that a school uniform can help to cope with discipline problems.

3. Ex. 38, p. 18. Listen to the recording again and discuss the following questions in pairs. Report your ideas to the class. Use:

• We think…
• We support…
• From our point of view…

V Vocabulary

Ex. 39, p. 19. Match the words with the definitions and translate them.

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

VI Home Task

Ex. 38, p. 18.( to learn the answers to the questions)

Ex. 39, p. 19. (to learn the words with the definitions and translation)

V Evaluation

Your marks are…

VI Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 2 ‘What’s in’

Topic “School Uniform: For and Against” (“Школьная форма: за и против”)

Objectives:  Ss will be able

• to enlarge their vocabulary on the topic;

• to read for gist and details;
• to make notes while reading;
• to tell the partner about information they have read

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today you’ll write a dictation (it was your home task) and continue our talking about school uniform.

I Vocabulary + Check Home Task

Ex.1, p. 9 (w.b.) find the odd word out and circle it.

1. uniform
2.  boots
3.  T-shirt
4.  Handsome (all the other adjectives can be used when we talk about clothes)

Your home task was to learn the words, definitions and translation in ex.39, p.19. So 2 minutes to refresh and we’ll write the dictation. I’ll dictate the definition of the word, you will write down the word and the translation of it.

II Speech Drill + Check Your Home Task

Ex.2, p. 9 (w.b.) Complete the sentences using the phrases in the box or your own ideas. Then read your sentences.

Your home task was ex. 38, p. 18.( to learn the answers to the questions). Now you will work in pairs. Listen to your partner and don’t forget to give your mark. Pay attention that I can ask any of you, if I don’t agree with the mark or I don’t see your work!

III Reading

1. Ex. 40, p.19. Work in two groups. Students from group A read text A and fill in the information in the following table. Students from group B do the same with the text B. Use your Workbook, ex.3, p. 9.
2. Before doing the next exercise find your pair. Your have cards with the words, find the pair. For example, the card “black and…” is pair to the card “white”. The cards: “black and…”, “…white”, “B&…”, “…B”, “bacon and…”, “… eggs”, “Fruit and…”, “…nuts”, “Romeo and…”, “…Juliet”, “bread and…”, “…butter”, “turkey and…”, “…pudding”
3. Ex. 41, p. 20. Form pairs A-B and ask each other questions to fill in the remaining column in your table. If your will simply copy the answers, you will work personally with me and your mark will not be “excellent”.

IV Home Task

Ex.42, p. 20. Answer the questions in pen. Give the whole answers.

Ex.4, p.10.  Put the ideas about a school uniform from the box (ex. 43, p.20 in textbook) into two columns. Add your own ideas if any.

V Evaluation

Your marks are…

VI Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 2 ‘What’s in’

Topic “Reported Speech” (“Косвенная речь”)

Objectives:  Ss will be able

• to revise grammar “Reported Speech”;
• to turn sentences into reported and direct speech.

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. The objectives for today’s lesson are:

• to check your home task;
• to review grammar rule “Reported Speech”;
• to practice in using Reported Speech.

I Speech Drill + Check Home Task

1. Answer my questions, please. What do you like/dislike about a school uniform?

2. Ex. 42, p. 20. In group of 3-4 discuss the questions and report your ideas to the class.

II Grammar

1. Ex. 7, p. 10. Circle the verbs which can be used to report somebody else’s speech.

Say, remark, command, recommend, demand, emphasize, comment, advise, suggest, explain, warn

2. Revise the rules “Reported Speech”. See “Grammar Reference” (p.180)

Remember!

3. Ex.8, p.10 (w.b.) Complete the sentences referring to the people’s words.

1. I had to leave the school a little bit earlier yesterday as the teacher warned/  had warned us that we were writing/ were going to write the end-of-term test that day.
2. I needed to buy some winter clothes and Judy recommended me to buy a beige coat as beige suit me perfectly.
3. I wanted to walk to the centre but Tom suggested that we take a taxi/ that we should take a taxi/ taking a taxi.
4. Thomas ordered me to wear a smart suit and tie for the ceremony, but I put on some casual jeans and sweater. I just don’t like when people tell me what to do.
5. We wanted to drive straight through the city, but Allan warned us that we would stuck in traffic jam in the centre/ warned us against driving through the centre because of traffic jams. So, we didn’t

4. Ex.47, p.21. Yesterday a group of students from Britain visited Kate’s school. Kate and her friends asked them some questions. Change the questions into reported speech.

1. Kate asked where they were from.
2. Her friends asked what places in Russia they had visited.
3. Kate asked what in Russia had impressed them most.
4. Her friends wanted to know where they wanted to go.
5. Kate asked if they liked Russia.
6. Kate asked how long they were going to stay there.

III Home Task

Ex.51, p. 22. Write the jokes using reported speech.

Ex. 49, p. 21. Study the grammar rules (read and translate).

IV Evaluation

Your marks are…

V Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 2 ‘What’s in’

Topic “Reported Speech” (“Косвенная речь”)

Objectives:  Ss will be able

• to study grammar: Reported commands, requests, instructions;
• to turn sentences into reported speech;
• to listen for gist and specific information.  

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. The objectives for today’s lesson are:

• to check your home task;
• to study how to report commands, requests, instructions and suggestions;
• to listen to the dialogue for filling.

I Grammar

1. Ex. 49, p. 21. Read and translate the rule.

2. Ex. 50, p. 21. Turn the following sentences into reported speech using the words in brackets.

1. The girl insisted on wearing that dress.
2. The soldier commanded to put hands up.
3. The students suggested having a party.
4. The Granny warned not to sit on that chair.
5. Mum advised to go to the doctor.
6. Friends invited to a New Year party.
7. Dad forbade me to go out late.
8. Mugger demanded giving all the money.
9. Mike recommended taking a taxi.

3. Ex. 51, p. 22. Tell the jokes using reported speech. It was your home task, so read your variant.

II Word Focus

1. Ex.52, p. 22. Read, translate and remember.

2. Ex.53, p. 22. Read and listen to the dialogue. Fill in the missing words.

1. 3-days trip
2. 18 century
3. A 3-storey elegant stone house
4. An 80-year-old lady
5. 2-hour walk

3. Ex.54, p. 22 Use 4-5 words from the list in ex.52 or that are similar to make your own short dialogues.

Collect your Exercise books with your home task!

III Home Task

1. To learn the grammar rules and prepare for test Reported Speech

2. Ex.10,p.11 (w.b.) Fill in the last line of the table.

IV Evaluation

Your marks are…

V Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 2 ‘What’s in’

Topic “ Image of a Young Man” (“Имидж молодого человека”)

Objectives:  Ss will be able

• to speak about things which are important for image;

• to listen for gist and specific information;
• to check their own progress in grammar “Reported speech”.

.

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll start talking about image of a young man.

I Warm-up

You are young persons and you try to be fashionable. What things are important for your image?

Ex.9, p. 11 (w.b.) Work in pairs. Discuss what’s important for your image. Complete the web.

And now share your ideas with your classmates.

II Listening

1. Now you will listen to teenagers speaking about fashion. But before doing it read and translate expressions which will be useful for you while listening.

• the clothes I wear matched;
• the make-up matches my clothes;
• can be different from everyone else;
• to help to tell who you are;
• the way to express myself;
• it makes me look better;
• clothes show people who you really are;
• to be an individuality;
• to judge people by their clothes;
• fashion can be a statement of somebody’s individuality;
• I don’t care about…
• Casual.

2. Ex.57, p.23. Listen to teenagers speaking about fashion and make notes in the second columns of the table. Use your Workbook, ex.10, p.11.

3. Ex. 58, p.23. Listen to the interview again and fill in columns 3-5 of the table. Listen to tape one’s more.

4. Ex.59, p. 23 was your home task. Answer the questions in the table and fill in the last line of the table.

III Test

Your time is up. Collect your test books.

IV Home Task

To tell about your attitude to the fashion. Use phrases from today’s lesson and the questions from ex.57, p.23 as a plan.

V Evaluation

Your marks are…

VI Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 2 ‘What’s in’

Topic “ Image of a Young Man” (“Имидж молодого человека”)

Objectives:  Ss will be able

• to reflect on and express their attitude to fashion and image;
• to read for gist and specific information;.

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today you will work by yourselves and at that time I will check up your home task.  To tell about your attitude to the fashion. Use phrases from today’s lesson and the questions from ex.57, p.23 as a plan.

II Speaking  

So tell me about your attitude to the fashion. While checking your home task, please, do some exercises in your text book and in your work books. Here it is your plan for today’s lesson.

 Plan for the lesson

1. Ex.61, p.24. Read the text about fashion and choose the best answer for the following questions.

1b, 2b, 3c.

2. Ex.62, p. 24, Read the replies to Sam’s message and decide whether the teenagers share Sam’s opinion.

Mary doesn’t agree with Sam.

Bill and Michael agree partially.

3. Ex.63, p.25. Read the sentences below. Match each of them with one of the messages in ex. 62.

Bill -1, Michael -2, Mary-3

4. Ex. 11, p. 12. Match the words and the pictures. Make up sentences with each of the words.

1c, 2f, 3e, 4d, 5b, 6a

5. Ex. 12, p.12. Match the picture with the appropriate advice you could give the people there.

1c, 2a, 3f, 4b, 5d, 6e

III Home Task

Ex. 1, p. 13.

1. Put the words into the appropriate column.
2. Write a short paragraph about one of the sports you’d like to do and explain why.
3. Write a short paragraph about one of the sports you’d like to do when you are 55. Explain why.

IV Evaluation

Your marks are…

V Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 2 ‘Are You Keen on Sports?’

Topic “ Sports in Your Life” (“Спорт в жизни подростка”)

Objectives:  Ss will be able

• to enlarge their vocabulary about sport;
• to make notes while discussion;
• to practice expressing people regrets.

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks.

I Warm-up

Ex.1a, p.13. Put the words in appropriate column.

II Speech Drill

Ex.66, p.26. Work in pairs. Take it in turns to describe a kind of sport you like doing but don’t name it. Guess which sport your partner is talking about. Use the given words.

III Listening

1. Ex. 67, p.26. Listen to the radio programme and tick the kinds of sports students would like to learn in PE lessons. Use your Workbook.

2. Ex. 68, p.26. Listen again and answer the questions.

1. They want to learn different things than they do at PE, to make PE lessons more interesting.
2. They think that schools concentrate too much on things like math, language and science and they think we need a bit of excitement.
3. They think that the new “extreme” PE subjects will be fun to do, will keep them fit.

3. Ex. 69, p. 26. Work in groups. Discuss what kinds of sport you would like to introduce as an alternative to PE at your school. Make notes of your discussion and report your ideas to the rest of the class.

IV Grammar

1. Ex. 70, p. 27. Read and remember.

2. Ex. 71, p.27. Look at the pictures and make sentences expressing people’s regrets. Use the structure from the box above.

1. I wish my friends and I were outdoors, playing in the playground.
2. I wish I had got new trainers.
3. I wish I weighed less.
4. I wish I were a tennis champion.
5. I wish I could play basketball.
6. I wish I got good marks in PE.

V Home Task

Ex. 3, p.14 (w.b.) Complete the sentences.

VI Evaluation

Your marks are…

VII Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 2 ‘Are You Keen on Sports?’

Topic “ Popular Extreme Sports” (“Популярные экстремальные виды спорта”)

Objectives:  Ss will be able

• to check their reading skills;
• express their attitude to extreme activities

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks.

I Warm-up

1. What sports are extreme for you? (or what extreme sports do you know?)

2. Which activity from word web you would like to try? Now you will read about another extreme sports.

II Reading

Open your Test books, write down the date. Your task:

1. Ex.74, p.28-29. Read the text and match them with the pictures. (You have 5minutes to complete the task.)

A-3, B-1, C-2

2. Ex. 75, p.29. Read the text again and decide which one… (You have 10 minutes to complete the task.)

1c, 2a, 3a, 4b, 5c, 6b, 7b, 8c, 9a.

Collect your Test books.

3. And now let’s check up your answers. Who doesn’t have any mistakes? Who has 1-3 mistakes? Who has more than 4 mistakes?

4. Ex.76, p.29. Work in pairs. Discuss which activity described in the texts you would like to try. Report your ideas to the class giving your reasons. Use “Dialogue Vocabulary”.

III Home Task

  Ex. 76, p. 29 (to learn by heart, don’t forget to explain “why”)

IV Evaluation

Your marks are…

V Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 2 ‘Are You Keen on Sports?’

Topic “ Olympic Games” (“Олимпийские игры”)

Objectives:  Ss will be able

• to study word focus: sentences with the “as” expressions;

• . to revise Passive Voice and practice in using it;
• to make notes while discussion;
• to write  a short paragraph describing local sports centre

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll study how to use expressions with “as”, review Passive Voice but…

I Warm-up

Let’s remember about a little bit strange activities from the previous lesson. Which of them would you like to try?

II Check Home Task

  Your Home Task was Ex. 76, p. 29 (to learn by heart, don’t forget to explain “why”). Don’t read, only speak! Who wants to be the first?

III Word Focus

1. Ex. 77, p. 29 Read, translate and remember.

2. Ex. 78, p. 29 Fill in the gaps in these sentences with the “as” expressions from the box. Translate the sentences.

1. the same way as;
2. as it is;
3. as soon as;
4. as if I were.

3. Ex. 4, p. 14 (w.b.) Match the sentences on the left with the appropriate translations on the right. Do the task by yourselves then we’ll check it up.

A1, B2, C1, D2, E1, F2, G1

IV Grammar

Ex. 80, p. 30. Complete the following text with the correct active or passive form of the verb in brackets. Pay attention to the tense of the verb. See “Grammar Reference”, p. 181, 183. Do it yourselves, then we’ll check it up. Change the Workbooks with your partner and check his/her work. Use the key on the blackboard.

V Writing

Ex. 81, p.31. Work in groups. Make a list of actions that are normally done at a sports centre or at stadium. Use the given phrases.

a) Develop your ideas. Mention who does these activities, how often they are done, where they are done and why.

VI Home Task

Ex. 81 b, p. 31. Write a short paragraph describing your local sports centre. Compare your description with others in the class.

 VII Evaluation

Your marks are…

VIII Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 2 ‘Are You Keen on Sports?’

Topic “ Olympic Games” (“Олимпийские игры”)

Objectives:  Ss will be able

• to study grammar rule “Inversion”;

• to enlarge their vocabulary on the topic;
• to practice deducing meaning of the new words from definitions

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks.

I Warm-up

You know that sentence in English has a structure:         -----.

But quite often in English, certain expressions with a negative meaning are placed at the beginning of a sentence.

II Grammar

In English there is a stylistic devise which is called ‘inversion’. In Russian we have ‘инверсия’. Do you know what it is?

1. Ex. 82, p. 31. Read and remember.

2. Ex. 83, p. 31. Translate these sentences into Russia.

3. Ex. 84, p. 31. Listen to the sentences and practice saying them. Pay attention to the sentence stress and intonation.

III Vocabulary

1. Ex. 86, p. 33. Match the words from the text with their definitions. Use a dictionary if necessary.

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

2. Ex. 87, p. 33. Fill in the gaps in these sentences with the words from ex. 86. Make any necessary changes.

1. indignant;
2. outstanding;
3. was awarded;
4. dignity;
5. recognition.

IV Check Home Task

Collect your workbooks with your home task.

V Home Task

Ex. 86, p. 33. Learn the words with the definitions for dictation.

VI Evaluation

Your marks are…

VII Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 2 ‘Are You Keen on Sports?’

Topic “ Sports Honour and Strength of a Character ” (“Спортивная честь и сила характера ”)

Objectives:  Ss will be able

• to check their knowledge in vocabulary;
• to read for gist and specific information;
• to discuss questions in pairs and share the result of the discussion.

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll speak about famous Russian athlete Alexei Nemov. But first of all remember about the words from the previous lesson.

I Warm-up

Don’t open your books. Give the definition to the word:

Dignity, recognition, to award, outstanding, indignant

II Check Home Task

Open your books for test. Write down the date. I’ll tell you the definition or the word and you write the English word and the translation.

III Reading

1. Ex. 88, p.33. Read the texts A-E and decide where each one comes from.

a) Choose from the following list. The article comes from a sports magazine.

b) What helped you come to your decision?

2. Ex.89, p. 34. Match the words and phrases in these two columns to get meaningful expressions. Then write them down in your Workbook. Translate them.

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

3. Ex.90, p.34. Look through the texts once more and say which paragraph…

1D, 2E, 3A, 4C, 5B

IV Speaking

Ex.91, p. 34. Work in groups. Discuss the following questions. Report your ideas to the class.

Use:

Most of us think that…

Nobody supports…

Not many students think…

Very few students believe that…

We all agree that…

There was one person who said that…

V Home Task

Ex.89, p. 34. Learn for dictation with the translation.

Ex. 8, p. 16 (w.b.) Read the extract from an eye-witness report and fill in the gaps with the most appropriate alternatives.

1a, 2b, 3b, 4d, 5a, 6c, 7b, 8d, 9a

VI Evaluation

Your marks are…

VII Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 3 ‘Where Words Fail…’

Topic “ Musical preferences ” (“Музыкальные предпочтения ”)

Objectives:  Ss will be able

• to enlarge their vocabulary on the topic;

• to listen for gist and specific information;
• to discuss in pairs the ways different kinds of music affect.

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks.

I Warm-up

Look at the blackboard and try to guess the topic of our lesson.

Today we are going to speak about music.

Ex. 1, p. 18 (w.b.) Match the words to make meaningful expressions.

Jazz band, festival, music

Rock group, festival, ballet, music

Classical ballet, music

Folk festival, dance, music

Rap festival, group

Pop music, group, festival

II Speech Drill

Ex. 93, p. 35.

a) First answer these questions individually and then discuss your answers in pairs.

b) Did you find anything in common for both of you? What are some of your differences?

We both like/ dislike…

There are some differences of us. I like … but he/she doesn’t like …

III Listening

1. Ex.94, p.36. Listen to the teenagers talk about their music preferences and match the names of the pop stars with the speakers. [CG] Use Workbook. Before doing the task let’s read information about pop stars in “Cultural Guide” (p.175)

1. R. Williams
2. Eminem
3. Madonna
4. Gareth Gates
5. Britney Spears

2. Ex. 95, p.36. Listen again and match the speakers with the following opinions.

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

3. Discuss in pairs.

What would you prefer to listen? Why?

IV Vocabulary

Ex. 95, p. 36. Create a word web using the words from the box. Use your Workbook. Some expressions may be used in several categories.

Ex.98, p. 36. Think the ways different kinds of music affect you. Use the expressions from the word web. Work in pairs and share your ideas.

Ex.5, p. 19. (w.b.). Agree or disagree with the statements.

V Home Task

Prepare short speaking about your musical preferences.  Don’t forget to say about your favorite kind of music, your favorite singer. Explain why you like and how music affects you. Don’t forget to mention your dislikes.

If you ask me… If you want my opinion… That’s just how I see it.

VI Evaluation

Your marks are…

VII Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 3 ‘Where Words Fail…’

Topic “ Hypothetical Situations Referring to Future or Present” (“Гипотетические ситуации будущего или настоящего ”)

Objectives:  Ss will be able

• to study grammar ‘Hypothetical situations referring to future or present’;
• to practice in using grammar rule;
• to express their attitude to music.

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll continue our talk about your musical preferences and we’ll speak about what would be without music.

I Warm-up

Do you know what the most popular singer in your group is? How do you think? On your desks you have small sheets of paper. Write down the name of your favorite singer. Collect your papers. While I will ask you your home task (Name) will count the result and then tell us.

II Check Home Task

  Tell us about your musical preferences. .  Don’t forget to say about your favorite kind of music, your favorite singer. Explain why you like and how music affects you. Don’t forget to mention your dislikes.

! (Name), tell us what the most popular singer in your group is.

III Grammar

1. Ex.100, p. 37. Read and remember.

2. Ex.101, p. 37. Match the two columns to make complete sentences. More than one combination is possible. Translate your sentences into Russian.

1e(d), 2g, 3a(b), 4f, 5a(b), 6e(d), 7c

3. Ex. 102, p.38. Make questions from the words given. The first and the last words of each question are underlined.

1. What music would you listen to if you had some free time this evening?
2. If you wanted to dance, what music might you choose?
3. If you could play a musical instrument, what instrument would it be?
4. If you could become a famous pop singer, who would you be?
5. How would your life be different if you were famous?

4. Ex.103, p. 38. Work in pairs. Ask and answer the questions from ex. 102. You can add any questions of your own.

IV Home Task

Ex. 6, p.19. (w.b.) Complete the sentences.  

Make up and learn the dialogue Ex.103, p. 38. Don’t make up an interview.

V Evaluation

Your marks are…

VI Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 3 ‘Where Words Fail…’

Topic “ Music in My Life” (“Музыка в моей жизни”)

Objectives:  Ss will be able

• to read for gist and specific information;
• to act out the dialogue;
• to study grammar rule and practice in using it.

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll talk about music in your life.

I Check Home Task

You have two minutes to refresh your home task. Act out the dialogue.

II Reading

1. Ex. 104, p. 38. Read the essay an American teenager Darren, 16, wrote to an online teen magazine and answer the questions.

2. Ex. 105, p. 39. Read the text again and say what kind of a person Darren is. Give reasons for your answer.

3. Ex.106, p.39. In the text find words or expressions that mean the following.

1. Fan
2. Focus
3. Meaningful
4. Lyrics
5. To be complete

III Grammar

Now you will work yourselves. First, study grammar rule in ex.108, p.39, read and translate it.

Then using this material do ex.7, p.19-20. Make up emphatic sentences with focus on who did something.

At the end of the lesson collect your Workbooks.

1. It was James who told me about the time of the meeting.
2. It was you who insisted on buying those tickets!
3. It was you who needed your help and support.
4. It was our neighbor who played the guitar so beautiful!

IV Home Task

Ex. 117, p. 42. Write an article entitled “The music in my life”. Follow the steps given in ex. 116, p.42. See “Writing an article” in “Learning Strategies” (p.173). You may use ex.107, ex.102, ex.96, ex.95.

V Evaluation

Your marks are…

VI Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 4 ‘Where Does Time Go?’

Topic “My Schedule” (“Мой режим дня”)

Objectives:  Ss will be able

• to enlarge vocabulary on the topic;
• to discuss the schedule;
• to make up the dialogue using the scheme.

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll talk about music in your life.

I Warm-up

1. Ex.118, p. 43. Make a list of the top five ways you spend your time during the day. Work in groups of 3-4 and compare your lists. What activity is mentioned most often in your group? In your class?

2. Ex. 119, p. 43. Do the quiz. What is your score?

II Speaking

1. Ex. 120, p. 43. Look through the schedule below and say how much time Anna and Misha spend on the activity you noted as mentioned most often in ex.118.

2. Ex.121, p.44. Refer to the schedule to answer the following questions.

1. Anna
2. Anna
3. Misha
4. Anna
5. Misha

3. Ex.122, p. 44. Imagine it is 4.00 p.m. and you are supposed to do the following things by midnight. Put the activities in order of importance and make a note of any activities that could be done another day. Use your Workbook. Share your ideas.

III Vocabulary

Ex.1, p.22 (w.b.). Match the words to make meaningful phrases.

(answers may vary)

Ex.2, p.22 (w.b.) Fill in the gaps with any appropriate word from exercise above. You should use only one word for a gap.

1. mature
2. suppress
3. response
4. identity
5. martial

Read short dialogues with fillings.

IV Home Task

Ex. 123, p. 44. Work in pairs. Discuss your lists in ex. 122 and explain your choices. Follow the scheme below. Use “Dialogue Vocabulary”. Act out the dialogue.

V Evaluation

Your marks are…

VI Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 4 ‘Where Does Time Go?’

Topic “My Schedule” (“Мой режим дня”)

Objectives:  Ss will be able

• to act out the dialogue;
• to enlarge their vocabulary with the word ‘time’;
• to read for gist and specific information
• Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll talk about your schedule.

I Warm-up

Ex. 127, p. 46. Choose the verbs from the list that can be used with “time”.

Plan, find, keep, take, have, limit, create

II Vocabulary

1. Ex. 126, p. 46. Match the words used with “time” with their definitions.

1c, 2d, 3a, 4b

2. Ex. 128, p. 46.  Complete the sentences with the verbs from the previous exercises.

1. find
2. plan
3. take
4. make
5. have

III Check Home Task

Your home task was Ex. 123, p. 44. Work in pairs. Discuss your lists in ex. 122 and explain your choices. Follow the scheme below. Use “Dialogue Vocabulary”. Act out the dialogue.

So while you will do ex.124 and ex.125 I will check up your home task.

IV Reading

1. Ex. 124, p. 45. Read the commentary from a teen magazine and tick the main idea from the following list.

How to cope with stress at school

2. Ex. 125, p. 45 Read the commentary again and say whether the following statements are true (T) or false (F).

1f, 2t, 3t, 4f, 5t, 6f, 7t

Your time is up. Let’s check up your task.

V Home Task

Ex.11, p. 25. Write the following activities in the appropriate columns. Complete the list with some more activities you happen to be engaged in.

VI Evaluation

Your marks are…

VII Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 4 ‘Where Does Time Go?’

Topic “Everyday Life of Teens” (“Повседневная жизнь подросков”)

Objectives:  Ss will be able

• to study the meaning of the words using their definition;
• to listen for gist and specific information;
• to make notes and fill in the gaps while listening.

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll talk about your schedule.

I Vocabulary

1. Ex. 136, p. 47. Match the words with their definitions.

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

2. Ex. 137, p. 47. Match the words from the two boxes to make meaningful phrases.

(possible answers)

Schedule activities, manage time, detailed agenda, detailed list, to-do list, extra-curricular activities, long-term assignment.

II Listening

1. Ex. 138, p.47. Listen to Diana and complete her timetable for the day she describes. Use your Workbook, ex. 9, p.24.

2. Ex.139, p. 48. Listen to the second part of the story and fill in the gaps.

III Reading

Ex. 141, p. 48. Read the text and match the headlines (a-d) with parts (1-4) of the article.

1b, 2d, 3a, 4c

IV Home Task

Ex. 140, p.48. Answer the following questions. (use the internet)

Study “How to conduct a class survey”, p.171 and “How to report on a class survey”, p.172.

V Evaluation

Your marks are…

VI Round – up

Thank you for your work.

Unit I “Start Anew”  

 Section 4 ‘Where Does Time Go?’

Topic “School Life” (“Школьная жизнь”)

Objectives:  Ss will be able

• to learn to evaluate the result of the group work;

• to practice exchanging opinion

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll start our work with the projects.

1. Before you’ll receive your task for project I want you to study “Evaluation Table”.

While working don’t forget about grammar, vocabulary and spelling. When your project is done check the organization of it.

Let’s read and translate the table.

Mark your score

10 – 11 – well done

7 – 9 – good

4 -6 – you can do better

2. Your tasks for projects. Get into four groups. Study the task and start doing yourselves.

PE Lessons (survey)

1. Study “How to conduct a survey” in “Learning Strategies” (p. 171).

2. Write down the questions you would like to ask your schoolmates about PE lessons.
3. You may prepare questions for parents /teachers.
4. Decide how many people you are going to ask and who will do the asking.
5. Conduct a survey.
6. Collect and summarize the results.
7. Prepare report on your findings. It can be a presentation or a poster. See “How to report on a survey” in “Learning Strategies” (p. 172).

School Uniform (survey)

1. Study “How to conduct a survey” in “Learning Strategies” (p. 171).

2. Write down the questions you would like to ask your schoolmates about school uniforms.
3. You may prepare questions for parents /teachers.
4. Decide how many people you are going to ask and who will do the asking.
5. Conduct a survey.
6. Collect and summarize the results.
7. Prepare report on your findings. It can be a presentation, a poster or a fashion show.  See “How to report on a survey” in “Learning Strategies” (p. 172).

Music Preferences (survey)

1. Study “How to conduct a survey” in “Learning Strategies” (p. 171).

2. Discuss the following questions in your group:

• Who is your favorite singer/ musician/musical group?
• How often do you listen to them?
• Why do you like them?
• What does your favorite music make you feel?
• What would your life be like without music?

3. Decide how many people you are going to ask and who will do the asking.
4. Conduct a survey.
5. Collect and summarize the results.
6. Prepare report on your findings. It can be a presentation or a poster. See “How to report on a survey” in “Learning Strategies” (p. 172) and “Dialogue Vocabulary” (p. 37)

Gain Time (advice)

1. Read the text in Ex.141, p.48, try to understand (or translate if you need it). Do the task.

2. Add some advice to the list in Ex.141, p.48.
3. Ask school psychologist advice how to make your schedule work.
4. Think how to present your advice.
5. See “How to prepare for a presentation effectively” (p. 169) and “How to give a perfect presentation” in “Learning Strategies” (p. 170).
6. Add school survey, Ex.119, p.43.

3. Your home task will be to prepare presentation of your survey. Next lesson you will present your survey to the class. You may find some more information on www.londonka.blogspot.ru.

Unit I “Start Anew”  

 Section 4 ‘Where Does Time Go?’

Topic “School Life” («Школьная жизнь»)

Objectives Students will be able

• to get feedback on their progress throughout the unit,
• to present and discuss the findings on the survey.

Skills development  Students will

• practice giving an oral presentation,
• practice evaluating presentation.

Procedure         

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks.

Today we’ll have the final lesson for the topic “School Life”. You have made school surveys and have prepared reporting on your findings. You’ve done great work and today we’ll see the results of it. We’ll see the presentations of your projects.

II Warm-up

Do you know how to behave presenting your work? How to give a perfect presentation? Can you give advice for presenter? (students’ answers)

III Reading

Start with advice for you “How to give a perfect presentation”. You have cards with advice on your desks. Your task is to read and divide them into 4 groups: “body language”, “voice”, “timing” and “language”. (Students do the task in groups then we do on the blackboard together.)

•  Show your enthusiasm about what you want to say.
• Think about your posture, hands, movement and facial expressions before you start presenting.
• Establish and keep your eye contact with the audience and be natural while speaking.
• Speak so that you can be heard in every corner of the room.
• Pay attention to your pronunciation. Articulate sounds and words clearly.
• Try to stay within the time limit.
• Try to speak without long pauses.
• Be careful with your choice of words. Think about the register of your presentation and your style.
• Avoid making grammar mistakes.

IV Presentation

Today your classmates will evaluate your projects. You will use “Evaluation Table” (see the Appendix). On the blackboard you can see the evaluation card (see the Appendix). We have four projects “School Uniform”, “PE Lessons”, “Music Preferences” and Gain Time”. The categories for evaluation are grammar, vocabulary, form and phonetic. The score you can find in the evaluation table.

The first group will evaluate the project of the third group, the second – the forth project, the third – the first project, the fourth - the second project.

Is everything clear? Do you have any questions? So let’s start.

The first project is “School Uniform”. The evaluation group is the third. (Students present their project. After students evaluation teacher tell some words about the project.)

You’ve demonstrated a good knowledge of the topic. It was interesting to listen to you. The most surprising thing about this survey is that girls prefer to wear dress. Frankly speaking, I think it will be jeans.

 The second project is “PE Lessons”. The evaluation group is the fourth. (Students present their project. After students evaluation teacher tell some words about the project.)

Your presentation is whole and logical. You have shown confidence and enthusiasm about your survey. I was glad to know that half students don’t miss their PE lessons.

The third project is “Music preferences”. The evaluation group is the first. (Students present their project. After students evaluation teacher tell some words about the project.)

Your presentation has a clear structure. You use visuals to help the audience understand your information. Your chart is unusual and attractive.

It’s not a secret that students have so many responsibilities and have to do so mane home tasks. But we have only 24 hours a day. So the question is how to gain time.

The fourth project is “Gain Time”. The evaluation group is the second. (Students present their project. After students evaluation teacher tell some words about the project.)

Your presentation is very useful. It’s very important for everyone to gain time. You show enthusiasm about what you want to say. Your speaking is loudly and clearly. It was please to listen to you.

V Evaluation

We have total score. On handouts you have scale how to make your score. Your marks are…

VI Round – up

For my point of view your projects are perfect.  I think you have known how to conduct a survey and now you know how to report on it in English.

You are brilliant students. Thank you for your work.

VI Home Task

Prepare for test. Look through “Key vocabulary” and “Useful phrases”.

Unit I “Start Anew”  

Topic “Progress Check” (2 hours)

Objectives Students will be able

• to get feedback on their progress throughout the unit,
• to check their knowledge in grammar and vocabulary;
• to check their reading and listening skills.

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll have progress check.

I Listening

Ex. 1a, p.50. Listen to four people speaking about their experience of doing dangerous sports and match the speakers with the kind of sports.

1c, 2a, 3b, 4d

Ex. 1b, p. 50. Listen again and match the statements with the speakers.

A3, B1, C4, D2 (1B, 2D, 3A, 4C)

II Reading

Ex.2a, p. 51. Read the text and decide which pair of twins…

1. L&C, A&S, W&G
2. A&S, H&K
3. W&G
4. H&K
5. L&C
6. W&G

Ex. 2b, p. 51 Read the text again and write down what these numbers stand for in it.

1. 18 pupils achieved five passes at grade A at Colchester County School for girls
2. 2005 is the year of the twins
3. 4 sets of twins got A-level results
4. 9 grade A passes

III Language Work

Ex.3, p.52. Fill in the gaps in the text with the correct forms of the verbs in CAPITAL LETTERS at the end of each line.

1. music;
2. promotion;
3. student;
4. nervous;
5. equipment;
6. favourites.

Ex. 4, p. 52. Fill in the gaps in the text with the correct forms of the verbs in brackets.

1. wanted;
2. has attracted/ attracted;
3. looked;
4. had been (were) welcomed;
5. established;
6. were not allowed.

IV Writing

Ex. 6, p. 53. You see the following notice in an international magazine. Write your article in about 180-200 words.

Unit II “Talking on Family Matters”

Section 1 “Exploring Your Family”

Topic “History of My Family” (“История моей семьи”)

Objectives:  Ss will be able

• to study English proverbs and give Russian equivalents;
• to review phonetic: word stress;
• to read for gist and specific information.

Vocabulary captivating, charming, enjoyable, fascinating, monotonous, striking, stunning, ancestor

Procedure    

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks. Today we start new unit “Talking on family matters”

I Warm-up

Ex. 1, p. 54 Look at the pictures and say what you think these people are talking about. Explain your answers. Why do you think they look so interested?

Ex.2, p. 54. Match the proverbs with their explanations and give the Russian equivalents. Then interpret proverbs.

1b, 2a, 3c

III Phonetic

Stress is the strength with which syllables are pronounced. English words with more than one syllable mostly have a fixed pattern. There are not many rules to indicate which syllable of a word should be stressed. You have to learn the stress pattern together with its meaning, spelling and pronunciation.

Ex. 3, p. 54. Listen to the words and repeat them. Put them into the following categories according to their pronunciation pattern.  Use your Workbook, ex. 1, p. 26.

Ex.2, p. 26 (w.b.). Put the words from the previous exercise in two groups: positive and negative. Look up the words you don’t know in a dictionary.

NB: the word “striking” can be both positive and negative

IV Speech Drill

Ex. 6, p. 55. Discuss the following questions with your classmates.

V Reading

1. Ex. 7, p. 55. Read the family stories and match them with the pictures.

NB: ancestor  [‘ɷnsistэ]– предок

1D, 2B, 3A, 4C

2. Ex. 8, p.57. Read the stories again and say which of the speakers…

1. A,D
2. C
3. B
4. A,D
5. C
6. B
7. A

VI Home Task

Ex.3, p.26 (w.b.) a) Make the expressions and explanations of what they mean.

1B, 2A, 3D, 4E, 5C

b) Explain what the following phrases mean.

A monotonous job – we say so if the job we do is very boring and repetitive/ you have to repeat one and the same action lots of time/ it’s not creative at all

A tiring day – we say so if we feel very tired physically or emotionally by the end of the day

Ex. 2, p. 27 (w.b.) Write short paragraphs to answer the questions. Give some details about the film, job, place.

Learn new words: captivating, charming, enjoyable, fascinating, monotonous, striking, stunning, ancestor

VII Evaluation

Your marks are…

VIII Round – up

Thank you for your work.

Unit II “Talking on Family Matters”

Section 1 “Exploring Your Family”

Topic “Exploring Your Family” (“Изучая свою семью”)

Objectives:  Ss will be able

• to read for gist and specific information ;
• to study the meaning new vocabulary through their definition;
• to practice new vocabulary in oral and writing speech.

Vocabulary hand down, find out, start out, go back, come alive, take back, take out, think back, come from

Procedure    

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks. Today we continue our talk on the topic “Talking on family matters”

I Warm-up

Be ready to collect your Workbooks with your home task at the end of the lesson.

II Vocabulary

1. Ex.9, p. 57. A) Find in the texts (ex.7) the following verbs.

B) Read the sentences with the verbs.

C) Match the verbs with the definitions.

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

2. Ex. 10, p. 57. Fill in the gaps in the sentences using the verbs from ex. 9. Make necessary changes.

3. Ex. 11, p. 57.  A) Form meaningful expressions using the words from the two columns. You may use the words from the right column more than once. Write down your expressions.

Explore the past/ history, find out a pastime/ someone’s identity/ connections/ information, family research/ history, previous generation, direct/ immediate connections, a sense of history, fascinating history/ pastime/ information, start research, add to someone’s identity, put someone in context, give someone a sense of something.

B) Let’s play the game “Who is the best?” Tell you expressions one by one. Who will tell the last one is the winner.

III Home task

Ex. 9, p.57. Learn the verbs and the definitions for dictation.

Ex. 3, p. 27. Write sentences of your own with the vocabulary from ex. 9 and ex.11 in Student’s Book

IV Evaluation

Your marks are…

V Round – up

Thank you for your work.

Unit II “Talking on Family Matters”

Section 2 “Family Room”

Topic “Family Room” (“Семейная гостиная”)

Objectives:  Ss will be able

• to listen for gist and specific information ;
• to study the meaning new vocabulary through their definition;
• to check their vocabulary.

Vocabulary  look out for someone, get on somebody’s nerves, annoying, fall out, make up with,

keep somebody company

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks.

I Warm-up

Let’s play the game “Type Machine”. I’ll tell you any word or expression and you’ll spell the word, letter by letter. If you need space bar – clap your hands.

T-A-K-E (clapping) B-A-C-K

II Check Home Task

Work into two groups. Have a competition. I call a definition and you go to the blackboard (one by one in turn) and write down the verb from ex.9, p.57 and the translation. If you don’t know leave the space.

III Vocabulary

Ex. 17, p. 59. Read the words and their definitions. Then translate them into Russian.

Look out for someone – присматривать за кем-либо

get on somebody’s nerves – действовать на нервы

 annoying - раздражающий

 fall out – перестать дружить

make up with - помириться

keep somebody company – составить компанию

IV Listening

1. Ex.18, p. 60 Listen to the teenagers speaking about their brothers or sisters and match them with the information about their relatives.

A-2, B-4, C-3, D-1

2. Ex. 19, p. 60. Read through the following lists and tick the activities and feelings the teens mentioned in their stories. Listen to the recording again and check your answers.

Ex. 20, p. 60 Fill in the gaps in the sentences. Use the words from the list below. Make necessary changes.

1. to keep you company
2. to fight about everything with; was very upset
3. get on well with
4.  gets on my nerves; feel lonely
5. to look out for
6. don’t look alike
7. be (very) annoying; makes me cry; feel bad/lonely; be upset

VI Home Task

Ex. 21, p. 61. Tell about your feelings about having/ not having brothers or sisters. Use the expressions from today’s lesson.

Ex. 2, p. 30. Put “+” in the box if the activity/ pastime helps unite the family. Put “-” if the activity usually spoils family relationship.

Ex. 3, p. 30. Write a short paragraph about an activity which can spoil family relationships. Explain why you think so.

VII Evaluation

Your marks are…

VIII Round – up

Thank you for your work.

Unit II “Talking on Family Matters”

Section 2 “Family Room”

Topic “Life of Twins” (“Из жизни близнецов (отрывок из книги)”)

Objectives:  Ss will be able

• to read for gist and specific information ;
• to speak about their feeling about having relatives;
• to check their vocabulary.

Vocabulary  twins

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks.

I Warm-up

Let’s play a game. It’s very simple game which is called “Bingo”. Prepare sheets of paper, write down any 6 expressions from given on blackboard and start. I’ll tell you the translation, you’ll write down the English expressions.

Read your expressions.

II Check Home Task

 Ex. 21, p. 61. Tell about your feelings about having/ not having brothers or sisters. Use the expressions from previous lesson. When I’ll check your home task, do some exercises for reading.

III Reading

1. Ex. 23, p.61. Read the text and choose the sentence that best describes the twins.

#2

2. Ex. 24, p. 62 Find the words and expressions in the text that have a close meaning with the following.

1. heaps of made – up words
2. manic
3. Pack it in!
4. shivering
5. peering

3. Ex.25, p. 62. Read the text again and work in pairs to answer the questions. Discuss the questions with your partner.

IV Home Task

Ex. 28, p. 62. Read and remember.

p. 182 “Grammar Reference”. Study the rule.

Ex. 30, p. 63. Choose the correct answer.

V Evaluation

Your marks are…

VI Round – up

Thank you for your work.

Unit II “Talking on Family Matters”

Section 2 “Family Room”

Topic “Embarrassing Situation” (“Бывает ли детям неловко за родителей?”)

Objectives:  Ss will be able

• to listen for gist and specific information ;
• to speak about embarrassing situations deal with their relatives;
• to enlarge their vocabulary.

Vocabulary  embarrassed, ashamed, humiliate, confuse, disturb, trouble, anxious, ridiculous, amusing

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks. The topic of our lesson is “Embarrassing Situation”

I Warm-up

How to translate “embarrassing situation”? Can you give the example of embarrassing situation?

II Speech Drill

Ex. 36, p. 64. Work in pairs. Discuss the following questions. But first look at the given words. Let’s read them and translate. I’ll help you with translation.

Embarrassed –смущенный

 Ashamed – стыдящийся (of)

Humiliate – унижать, оскорблять

 Confuse – смущать

 Disturb – беспокоить, мешать

 Trouble – тревожить, беспокоить

Anxious – беспокоящийся, переживающий

 Ridiculous – нелепый

 Amusing - развлекающийся

III Listening

1. Ex. 37, p. 64. Listen to the teenagers and choose which situations they are speaking about.

Parents embarrassing their children.

Children embarrassing their parents.

2. Ex. 38, p. 64. Listen to the recording again and write down some examples of the embarrassing situations the speakers talk about.

3. Ex. 40, p. 65. Listen to the conversation and fill in the gaps with the phrases below. Work in pairs and compare your answers.

1. I think
2. It’s important to know
3. Really
4. Why shouldn’t
5. I guess
6. But
7. I believe
8. It’s okay for
9. You see
10. But you know
11. I suppose
12. The fact that
13. I see that you mean
14. Unfortunately

IV Home Task

Ex. 41, p. 65. Answer the following questions. (in written form)

Learn new words.

V Evaluation

Your marks are…

VI Round – up

Thank you for your work.

Unit II “Talking on Family Matters”

Section 3 “What Makes a Family Happy?”

Topic “What Makes a Family Happy?” (“Что делает семью счастливой?”)

Objectives:  Ss will be able

• to interview their classmates;
• to speak about happy/sad/boring moments;
• to listen for gist and specific information.

Vocabulary  

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks. The topic of our lesson is “What makes a family happy?”

I Warm-up

 Try to remember your happiest/saddest/ most boring moments in your life. Ex. 3, p. 34 a) Make notes about things that makes you happy, sad or boring and complete the first line of the table. Use the expressions in the box.

II Listening

Ex.3, p. 34 b) Listen to the teenagers answering the same questions and complete the rest of the table.

c) Ask your classmates about happy/ sad moments they would like to share. Complete the table with this information.

III Speaking

Ex.48, p. 66. Work in groups. Discuss the questions. Report the results of your discussion. Use the Useful phrases from Unit I, p.49 to do the reporting.

IV Home Task

Ex. 1, p. 33 (w.b.) Match the words to make up meaningful phrases.

Embarrassing conversation

Embarrassed person

Fascinating journey

Fascinated tourists

Captivating voice

Captivated audience

Ex.2, p.33 (w.b.) Complete the sentences with appropriate forms of the words in bold.

1. brought
2. embarrassing
3. charming
4. fascinated
5. informed
6. scared
7. interested
8. bored

V Evaluation

Your marks are…

VI Round – up

Thank you for your work.

Unit II “Talking on Family Matters”

Section 2 “What Makes a Family Happy?”

Topic “Extended and Nuclear Families” (“Большие и маленькие семьи”)

Objectives:  Ss will be able

• to read for gist and specific information ;
• to speak about benefits and drawbacks of extended family ;
• to enlarge their vocabulary.

Vocabulary  residence, enable, afford, bonus, in-law, extended family, nuclear family

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks.

I Warm-up

Ex. 49, p. 66. Look at the pictures and say which shows an extended/nuclear family. Which picture reminds you…

• of your own family?
• of your friend’s family?
• How so?

II Vocabulary

Ex. 50, p.67. Read the sentences and choose the Russian translation for the words in bold.

1a, 2b, 3a, 4b, 5b

III Reading

Ex.51, p. 67. Read the text and say whether it describes a nuclear or an extended family.

The text describes an extended family.

Ex. 52, p. 67. Work in pairs. Prepare four questions for the text you’ve read. Answer each other’s questions without looking at the text.

Ex. 53, p. 67. Read the text again and write down some of the benefits and drawbacks of living in an extended family. Use your Workbook, ex. 4, p. 34.

(possible answers)

Benefits:

• they’ve got a bigger and more comfortable house,
• the grandmother can still have some independence,
• the grandmother can spend time with her grandson which is beneficial for both of them
• the grandmother can keep an eye on her grandson when necessary

Drawbacks:

• student’s own answer

Ex. 54, p.68. Work in pairs. Compare your lists and combine your ideas. Then discuss the following question.

(possible answers)

If we hadn’t moved in together as an extended family, we wouldn’t have bought such a big house.

IV Home Task

To learn new words: residence, enable, afford, bonus, in-law, extended family, nuclear family

Ex. 6, p. 35 (w.b.) Fill in the words from the box. Change word forms if necessary.

1. afford
2. pastime
3. enable
4. residence
5. bonus
6. experience

V Evaluation

Your marks are…

VI Round – up

Thank you for your work

Unit II “Talking on Family Matters”

Section 2 “What Makes a Family Happy?”

Topic “Conditionals” (“Наклонение”)  (2 hours)

Objectives:  Ss will be able

• to review grammar rule “Conditionals”;
• to tell their classmates about the rule they have read;
• to practice new rule in use.

Vocabulary  

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks.

I Warm-up

Today you will work in groups. Get into groups of three. Your task will be to study only one of Conditionals and complete the table. Don’t forget about the examples. Be ready to play the role of teacher. Then your group will be mixed and you will tell your classmates about one of Conditionals.

After studying you will do some exercises in your groups to check your knowledge in grammar.

Your time limit 5-7 minutes to work in one group!

II Grammar

 1) Read, learn and remember.

Conditional I

The first conditional we often use to describe events which are possible in the present or future. In main clause Future Simple is used and in conditional clause Present Simple is used.

ex. They will go skiing if it snows. - Если пойдет снег, они поедут кататься на коньках.

If you don’t write the composition, you’ll get low grades. - Если ты не напишешь сочинение, ты получишь плохую оценку.

If I see Jane, I’ll invite her to my birthday party. – Если я увижу Джейн, я приглашу ее на свой день рождения.

Don’t miss the lessons, or you’ll be punished. – Не пропускай уроки, а то тебя накажут.  

Conditional II

The second conditional is used to describe unlikely (маловероятные) situations in the present or future. In main clause would + V is used and in conditional clause Past Simple is used. Instead of would you may use should, could, might. The verb “to be” has the form “were” for singular and plural.

ex. If I knew the answer, I would tell you. – Если бы я знал ответ, я бы сказал тебе.

If I were you, I would learn German. – На твоем месте я бы выучил немецкий язык.

If she had money, she would spend their holidays abroad. – Если бы у нее были деньги, то она могла бы проводить каникулы за границей.

They might go to Spain if they spoke Spanish. – Они могли бы съездить в Испанию, если бы они говорили по-испански.

Conditional III

The third conditional is used to describe situations that didn’t happen in the past. . In main clause would have V3 is used and in conditional clause Past Perfect is used. Instead of would you may use should, could, might.

ex. If she had interrupted people, she would have been an intolerable person. – Если бы она перебила людей, она была бы не толерантным человеком.

He didn’t see the big boys bulling a disabled person. If he had seen them, he would have stopped them. – Если бы он их увидел, он бы остановил их.

2) Ex.1 Put the verb in the correct form.

1. If he had a dictionary at hand, he (to translate) this article.
2. If you (to see) that sculpture, you would like it.
3. If I were an artist, I (to paint) this wonderful hill.
4. If it (to be) summer now, I would go to the river.
5. If we posted the letter today, they (to get) it in a week.
6. If I (to come across) this book, I would buy it for you.
7. If my children spoke to me that way, I (to be) angry.
8. If he (to have) a car, he would drive to Mexico.
9. If everyone was good and kind, we (to need) policemen.
10. If the student (to use) the tape recorder more often, he would improve his accent.

1. would translate
2. saw
3. would paint
4. were
5. would get
6. came across
7. would be
8. had
9. wouldn’t need
10. used

Ex. 2 Complete the questions as in example.

ex. Perhaps one day you meet a friend of yours whom you haven’t seen for ages. – What would you say if you met a friend of yours whom you hadn’t seen for ages.

1. Perhaps one day George will invite you to dance. What would you do if
2. Perhaps one day your friend will present you with dog. What would…?
3. Perhaps one day you will lose the key from your house. Where … go if…?
4. Perhaps one day you will be offered to take a world tour. What…say…?
5. Perhaps one day someone will dedicate a poem to you. What…do…?

1. What would you do if George invited you dance?
2. What would you do if your friend presented you with dog?
3. Where would you go if you lost the key?
4. Where would you go if you were offered to take a world tour?
5. What would you do if someone dedicated a poem to you?

Ex.3 Answer the question as in the example.

ex. Are you going to bed now? (I/not/sleep) – No. If I went to bed now I would not sleep.

1. Are you going to wear your glasses? (I/ have/ a headache) – Yes. If I did not…
2. Are you going to the country now? (rain) – No. I…
3. Do you behave better? (to get in serious trouble) – Yes. If I…

1. If I didn’t wear my glasses, I would have a headache.
2. I wouldn’t go to the country, if it was rain.
3. If I didn’t behave better, I wouldn’t get a serious trouble,

 Ex. 4 (You may do this ex. on www.londonka.ru) Составьте условные предложения, используя материал левой и правой колонок, которые отражали бы ваше отношение к ситуации.

Ex. Daniel had fallen ill. Put on coat/catch cold. - Daniel wouldn’t have caught cold if he had put on coat.

1. Nick wouldn’t have broken his leg if he hadn’t climbed the ladder.
2. Mr. Davidson would have avoided accident if he had driven carefully.
3. John Smithson would have won the race if he had run faster.
4. Chris wouldn’t have cut his finger if he hadn’t played with knife.
5. Mary wouldn’t have had a headache if she had taken aspirin.
6. If Mr. Claydon hadn’t left fish on the table, the cat wouldn’t have eaten it.

III Home Task

To learn the rules.

Ex. 57, p. 68 (in pen). Put the verbs in the correct form (positive or negative).

1. would have enjoyed
2. hadn’t passed
3. would not have made
4. had not been

IV Evaluation

Your marks are…

V Round – up

Thank you for your work

Unit II “Talking on Family Matters”

Section 4 “Family Disagreement”

Topic “Family Disagreement” (“Семейные ссоры”)  

Objectives:  Ss will be able

• to review grammar rule “Conditionals”;
• to study new vocabulary and use it in speech;
• to read for details and for gist.

Vocabulary  a row, argument, cope with, talk through, conflict, fake, provoke, blazing, to keep a sense of humor, to enlarge the gap, to heat the conflict  

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks.

I Warm-up

I’ll give you the beginning of the sentence. Your task is to complete it. One minutes to think over and we’ll start.

II Vocabulary

1. Look at the topic of our lesson. Do you know how to translate it? Pay attention to the word “disagreement”.  DIS (приставка с отрицательным значением) –AGREE (глагол «соглашаться»)- MENT (суффикс существительного) -  несогласие, разногласие

2. Ex. 61, p. 69. Match the words with their definitions.

a row [reu] – 1) ряд

                      2) грести

         [rau] – ссора, скандал, драка (разг.)

1b, 2e, 3a, 4c, 5d, 6g, 7f

3. Ex. 63, p. 69. Combine the words from two columns to make meaningful expressions.

An angry argument, avoid a conflict/ argument, be in a conflict, a blazing row, come into a conflict, cope with a problem/stress/anger, fake smile/relationship, get into a conflict, have a conflict, a heated argument, provoke a conflict/argument, talk through all the options/a problem/a situation, win/lose an argument

4. Ex. 1, p.37 (w.b.) Match the phrases with opposite meanings.

to suppress a conflict – to provoke a row

a sincere laugh – a fake smile

to shout – to whisper

to cope with disagreement – to enlarge the gap

to look for a solution – to heat the conflict

to speak in a funny voice – to sound natural

III Speech Drill

Ex. 62, p. 69. Look at the picture and describe the situations shows in it. Look at the girls. Let they be Mary and Ann. What do you think about their talk? How do they feel? Use the words and expressions from ex.61, 63.

IV Reading

Ex. 2, p. 37. a) Read the text. Agree or disagree with the following advice. Give your reasons.

b) Complete the sentences with your own ideas.

V Home Task

To learn new words for dictation.

a row,

 argument,

 cope with,

talk through,

 conflict,

 fake,

provoke,

blazing,

to keep a sense of humor,

to enlarge the gap,

 to heat the conflict

VI Evaluation

Your marks are…

VII Round – up

Thank you for your work

Unit II “Talking on Family Matters”

Section 4 “Family Disagreement”

Topic “Why Family Rows Are Good for You?” (“Могут ли быть полезны семейные ссоры?”)  

Objectives:  Ss will be able

• to check their knowledge in vocabulary;
• to listen for gist and specific information;
• to discuss the questions in pairs.

Vocabulary  

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll continue our talk about family rows.

I Warm-up

We start with your home task. It was to learn the words for dictation.

a row, argument, cope with, talk through, conflict, fake, provoke, blazing, to keep a sense of humor, to enlarge the gap, to heat the conflict  

II Listening

1. Ex. 64, p. 70. Listen to the people talking about their attitude to family disagreements and complete the first and the second lines in the table. Use your Workbook, ex. 3, p.38.

2. Ex. 65, p. 70.  Listen again and complete the third line of the table.

III Speaking

Ex. 66, p. 70. Work in pairs. Answer the questions from the table in Ex. 64 and discuss your answers. Use “Dialogue Vocabulary”.

IV Home Task

Ex. 66, p. 70. Act out the dialogue.

V Evaluation

Your marks are…

VI Round – up

Thank you for your work

Unit II “Talking on Family Matters”

Section 4 “Family Disagreement”

Topic “Why Family Rows Are Good for You?” (“Могут ли быть полезны семейные ссоры?”)  

Objectives:  Ss will be able

• to read for gist and specific information;
• to discuss questions using the information from the text;
• to act out the dialogue.

Vocabulary  

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll continue our talk about family rows.

I Warm-up

II Check Home Task

Ex. 66, p. 70. Act out the dialogue.

III Reading

1. Ex. 68, p. 70-71. a) Read the text and match the titles with photographs.

1b, 2d, 3a, 4c

b) Read the text again and find out the main sentence in each paragraph.

2. Ex. 69, p. 71. Discuss the following questions with your classmates.

1. Rows are sign of a healthy relationship as it’s a sign of a changing relationship and of teenagers becoming more mature.
2. They prove the idea with examples from real life, including famous people.
3. There are two factors mentioned: people keeping their feelings to themselves and the constant stress and anxiety caused by rows in the family.
4. Rows are good for relationships when people are able to reach some kind of conclusion and find a way out of a problem.

3. Ex. 70, p. 71. Work in pairs. Discuss the following questions.

IV Home Work

Ex. 68, p. 70-71. Retell the text and answer the question from ex. 70, p. 71.

V Evaluation

Your marks are…

VI Round – up

Thank you for your work

Unit II “Talking on Family Matters”

Section 4 “Family Disagreement”

Topic “Word Formation” (“Словообразование.”)  

Objectives:  Ss will be able

• to retell the text and give their attitude to the problem in the text ;
• to review word formation;
• to practice using V-ing forms.

Vocabulary  

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll retell the text and give your attitude to family rows.

I Warm-up

Do you have family disagreements?

What purpose do rows have according to Cambridge psychologist?

When are rows actually good for relationships?

II Check Home Task

Ex. 68, p. 70-71. Retell the text and answer the question from ex. 70, p. 71.

III Word Focus

1. Ex. 71, p. 72. Complete the table with the correct form of the words. You may find some words from the texts in ex. 68. Use your Workbooks.

2. Ex. 72, p. 72. Listen and check your answers. Then repeat the words.

3. Ex. 73, p. 72. Fill in the gaps in the sentences below with the words from the table in ex.71.

1. relationship
2. argument
3. suggestions
4. compete
5. employment
6. anxious
7. believe
8. conclusion

IV Grammar

1. Ex. 74, p. 72. Read and remember.

2. Ex. 5a, p. 38 (w.b.) Fill in the gaps with the infinitive or V–ing forms.

1. having
2. going
3. repairing/being repaired
4. to buy
5. to get
6. to discuss
7. asking
8. talking
9. to start
10. getting fat

V Home Task

Ex. 74, p. 72. Learn the rule by heart.

Ex. 76, p. 73. Choose the correct preposition and fill in the gaps with the V-ing form of the verb. (in pen)

* * Ex. 5b, p. 39 (w.b.).  Fill in the gaps with the appropriate options below.

1c, 2c, 3c, 4a, 5a, 6b, 7d, 8a, 9a, 10b

VI Evaluation

Your marks are…

VII Round – up

Thank you for your work

Unit II “Talking on Family Matters”

Section 5 “Days to Remember”

Topic “Days to Remember” (“Памятные даты в моей семье.”)  

Objectives:  Ss will be able

• to read to gist and specific information ;
• to write responses to the given remarks;
• to speak about memorable days.

Vocabulary  awesome

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks.

I Warm –up

What are the most memorable days in your family? Why?

II Reading

1. Ex. 91, p.78. Read Angela’s story and give it a title.

Answers may vary. The original title is “Looking back”.

2. Ex. 92, p. 79. Work in pairs. Discuss the following questions.

III Writing

1. Ex. 2, p. 42. What can make a good birthday present for a teenager? Tick the category if you would like to get something like that as a present. In the right column write some comments according to the model.

2. Ex. 3, p. 43. Work in pairs. Think of a present for your classmate. Complete the birthday card with the information about the present. In the card:

* describe the present

*explain how useful it’s going to be for the present person (you don’t need to be very serious about it). Use Useful language.

Who wants to read the card?

IV Home Task

Ex. 1, p.42 (w.b.) a) Match the remarks with the responses.

1d, 2f, 3b, 4c, 5a, 6e

b) Write possible responses to the following remarks.

V Evaluation

Your marks are…

VI Round – up

Thank you for your work

Unit II “Talking on Family Matters”

Section 5 “Days to Remember”

Topic “A Space Wedding” (“Космическая свадьба.”)  

Objectives:  Ss will be able

• to read to gist and specific information ;
• to review grammar tenses system.

Vocabulary  awesome

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks.

I Warm –up

Look at the blackboard.  Sweetheart, groom, bride, the best man, white dress, rings,… How do you think what can unite these words? What is the common word?

Wedding

Today we are going to speak about a bit strange wedding.

II Reading

1. Ex. 98, p. 80. Read the following article and then choose the sentence that best summarizes the main idea.

#2

2. Ex. 99, p. 80. Read the article again and complete the following sentences.

(possible answers)

1. The groom wasn’t actually present at the ceremony as he was going around the Earth in a spaceship.
2. The couple tried to follow some of the traditions of the typical “white wedding” so the bride wor a white dress and the groom a tailcoat.
3. It was not difficult to decide who would be the best man – there was only one other person in the spaceship – a fellow astronaut.
4. The ceremony was made possible due to a video link at the NASA space centre.
5. There was some conflict about the wedding because both NASA and the Russian Aerospace Agency tried to get couple to wait until Yuri returned to the Earth.

3. Ex.100, p. 81. Read through the list and tick the points the journalist has included in the article. What does the journalist say about these points?

What verb tenses are used to describe the events?

III Home Task

Ex. 102, p. 81. Read the article below and fill in the gaps with the correct forms of the verbs in brackets. See “Grammar Reference” (pages 182-183).

IV Evaluation

Your marks are…

V Round – up

Thank you for your work

Unit II “Talking on Family Matters”

Section 5 “Days to Remember”

Topic “Is Marriage Valued? ” (“Стоит ли жениться.”)  

Objectives:  Ss will be able

• to read to gist and specific information ;
• to review grammar tenses system.

Vocabulary  divorces, weird

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks.

I Warm –up

Is marriage valued in today’s society? Why?/Why not?

Write your own answer in the left column (see ex. 4, p.43 in your Workbook)

II Listening

1. Ex. 94, p. 79. Listen to the teenagers speaking about their attitude to marriage and complete the table. Complete the table in your Workbook.

Divorces – развод,  weird - странный

2. Ex. 95, p. 79.  Work in groups of 3-4. Discuss the following questions.

3. Ex. 96, p. 79. Listen to the teenagers again and write down the words and expressions connected with marriage. Put them into the word web. Use your Workbook (ex.5, p. 44).

(possible answers)

A big dress, a huge cakes, pretty rings, divorce, wedding in weird/ unusual place

4. Ex. 97, p. 79. Work in pairs. Compare your word webs. Think of other words connected with marriage and add them to your web.

III Reading

Ex. 6, p. 44. Read the dialogue and fill in the gaps with words and phrases from the box.

IV Home Task

Study “Writing an opinion essay” in “Learning Strategies” p. 174.

Study the copies I’ve given you.

V Evaluation

Your marks are…

VI Round – up

Thank you for your work

Unit II “Talking on Family Matters”

Section 5 “Days to Remember”

Topic “To Marriage or Not to Marriage? ” (“Стоит ли жениться.”)  

Objectives:  Ss will be able

• to check their skills in writing opinion essay

Vocabulary  divorces, weird

Procedure

Good morning, dear friends! (Good morning, teacher!)

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

-  How are you today? (We are fine, thank you. How are you?)

-  I am fine, thanks.

I Warm –up

Your home task was to study “Writing an opinion essay” in “Learning Strategies” p. 174 and the copies I’ve given to you.

II Writing

Writing an essay

1. General statement of the problem/ current situation

It’s true…

Some people say/believe…

Other people, however, disagree/ have a different point of view…

2. Points for

Firstly…

To begin with…

Secondly…

Moreover…

Besides…

Further more…

For example…/for instance…

3. Points against

By contrast…

Whereas…

On the one hand…/ on the other hand…

In fact…

Sadly…/unfortunately…

4. Conclusion/coming to some decision

As a result…

Finally…

To sum up…

In conclusion…

To summarize…

Using this information, exercises from the previous lessons, write an opinion essay “Is marriage valued in today’s society?” (180-200 words)

III Home Task

Be ready for progress check

IV Evaluation

Your marks you will know next lesson

V Round – up

Thank you for your work

Unit II “Talking on Family Matters”  

Topic “Progress Check” (2 hours)

Objectives Students will be able

• to get feedback on their progress throughout the unit,
• to check their knowledge in grammar and vocabulary;
• to check their reading and listening skills.

Procedure

Good morning, dear friends! {Good morning, teacher!)

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

-  How are you today? {We are fine, thank you. How are you?)

-  I am fine, thanks. Today we’ll have progress check.

I Listening

Ex. 1a, p.83. Listen to a family story and decide whether these statements are true (T) or false (F).

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

Ex. 1b, p. 83. Listen again and fill in the gaps in the sentences. Write no more than three words.

1. the oldest sister
2. at last century
3. round the village/ she really hated
4. very big wedding
5. really big forest/with a bear
6. in the snow

II Reading

Ex.2a, p. 83. Read the text and choose the best title for it.

3. Typical Morning

Ex. 2b, p. 84 Read the text again and for questions 1-6 choose the best alternatives.

1b, 2c, 3a, 4b, 5a, 6c

III Language Work

Ex.3, p.83. Read the text and choose the best alternatives to fill in the gaps.

1B, 2C, 3D, 4B, 5C, 6A

Ex. 4, p. 84. Fill in the gaps in the text with the correct forms of the verbs in brackets.

1. was asked
2. had met
3. broke in
4. reminded
5. wasn’t/hadn’t been
6. wasn’t/hadn’t been

IV Evaluation

Your marks you will know next lesson

V Round – up

Thank you for your work