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U N IT !

ABOUT THE UK

Урок1 _______

«Соединенное Королевство Великобритании и Северной


Ирландии». Восприятие и понимание иноязычной речи на слух

Место урока: I/12.


Тип урока: урок введения и первичного закрепления лексических единии.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель: развитие навыков восприятия и понимания иноязычной речи на слух в рамках изучения темы
«Соединенное Королевство Великобритании и Северной Ирландии».
Задачи:
образовательная: обеспечить в ходе урока повторение темы «Числительные», способствовать формиро­
ванию новой лексики и развитию навыков восприятия иноязычной речи на слух;
воспитательная: содействовать развитию интереса к стране изучаемого иностранного языка;
развивающая: способствовать развитию памяти, внимания, мышления и воображения у учащихся.
Оборудование: аудиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник «English 8. Student’s book» (Л. М. Лапицкая и др.); рабочая те­
традь «Workbook, 8» (Л. М. Лапицкая и др.); карта мира; карта Соединенного Королевства Великобритании
и Северной Ирландии.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? I’m glad to see you all here. What date is
it today? What holiday do we have on September l'1? How is this holiday celebrated at your school?
Now you are in the 8,h form. Our school year has begun!
— What did you do on your holidays? Where did you go in summer?
— Look at the board, please! What can you see? There is a map of the world on the board. What
countries have you been to? Where do people speak English? Where is the UK?
— Can you say what we are going to speak about? We are going to speak about the UK. Today
we will go to the UK but virtually. We’ll visit different pages of AboutUK.com.
II. Речевая зарядка. Развитие навыков говорения
— Answer the questions, please. Open your books at page 4. Ex. 1, p. 4. SB.
Kev to ex, 1,
/. The UK is the United Kingdom of Great Britain and Northern Ireland.
2. The UK is famous for its Queen, for its football teams, for exiting tennis competitions.
3. We can find information about the UK on the webpage AboulUK.com.
III. Основной этап урока
Развитие навыков восприятия и понимания иноязычной речи на слух
а) Предтекстовый этап. Снятие лексических трудностей. Формирование лексических навыков
— Look at the map of the UK, please. Work in pairs and answer the questions, please.
1. How many countries are there in the UK?
2. Where is England?
3. What is the capital of England?
4. W'here is Wales?
5. What is the capital of Wales?
6. Where is Scotland?
7. What is the capital of Scotland?
8. Where is Northern Ireland?
9. What is the capital of Northern Ireland?
ft»v to the task:
/. There are 4 countries in the UK
2. England is in the south of the UK
3. London is th e c a p ita l o f England '
4. Wales is in the south-west of the UK W , ■
5. Cardiff is the capital of Wales * ^ a es ls 1° the west of England.
6. S co tla n d is in the north o f the UK c „ „ .
7. Edinburg is the capital o f Scotia d bco lan<* is lo tfle north of England.

B. истории E. игры
C. часто задаваемые вопросы F. достопримечательности
D. географическое положение G. дом
Kev to the task:
A. Trivia quizzes
B. Stories D. Geography F. Places to visit
T, . E- Games G. Home C. FAQ
«Ьр tnnic^nf6 th^ wMlna«i>*1iuWie,)S^ c' 1л>ок ^lrouKh the main page of the website AboutUK.com. W hat’s
P P £ • ^Aake questions with the names of the rubrics to get some information.
Kev to the task:
1. W hats the official name of the country*
2. What are the UK countries?
3. Who’s the head of the state?
4. Who’s the head of the government?
5. W hat’s the area of the UK?
6. W hat’s the population of the UK?
7. W hat’s the capital of the UK?
8. What are the largest cities of the UK?
9. W hat’s the population of the UK?
10. W hat’s the monetary unit of the country?
— Match the rubrics with the information. Ex. 3a, p. 6. SB.
Kev to ex. 3a.
/. C. 2. E. 3. D. 4. B. 5. A. 6. H. 7. F. 8. I. 9. G.
b) Текстовый этап. Прослушивание текста. Развитие аутентичных навыков
— Listen and check, please. Ex. 3b, p. 7. SB.
Kev to ex. 3b.
The official name of the country is (he United Kingdom of Great Britain and Northern Ireland.
The UK countries are England, Scotland, Wales and Northern Ireland. The head of state in the UK is
Queen Elizabeth II, who came to the throne in 1952. The head of government is the Prime Minister.
At the m oment it’s David Cameron, who became Prime Minister in 2010.
The area of the country is 242, 513, 84 sq km.
The population of the UK was 63,843,856 people in 2015. The capital and largest city is London.
In 2013 its population was 13, 6/4, 409 people within the metro area, or 8, 416, 535 including the city
only. Other large cities are Birmingham with l, 092, 330 people in 2013; Leeds— 751. 500 in 2011;
Glasgow with 596, 550 people in 20/3; Bradford — 522, 452 in 2011; Manchester — 502, 900 in 2011;
Edinburg, the capital of Scotland, which had — 487, 500 people in 20/3; Liverpool with the population
of 466, 4/5 people in 20/2; Bristol — 432, 500 in 20/2; Cardiff, the capital of Wales — 346, WO in
20/1; Belfast , the capital of Northern Ireland — 286, 000 people in 2011.
The monetary unit of the country is pound sterling (£).
с) П ослетекстовы й этап. Развитие грамматических навыков
— Let’s revise some gram m ar rules.

a hundred hundreds
two
(number)
thousand
million v
/\ thousands
millions
billion billions
— Correct the mistakes, (on the board).
1. six thousands kilometres
2. three hundreds books
3. thousand of pupils
4. m illio n of people
5. eleven m illio n s pictures
Key to the task:
1. six thousand kilometres
2. three hundred books
3. thousands of pupils
4. m illio n s of people
5. eleven m illio n pictures
Развитие фонетических навыков
— I am go ing to give you a list of some words. We are going to have a phonetic competition. Who
can say correctly more proper names and numbers? Listen to me at first and repeat alter me. The
w inner is the one who makes no mistakes.
1. the United Kingdom of Great B rita in and Northern Ireland 10. B irm in g h a m
2. England И- 46(>. 415
3. 13. 614, 409 12. Northern Ireland
4. Edinburgh 13. London
5. Scotland 14. 1, 092. 330
6. 63. 843. 856 15. Bradford
7. W ales 16. C a rd iff
8. M anchester 17. 286, 000
9. B risto l 18. Liverpool
Развитие навыков говорения
— Look at the rubrics of the webpage and tell us what you know about it. The names of the ru­
brics are written on a piece of paper. Your task is to take one rubric and speak about it. We will do
this exercise in turn, one by one.
1. Official name of the country
2. UK countries
3. Head of state
4. Head of government
5. Area
6. Population of the country
7. Capital and largest city
8. Other large cities and their population
9. Monetary unit
IV. Заключительный этап урока
— Use the following words to make some sentences about the UK-
1. name 4. capital
2. countries 5. population
3. head 6. monetary unit
— Open your record books and write down your hometask. Your hometask is to be ready to speak
about the UK. Use ex. 3a, p. 6. SB.
— Your marks are ... .
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words, translate the text).
You have 6(7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have 3 (4. 5).
Н Ч нальные символы Соединенного Королевства».
Говорение
Место урока: 2/12.
Тип урока: урок развития лексически u
Вид урока: традиционный Их Навык°в.
Формы работы: индивидуальная, парная
Цодь: развитие навыков говорения П„ , Г '
Задачи: F П0 тсме «Соединенное Королевство*.
образовательная: содействовать
лексических н грамматических навпк развптию навыков говорения посредством совершенствования
воспитательная: содействовать п™ вНаВЫК0В чтсн,,я;
развивающая: создать условии ра1ВИТИЮ интереса к стране изучаемого иностранного языка;
речевой деятельности. ДЛЯ Развития коммуникативных навыков через разнообразные виды
Оборудование: мел. доска.

>°(Л* л Г .Ъ п н 11^ 7 u <<E" Klish 8- Student's book* (Л. М. Лапицкая и др.): рабочая те-
никая и др.); карта Соединенного Королевства.

ХОД УРОКА

I. Организационный момент. Введение в гаму урока и определение целой


a°d girls! How are you today? I’m glad to see you all here. There is still
a map о e UK on the board. What does it mean? We will continue to speak about the UK. But we
also have pictures of different flowers. How can they be connected with our topic? They are the
symbols of the UK countries.
— The aims for the lesson today are:
to revise information from the previous lesson;
/ to learn vocabulary material;
/ to improve oral speech;
/ to develop reading skills.
— Let’s stick them on the board. At the end of the lesson we’ll check whether we achieved them
or not.
II. Речевая зарядка. Развитие навыков говорения
— There are some words on the board. But you can’t see them. Your task is to go to the board,
choose one word and speak about the UK using this word.
1. official 5. Elizabeth II
2. area 6. David Cameron*
3. population 7. four countries
4. capital 8. £
(* Theresa May is the head of the government)
Kev to the task:
/. The official name of the country is the United Kingdom of Great Britain and Northern Ireland.
2. The area of the country is 242, 513, 84 sq km.
3. The population of the UK was 63, 843, 856 people in 2015.
4. The capital is London.
5. The head of state in the UK is Queen Elizabeth II, who came to the throne in 1952.
6. The head of government is the Prime Minister David Cameron.*
7. The UK countries are England, Scotland, Wales and Northern Ireland.
8. The monetary unit of the country is pound sterling (£).
III. Основной этап урока. Развитие навыков говорения
— Answer my questions, please. Use the numbers on the board.
| 286.000 346. 100 487, 500 8. 416. 535
1. What is the capital of England?
2. What is the capital of Wales?
3. What is the capital of Scotland?
4. What is the capital of Northern Ireland?
5. What is the population of London?
6. What is the population of Cardiff?
7. What is the population of Edinburgh?
8. What is the population of Belfast?
Kev to the task:
/. London 3. Edinburgh 5. 8, 416, 535 7. 487 500
2. Cardiff 4. Belfast 6. 346, WO 8. 286, 000
— How well do you know the national symbols of the UK? Play board game. Start with a country s
emblem and come to its national flag. Play in pairs. li you follow all the arrows correctly, you II
get a short story about the national symbols, flags and saint patrons of each of the UKs countries.
Ex. 2, p. 4. SB.
— But before playing this game let’s read the words. Listen to me, please. Repeat all together
after me.
1. England 7. Thistle 12. Saint
2. Scotland 8. Rose 13. Andrew
3. Wales 9. cross 14. George
4. Northern Ireland 10. field 15. Patrick
5. Daffodil 11. X-shaped 16. emblem
6. Shamrock
Kev to ex. 2, p, 4. SB.
/. The national emblem of England is the Rose. The red cross on a white field is the Cross of Saint
George. It’s England's flag.
2. The national emblem of Scotland is the Thistle. The white X-shaped cross on a blue field is the
Cross of Saint Andrew. It’s Scotland's flag.
3. The national emblem of Wales is the Daffodil. The red dragon on a green and white field is the
Red Dragon. It's Wale's flag.
4. The national emblem of Northern Ireland is the Shamrock. The red X-shaped cross on a white
field is the cross of Saint Patrick. It's one of Northern Ireland's flags.
— Report the results, please. Go to the board and match the columns.

England Daffodil red cross on a white field the Red Dragon

Scotland Shamrock red X-shaped cross on a white field the Cross of Saint Andrew
Wales Thistle white X-shaped cross on a blue field the Cross of Saint George
Northern Ireland Rose red dragon on a green and white field the cross of Saint Patrick

Kev to the task:


England — Rose
Scotland — Thistle
Wales - Daffodil
Northern Ireland — Shamrock
red cross on a white field — the Cross of Saint George
red X-shaped cross on a white field — the cross of Saint Patrick
white X-shaped cross on a blue field — the Cross of Saint Andrew
red dragon on a green and white field — the Red Dragon
— Unscramble the names of the national emblems and symbols and write them below the pictures.
Write what countries they symbolise.
- Ex. la, p. 3. WB.
Kev to ex. la.

cornflower Belarus golden wattle Australia rose the United States of America
maple-leaf Canada thistle Scotland rose and oak tree England
leek and daffodil Wales shamrock Northern Ireland
— Read and write the correct form ч. . .
la. Ex. lb. p. 4. WB. of "e verb be (is/are/w as/w ere/has been). Then check exercise
p у to ex. lb.
/. are, are, /s.
2. is, is, was, are, was. 5. are, is, is, were, was, is.
3. is, is, is. 6. is. was, is.
4. has been. 7. is, are, is.
8. is.
IV. Заключительный этап урока

— Ib u ’ve^done^a ^l^ SJ'on* ^ ,e ^ ’s national symbols. Ask your classmates these questions.

/ We have developed reading skills;


^ ^ ha\e learned vocabulary material;
— Open your record books and write down your hometask. Your hometask is to be ready to speak
about the national symbols of the UK. Use ex. 2 p4 SB
— Your m arks are .... ' K’
— Положительная отметка.
I m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9. 10).
— Н ейт ральная.
Your work was good, but not enough. You should read more (learn the words, translate the text).
You have 6(7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have 3 (4, 5).

Урок 3

« Н ациональны е си м вол ы Республики Беларусь». Чтение

Место урока: 3/12.


Тип урока: урок применения знаний и умений.
Вид урока: традиционный.
Формы работы: индивидуальная, парная.
Цель: развитие навыков изучающего чтения по теме «Национальные символы Республики Беларусь».
Задачи:
образовательная: способствовать развитию навыков чтения с целью извлечения необходимой
информации;
воспитательная: содействовать формированию патриотических чувств;
развивающая: способствовать развитию памяти, внимания, мышления и воображения у учащихся.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 8. Student’s book» (Л. М. Лапицкая н др.); рабочая те­
традь «Workbook. 8» (Л М. Лапицкая и др.); флаг Республики Беларусь; распечатки текста.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! Today we will continue speaking about national symbols. We
have spoken about national symbols of different countries. But what country haven’t we spoken about>
Do you know this flag? We are going to speak about Belarus.
II. Речевая зарядка. Соверш енствование лексических навыков
— Before we speak about Belarus, we will revise some words. Let's play «Bingo!» Draw a 3 x 3
chart in your exercise book. Write the words from the list below. You can use every verb only once
Listen to me reading the verbs in Russian. If you have an English equivalent of this word in your
chart cross it out. When you have all words crossed say «Bingo!» You are the winner!
symbol, emblem, dxiffoclII. shamrock, thistle, rose, queen, population,
capital, monetury unit, area, maplc-leal, leek.______________________

symbol population
iirca
emblem

- - Use the words from the table to make sentences. Head your sentences to your partner. Work in
pairs.
III. Проверка домашнего задания. Выявление уровня сформированности лексических навыков
At Immc you were to he ready to speak about the national symbols of the UK. Use ex. 2, p. 4.
SB Fill in (lie information about the UK.
Country Emblem Flag

— You can use this table to speak about the national symbols of the UK.
Kev to the task:

Country Emblem Flag


F.ngland Ihe Rose The red cross on a white field is the Cross of Saint George.
Scotland the Thistle The white X-shaped cross on a blue field is the Cross of Saint Andrew.
Wales the Daffodil The red dragon on a green and white field is the Red Dragon.
Northern Ireland the Shamrock The red X-shaped cross on a while field is the cross of Saint Patrick.

IV. Основной этап урока. Развитие навыков чтения


a) Предтекстовый этап. Снятие языковых трудностей
— How well do you know your country? There are some words about Belarus on the board. Look
at the words and say what you know about it.
207, 600 the Naroch
Minsk Ю million
Belovezhskaya pushcha Europe
the Dnieper storks
b) Текстовый этап. Чтение текста
— Read the text and check yourselves.
The Republic of Belarus
The official name of the country is the Republic of Belarus. Belarus is situated in the centre
of Europe. It borders on Poland, Lithuania, Latvia, Ukraine and Russia. Belarus is a presidential
republic, where the President is the head of the state.
The area of Belarus is 207, 600 sq. km. The population of the country is about 10 million people.
The capital of the republic is Minsk, which is also its largest city. Other large cities are Gomel,
Brest, Vitebsk, Grodno and Mogilev.
The Republic of Belarus has its symbols: the anthem, the emblem, the flag and the costume. The
national flag of Belarus Is red, green and white, where green is a symbol of our green forests and
red is a symbol of life and hope. Belarus is famous for its white storks. People say. they are a symbol
of good luck. The white colour is the symbol of peace. The blouses and the shirts in the Belarusian
national costume are white with beautiful red ornaments — crosses and stripes.
Belarus is famous for its beautiful nature. One third of the republic's territory is covered with
forests. The largest of them arc called pushchas. The most beautiful is the Belovezhskaya pushcha.
The symbols of Belovezhskaya pushcha is the bison, a very strong animal.
The symbol of Belarusian fields is the cornflower — a small blue flower.
There are 3,000 rivers in the reDuhr
Dvina, the Pripyat and the But? т Нр г С The ,ongTest rivers are the Dnieper, the Neman, the Western
Naroch. People som etimes ca ll Вр|ЯР1| e*?re. ^ ^ 0 lakes in Belarus. The largest of the lakes is the
,„ rus the blue — eyed countrv
с) Послотокстовый этап. Контпвп. y У
]nft. ffain . . . Г ° рОЛЬпонммани-пронит.нноГОт . Кста
— Look ag ain at the board, 01еачр i „ ь . ,,
207 600 H SC L °°* a* wor(*s a°d say what you know about it.
M in sk lh <-' Naroch
Belovezhskaya pushcha IP m,^ion
the Dnieper Europe
storks
Key to the task:

207. 600
The area of Belarus is 207, 600 sq. km.
Minsk
The capital of the republic is Minsk, which is also its largest city.
Belovezhskaya pushcha
The largest forest in Belarus is the Belovezhskaya pushcha.
the Dnieper
The longest rivers are the Dnieper, the Neman, the Western Dvina, the
Eripyat and the Bug.
the Naroch
The largest of the lakes is the Naroch.
W million
The population of the country is about tO million people.
Europe Belarus is situated in the centre of Europe.
storks Belarus is famous for its white storks. People say. they are a symbol of
good luck.

— Answer the questions.


1. What s the official name of the country?
2. W here is B e la ru s situated?
3. Who’s the head of the country?
4. What’s the area of Belarus?
5. What’s the population of Belarus?
6. What’s the capital of Belarus?
7. What are the largest cities of the country?
8. What are the national symbols of Belarus?
Key to the task:
/. The official name of the country is the Republic of Belarus.
2. Belarus is situated in the centre of Europe.
3. The President is the head of the state.
4. The area of Belarus is 207, 600 sq. km.
5. The population of the country is about 10 million people.
6. The capital of the republic is Minsk.
7. Minsk, Gomel, Brest, Vitebsk, Grodno and Mogilev are the largest cities of the country.
8. The Republic of Belarus has its symbols: the anthem, the emblem, the flag and the costume.
— Now let’s play «Snowball». You are going to tell me one sentence about Belarus, but you are
to repeat all the sentences that your classmates have said before you. Is everything clear? Let’s start.
— You have learnt some information about different countries. Your task is to write 5 questions
about these countries and their national symbols. M
V. Заключительный этап урока
— In pairs ask and answer your questions in turn.
— Now I want you to express your attitude and your mood toward what you’ve done at ihe b c c n n
Think and complete the following sentence:
Today I’ve learnt about...
— Open your record-books, please. Write down your hometask. Your hometask is ex 2a 2b
p. 4—5. WB. Complete the information for an atlas. Complete the sentences. Use words instead of
numbers.
— Your marks are ... Good bye!
[ Урок 4 1 _____

«Географическое положение Соединенного Королевства».


Чтение
Место урока: 4/12.
Тип урока: комбинированный.
Вид урока:традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель: развитие навыков изучающего чтения в рамках изучения темы «Соединенное Королевство Вели­
кобритании и Северной Ирландии*.

образовательная: способствовать развитию навыков чтения с целью извлечения необходимой информа­


ции и формированию грамматических навыков;
воспитательная: содействовать развитию интереса к стране изучаемого языка и формированию па­
триотических чувств;
развивающая: способствовать развитию умения высказываться логично, связно, делать выводы, срав­
нивать.
Оборудование: мел, доска.
Дидактическое оснащение: учебник «English 8. Student’s book" (Л. М. Лапникая и др.); рабочая те­
традь «Workbook, 8» (Л. М. Лапицкая и др.); наглядный материал; карта Великобритании.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good aiternoon, boys and girls! How are you today? I’m glad to see you all here.
— Look at our topic «...of the UK». One word is missing. I will tell you some words and you are
to understand what word is missing. Maps, mountains, rivers, oceans, seas, continents, countries....
So. our topic is «Geography of the UK».
II. Фонетическая зарядка. Развитие навыков чтения
— Read and complete the chant. Listen, check and learn the chant. Ex. la, p. 8. SB.
Kev to ex. la.
1. physical. 2. political.
— Ex. lb. p. 9. SB. Say the tongue twister. Mind the [el| — sound. We are going to have
a phonetic competition. Who can read correctly and fast?
— Read the words with the sounds [el). [au|, [au|. Ex. lc, p. 9. SB.
Kev to ex. 1c.
[el] — lake, take, make, Wales, rain, stay;
jao) — mountain, town;
[эи] — ocean, show. role.
— Let’s read this chant. Variant 1, read the questions. Variant 2, read the answers. Practise in
pairs, please.
III. Проверка домашнего задания. Развитие навыков диалогической речи
— Let’s check your hometask ex. 2a, 2b, p. 4—5. WB. You were to complete the information for
an atlas, using the words from the box. Exchange your Workbooks and check each other’s homework.
Kev to ex, 2a.
Belarus Canada the U SA
Official name: Official name: Canada Official name: the United
the Republic of Belarus Date of formation: 1867 States of America
Date of formation: 1991 Capital: Ottawa Date of formation:/776
Capital: Minsk Area: 9. 984. 670 square kilometres Capital: Washington D.C.
Area: 207, 600 square kilometres Head of state: the Queen (Elizabeth //) Area: 9, 826, 675 square
Head of state: the President Head of government: kilometres
Head of government: the Prime Minister Head of state: the President
the Prime Minister 1 Population: 36, 2 million Head of government:
Population:^ 48 million Languages: English, French the Prime Minister
Languages:
Population: 325 million
Belarusian, Russian Languages: English
Kev to ex. 2b.
The area of Belarus is two hundred ;
The area of Canadu is nine min ° ° • seven thousand six hundred square kilometres,
seventy square kilometres. U° n nine flundred and eighty — four thousand six hundred and
The area of the USA is nine miiv
seventy — five square kilometres Ш0П €ISht hundred and — si* thousand six hundred and
IV. Основной этап урока
а) Предтекстовый этап. Фопии»,*..
Look at the П К а р м и р о в а н и е грамматических навыков
the proper names on m i"*1?* T the llyleaf- Wha‘ kind of maps are they? What do they show? Read
where necessary. Fx 2 p gP g g 11' П0Г^' *° soulh and from west to east. Use the definite article «the»

Tan v ^ \ e e T n v ga!tirf»adkP,tlySICal and Political maps. Look at the maps on your inside book covers,
remember the rules * ЬсГ° Ге ReograPhical names? Why? If we want to read them correctly, let’s

c • ai~ticle is used with proper names on maps.

The article the is used with the names of- No article is used with the names of:
I seas, oceans, rivers, lakes, channels 1. continents, cities, towns, villages, streets, squares,
N.B. Lake Naroch
parks
2. groups of islands, deserts, a separate island with of 2. a separate island
3. mountain ranges
3. a separate mountain
4 countries which have a plural form; with the words 4. countries
of. federation, states, republic, kingdom

Kev to ex. 2.
The Shetland Islands, the Hebrides, the Orkney Islands, the Northwest Highlands, Ben Nevis, the
Spey, the Grampian Mountains, the Atlantic Ocean, the Forth, Glasgow. Edinburgh, Scotland, the
North Sea, Northern Ireland, Londonderry, the Tyne, Belfast, Scafell Pike, the Tees, the Pennines,
York, Leeds, the Humber, the Republic of Ireland, Liverpool, Manchester, Sheffield, the Irish Sea,
Snowdon, the Trent. Derby, Nottingham, Leicester, the Cambrian Mountains, Birmingham, Cambridge,
the Ouse, Wales, England, Cardiff, the Severn, Oxford, London, the Thames, Dover, Southampton.
Portsmouth, Plymouth, the Isle of Wight, the Strait of Dover, the Isles of Scilly, the English Channel.
b) Чтение текста. Развитие навыков чтения
— Read the information line on the next webpage of the site AboutUK.com. What’s the topic? Read
the whole page and complete the questions. Ex. 3a, p. 9. SB. Read the text paragraph by paragraph.
What words don’t you remember?
Key to ex. 3a.
What is the location of the UK?
How many islands are the British Isles made up of?
What seas surround the UK?
How long is the land border?
— Listen and check your questions.
с) Послетекстовый этап. Контроль понимания прочитанного текста
— Look at these words in the text and guess what they mean. Write their translation without
a dictionary. Check with your partner, then with the class. Ex. 3c, p. 11. SB.
Kev to ex. 3c,
Location (n) — местоположение
separate (v) — разделять
separate (adj) — отдельный
narrow (adj) — узкий
link (v) — соединять
be made up of — состоять из
surround (v) — окружать
a border (n) — граница
border o n / along (v) — граничить c
— Now I uni going to read the words and you are to repeat after me. Read the words In pairs
and remember tlioir meaning.
-- Look through the text and say what the difference between in the north and to the north. Look
at the map on the front flyleaf of your textbook and write to or in. Ex. 1, p. 5. WB.
&y.i<j VX. L
To, in, in, to, in, to, in, in, to, in, in, to, to.
- There are some strips of paper with the numbers from the text on the board. Your task is to go
to the board, take one strip and tell us what this number means.

35; 38; 50; 40; 136; 6. 289; 120; 360.

— Answer the questions, please.


1. What is the location of the UK?
2. llow many islands are the British Isles made up of?
3. What seas surround the UK?
4. How long is the land border?
— Let’s play «The last sentence» game about the UK. Remember as many facts as you can.
— How is geography of the UK different from the geography of Belarus?
Е.ц. The UK is on island. Belarus is on a continent. Belarus has no seas. Belarus has a border
with many countries. The UK has one border.
— Do you know how long the Belarusian border is? Use the table, add up all the numbers and
calculate the total length. Ex. 5, p. 12. SB.

Russia 990 kilometres


Latvia 143 kilometres
Lithuania 462 kilometres
Poland 399 kilometres
U kraine 975 kilometres

Key to .ttL.5,
The total length of the Belarusian border with other countries is 2,969 kilometres.
Развитие грамматических навыков (повторение)

Gram m ar Revision
Present S im ple Active Voice Present Sim ple Passive Voice

— the subject fu lfills the action — the subject does not fu lfill the action
S + V (es) S + am/is/are + V3
Four seas wash the U K . The U K is washed by four seas.

— Complete the text of a webpage about Belarus. Ex. 6b, p. 12. SB.
Kev to ex. feb.
/s located, is made up, is not washed, is not separated, is bordered, be found, is covered.
— Write the following sentences in the Present Simple Passive Tense. Ex. 2, p. 7. WB.
Kev to ex. 2.
/. The USA is bordered by Canada in the north. Canada is bordered by the USA in the south.
2. Islands are surrounded by waters on all sides.
3. The UK is made up of four countries.
4. A lot of cities and towns in Belarus are linked by railways.
5. Continents are separated from each other by oceans.
6. The greatest part of the Earth is covered by oceans.
V. Заключительный этап урока
— Name five facts you have learnt today. W hat’s the most interesting fact for you?

I’ve learnt that... It’s interesting that... It’s surprising that...


— Open your record-books and •
(.ompli'te the text with the rM it Wnr*i , ^own Уоиг homelask. Your hometask is ex. 2. p. 6. WB.
there is no article with the geotrranlii |Гнт box. Explain why there is a definite article or why
— Your marks are *co8raplncal names.
— Положительная omu
Im satisfied With y0llr Work 1 .
lesson. You have 8 (9, 10). 0 (ay. Your answers were full and nice. You were active during the
— Нейтральная.
Your work was good, but nnt
You have 6(7). enough. You should read more (learn the words, translate the text).
— Негативная.
Your work was weak Ynn «ь ы l.
louid be more attentive, active. Unfortunately, you have 3 (4, 5).

=============== --_ _ _ J Урок 5 1_______________ ________

«Британский и белорусский пейзажи». Говорение


Место урока: 5/12.
Тип урока, урок введения и первичного закрепления лексических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, парная.
Цель: развитие навыков говорения по теме «Великобритания и Беларусь».
ЭвДЯЧИ!
образовательная: обеспечить в ходе урока усвоение новой лексики и закрепление изученного материала,
создать условия для отработки навыков говорения на основе изученного материала:
воспитательная: содействовать развитию интереса к стране изучаемого языка и формированию
патриотических чувств;
развивающая: создать условия для развития таких способностей учащихся, как умение анализировать,
сравнивать и обобщать.
Оборудование: аудиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник «English 8. Student's book» (Л. М. Лапнцкая и др.); рабочая те­
традь «Workbook, 8» (Л. М. Лапнцкая и др.); демонстрационный материал; карточки со словами.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? I’m glad to see you all here.
(Show students pictures of landscape.)
— Look at the pictures, please. We’ve spoken about different countries, their symbols and
geographical position. What do you think we will speak about today?
— Today we will speak about the landscape of the UK and Belarus.
II. Проверка домашнего задания. Выявление уровня сформированности лексических навыков
— Let’s check your hometask ex. 2, p. 6. WB. You were to complete the text with the right word
from the box.
Цру to ex. 2a,
Located made up of, islands, Scotland, England, surrounded, location, border, narrow, link,

^^N ow ^ve* ^ eXercise I at page 7 in your WB. Look at a map of Canada and fill in the
m issing words.
Ifrу to ex. L
Made up, northern, east, west, area, border.
III. Фонетическая зарядка. Развитие фонетических навыков
You arc going to listen to a poem by the famous Scottish poet Robert Burns about the
Highlands. Listen to the poem. What is it about? What are the poet's feelings? Ex. la. p. 13. SB.
Key to ex. la.
This poem is about the beauty of the Highlands, the mountains which are situated in Scotland. The
poet writes with affection, patriotic feelings about his country and confesses that his heart belongs
to the Highlands, it means that it says at his motherland forever.
— Read all the unfamiliar words in pairs. Read the poem expressively. Ex. lb, p. 13. SB.
IV. Основной этап урока. Формирование лексических навыков
— Look at the pictures again. Listen to me at first and then repeat after me. Do you understand
all the words? Read them in pairs.
— Read the webpage for tourists about the British landscape. What can you see? What’s your
opinion of these places? Use the Help box. Ex. 2, p. 14. SB.
Kev to ex. 2.
Model:
In my opinion, British plains look attractive.
The highlands are fascinating and they look great.
The lowlands of the country are beautiful.
I think British hills are also beautiful and attractive for tourists.
I also like British moorlands, they are super and picturesque.
I think rivers and lakes are really amazing.
I like these fantastic, marvelous valleys.
Развитии навыков чтения
— Read about the British landscape. Why is it described as full of contrasts and varied? Ex. 3a,
p. 15. SB.
Kev to ex. 3a.
The British landscape is described as full of contrasts and varied because it's extremely varied, so
everyone will find something he will enjoy. There're grassy plains, beautiful wide and narrow valleys,
purple heathery moorlands covering the mountains, velvet hills, thick forests, picturesque lakes and
marvelous beaches.
— Look through the text again and match the words with their translation. Check in pairs, then
with the whole class. Ex. 3b, p. 15. SB.
Kev to ex. 3b.
1. C; 2. D; 3. F; 4. B; 5. E.
— Make up some sentences with the words from ex. 3b.
— Let s play «Memory game». There are adjectives and nouns from the text on separate slips of
paper. You are to make word combinations. Stand up, walk around the class and look for the missing
word to make up correct word combinations, putting them on the desk.
Развитие грамматических навыков
— Read and compare. What do the words mean? Ex. 4a. p. 15. SB.
Key to ex. 4a.
midlands = middle + lands
highland - high + land
lowland - low + land
homeland = home + land
motherland - mother + land
wonderland —wonder + land
Disneyland * Disney + land
Scotland « Scot + land
— What words are missing? Ex. 4b, p. 15. SB.
Kev to ex. 4b.
1. motherland
2. highland, green
3. Disneyland
4. Scotland
5. wonderland
Развитие навыков говорения
— Use the words combinations and speak about the nature of the UK.
Your friend is going to Britain. Advise him or her to see some places. Ex. 5, p. 16. SB. Work
in pairs. r
— Give me advice where to go in Britain.
Whet questions you can be asked about Belarus in Britain? Imagine you are in Britain and
are asked different questions about Belarus. Role — play the talk. Ex. 6. p. 16. SB.
Kev to ex. 6.
/. What s the official name of the country?
2. What’s the flag of Belarus?
3. Who is the head of the state?
4. Нош many regions are there in Belarus?
5. What are regional cities of Belarus?
6. What is the capital of Belarus?
7. What is your monetary unit?
— And now lets do exercise 7 at page 16. This is an encyclopedia text about the landscape of
Belarus. Change the text to make it attractive for tourists.
Kev to ex. 7.
The landscape of Belarus is generally flat, there are no highlands — the average elevation is
162 meters above sea level. But in Northern Belarus there are velvet hills and gently sloping ridges.
In the south you can enjoy the panorama of lowlands with the swampy plain of Polyessye. shared
with Ukraine, Poland and Russia. One — third of the country is covered with puschas, large thick
and unpopulated forests.
V. Заключительный этап урока
— Speak about nature of the UK and Belarus. Write down what is different and what is the same.

The UK | Belarus
«+»

«—»

— Open your record-books and write down your horrletask. Your hometask is ex. lb, p. 13. SB.
Learn the poem by heart. Be ready to take part in a phorietic contest next time.
— Your marks are ... .
— Положительная отметка.
Г т satisfied with your work today. Your answers wen2 full and nice. You were active during the
lesson. You have 8 (9. 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words, translate the text).
You have 6(7).
— Негативная.
Your work was weak. You should be more attentive, ac tive. Unfortunately, you have 3 (4, 5).

J Урок 6

«Мир полон чудес». Сравнительные предложения


Место урока: 6/12.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная.
Цель: формирование грамматических навыков по теме «Сравнительные предложения».
Задачи:
образовательная: способствовать развитию навыков чтения и навыков письменной речи;
воспитательная: содействовать формированию интереса к изучению природы и окружающего мира;
развивающая: содействовать развитию познавательного интереса к предмету через содержание учебного
материала.
Оборудование: доска, мел. , Л _ .
Дидактическое оснащение: учебник «English 8. Students book» (Л. М . Лапицкая и др.); рабочая те-
традь «Workbook. 8» (Л. М . Лапицкая и др.); листочки со словами; карточки.

ХОД У РО К А

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! Today we are going to speak about world’s wonders. Our topic
is «The world is full of wonders».
— Our aim s for today are:
У to speak about nature;
У to develop reading skills;
У to learn a new gram m ar rule.
II. Речевая зарядка. Развитие лексических навыков
— Let’s play «Crocodile». You are to take a piece of paper that I have prepared for you. Read the
word in English and show it to your classmates without saying a word.
1. Queen 6. a border
2. Belarusian flag 7. narrow
3. a cornflower 8. heart
4. a white stork 9. highlands
5. surround 10. motherland
III. Проверка домашнего задания
— What did you do at home? What was your hometask? Ex. lb, p. 13. SB. Learn the poem by
heart. Be ready to take part in a phonetic contest. Now we will have a phonetic contest. You are to
recite the poem by heart. And later we will see who is the winner of our contest.
IV. Основной этап урока. Развитие навыков чтения
а) Предтекстовый этап. Снятие языковых трудностей
— The world is full of wonders. How well do you know it? Which is ... . Ex. la, p. 17. SB. If you
don’t know you can guess.
— Listen and check your guesses. Ex. lb, p. 17. SB.
Kev to ex. lb.
/. The biggest island in the world is Greenland.
2. The longest river in the world is the Nile.
3. The w idest river in the world is the Amazon.
4. The biggest lake in the world is the Caspian S ea.
5. The deepest lake in the world is Lake Baikal.
6. The longest mountain range in the world is the Andes.
7. The highest peak in the world is Everest.
Kev to ex. la.
1. b; 2. c; 3. a; 4. c; 5. a; 6. b; 7. b.
b) Текстовый этап. Чтение текста
— Read some interesting facts about the world’s extremes. W hich of the facts are the most
su rp rising for you? Ex. 2, p. 18. SB.
c) Послетекстовый этап. Контроль понимания прочитанного текста
— Say if the sentences are true or false according to the text.
1. The UK is an island country.
2. G reat B ritain is the sm allest island of the British Islands.
3. Greenland is the world’s largest island.
4. The Tham es is shorter than The Haolai River.
5. The longest bridge in the world is the bridge over the Amazon.
Key to the task:
1. True.
2. False. The largest of the B ritish Islands is G reat B ritain.
3. True.
5.' False. Now here is ( и Т А т а м Г с т ' з е Т the Tham eS'
Формирование грамматических навыков
Read the sentences w ith the w ords in ita lic s. W hat do these w ords mean?
adjective
noun
deep (глубокий) "
depth (глубина)
long
length
wide
width
strong
strength

should Iran's late T те ?se n te n c e s S Wi‘h lheSe W° rds' Read y° Uf sentences to your partner Your partner
— Answer the questions.
I. What is the depth of the Haolai River?
ч W hfl -S !hC of ,hc Amazon during the wet season?
3. What is the length of the Haolai River»
4. What is the width of the Haolai River?
5. What is the length of the mountain range — the Andes?
Key to the task.
1. The depth of the Haolai River is 50 centimetres.
I the width of the Amazon during the wet season is 190 km.
3. The length of the Haolai River is 17 km.
4. The width of the Haolai River is 10 cm.
5. The length of the Andes is 9.000 km.
— Read the sentences with the words in bold. Can you translate these sentences? I will help you.
How can we compare different things?

G ram m ar focus: Com parative sentences


as... as такой же .... как Exercise 1 is as easy as exercise 2.
He came as quickly as he could.
not so ... as не такой ... как M y m arks are not so high as yours.
not as ... as You don’t sin g as beautiful as she does.
... times as ... as в ... раз ... He earns three tim es as much as I.
than чем He is stronger than I am.

as (adj) as - the same as


not so (adj) as = not the same as
not as (adj) as = not the same as

— Make some com parative sentences about your classmates.


Model: Vlad is as tall as Nick.
— Work in pairs. How does the UK compare with the rest of the world? Look at the table and
compare the longest rivers in the world, Belarus and in the UK. Ex. 3, p. 19. SB.
Kev to ex, 3.
The longest river in the world ( the Mile) is only 250 km longer than the second longest river (the
Am azon). The longest river in the world (the Mile) is alm ost 20 tim es as long as the UK longest river
(the R iver Severn). The longest Belarusian river (the River Dnepr) is alm ost twice as long as the UK
longest river (the River Severn).
The second longest river (the A m azon) is only /00 km longer than the third longest river (the
Yangtze). The second longest river in the world (the Am azon) is alm ost 15 tim es as long as the UK
second longest river (the River Thames). The Belarusian second longest river (the River Berezina) is
alm ost tw ice as long as the UK second longest river (the River Thames).
The third longest river (the Yangtze) is 21 tim es as long as the UK third longest river (the River
Trent). The Belarusian third longest river (the River P ripyat) is alm ost 250 km longer than the UK
third longest river (the R iver Trent). The B elarusian third longest river (the R iver P ripyat) is alm ost
tw ice as long as the UK third longest river (the River Trent).
V. Заключительный этап урока
— Look at the table, please. What can you do now.
E a sily 1 have some doubts Sorry, 1 can't
1 can ...
explain different words without nam ing it
speak about the world’s wonders
say if the sentences are true or false according to the text
answer questions using the text
compare different things

Model: I can easily explain different words without nam ing them.
— You’ve done a great job today. What have we done today?
V We have spoken about nature;
/ We have developed reading skills;
/ We have learned new grammar rules; 0
— Open your record-books and write down your hometask. Your hometask is ex. A p. 9. WB.
Using facts about the UK compare its countries* area, population, etc. Write 10 sentences in your
exercise book. Use the words large, long, and high.
— Your marks are ... .
— Положительная отметка. . .
Г т satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words, translate the text).
You have 6(7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have 3 (4, 5).

__________________ Урок 7 1________________

«Удивительные факты». С тепени ср авн ен и я им ен


прилагательны х
Место урока: 7/12.
Тип урока: урок развития грамматических навыков.
Вид урока: традиционный.
Формы работы: индивидуальная, парная.
Цель: развитие грамматических навыков по теме «Степени сравнения имен прилагательных».
Задачи:
образовательная: способствовать развитию грамматических навыков и навыков восприятия иноязычной
речи на слух;
воспитательная: содействовать формированию интереса к изучению окружающего мира;
развивающая: содействовать развитию познавательного интереса к предмету через содержание учебного
материала.
Оборудование: аудиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник « E nglish 8. Student's book» (Л. М. Лапицкая и др.); рабочая те­
традь «Workbook, 8» (Л. М. Лапицкая и др.); таблица.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? I’m glad to see you all here. Today we are
going to revise some gram m ar rules. O ur task is to revise «Degrees of Com parison» and «Articles
with geographical names».
— Today we will speak about the landscape of the UK and Belarus.
II. Фонетическая зарядка. Развитие фонетических навыков
— Now we are going to have a competition. There are some words on the board. Your task is to
read them without mistakes. The w inner is a student who can read these words w ithout mistakes.
1. Queen Elizabeth II
2. official 10. narrow
3. population 11. highlands
4. Edinburg 12. moorlands
ft. Iliriningham 13. valleys
6. monetary unit 14. marvelous
7. stork 1ft. picturesque
8. location 16. varied
9. surround 17. landscape
18. advise
III. Проверка домашнего задания. Выявление уровня сформированное™ лексических навыков
ягеа nomdahnn сх 2. Р **. WB. Using facts about the UK compare its countries’
’ У ’ Г| e ^ sentences in your exercise book. Use the words large, long, and high.
Key to ex. 2. * * ц

9‘ T t* °L ‘nd ^ n d f.v almost twice as large as that of Scotland.


j . > arta ° l ‘ y d land is almost /our times as large as that of Wales.
V T!( Kri4ltest distance of England from east to west as almost twice as long as that of Scotland.
. w toastline of England is almost three times as long as that of Wales.
Tj l COiiS('int’ {)l Scotland is almost 10 times as long as that of Wales.
- ti ct!tl*"inc ° j Wales is almost twice as long as that of Northern Ireland.
/. The highest point o) Northern Ireland is almost as high as that of England.
o. The highest point of Scotland is almost twice as high as that of Northern Ireland.
9. The surface area of the largest take of England is almost three times as large as that of Wales.
H). The surface area of Scotland is almost five times as large as that of England.
IV. О сн о вн о й этап урока. Развитие грамматических навыков
— Look at the table, please. What is the name of this rule? What are we going to revise today?
Degrees of com parison of adjectives.
Degrees of comparison of adjectives
Степени сравнения прилагательных

A d je c tiv e s Positive Com parative Superlative

+ -er the + -est


long
longer the longest
Однослож ные big
bigger the biggest
happy
happier the happiest
nicer the nicest
more + the most +
beautiful more beautiful
Д ву- и трехсложные the most beautiful
famous more famous the most famous
good better the best
bad worse the worst
Исключения m any/ much more the most
little less the least

Особые случаи образования степеней сравнения некоторых прилагательных

C o m p a rative Superlative M e a n in g
P o s itiv e
older the oldest старший (по возрасту)
old elder the eldest старший (в семье)
farther the farthest более далекий (по расстоянию)
far further the furthest дополнительный, дальнейший
nearer the nearest ближайший (по расстоянию)
near nearer the next следующий (по порядку)
later the latest последний (по времени)
late the last последний (по порядку)
latter
1. Queen Elizabeth II
2. official 10. narrow
3. population 11. highlands
4. Edinburg 12. moorlands
ft. Iliriningham 13. valleys
6. monetary unit 14. marvelous
7. stork 1ft. picturesque
8. location 16. varied
9. surround 17. landscape
18. advise
III. Проверка домашнего задания. Выявление уровня сформированное™ лексических навыков
ягеа nomdahnn сх 2. Р **. WB. Using facts about the UK compare its countries’
’ У ’ Г| e ^ sentences in your exercise book. Use the words large, long, and high.
Key to ex. 2. * * ц

9‘ T t* °L ‘nd ^ n d f.v almost twice as large as that of Scotland.


j . > arta ° l ‘ y d land is almost /our times as large as that of Wales.
V T!( Kri4ltest distance of England from east to west as almost twice as long as that of Scotland.
. w toastline of England is almost three times as long as that of Wales.
Tj l COiiS('int’ {)l Scotland is almost 10 times as long as that of Wales.
- ti ct!tl*"inc ° j Wales is almost twice as long as that of Northern Ireland.
/. The highest point o) Northern Ireland is almost as high as that of England.
o. The highest point of Scotland is almost twice as high as that of Northern Ireland.
9. The surface area of the largest take of England is almost three times as large as that of Wales.
H). The surface area of Scotland is almost five times as large as that of England.
IV. О сн о вн о й этап урока. Развитие грамматических навыков
— Look at the table, please. What is the name of this rule? What are we going to revise today?
Degrees of com parison of adjectives.
Degrees of comparison of adjectives
Степени сравнения прилагательных

A d je c tiv e s Positive Com parative Superlative

+ -er the + -est


long
longer the longest
Однослож ные big
bigger the biggest
happy
happier the happiest
nicer the nicest
more + the most +
beautiful more beautiful
Д ву- и трехсложные the most beautiful
famous more famous the most famous
good better the best
bad worse the worst
Исключения m any/ much more the most
little less the least

Особые случаи образования степеней сравнения некоторых прилагательных

C o m p a rative Superlative M e a n in g
P o s itiv e
older the oldest старший (по возрасту)
old elder the eldest старший (в семье)
farther the farthest более далекий (по расстоянию)
far further the furthest дополнительный, дальнейший
nearer the nearest ближайший (по расстоянию)
near nearer the next следующий (по порядку)
later the latest последний (по времени)
late the last последний (по порядку)
latter
f lb"' River Barnes is shnr/6' 1к !аП ^ ‘ ver Dnepr but it is longer than the River Pripyat.
b , ' bhc,rt*r tban the River Severn but it is longer than the River Trent.
1 Мп\||1ПШС|ы! U am, K° lnK to Kiye a card to some of you. There is some information that
У»“ need to full f.ll the table at page 21. Ask each other for the missing information.
(jlLlhL
[ThTwidlh "f the Caspian I Mu- width of Lake The viidth of 1he UK second The width of l.ake
[Si *>IS *71 000 sq km. | Victoria is 68,800 su km. largest lake is 1U9.5 sq km. Naioch is 79.6 sq km

- 1 °°k and cn,"Parc ‘he largest lake in the UK and the rest of the world, fix. 4b. p. 20. SB.

40.3 — forty point throe

Ki v to ex. 4b.
Model:
/.<жд/| Seagh is the largest lake in the UK. It is almost four times as lurge as Lowe Lough Earn.
But it is a most 10 times smaller than the Caspian Sea.
Copy the table in your exercise-books. Listen and write in the figures. Ex. 5a. p. 21. S B .
The first highest mountain in the world is Mount Everest, the Himalayas which is 8,848 metres
high. The second is K2 also in the Himalayas 8,6/1 metres high. The third one is Kanchenjunga 8.586
metres high.
The three highest mountains in the UK are Ben Nevis in Scotland /,343 metres high. Snowdon in
Wales 1,085 metres high and Scafell Pike in England 978 metres high.
Kcv to ex. 5a.
Mount Everest — 8,848 m Kanchenjunga — 8,586 m Snowdon — 1,085 m
K2 — 8,611 m Ben Nevis — 1.343 m Scafell Pike — 978 m
V. Заключительный этап урока
— What British and Belarusian extremes do you remember?
— Open your record-books and write down your liometask. Your hometask is ex. 3. p. 9. WB.
Revise the information from your SB and WB. Close your SB and write an article for an encyclopedia
about the geography of Belarus. Compare with your class.
— Your marks are ... .

I Урок 8 |
«Достопримечательности Великобритании и Республики
Беларусь». Чтение
Место урока: 8/12.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая, парная.
Цель: развитие навыков говорения на основе прочитанного текста в рамках заданной темы.
Задачи:
образовательная: создать условия для отработки навыков говорения на основе изученного материала;
воспитательная: содействовать развитию интереса к стране изучаемого языка и формированию
патриотических чупств;
развивающая: создать условия для развития таких способностей учащихся, как умение анализировать,
сравнивать и обобщать.
Оборудование: аудиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник «English 8. Student’s book> (Л. М. Лапицкая и др.). рабочая те­
традь ^Workbook. 8» (Л. .М. Лапицкая и др.); карточки со словами; конверт.

ХОД УРОКА

I, Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? I’m glad to see you all here. Let’s play an
«Association game». What do you associate nature with? Hills, mountains, plains, valleys, moorlands,
forests, fields, etc. If you had a chance w'liat places of natural beauty would you like to see?
b) Прослушивание текста. Развитие навыков восприятия и понимания иноязычной речи
на слух
— Listen to the text and answer the question. What places are mentioned in the text?
Развитие навыков чтения
— Read the pages of the foruni at p. 22—23. SB.
c) Послетекстовый этап. Контроль понимания прослушанного и прочитанного текста
— Match the forum visitors with the places they write about. Ex. la, p. 22. SB.
Kev to ex. la.
Cutey — all the places', Em — the Lake District; James 007 — the Giant’s Causeway; Cutey —
Snowdonia.
— Read the forum again and answer the questions. Ex. lb, p. 23. SB.
Kev to ex. lb.
1. a. in Northern Ireland 2. a. in Snowdonia 3. a. the G iant’s Causeway
b. in Wales b. in the Giant s Causeway b. the Lake District
c. in England c. in the Lake District c. Snowdonia
— Exchange your exercise-books and check the answers (ex. la, lb) while discussing them with
the whole group. Work in groups of 3 or 4 and prepare a description of the Highlands for the site, as
it is not described in the text. Use the highlighted words in ex.la and the Help box on p. 14, as well
as — у and un — words on p. 16. You have 4 minutes to do it.
— Present your descriptions, and the class vote for the best description, taking into account how
interesting, emotional, linguistically correct and beautifully presented it was.
— Choose two places and prove to your friend that they are worth seeing. Work in pairs. Ex. Ic,
p. 24. SB.
— Act out the forum discussion in groups of three or four. Use the highlighted expressions from
the text. Ex. Id, p. 24. SB.
— Stand up. please. Make a circle. There are some words in this envelope. Your task is to take
this envelope and pass it to your neighbour when I say stop you need to open the envelope and make
a sentence with the word.
1. attract a lot of people; 5. picturesque calm lakes;
2. see an am azing variety of nature; 6. marvelous beaches;
3. the landscape; 7. enjoy fantastic views;
4. beautiful forests; 8. full of flowers.
Развитие лексических навыков
— Look through the following text. Is the text from: a) an encyclopedia book; b) a tourist book;
c) an atlas? Ex. la, p. 10. WB.
Key to ex. la.
b) a tourist book.
— Fill in the blanks with the correct words. Ex. lb, p. 10. WB.
Kev to ex. lb.
Excellent, picturesque, cycling, landscape, valleys, deep, heather, plains, coast, islands, wildlife.
V. Заключительный этап урока
— Which of the UK’s countries would you like to visit? Why? Ex. 2, p. 11. WB. What is the most
popular place?
— Open your record books and write down your hometask. Your hometask is ex. 2b. p. 24. SB.
Write about 1—2 places of natural beauty in Belarus you would recommend to a foreign visitor.
— Your marks are ....
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words, translate the text).
You have 6(7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have 3 (4, 5).
____________ Г~Урок 9 I

«Что символизируют легенды». Восприятие и понимание


иноязычной речи на слух

М есто урока: 9/ 12.


Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая.
Цель: развитие навыков говорения через восприятие иноязычной речи на слух в рамках изучения темы
«Соединенное Королевство Великобритании и Северной Ирландии».
Задачи:
образовательная: способствовать развитию навыков восприятия и понимания иноязычной речи на слух,
грамматических навыков;
воспитательная: содействовать развитию интереса к изучению иностранного языка;
развивающая: создать условия для развития памяти, внимания, воображения.
Оборудование: ауднопроигрыватель. доска, мел.
Дидактическое оснащение: учебник «English 8. Student’s Ьоок1 ч5
3
2>(Л. М . Лапицкая и др.); рабочая те­
традь «Workbook, 8» (Л. М. Лапицкая н др.); карточки; наглядный материал.

ХОД У РО КА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? 1’m glad to see you all here. Do you believe
in legends? Today we are going to listen to two legends.
— The aims for the lesson today are:
У to revise information from the previous lesson;
У to develop listening skills;
У to improve oral speech.
— Let’s stick them on the board. At the end of the lesson we’ll check whether we achieved them
or not.
II. Речевая зарядка. Развитие грамматических навыков и навыков говорения
— There are some words on the board. Read them, please. But there are no articles. Your task is
to read the words with articles if they are necessary there.
1. Republic of Belarus 6. Naroch
2. United Kingdom of Great 7. Minsk
Britain and Northern Ireland 8. Ben Nevis
3. England 9. Northwest Highlands
4. North Sea 10. Scotland
5. Cambrian M ountains
Kev to the task:
/. The Republic of Belarus 6. The Naroch
2. The United Kingdom of Great 7. Minsk
Britain and Northern Ireland 8. Ben Nevis
3. England 9. The Northwest Highlands
4. The North Sea tO. Scotland
5. The Cambrian Mountains
III. Проверка домашнего задания. Развитие навыков говорения
— Let’s check your homework. What was your hometask? Ex. 2b, p. 24. SB. Write about 1—2
places of natural beauty in Belarus you would recommend to a foreign visitor. Speak about these
places.
Kev to ex. 2b.
Model:
I) D zyarzhynskaya Нага is the highest point in Belarus. The hill is 345 meters above sea level
and is located to the west of M insk, near D zyarzhynsk, in the village Skirm untava. The original
nam e of the hill was Svyataya Нага. In 1958 the hill was renamed Нага D zyarzhynskaya, alter
Felix D zerzhinsky, the founder of the NKVD/KGB.
2) Brastav Lakes National Park (Braslavskiye Ozera) is situated in the northwest of Belarus
in Vitebsk Region's Braslav District. The area of the park is 69,115 hectares. Braslav Lakes
National Park was set up in 1995 to preserve the unique ecosystem of the area and ensure the
rational use of its recreation potential.
IV. Основной этап урока. Развитие грамматических навыков
— Let’s revise irregular verbs. Complete the table with the correct verb forms. Ex. L p. 11. WB.
Key to ex. 1.
see saw seen видеть
bring brought brought приносить
drive drove driven ехать
find found found находить
build built built строить
pul put put положить
grow grew grown расти
hear heard heard слышать
come came come приходить
take took taken взять
be was/were been быть

— You will get a card with some exercises. Let’s do these exercises.
Exercise 1. Fill in the table, please.
P o sitiv e Com parative Su p e rlative
happy
the eldest
worse
boring
interesting
the strongest
wider

Kev to ex. 1

P o sitiv e Com parative S u p e rla tiv e


happy happier the happiest
old elder the eldest
bad worse the worst
boring more boring the most boring
interesting more interesting the most interesting
strong stronger the strongest
wide wider the widest

Exercise 2. Write the appropriate form of the adjectives.


1. The rivers in America are m u c h ______ (big) than those in E ngland.
2. What is .(high) mountain in Asia?
3. The island of Great Britain is .(small) than Greenland.
4. Russia is a very .(large) country.
5. Russia i s ______ .(large) country in the world.
6. Russia i s ______ .(large) than Spain.
7. Minsk is one of — -----------------(beautiful) cities in the world.
Kev to ex. 2.
/. Tm i ri ver* inuA™ rica are much bigger than those in England.
2. What is the highest mountain in Asia?
3. The island of Great Britain is smaller than Greenland.
4. Russia is a very large country.
5. Russia is the largest country in the wor
6. Russia is larger than Spain. .
7. Minsk is one of the most beautiful cities in the world.
Развитие навыков восприятия и понимания иноязычной речи на слух
- As I have told you before now we are Roi.iK to listen to two legends,
а) Предтекстовый этап. Снятие языковых трудностей
- Look at the board, please. There are some words from the text on the-board. Dr.you know these
words? Work in pairs and discuss these words with your partner. If the whole class doesn t know the
word I will tell you its translation.
G iant’s Causeway — Дамба Великана
b re a th ta k in g — захватывающий
B ish o p of Lo n d o n d erry — Лондонский
Епископ
Dublin — Дублин
debate — обсуждение
symmetry — симметрия
column — колонна
volcanic activity — вулканическая активность
ice age — ледниковый период
densely forested — густо покрытый лесами
gentle giant — вежливый гигант
sound asleep — крепко спящий
footsteps — шаги
thundered — говорить громогласно
destroying — разрушающий
World Heritage Site — объект всемирного наследия
G iants’ names:
Finn McCool
Oonagh
Benandonner
b) Текстовый этап. Прослушивание текста
— Listen to one of the legend about the Giant’s Causeway and answer the question: Which
theories about the G iant’s Causeway do you believe? Ex. la, p. 25. SB.
The Giant’s Causeway
Part I
The Giant’s Causeway is a place of breathtaking beauty, one of the greatest wonders of the world,
covered in mystery. It’s located in the Country of Antrim in Northern Ireland, in the northeastern part
of Ireland.
Its beauty was opened to people by the Bishop of Londonderry who visited the north of Ireland
in 1692 and discovered the causeway. Later he spoke about it in Dublin and London and in 1694,
a debate started on how it was formed. Theories ranged from m an-m ade to natural formation, but
scientists were puzzled by the am azing sym m etry of thousands of columns. The mechanism of their
formation was not clear until 1771 when a Frenchman explained it was the result of volcanic activity.
The columns that make up the causeway were formed about 60 million years ago by cooling lava.
While the Bishop brought knowledge of the causeway to a wider world, the first people who
probably saw it were the hunters and gatherers who settled in the area after the last ice age (10.000
year ago). It is believed that they travelled around the densely forested north coast by boats and saw
the causeway on their travels. Perhaps they created a lot of m yths and legends about this area. This
is one of them.
Part II
Once upon a time on the north coast of Ireland, there lived a gentle giant called Finn McCool with
his wife Oonagh. At fifty two feet six inches, which is more than 17 metres, he was a sm all giant.
But across the sea in Scotland there lived a giant called Benandonner, who used to shout that he was
stronger and could easily beat Finn McCool if there was no sea between them.
So Finn decided to build a causeway (a bridge) out of huge stones across the water, as no boat at
their time was large enough to hold a giant. But the work was so hard and Finn was so tired that
he fell asleep without waiting for the Scottish giant.
Oonagh, Finn's wife, woke up early the next morning to find Finn sound asleep. Then she heard
the sound of huge footsteps and saw the strong Benandonner. He was truly gigantic. She understood
that Finn would not win the fight againstthis Scottish giant. And she knew that fights aren't always
won on the basis of size and strength. Quick thinking Oonagh covered the sleeping Finn with a dress
and a hat.
‘ Where's Finn?' thundered Benandonner, ' Where is he hiding?'
Oonagh pointed to the sleeping Finn. 'Be quiet,' she told Benandonner, 'or you'll wake the child1.'
Benandonner panicked. If the child was that big, how much bigger might Finn be? He did not
stay to see. He quickly went back across the causeway, destroying it behind him so that Finn McCool
couldn't follow him.
Believe it or not, but ihis amazing place is called the Giant's Causeway. In 1986, the Giant's
Causeway was named a world Heritage Site by UNESCO and a year later it became a Natural
Nature Reserve in Northern Ireland. Today it's Northern Ireland's most popular tourist attraction.
с) Послетекстовый этап. Контроль понимания прослушанного текста
— Listen again and put the sentences in the right order. Ex. lb, p. 25. SB.
Kev to ex. lb.
1. C 4. A 7. H
2. E 5. D 8. 1
3. F 6. В 9. G
— Listen and choose the correct answer. Ex. 1
Kev to ex. lc.
1. A 3. A 5. В
2. В 4. C 6. C
— Express your opinion about the characters of the legend. What does the legend symbolise?
You’ve learnt two legends. There are the names of the legends on the board. You are to choose one
and stand there. Answer my questions. Which one do you like? Which theories about the G iant’s
Causeway do you believe? Why?
Развитие навыков восприятия и понимания иноязычной речи на слух
a) П редтекстовы й этап. Снятие языковых трудностей
Work in groups of 3 or 4. There is a legend about Lake Naroch in Belarus. Look at the key words
and make up the legend. Ex. 3a, p. 26. SB. Tell your legend to the class.
b) Текстовы й этап. Прослушивание текста
— Listen to the legend and compare it with yours. Do you like the legend? Ex. 3c, p. 26. SB.
Kev to ex. 3c.
Once upon a tim e in a picturesque country near a fabulous lake surrounded by thick forests there
lived a girl. She was named Nara. Nara was a very attractive girl besides she could sing beautifully
and play the goozly. One day when she was sitting near a lake a duke saw her. He liked her at first
glance and took her to his palace. He wanted to marry her but Nara loved a young man. So, she was
very unhappy. The duke killed the groom which made Nara hate the duke with all her heart. One
night she set fire to the palace and ran away. The duke was very angry. He was furious and sent his
servants after Nara. Nara ran as fast as she could but when she saw the duke's servants riding their
horses she jum ped into the lake and died.
People were touched by Nara’s true love. So, they called the lake Naroch.
c) П ослетекстовы й этап. Контроль понимания прослушанного текста
— Let’s try to retell this legend using the key words.
— Do you know any legendary place in our country? Tell your legend to the class.
V. Заклю чительны й этап урока
— You’ve done a great job today. What have we done today? Have we achieved our aims? (revise
all things you’ve spoken about)
✓ We’ve revised information from the previous lesson;
✓ We’ve developed listening skills;
/ We’ve improved oral speech.
- Open your record books and write down your homelask. Your hometask is ex. 2a. b. p. Wb
Write the verbs in the Past Simple Tense.
— Your marks are ... .
— Положительная отметка. ( n . . у . .
Гш satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words, translate the text).
You have 6(7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have 3 (4, 5).

| Урок 10 ________

«Что мы знаем о Соединенном Королевстве Великобритании


и Северной Ирландии?» Диалогическая речь

Место урока: 10/12.


Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая.
Цель: развитие навыков диалогической речи на основе прочитанного текста в рамках изучения темы
«Соединенное Королевство Великобритании и Северной Ирландии».
Задачи:
образовательная: содействовать развитию навыков диалогической речи посредством восприятия и по­
нимания иноязычной речи на слух, совершенствованию лексических навыков, развитию грамматических
навыков;
воспитательная: содействовать развитию интереса к стране изучаемого языка;
развивающая: создать условия для работы в парах н малых группах.
Оборудование: аудиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник «English 8. Student’s book» (Л. М . Лапицкая и др.); рабочая те­
традь «Workbook, 8» (Л. М . Лапицкая и др ); листочки с вопросами.

ХОД У РО КА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls!
How are you today?
What is the date today?
What is the day of the week today?
What season is it now?
What is the weather like today?
Where are you from?
W'hat do you do?
— What did 1 do a minute ago? I asked you some questions. Today we are going to ask and
answer different questions. And our topic is «Frequently asked questions».
II. Фонетическая зарядка. Развитие фонетических навыков
— Now we are going to play with a ball. 1 will throw you a ball and say the first form of a verb
and you are to tell me the second form of this verb.
— 1 will throw you a ball and say the second form of a verb and you are to tell me its first form.
III. Проверка домашнего задания. Определение уровня сф ормированности грамматических
навыков
Let s check your homework. What did you do at home? What was your hometask? Ex. 2a. h.
p. 11. WB.
- You were to read the Welsh legend of Brave Gelert, to write the title for each part and to write
the verbs in the Past Simple Tense.
Kev to ex. la.
Model:
A. A gift from Princess.
fi. Hunting. E- A child saved.
C. Mysterious disappearance F A &reat *thank Уои*•
D. A huge mistake. 6. Bedd Oelert.
Kev to ex. lb.

B. Wasfstayed. dr0Ve’ became.


C. Was, disappeared, came

i: * * closed- ~ med-
F. Buried, put, built.
G. Grew, took, smiled.
IV. Основной этап урока. Контроль понимания прочитанного текста
— Put the sentences in the correct order. Ex. 2c, p. 13. WB.
Kev to ex. 2c.
I F 4.C 7. G 10. К
2. В 5D 8. H 11. J
3. A 6. I 9. E
Развитие навыков чтения

а) Предтекстовы й этап. Снятие языковых трудностей


Can you explain the following quotation from a book by George Mikes «How to be an Alien»?
«When people say England, they sometimes mean Great Britain, sometimes the United Kingdom,
sometimes the British Isles — but never England.»
— Show on the map and explain the proper names mean.
— Do you know what the word «county» means?
county — графство
b) Текстовы й этап. Чтение текста. Развитие навыков чтения
— Read the answers to Frequently Asked Questions. Can you explain the quotation? Ex. 2a,
p. 27. SB
— G reat Britain is an island.
Great Britain consists of England, Scotland and Wales.
People: English in England, British in England, Scotland, Wales, Northern Ireland.
c) П ослетекстовы й этап
Контроль понимания прочитанного текста
— Say if the sentences are true or false.
1. The UK is made up of three countries.
2. London is the capital of the UK.
3. Only people from England are British.
4. GB is an abbreviation for Great Belgium.
5 GB is made up of four countries.
6. Counties are areas with their own government.
7. English is the official language in the UK.
Key to the task
/. False. The UK is made up of four countries.
2. True.
3. False. Everybody from the UK is British.
4 False. GB is an abbreviation for Great Britain.
5. False. GB is m ade up of three countries.
6. True.
7. True.
Развитие грамматических навыков
- Lo o k at the table to revise R ra m m ar « G eneral and S p e c ia l Q uestions».

G e n e ra l qu estio ns

S pecial qu estio ns

— What are the questions of the FAQ page? Write them in pairs.
— Listen and check your questions.
K e v to the task:
A. What's the UK?
B. What countries is the UK made of? Are the UK countries independent?
What nationality are the people from the UK? Are the people from the UK English?
C. What's GB?
D. What are counties? What do county government look after? Why are counties important?
E. Is the UK a kingdom?
F. Do people speak English in the UK? How many languages do people speak in the UK?
Развитие навыков диалогической речи
— Ask and answer these questions in pairs.
— You are going to ask and answer these questions in a different way. Г11 give you some strips
of paper and there you will see questions. Your task is to ask everyone the question you will have on
a strip and answer the questions that others will have. Is everything clear? (Use the same questions
from the previous exercise.)
— Read the interview and match the questions with the answers. Ex. la, p. 13. WB.
Kev to ex. la.
1. E 3. В 5. F
2. A 4. C 6. D
— Write the questions for another interview with the same person. Ex. lb. p. 13. WB.
Kev to ex. lb.
/. What is the nam e of your city?
2. How m any people live in your city?
3. What is the weather like in your city?
4. Is it the best city in the country?
5. What is the best thing about your country?
— Act out the interview.
— Do the trivia quiz about the UK. Ex. 3, p. 29. SB.
Kev to ex. 3.
1. d 3. c 5. a 7. b
2. c 4. b 6. b 8. b
— Now we will have a competition. You are going to be divided into two team s. Each team makes
10 questions about any topic from U nit I, u sin g the previous lessons. You have 5 —7 minutes for the
preparation to the com petition.
— L et’s play trivia quiz in team. Each correct question is 1 point and each correct answer is also
1 point.
V. Заключительный этап урока
— Look at the table, please. What can you do now?

1 can ... 1 have some


E asily Sorry, 1 can’t
doubts
make general questions
make special questions
make up dialogues
speak about the U K and its countries
say if the sentences are true or false according to the text

Model: I can easily speak about the UK.


Open your record-books and write down your hometask. Your hometask is ex. 2, p. 14. WB.
What questions about Belarus can be asked by foreign people? Write the questions.
— Your marks are ... .
— Положительная отметка.
Г т satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9, 10).
— Н ейт ральная.
Your work was good, but not enough. You should read more (learn the words, translate the text).
You have 6(7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have 3 (4, 5).

Урок 11

«Может л и м и ф б ы т ь реальностью ?» Ч тение

Место урока: 11/12.


Тип урока: урок совершенствования лексических навыков.
Вид урока: традиционный.
Формы работы: индивидуальная, парная.
Цель: совершенствование лексических навыков в рамках изучения темы «Соединенное Королевство Ве­
ликобритании и Северной Ирландии».
Задачи:
образовательная: содействовать активизации лексических навыков, навыков говорения на основе про­
читанного текста;
воспитательная: содействовать развитию интереса к изучению иностранного языка;
развивающая: способствовать развитию памяти, внимания и воображения учащихся.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 8. Student’s book» (Л. М. Лапицкая и др.); рабочая те­
традь «Workbook. 8» (Л. М. Лапицкая и др.); карточки.

ХОД УРОКА

I. Проверка домашнего задания. Развитие навыков диалогической речи


— Good afternoon, boys and girls! How are you today? I ’m glad to see you all here.
— Let’s check your hometask ex. 2, p. 14. WB. What questions about Belarus can be asked by
foreign people? Write the questions.
— Work in pairs ask and answer the questions which you’ve prepared at home.
II. Организационный момент. Введение в тему урока и определение целей
— We have already spoken about the U K , legends, and different places. The topic of our lesson
today is on the board.
«Loch N ess____________ »
— Some letters are missing. You need to guess my riddles to find out what our topic is.
• »»• !nr'r;r.u" m K 'ssr1
i. -I» ' « r ; s ; , : r , i a s ; W w
5. The fifth letter is the last letter in the capital of N" ^ . er" (FH?nhifahl *
6. The sixth letter is the first letter in the capital of (®d‘" ' 5 ^ ) (Pn„ .
7. The seventh letter is the first letter in the National Emblem of England. (Rose)
«Loch Ness Monster»
III. Речевая зарядка. Развитие лексических навыков
— Answer the questions, please. I have some strips of paper where you can find a question. Take
one strip and answer the question.
1. W hats the UK?
2. What’s the UK famous for?
3. What is the national emblem of E n g la n d ?
4. Who is the head of the UK?
5. Where are the Highlands?
6. Where is the G iants Causeway?
7. Where is Snowdonia?
8. Where is the Lake District?
9. Where is Loch Ness?
Key to the task:
1. The UK is an abbreviation of the United Kingdom of Great Britain and Northern Ireland.
2. The UK is famous for its extremely varied landscape.
3. The National Emblem of England is the Rose.
4. Queen Elizabeth II is the head of the UK.
5. The Highlands are in Scotland.
6. The G iant’s Causeway is in Northern Ireland.
7. Snowdonia is in Wales.
8. The Lake District is in England.
9. Loch Ness is in Scotland.
IV. О сновной этап урока. Развитие навыков чтения
a) П редтекстовы й этап. Снятие лексических трудностей
— Look at the picture at page 31 in your SB and speak about Loch Ness.
— Have you ever heard of Loch Ness Monster?
b) Текстовы й этап. Чтение текста
— Read the text and answer: Is there enough evidence of its existence? Ex. 2, p. 31. SB.
c) П ослетекстовы й этап. Контроль понимания прочитанного текста
— Let’s do some exercises.
Exercise I. Find English equivalents in the text.
1. верить 5. описывать
2. берег 6. оборудование
3. существо 7. плавник
4. местный 8. открытие
Kev to ex. 1
1. believe 5. describe
2. coast 6. equipment
3. creature 7. flipper
4. local 8. discovery
Exercise 2. Complete the sentences.
1. A huge monster was seen f i r s t ___________ .
2. There are very few photographs of the M onster
3. A group of scientists o rg a n iz e d ___________ .
4. It's very dark, because the w ater in Loch Ness
5 ! The water is cold----------------•
Key tg - g * ^
J. A huge monster was seen first as long as 1400 years aeo.
2. There are very lev, p o lo g ra p h s of the M on ste r and there are very few good ones.
3 . A group of scientists organized an Investigation Bureau in the 1960s.
4. ft's very dark, because the w ater in Loch N e ss is fu ll of peat from the m o u n ta in s around.
5. The water is cold but never freezes.
- There are some strips of paper with the numbers from the text on my table. S tand up. come up
to the table, choose a strip and make up a sentence with the number.

1400; 19,h; 1960s: 20,h; 1972: 70 ; 35

— Answer the questions. Ex. 3, p. 32. SB.


ftev to ex. 3,
/. People saw the monster in the 19“ and in the 2 9 “ century.
2. Thousands of people local ordinary people, priests, lawyers, policemen, and teachers — saw
the creature.
3. They described the same thing: a huge, dark-coloured creature, about seven to ten metres long
with a long snake-like head and neck.
4. There are few photos of the monster because if you see it first you freeze open-mouthed, then you
give a cry of excitement, horror or great surprise, at last you remember to take a photograph,
but the creature is hundreds of metres away and your hands are shaking so much, that the
photo cannot be good first thing.
5. The scientists began to watch Loch Ness in 1960s.
6. They used cameras, listening and sonar equipment.
7. It is difficult to take underwater pictures in Loch Ness because the water in Loch Ness is full
of peat from the mountains around.
8. In August 1972 experts discovered something that looked like a huge flipper.
9. It was a huge pre-historic creature — plesiosaur, which had died out 70 million years before.
Ю. Who knows, / dare so.
— How can you advise your friend to do something? What words do you need to use?

I would strongly advise you to ....


I recommend you to ....
You should ....
It’s worth going ....
You ought to go and see....______

— Advise Alesya to visit Loch Ness.


— Make a plan of the text.
— Let’s play a ‘Snowball’. Try to retell the text using the plan. The first student says one sentence.
The second repeats the first student’s sentence and add his own one.
V. Заключительный этап урока
— Would you like to go to Loch Ness? Why or why not?
— Open your record books and write down your honietask. Your hometask is ex. 1, p. 15. W B. U se
the key words below and the Help box on page 24 in SB to persuade your friend or relative to go to
Loch Ness.
— Your m arks are ... .
— Полож ительная от метка.
I’m satisfied with your work today. Your answ ers were full and nice. You were active d u rin g the
lesson. You have 8 (9, 10).
— Н ейт ральная.
Your work was good, but not enough. You should read more (learn the words, tran slate the text).
You have 6(7).
— Н егат ивная.
Your work w as weak. You should be more attentive, active. U nfortunately, you have 3 (4, 5).
________ | Урок 12 _______________________

«Веб-сайт о Республике Беларусь». Говорение

М е сто у р о ка : 12/12.
Тип урока: урок совершенствования речевых навыков.
Вид урока: урок-никторина.
Формы работы: индивидуальная, групповая.
Цель: совершенствование лексических и грам м ати ч ески х навыков по теме «Соединенное Королевство
Великобритании и Северной И рландии».
Задач и:
образовательная: содействовать развитию навыков письменной речи, коммуникативной компетенции
учащихся посредством совершенствования навыков говорения, лексических и грамматических навыков;
воспитательная: содействовать формированию патриотических чувств и развитию интереса к стране
изучаемого иностранного языка;
развивающая: способствовать развитию памяти, внимания, воображения, мышления.
Оборудование: доска, мел. магниты.
Дидактическое оснащение: учебник «English 8. Student's book» (Л. М . Лапнцкая и др.); рабочая те­
традь «Workbook, 8» (Л. М. Лапиикая и др); карточки; листы бумаги.

ХОД У РО К А

I. Организационный момент. Введение в тему урока и определение целей


— Good morning, my dear students! I am glad to see you today. Are you ready to start our lesson?
Today we are going to have an unusual lesson. We have just finished studying the topic «About the
UK». And today we’ve gathered here to speak about the UK and Belarus, to remember and learn more
about places of interest of these countries and to know how much you know about these countries.
— We will have two teams. Г11 give you some strips of paper you can’t see what is written on
them, choose one strip. Now you can read the names of cities and towns on your strip. Read your
word. So we have different towns and cities. How can we make two teams with the help of these cities
and towns? These are Belarusian and British cities and towns. The first team is Belarusian cities and
towns; the second team is British cities and towns.
London, M in sk , Mozyr, Edinburgh, Glasgow, Gomel,
Liverpool, Cardiff, Brest, Vitebsk

— There are a lot of tests, which should be passed in order to define the winner. Let’s name the
teams. Each team should think of its name connected with our topic and its motto or explain why
they have used this or that name.
II. Основной этап урока
— Now it’s high time to start our competition «From the UK to Belarus». Are you ready?
1. Read the words.
— There is a list of words on the board. Your task is to read them. If you read a word correctly
you will get l point.
a) shamrock e) cornflower i) bison
b) thistle f) Birmingham j) island
c) area g) Edinburgh k) highland
d) symbol h) stork l) valley
2. Put the articles where necessary.
— The second task is to put the articles where necessary. I’ll give you a card and you are to do it
in your team. Don’t forget that you need to do it quickly and correct. Students, who will do it taster
and have more correct answers, will get a point for this task.
a) ________ North Sea g ) ____ Dzyarzhynskaya Нага
b) ________ Belarus И ____ G ram pian M ountains
c) ________ UK 0 ____ Isle of W ight
d) ________ England j) ________ M insk
e) ________ Severn k) ________ Naroch
f) ________ Dnepr l) ________ Ben Nevis
if ry in the task,
a) The N orth Sea
b) Belarus h i P .zy a,r z ^yn s^aya Н ага
) The G ra m p ia n M o u n ta in s
c) The U K
») Isle of W ig h t
d) England
j) M in s k
e) The Severn
k) The Naroch
f) The D nepr
l) Ben N evis
3. Compare the longest rivers.

is to compare the longest rivers. M ak e up sentences as

in the world the Nile the Amazon


6,650 6,400

in the U K the River Severn the River Thames


354 346

in Belarus the River Dnepr the River Berezina


690 613

4. Make up 5 questions about the UK and 5 questions about Belarus.


Write 5 questions about the UK and Belarus on a separate strip of paper, stick all your
questions on the board face down. The other team will come to the board take one of your questions
and answer it. You will get 1 point for each correct question and answer.
5. Read the com position about Belarus and fill in the correct words.
— Read the composition about Belarus and fill in the correct words. Ex. la, p. 14. WB. You need
to do it faster than the other team, but don’t forget to fill in the correct words.
Kev to ex. la.
Motherland, Europe, area, landscape, varied, called, grassy, narrow, wide, Seas, covered, island,
sea.
6. Interesting facts.
— What interesting facts do you know about the UK and Belarus? Do you know any legends
about these countries? You will get 1 point for one interesting fact.
7. A dvise the c la ss to visit the UK or Belarus.
— What places would you like to visit in the UK? What places would you like to visit in Belarus?
Where have you been? What places can you advise us to visit? You will get 1 point for each
interesting fact.
III. Заклю чительны й этап урока
— Our competition «From the UK to Belarus» is almost over. The winner of our competition is ....
— Now I want you to express your attitude toward what you’ve done at the lesson. Think and
complete the following sentence:
It was interesting for me to ... .
— Open your record books and write down your hometask. Your hometask is ex. 2, p. 15. WB
Write the text of your project about Belarus, using material of SB and WB.
— Your m arks a re ....
UNIT 2. SCHOOL IS NOT ONLY LEARNING

Урок 1

«Школьные традиции». Восприятие и понимание речи на слух


Место урока: I/I2.
Тип урока: урок введения и первичного закрепления лексических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, парная.
Цель: разнитне навыков восприятия и понимания иноязычной речи на слух в рамках изучения темы
«Школьные традиции».
Задачи:
образовательная: создать условия для формирования у учащихся языковых знаний и речевых умений
по теме -Школьные традиции'»:
воспитательная: содействовать развитию познавательного интереса через содержание учебного мате­
риала;
развивающая: способствовать развитию памяти, внимания, мышления, воображения у учащихся.
Оборудование: ауднопроигрыватель, мел, доска, наглядный материал.
Дидактическое оснащение: учебник «English 8. Students book» (Л. М. Лапицкая и др.); рабочая те­
традь «Workbook, 8» (Л. М. Лапицкая и др.).

ХОД УРОКА

I. Организационный момент
— Good afternoon, boys and girls! Sit down, please! How are you? Look at my table, please! Here
you can see a box with one school thing in it. I’ll describe this object and you should guess it. It’s a
small thing. It’s 5 centimetres long. It’s of different colours — white, blue, red, green, yellow. We use
it every day at school. You use it on the board. What is it? (A piece of chalk).
— We are going to speak about school life.
II. Речевая разминка
— Let’s play the game «Associations». Complete the sentences:
School is learning, ... .
School is a timetable. Maths, ... .
Kev to the task:
School is learning, reading, writing, singing, counting, playing sports, doing projects.
School is a timetable, Maths, Physics, PE, English, a break, teachers, pupils, etc.
III. Основной этап урока
Введение слов. Формирование лексических навыков
— Work in pairs. Choose three things you like about your school. Ex. la, p. 33. SB.
Use the model: I like ... because ... .
— Do you agree that school is a good place?
— Look at the blackboard, please. Here you can see the words to our topic:
ability — способность
achieve — достигать
aim — цель, намерение, стремиться
boarding school — школа-интернат
develop — развивать, совершенствовать
encourage — ободрять, поощрять, поддерживать
excellence — совершенство
excellent — отличный, превосходный
facilities — оснащение, удобства, услуги
offer — предлагать
respect — уважение, почет
strength — сильная сторона
success — успех
— Listen to me and repeat after me, plea^i xuu
Развитие навыков восприятии и понимания ° *° dem°nStrate his/her readin* ski,,s?
устной речи мя иноязычной речи на слух. Развитие навыков
— On her first day at school, Alesya was
the school is located judging by its name 3 it k,let about Hil1 Ridge Scho°l- Imagine where
— Listen and read the introduction Do vou th ' i t P ace' Ex' 2a’ p 33 SB
Use the model: I think, ifs ... because 7 k ' ,S a schoo,? Wh>? Ex- 2b- P- 3 3 -3 4 . SB.
Welcome to Hill Ridge School!
We are one of the UK's best boardinu * >
Ve believe that every child is an tid iv id J a /°n ^ Ш gM i /Г°Ш " ‘° 2°\
strengths. We do our best tn a >t aividual• Our aim is to help students find their interests
character We have the best te a c h e r f T ' Students develop their talents, abilities and build their
S S Z **
k J m Z m d I r .e n d l w e s s fo r

— Match the words with their definitions. Ex. 2c. p. 34 . SB.


Kev to ex. 2c.
I. D; 2. В; 3. E; 4. G; 5. C; 6 . H; 7. A; 8 . F.
Развитие грамматических навыков. Словообразование: конверсия
Look at the blackboard, please! Here you can see some pair of words:
aim to aim achieve — achievement
offer — to offer success — successful — succeed
strength — strong excellence — excellent
ability — able respect for — to respect smb.
— What do the words in each pair have in common? How are they different? What parts of speech
are the words?
— Open your workbooks at p. 17, ex. la. Your task is to choose the right words.
Kev to ex. la.
1. excellence; 6 . develop;
2 . development; 7. abilities;
3. successful; 8 . offers;
4. strong; 9 . will encourage;
5. offers; 10. achieve.

— Now choose the most im portant recommendations for you. Write them down, please. Ex. lb,
p. 17. WB.
IV. Заключительный этап
— Our lesson is almost over. Look at the blackboard, please. Here you see the table:

Interesting boring usual


I. The lesson was ...
many few no
2. There were ... new things to me
active passive neutral
3. I was ... at the lesson

— Use this table and share your opinions about the lesson. _
— Open your record-books, please. Write down your homework ex. 2, p. 17. W B, learn the words,
revise irregular verbs (1— 40). .
— Your marks are... You’ve done a good job today.
___________ f Урок 2 | -------------
«Школы-интернаты в Великобритании». Говорение

М есто ур о ка : 2 /1 2 .
Тип урока: урок закрепления лексических навыков.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель: развитие навыков говорения в рамках заданной темы.
образопа тел иная: способствовать развитию навыков диалогической речи, лексико-грамматических на­
выков и навыков говорения; „ 1||„п п я >-
ия: содействовать развитию познавательного интереса по теме «ш кола .
ооспитиme.i иная: развития коммуникативных навыков через разнообразные виды ре-
раяаииакщпя: создать условия для |
чевой деятельность.
Оборудование: лулнопронгрыватоль, мел. доска. u п п \. пябпияя тг.
Дидактическое оснащение: учебник "E nglish 8. Student s book» (Л. M. Л апицк Р- * Р
траль ^Workbook, 8» (Л. М. Лалицкая и др.); наглядный материал.

ХОД У РО КА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, children! Sit down, please. How are you today? Today we will continue to
speak about school life.
— The aims of our lesson are:
/ to improve your listening and reading skills;
/ to improve your oral speech;
У to revise your vocabulary material;
/ to have fun.
— Let’s stick them on the blackboard, please. At the end of the lesson we’ll check whether we
achieved them or not.
II. Фонетическая зарядка. Развитие навыков говорения
— Listen, read and learn the slogan of Hill Ridge School. What does it teach people? W hat is its
message? What is its idea?
— Yes, you are right. The way you think influences your future life. So think positively, your
thoughts should be good.
— W'hat’s the aim of this school? Complete the sentences:
The aim is to help students to be ... .
The aim is to develop ... .
The aim is to encourage ... .
— Now find the words with the letters «wa» and «ch» in the slogan. W hat sounds do these letters
produce?
— Let’s remember other words with these letter combinations: «wall», «wardrobe», «walk», «war»,
«school», «headache», «technology», «toothache», «cheese», «chair», «child», etc.
III. Проверка домашнего задания. Выявление уровня сформированности лексических навыков
— Let’s check your homework. W hat was your homework? (ex. 2, p. 17, WB.)
Kev to ex. 2
I. boarding school; 5 . respect;
2 - aim; 6 . facilities;
3. abilities; 7 , develops;
4. encourage; 8 . offers.
— Match the word com binations and translate:
1. develop a) each other
2 . encourage b) results
3. offer c) talents
4. achieve d) students
5. respect for c) facilities
Jfry \л lhc tas^
I c; 2. d; 3. e; 4. b; 5. a.
- Let’s revise the irregular verbs ( | _ 40> ~
покупать, ломать, идти, есть, выбирать, изучать^ ' П KnRlish: забывать, терять, резать, кормить.
_ Fill in the gaps:

IV. Основной этап урока


a) Развитие навыков говорения

— Match the beginnings and the ending of the sayings about wisdom. Ex. 3b, p. 35. SB.
Kev to ex. 3b.
1. D; 2. A; 3. H; 4. G; 5. C; 6 . F; 7. B; 8 . J; 9. I; 10. E.
— What p arts of speech are the words in bold in ех.ЗЬ? How can you explain the sayings? Which
is your favourite? Why? Use the model: My favourite saying is ... because ....
— Which of the sayings would you like to choose as a slogan for your school? Use the model:
I would like to choose ... as a slogan for my school.
b) Развитие навы ков устной и письменной речи
— Let’s speak about your school. What does your school offer? What are your school’s aims?
— Work in 3 groups. Make up true sentences about your school. Then we’ll compare your
statements. Ex. 5, p. 36. SB.
— What do you have in common? What do you have different?
c) Развитие н авы ков диалогической речи
— Work in pairs. Role-play the conversation «An English visitor to your school». Student A is
a guide, student В is a visitor. Ex. 6 , p. 36. SB.
V. Заключительный этап урока
— You’ve done a great job today. What have you done today?
— We’ve developed listening and reading skills;
— We’ve improved our oral speech;
— We’ve revised vocabulary material;
_ш е’уе had fun
— Open your record-books, please. Your homework is ex. 3, p. 18. WB; ex. 7, p. 36. SB. Complete
the sentences about you and write an introduction to a booklet about your school.
— Your marks are ... .
— П олож ит ельная от мет ка. . . . . . .
Г т satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9, 10).

Y ou ^ w m kT asagood. but not enough. You should read more (learn the words, translate the text).

You have 6(7).

You?Т о Г Г а ^ е а к . You should be more attentive, active. Unfortunately, you have 3 (4. 5).
«Кампус-центр школьной жизни в Великобритании». Говорение

Место урока: 3/12. рлиниц.


Тип урока: урок тренировки употребления лексических и грамма
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель: развитие навыков говорения по теме «'Школа».

образовательном: обеспечить в ходе урока закрепление изученного материала, создать у от


работки навыков говорения и письменной речи на основе изученного материала.
воспитательная: расширить кругозор учащихся в рамках данной темы. учащихся со
развивающая' способствовать развитию памяти, внимания, мышления, воображен - ^ индивиду
здагь условия развития творческой и познавательной активности учащихся в процессе Р )
альной и коллективной работы.
Оборудование: аудиопроигрыватель, мел, доска. л
Дидактическое оснащение: учебник «'English 8. Student’s book* (Л. М Л апнпкая и др.). ра ая те­
традь '«Workbook, 8>' (Л. М. Лапицкая и др.); карта мира; наглядный и раздаточный материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! I am glad to see you. How are you today? W hat date is it
today? Who is absent today?
— Today we’ll continue our topic «School». Guess what we are going to speak about and discuss
in particularly. Look at the board, please! What can you see there? — Yes. you are right. It’s a map
of the school campus. Today we are going to speak about school campus and facilities of Hill Ridge
School.
II. Речевая зарядка. Совершенствование лексических навыков и навыков говорения
— What school does Alesya go to? Is it a day school or a boarding school?
— Let’s remember the slogan of Alesya’s school. Ex. 4a, p. 35. SB.
— Let’s play «А Hot potato». Say in English as quickly as possible: достигать, способности, раз­
вивать, отличный, успех, успешный, оснащение, уважение, предлагать, цель / стремиться, сильная
сторона, перемена.
— Look at the blackboard, please.
Here you can see the words with missing letters:
... bilit ... e..... ell...n...e
... im f...c...Lt...es
d...v...lo... r...sp...c...
... n...ourag... S...CC...SS
Kev to the task.
Ability, aim, develop, encourage, success, excellence, facilities.
— Make up the sentences with the given words.
Kev to the task.
1. Our aim is to develop our students’ abilities.
2. Our teachers encourage the pupils for learning.
3. Everyone wants to have success in life.
4. Excellence is the thing which has no finish line.
5. There are a lot of facilities in our school.
6 . Respect for each other should in every family.
III. Проверка домашнего задания

booklet a bou t° уш! r ^sc hoot at* home L e l ^ r e a d ^ o u r in tr o d ^ i ^ T " *° Wf,te a " introduc,ion ,0 a
routine Then choose the ones you would like J u s e “ r SCh0° ' ^ ^ SCh0°'

on Oiem ^YouT^sk^s^ I X t l 4 * 7 * 7 *
_ D' Iranslate it and write down three forms of it:
иметь, летать, кормить,
' и^чать,
пить, изуч платить, начинать,
нать^ чувствовать ЗНаТЬ’ Аелать’ выбиРать- Давать* ®ести машину,
Дгу task.
draw'drew-drawn; build-built-built; know-knew-known;
do-did-d° > Daid-d aid- boо in tu> ~ ^ ve'Kiven'> drive-drove-driven; drink-drank-drunk; learn-
learnt-learnt; pay-paid-paid, begin-began-bcgun; feel-felt-felt.
^.Основной этап урока

Совершенствование лексических навыков. Развитие навыков говорения


— Hill Ridge School offers a lot of facilities for students. Alesya is studying the plan of her new
school. Look at the map ol the school campus and match the words to the places. Can you find these
places on the map? tx. la, p. 36—37. SB.
Кеу_кш Л а,
/. /; 2. x; 3. b; 4. c; 5. e; 6. a; 7. I; 8. о; 9. n; 10. p; 11. g; 12 hm14. u; 15. t; 16. j; 17. z; 18. r; 19. w;
20. b; 21. У; 22. s; 23. d; 24. m; 25. v: 26. q.
— Now lets put the places into the groups: for study, for sport, for arts, resource centres. Ex. 2a,
p.37. SB.
— Work in pairs. Make a list of ten most important places and facilities on any school campus.
Say why you think so. Use the model: We think that the most important facilities on a school campus
are ... because ... .
— Answer the questions, please.
1. What do students do in the assembly hall?
2. What do students do in the gym?
3 . What do students do in the drama centre?
4. What do students do in the homework area?
5 . What do students do the foreign language centre?
— Open your workbooks at page 18, ex. 1.
fry to ex. L
/. Administration 8. Medical Centre
2. Classrooms 9. Greenhouse
3. Science Centre 10. Drama Centre
4. Assembly halt 11. Dormitory
5. Art Centre 12. Shop
6. Gym 13. Canteen
7. Swimming Pool
Finish the sentences.
— Let’s do ex. 3a, p. 38. SB. What places are they?
Key to ex. 3a,
7. dormitory;
1. art centre;
8 . drama centre;
2. assembly hall;
9 . greenhouse;
3 . dance area; 10. medical centre;
4. bike lane; 11. gym;
5 . canteen; 12. music centre.

_ Work in' Pairs- . f U'fSHeJ hR^ f L P h S r i e a r n h T p ^ m u sic a l instruments? - In the music


A: Where do pupils at Hill Kiage
cenlre. Ex. 3c. p. 38. SB.
Kev to ex. 3c.
Model. , ..... ,earn to play musical instruments? - B: In the music centre
A: Where do pupils at s„acks and drinks, souvenirs, books and some other
A: Where do pupils at Hill Hiage у
things? - B: In shop m*a/s four times a day? - B: In the canteen
A: Where do pupils at Hill . do have in уоиг school? Is anything m your

“ “ ra> “ “ "

"LIU
- u T I tT y T a b le . please! Here you can see a box and a baN Y'mr task is
is. Use the prepositions of place: next to, in front of, to the right of, to the left of, Den.na, een,

° PP- f n e e d two students. Go to the blackboard, please! You need to follow my directions and stand
where it is necessary.
Развитие навыков диалогической речи
- Work in pairs. Role play. Student A is Aleasya; Student В is her cIa|sm ate. Alesya asks where
the right places are. Use the prepositions of place and help box. Ex. 5, p. oJ.
V. Заключительный этап
— Our lesson is almost over! Which of Hill Ridge School facilities would you like to have in your
school? Whal other facilities would you like to have?
— How was the lesson? Use the phases to express your feelings.

1 am happy because I .. .

I am sad worked hard


1 am normal didn’t work hard
was (not) bored
was (not) active
got / didn't get a good mark
didn't relax

— Your hometask is ex. 2a. 2b, p. 19. WB; ex. 6 , p. 39. SB; revise the words.
— Be ready for a lexical test!
— Your marks are ... Good bye!

________| Урок 4 ~

«Экскурсия по школе». Чтение


Место урока: 4/12.
Тип урока: урок развития навыков изучающего чтения.
Вид урока:традиционный.
Формы работы: парная, индивидуальная, групповая.
Цель урока: развитие навыков изучающего чтения в рамках изучения темы «Школьные традиции».
Задачи:
образовательная: обеспечить в ходе урока усвоение лексических единиц;
развивающая: способствовать обогащению словарного запаса учащихся;
воспитательная: содействовать формированию положительного отношения к учебе.
Оборудование: мел. доска.
Дидактическое оснащение: учебник «English 8. Student’s book» (Л. М. Лапицкая и др.); рабочая те
традь «Workbook. 8» (Л. М. Лапицкая и др.); аудиопроигрыватель, наглядный и раздаточный материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! Today the aims of our lesson are:
/ to speak about your school campus;
/ to develop reading skills;
/ to learn new vocabulary;
/ to develop oral skills;
/ to have fun.
II. Проверка домашнего задания. Контроль усвоения лексических
навыков
— It's high time to write a lexical test. There are ten words in it-
task is to write it in English. 1II say a word in Russian, your
1. навык (skill)
3. достигать (achieve)
2. территория школы (campus)
4. уважение (respect)
5 . цель (aim) «
6. успех (success) „ отличный (excellent)
7 способность (ability) -честность (honesty)
- bet's check your hometask. What was y ^ ТраННЫЙ язык <foreiKn language,
Write two riddles about facilities on a school сап/ home as^ E*- 2, p. 19. WB. Guess the riddles.
№ to ex. 2. P. 19. WB. PUS’
/. Drama Centre; 2. Classrooms.
It's used for sports. Students come here after rte*. « . ,
use machines for doing exercises. {Gym). ТНеУ do Physical exercises to keep fit. They
It's used for arts. Students come her? nh*.
They learn how to paint and draw Thtu L ^ T ' earn РНЫо8г“РьУ-
cv fi n 40 SR Writ» „„н , У “ n about d‘Herent styles in art. (Art Centre).
Ex.6.p.39. SB.Wr.teandspeakaboutyour school campus
Р е ч е й * разминка. Соверш енствование лексически* навыков

Then minU‘eS' Write as тап У names of sch°o1 facilities as Уои can-


Kcv to the task.
Foreign language centre, science centre, drama centre, dance centre, canteen, shop, library, gym,
Ш п Т " о и г Г ° ' mUS,C Centre‘ medical Centre- assemb‘y hall- hockey pitch, dormitory, greenhouse,
. ~~ {*• ^ ^ ^ ^ ere are these facilities at your school? Complete the sentences about your
school. Use the words from the box.
Kev to ex. 3. p. 20. WB.
/. The assembly hall is in front of the entrance.
2. The head teacher’s office is to the left of the entrance.
3. The teachers’ room is to the left of the entrance.
4. The canteen is on the ground floor.
5. The gym is on the first floor.
6. The classrooms are on the ground, first and second floors.
7. The library is opposite the classroom of Russian.
8. The computer room is opposite the classroom of German.
9. The Music classroom is next to the medical centre.
10. The primary school classrooms is to the left of the entrance on the first and second floors.
IV. Основной этап. Развитие умений чтения и понимания прочитанного, развитие лексических
навыков и навыков говорения
— Work in pairs. Read the transcription of the words and guess their meaning. Ex. 2a. p. 40. SB.
Ex. la. p. 20. WB. Your task is to colour the stressed syllables. Read the words, then record
yourself. You can use your mobile phone.
— Ex. 2b, p. 40. SB. Look at the pictures and match the words from ex. 2a to the facilities they
can relate to.
Kev to ex. 2b. D. 40. SIL
/. The foreign language centre — audio book, practice, dictionary.
2. The library — self-study, encyclopedia, magazine.
3. The sports centre — machine.
4. The science centre — experiment, laboratory, project, Biology, Physics, Chemistry.
— Work in four groups. Read the next part of the brochure and complete it with the name of the
facility. Ex. 2c. p. 40—42. SB. Check below what the words in bold mean. Choose one speaker to
present your information.
experienced — опытный
reference book — справочник
equipment — оборудование
— Ex. 2d, p. 42. SB. Answer the questions. Which facilities ...
1) ... are open every day? 4) ... are inside?
2) ... have books? 5) ... are outside?
6) ... have all the necessary equipment?
3 ) ... have computers?
fay to ух, 2<l. P 4? SB, . p The foreign language
/. 77i<- gym and the library, 2. The library and the foreign langu i ce science centre; 5. The
centre and the science centre; 4. The language foreign centre, the library ana
sports centre; 6. The sports centre and the science centre. 2e p 42 SB
— Read the following ideas of the school brochure, prove that they are
Kev to ex. 2e. p. 42. SB. centre, sw im m ing pool.
/. The facilities include foreign language centre, science centre, computer
gym, tennis court, football pitch and many more. preference.
2. There are many facilities so everyone can choose a hobby base of creau Ve skills.
3. There are dance centre, art and drama centre, so pupils can deve p
4. fn High Ridge school high priority is given to self-study.
— Work in a group of three. Each of you shows one place or facility to visitors.
I. What’s the place? 2. What is it for? 3. What does it have? 4. What do pupils do there. . . en
is it open?
— Ex. 4c, p. 43.SB. Which facility in ex. 2a would you go to? Why?
Key to ex. 4c, p, 43 SB, . .
/ would like to visit the foreign language centre because l am learning languages. is is a
modern centre with all the necessary equipment: multimedia computers, electronic boo s.
practice speaking, reading and listening there.
V. Заключительный этап урока
— Think how you would answer the following questions if you were Alesya. EX. 5a. p. 43. SB
— Open your record-books, please.
— Write down your honietask. Your hometask is ex. 2,3, p. 20—21.WB.
— Write down a short paragraph about your school. Follow the questions in ex. 5a, p. 43. SB.
— Your marks are ... Good bye!

Урок 5

«Когда заканчиваются уроки». Восприятие и понимание


иноязычной речи на сл ух

Место урока: 5/12.


Тип урока: урок развития навыков восприятия и понимания иноязычной речи на слух.
Вид урока: традиционный.
Формы работы: индивидуальная, парная.
Цель урока: развитие навыков восприятия и понимания иноязычной речи на слух в рамках изучения
темы «Школа».
Задачи:
образовательная: создать условия для совершенствования навыков и умений в восприятии речи на
слух;
развивающая: создать условия для развития коммуникативных навыков через разнообразные виды ре­
чевой деятельности;
воспитательная: содействовать развитию интереса к изучению иностранного языка.
Оборудование: мел, доска.
Дидактическое оснащение: учебник «English 8. Student’s book» (Л. М. Лапиикая и др.); рабочая те­
традь «Workbook, 8» (Л. М. Лапицкая и др.); аудиопроигрыватель, наглядный и раздаточный материал.

ХО Д У Р О К А

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today?
Today we’ve got a lot of work to do. The topic of our lesson is «When lessons are over».
What does it mean?
— Yes, you are right! We are going to speak about after — school activities.
у проверь* домашнего задания
Ш Let’s check your homework. Your hometask was ex. 2, 3, p. 20—21. WB.
ifcY «n ex. 2- p- 20. WB.
/ He has a lot of experience. 2. A language laboratory is a place for practising reading an
binLf in languages. 3. Cricket, football and hockey are the sports that students can play on sc oo
c 4 In a speaking club experienced teachers help students have discussions on differen op •
^ h 'uou 1ГУ t0 lnformation tor a project, you look for it. 6. Reference books are usually very У
to get information. 7. You need some equipment for playing ice hockey.

f^pitch; 2. greenhouse; 3. science; 4. canteen; 5. library; 6 . gym; 7. assembly; 8. dormitory, 9. bike,


10. court.
_ You were also to write about your school in your exercise-books.
■и Речевая зарядка. Совершенствование лексических навыков, развитие и* вь" ‘° “
— Let's play «Guessing game». One of you is to think of a place at school an escri
of the class guess the place.
For example: Students have concerts and meetings there (assembly hall).
— Ex. la p. 43. SB. Do children do these activities during school or after school, or both?

РЩ « m U ««J— . ^ **“
a foreign language, play board games, achieve S ^ a ^ d e m c use the M ernet, read
After school: play sports games do protects, listen to . x£ d academiC results,
books, discuss topics, speak a foreign language, play board games, achieve g
— Ex. lb. p. 44- SB. Answer the questions about you. How many «у
ir»Y (« lh. d. 44. SB.
6. Yes, it is. / No, it isn't.
1. Yes. I do. / No. I don’t. 7. Yes, it does. / No, it doesn t.
2. Yes, they are. / No, they arent. 8. Fes. I do. / No, I don't.
3. Yes, they are. / No, they arent. 9. Yes, they do. / No. they don t.
4. They are about computers / technology. 10. Yes, / do. / No, I don't.
5. Yes, it is. / No, it isn't.

please. . f.„ = lhe „aps. which after-school activity is it about?


- Now listen to the poem and fill m me gap
My brother is good at acting.
He thinks acting is cool.
Yes, that’s very true,
A voice is a very strong tool.
An actor can make people laugh,
An actor can make people cry.
An actor can make people like him

*r * *
I еГ зГГ«°5В. '“""Г ,n<l V0U
the words from the box.

?L м 1 Г's£te гi ' £О % > * *


tom. * 0’°"“
^ ' - * 4-
lbrall D°“■hK
(fits€ 5' S,M '- * " *
„ , „ . 5Chml *' F'Ex.
“ "4'
ЗЬ, p. 1
45. SB.
thTnk b h.rd « Л Ь». I d. » '.« “'” 1, *»»> « I w . „ , p l . y
for my school team.
— Listen and read the next part of the school booklet. Are there enough after-school activities at
Hill Ridge School? Before listening to it, let’s guess the meaning of the following words:
dozen — десяток (дюжина)
opportunity — возможность, удобный случай
skill — умение, навык
event — событие, случай, мероприятие
to challenge — вызывать, бросать вызов
Outside the classroom
At Hill Ridge School, we have dozens of after-school activities to meet the intersts of each pupil.
Our clubs offer everyone opportunities to develop new skills. We also have all kinds of school events
to challenge everyone’s talents and skills.
— Ex. 4b, p. 44. SB. Look into the text. Complete the collocations.
Kev to ex. 4b. p. 44. SB.
/. to meet sm b’s interests; 2. to offer smb opportunities; 3. to develop a skill; 4. to challenge smb
or smth.
— Now make your own sentences with the word combinations in ex. 4b. p. 46. SB.
— Match the words with their definitions. Check in pairs, then with the whole class. Ex. 4d,
p. 46. SB.
Kev to ex. 4d. p. 46. SB.
/. d; 2. a; 3. e; 4. b; 5. c.
— Complete the quotes with the necessary words from ex. 4d, p. 46. SB. Some of the words can
be used more than once. Listen and check. Ex. 4e, p. 46. SB.
Kev to ex. 4e. p. 46. SB.
/. skill; 2. challenge; 3. opportunity; 4. dozen; 5. opportunity; 6. event.
— Listen to the conversation between Alesya and Natalie. Make two lists. What does Alesya like
and dislike about her new school?
Alesya likes ... .
Alesya dislikes ....
Natalie: Hi, Alesya. My name’s Natalie.
Alesya: Hi, Natalie. Nice to meet you.
Natalie: How was your first day at Alesya? Do you feel all right?
Alesya: Yes, I like the school and the teachers; and l also like our class but I still need to learn a
lot about the school rules and the school day and I need to learn the girls’ and the teachers’ names.
Natalie: You will very soon! The teachers and the girls and / will be helping you.
Alesya: Oh, thank you-. Can you please tell me again what time l have to be at school. I hate
being late.
Natalie: The registration starts at 8.40 am. And then we have lessons from 9 am to 4 pm.
Alesya: Oh, that’s so long! Are there breaks during the day?
Natalie: Of course, there are. We have 15-minute breaks in the morning and in the afternoon and
there’s a long lunch break at 12.05.
Alesya: Sounds good! Are lunches good here?
Natalie: Yes, they are! They always serve us a freshly cooked lunch. / don’t know anyone who
doesn’t like the food here!
Alesya: Yes, I liked the lunch today very much! What else do / need to know about school rules,
Natalie?
Natalie: The rules are easy: do your homework every day and don’t forget to bring it to school as
well as your exercise-books and stationary — pens and pencils and that kind of stuff.
Alesya. It s easy. These rules are the same as we had in Belarus. Natalie, I wanted to ask you
about the school uniform. Do we really have to wear our shirts and skirts everu dau? What if I come
in jeans or a dress? u 17
,ч b1rH f Z i n , < a 800d,!dea- Ме$У \ We «И have to wear our uniforms every day. t know it
% nnt ^ Same Cl° lhes every day- bul we have *°me choice (выбор)! You can
and tank tops. sk,rt' a >umper‘ 0 'o r ig a n or a blazer. We also have a choice of blouses
Alesya: / see.
Natalie: Why are you so unhappy about our school uniform?
better? Was the uniform in Belarus much
form, that s why Гт so upseL. Don't worry, Natalie, I ’ll

you can wear whatever you like on school trips and at

page you'll find the most important rules.


V. Заклю чительны й этап урока
— O ur lesson is alm ost over!

•--- ” ------ “ f j 'v u i JUU.


— Your m arks are ... Good bye!

J Урок 6 t

« В ы б и р а й те клуб / кружок по интересам». М од а л ьн ы й


глагол: n e e d
Место урока: 6/12.
Тип урока: урок введения н первичного закрепления грамматических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель урока: формирование грамматических навыков по теме «Модальный глагол: need».
Задачи:
образовательная: содействовать развитию навыков письменной речи, коммуникативной компетенции
учащихся посредством совершенствования навыков говорения, лексических и грамматических навыков,
а также навыков чтения;
развивающая: создать условия для развития таких аналитических способностей учащихся, как умение
обобщать, делать выводы;
воспитательная: содействовать развитию интереса к изучению иностранного языка.
Оборудование: мел, доска.
Дидактическое оснащение: учебник «English 8. Student’s book» (Л. М. Лапицкая и др.); рабочая те­
традь «Workbook, 8» (Л. М. Лапицкая и др.); аудиопроигрыватель, наглядный и раздаточный материал.

ХОД УРОКА

I. О р гани зац ион н ы й момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! Look at the blackboard!
H ere you can see some pictures. Who are they? What are they doing? W hat is the topic of our
lesson today?
— Yes, you are right. These boys and girls attend after-school clubs. Our topic is «Join the club».
— Today we are going to talk about after-school clubs. Also we’ll learn such modal verbs as need
and o u g h t to.
— Now the aim s for the lesson today are:
✓ to improve your oral speech
У to improve your reading skills
✓ to learn a new gram m ar m aterial
✓ to have fun
II. Р ечев ая зарядка. Развитие навы ков говорения
— W hat is the odd one out? Why? Ex. 1, p. 47. SB.
— W hat club do you attend? Why?
— G roup the words. Ex. 1, p. 24. WB.
III. Проверка домашнего задания. Развитие навыков письменной речи
— Let’s check hometask. What was your liometask for today? , ,,
— Ex 1 3 p 22—23. WB. You were to agree or disagree with the statements. Also you were to
prioritise 10 after-school activities in the box according to how well you can do them today. № lis the
strongest skill. № 10 - the weakest. Then, write about the top 3.
Kev to ex. 1. d. 22. WB,
/. A; 2. A; 3. A: 4. A; 5. A; 6. A: 7. A; 8. A.
I think, after-school activities are one of the most important parts of schooling. Students spend
time in a useful way: learn life skills, build their confidence, develop their talents and skills. That's
why I agree with all these statements.
IV. Основной этап урока
Развитие навыков чтения и говорения
— Look at the students. Ex. 2a, p. 48. SB. What after-school clubs do the girls attend?
— Ex. 2b, 48—49. SB. Read and check. Match parts of the text to their headlings.
Kev to ex. 2 b. p. 48—49. SB.
/. c; 2. a; 3. /; 4. e; 5. g; 6. b; 7. d.
— Ex. 2c, p. 49. SB. Copy and complete the grid.
Kev to ex. 2c. d. 49. SB.

What you need Activities and opportunities Abilities and skills to develop
Society / club to offer

voice singing activities develop singing skills


Singing fun opportunities for performing
making web pages, using
Web design and more nothing Photoshop and Power Point

World dances comfortable shoes learning dances from all dancing skills
and clothes over the world

Brain teasers nothing wide range of board games, logic and thinking skills
maths games
taking artistic photos of
Photo expert own camera learn how and what to shoot favourite people, places and
things
Field hockey mouth guards, cooperating and working as a
chin guards, trainers learn the rules of the game
team
Shakespeare nothing discover theatre through the
works of Shakespeare performing skills

— Which after-school club would you join? Why? Use the model:
I'd like to join ... because ....
Развитие грамматических навыков
— Look at the blackboard, please! Here are some sentences from the text.
+ You need to wear comfortable shoes.
- You don’t need to have any dance experience.
? Ий you n «d to have any dance experience to join the World dances club?

- - *•— w' - « » • « , , «•
- You needn’t comp early.
? Need we do the whole exercise?

“ * V" b * и!Ы “ • — ч « л . W , u s. tb . infinitive м ы *to>

used as the main verb. K Sentences but in affirmative sentences it is usually


- Open your workbooks at p. 24. ex 2 v « . ., . . .
о See
true. 8 ee ex. 2b. d. 4 8 —4Q
2b, p. cn
—49. SB. ’ ’ ' ™ur k s k l:■S Circle the correct words to make the sentences
flpy to ex. 2. d. 4 8 — 4<1
1. needn't; 2. need to; 3. need to; 4, nee s
nee, some, 5. need to: 6. need to; 7. needn’t.
materials or special clothes do girls

in your s School you would like to have


V. З аклю чительны й этап урока
— O ur lesson is alm ost over. What do \
you think, have we achieved all the aims of our lesson?
— W hat clubs or societies do you go to
) or would like to go to?
ite down your hometask. Your hometask is ex. 3, 4 , 24—25.
?e School. Complete the sentences about you.

J Урок 7 [
«Какой к л у б / кружок выбрать?» Инфинитив с частицей to,
б е з части ц ы to. Герундий после глаголов
Место урока: 7/12.
Тип урока: урок употребления грамматических и лексических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель урока: развитие навыков письменной речи в рамках заданной темы.
Задачи:
образовательная: содействовать развитию навыков письменной речи посредством совершенствования на­
выков говорения, восприятия и понимания речи на слух, развития лексических и грамматических навыков;
развивающая: способствовать развитию памяти, внимания, мышления, воображения у учащихся;
воспитательная: содействовать развитию интереса к изучению иностранного языка.
Оборудование: мел. доска.
Дидактическое оснащение: учебник «English 8. Student’s book» (Л. М. Лапицкая и др.); рабочая те­
традь «Workbook. 8» (Л. М. Лапицкая и др.); аудиопроигрыватсль, наглядный и раздаточный материал.

ХО Д У РО К А

I. О р ганизационны й момент. Введение в тему урока и определение целей


— Good afternoon, boys and Kiris! How are you today? Today we are Koing to continue speaking
about after-school clubs, speaking about wishes and abilities, likes and dislikes. Also we’ll learn and
practise a new gram m ar m aterial «Infinitive and Gerund after verbs».
II. Р ечевая зарядка. Соверш енствование навыков говорения
— Answer the questions:
1 . Are you a member of any after-school club?
2. Why have you chosen it?
3. Do you like it? Why?
4 . W hat clubs would you like to join in the future?
5. W hat are you fond of ?
6 . W hat are you good at?
7. W hat are you interested in?
III. Проверка домашнего задания
— Let’s check your honietask: ex. 3. 4, p. 24—25. WB. You were to imagine you’re a student at
Hill Ridge School and complete the sentences about you. Also you were to prioritise 10 after-school
activities according how much you’d like to learn those skills. № 1 is the strongest wish. Л® 10 — the
weakest.
Key to ex. 3. d. 24 WR
/. Id join Web design club.
2. There, they develop thinking skills.
3. / could learn how to make web pages.
4. For it, /'d need nothing but myself.
5. In the classes we'd practice in making web pages.
6. Id take part in different competitions.
— Work in pairs. Ask your partner about his or her likes and dislikes.
— What modal verb did you learn last lesson? When is it used?
I’ll give you the cards. Your task is to complete the sentences with the words from the box. Pay
attention to the use of the particle to.
Card
1. You needn’t ... here by yourself. You may someone else.
2. She doesn't need ... bags by herself: there are porters at the station.
3. You don’t need ... about her; she is quite able to take care of herself.
4. She doesn't need ... to the library; I have got this book.
5. They needn’t ... for the airport so early; I will give them a lift.

w o rry , help, leave, come, c arry

Kev to the task.


/. Help; 2. Carry; 3. Worry; 4. Come; 5. Leave.
IV. Основной этап урока
Развитие грамматических навыков
— Look at the picture. Ex. 2a, p. 51. SB. What is the boy going to do?
He is going to swim .
— Can you swim?
Masha can swim .
— Are you good at swimming?
Vanya is good at swimming.
— Look at the forms of the verb swim’. Why do we use different forms? It depends on the verb
or structure it follow's.
— Now listen and read the poem and answer the question: When are ing-forms used?
— Yes. you are right. After prepositions.
— Let’s read the poem all together. Who wants to demonstrate his / her reading skills?
— What did you notice about the use of ing-forms? Choose one answer. Ex. 2b, p. 51. SB.
Key to ex. 2b. D. 61. SB,
b, c.
— Look at the blackboard, please! Here you can see the table «Infinitive or Gerund»,
want decide hope try
need offer expect forget + to ... (to do / to work / to be, etc.)
plan refuse promise learn
Ex.: I hone to go to university next year.
like love suggest stop + -ing (doing / working / being, etc.)
enjoy hate mind finish
Ex.: I enfov dancing.
would like would hat + to ... (to do / to work / to be, etc.)
would love would prefer
Ех. щ |«yg to go to Australia.
start co" tin u « + to ... (to do, etc.)
* «in prefer
DCg1" or
— -ing (doing,
"«g \u etc.))
u m g , etc
Ex.: I prefer travelling by car. or I prefer to travel by car.

l0 complete i^T hen. for each colSmn^nakl*Л аК ,Г^ |^ сГаь Й ' you* “ * W° rdS ^ the b“
^ 3c. p- 52- SB -

""JT-f /o+ infinitive V+ infinitive V + -ing form Adj. + prep, -h-ing form

eani Ю, lcarn t0>would uke 10 can. should like, love, enjoy be good at. be interested in.
be afraid of. be fond of

— Ex. 3a, p. 51. SB. You are to complete the sentences. Use the words in brackets.
ygy to ex. За. p. 51. SB ,
/. swimming, swim .
2. paint, painting.
3. dance, dancing.
4. cooking, cook.
5. making, make.
_ Some of you will get an individual task. You are to circle the correct word. Ex. 1. p. 25. WB.
Ki>y to ex. 1. p. 25. WB,
To join, speaking, practise, working, to join, dancing, to take, to learn, to join, play, playing, to
play, to take, join.
Восприятие и понимание речи на слух
- Alesya is speaking to the club advisor. Listen and say: How many dubs does Alesya want to
take? How many clubs will she take? Which clubs will she take? Ex. 4a, p. o2. SB.

Natalie: Hi, Mr Sm ith. This is Alesya. She's my new friend.


Club Hi, Alesya.
advisor:
Alesya:
Club
advisor:
Alesya:
Club
advisor: jsen anything? hut I need it for my lessons. So
Alesya:
- ”

Club
^ “Z J 't *»■« “ • * « * , ro” • * ', т М
advisor:
Alesya:

raid of the stage. dub teacher is a professional actor


Club
advisor: Sd £ y yaaiJ a y s eV eryM y ^
Alesya:

Club =v S r - — - - - ~ -"*
advisor:
Alesya: h? Can / choose other clubs in anu
Club Yes, of course, Alesya! In January you can slay in your club or change it.
advisor:
Alesya: It sounds great! I'd like to learn more new activities!
Club So, Alesya, you've chosen five clubs,
advisor:
Alesya: Yes. Mr. Smith. Vd like to choose more.
Club No, Alesya. Гт afraid, five is a lot. Don't forget that each club is two or three times
advisor: a week and you also have homework to do and books to read.
Alesya: Oh? Is five a lot?
Club Yes. / think it's too many. You will also need time for being with your school friends
advisor: and for relaxing. What if you take three clubs now and then choose other clubs in
January? What do you really want to do now?
Alesya: OK, Mr. Smith... Three clubs... / need the Speaking skills clubs-. I'll take the World
Dances club... And I'll do the Web Design.
Club A very good choice, Alesya! These clubs will develop your talents and skills. Good
advisor: luck!
Alesya: Thank you, Mr. Smith.
— Listen again and say why -. .Ex. 4b, 52. SB.
Key to ex. 4b. d. 52. SB.
I) because she likes all the clubs which are offered; 2) because she is afraid of speaking in front
of people: 3) because she is fond of working on the computer; 4) because she is interested in dances;
5) because she wants to learn more about Shakespeare; 6) because everybody plays it; 7) because
she needs time [or friends and relaxing and attending clubs takes much time; 8) because five clubs
are too much.
— Listen again and answer the questions. EX. 4c, p. 53. SB.
Kev to ex. 4c. p. 53. SB.
/. She is interested in world dances; 2. She is fond of working on the computer; 3. She is afraid of
speaking in front of people and of the stage; 4. She wants to learn more about Shakespeare and his
plays; 5. The clubs offer the opportunities to develop students' skills.
V. Заключительный этап урока
— Our lesson is almost over!
— What do you like doing in your free time? What are you fond of? Which club would you like
to join and why?
— Open your record-books and write down your hometask. Your hometask is 2, 3, p. 26—27. WB.
Match these answers with the questions. Write in the prepositions at, in, of where necessary.
Your marks are ... . Good bye!

I Урок 8 I ________

«Традиции белорусской школы». Чтение


Место урока: 8/12.
Тип урока: урок развития навыков изучающего чтения.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая, коллективная.
Цель урока: развитие навыков изучающего чтения по теме «Школа».
Задачи:
образовательная: содействовать развитию навыков говорения на основе прочитанного текста посред­
ством совершенствования лексических и грамматических навыков, навыков восприятия и понимания ино­
язычной речи на слух;
развивающая: способствовать развитию умения высказываться логично, связно, делать выводы;
воспитательная: способствовать расширению кругозора учащихся.
Оборудование: мел. доска.
Дидактическое оснащение: учебник «English 8. Student’s book» (Л. М. Лапиикая и др.); рабочая те­
традь «Workbook, 8» (Л. М. Лапиикая и др.): аудиопроигрыватель, наглядный и раздаточный материал
ХОД УРОКА

I. Организационный иомант. Введение в тему урока и определение целей


— Oood afternoon, boys and girls! How 14 vnnr i i 1 .......................
topic of <шг lesson: *0, h, I, c, o, s* ‘n, d, г» I, s, a i Г °°^ ** ^ ^lackboard. please! Guess the

an.l speak about scIkmI traditions. revisT use S ^ u n d ^ d ^ f S t S 0" 8*’ W* " * В° ‘"В '° * *
II. Проверка домашнего задания.
— Your liometask was ex. 2 , 3, p. 26—27. WB
Key to cx. 2a. p. 26. WR.

0 When
2. 2 % you
Vi." sdid ts eTlearn
eS iS
to yOU,r. dad fond °f Playing?
roller-skate? b
3. Are you afraid of swimming?
4. What is your teacher really good at?
5. Do you like speaking in front of people?
6. Who is interested in science in your family 0
7 What foreign languages do you want to learn?
8. What do you need to wear when you dance?
Kev to ex. 2h, p, 26 WR
/ /• e ; 2. h; 3. g; 4. d; 5. a; 6. f ; 7. c; 8. b.
III. Речевая зарядка. Совершенствование навыков говорения
Ex. la, р. 53. SB. What is a tradition? Choose the correct definition.
Kev to cx. la. p. 53. SB.
B. It’s something that has existed for a long time.
— Do you have any traditions at your school? Can you name three?
IV. Основной этап урока
Развитие навыков говорения
| — Look at the pictures, please! Here you can see some school traditions. What are they? Which
of them do you like? Which of them don’t you like?
— Ex. 2a, p. 54. SB. Look at the photos showing school traditions in Belarus. Match the photos
to the events.
Kev to ex. 2 a. p. 54. SB.
/. a; 2. b; 3. d; 4. c; 5. <?; 6. f.
— Put the parts of the text in the correct order and read about a school tradition in Belarusian
schools. Then listen and check. Ex. 2b, p. 54. SB.
A school year is nine months long and it's full of events! Many of them became traditions because
they happen every year on the same dates. Some traditions are similar in all Belarusian schools,
som e are unique The school year starts on September. /.This day is special for all: school children,
their teachers and parents. The day starts with the school gathering when all classes and teachers
stand in front of the school and listen to the welcoming speeches of their teachers, schoolmates and
narents Students look really nice in their new school uniforms! Everyone is excited to see their school
fie n d s and teachers after long summer holidays. After the school gathering teachers take their
classes to their classrooms for the first lesson. When the lesson is over students may have a class
e v e n t— a Picnic or a walk in the park or a class trip. The events on th.s day are usually the same
every year but everyone waits for this day. likes it and remembers 4.
Vy px 2b. p. 54. SR.
В, А, О. E. D, F. H, C.
— Read the text again and answer the questions.
1. What traditions do they celebrate?
2. When do Ihey have it?
3. Who takes part in it?
4 Where docs it take place. . , naP4 in?

i S.ha,L “ K ''A t i t Й Й п yi.? *1"»"’ D" *»“ *> ,ш * > ’


Key to the task.
1. They celebrate the Day of Knowledge.
2. They have it on September, /.
3. Teachers, pupils and their parents take part in it.
4. It takes places in front of the school.
5. They have a class event: picnic or a walk or class trip. ^
- I’ll hand out the paper strips with the names 'u e a lT h D a ^ R e u n ^ D a y . I ook at the
Sports Week. School Olympiads, Maslenitsa Women s Day. I lea 11_ У- women gjvc lhem f|nwt.rs
blackboard, please! Here are some activities: have a concert for gi . . nn health; sing folk
and presents; have a talk with doctors and athletes, carry out a class p ). *0 teachers have
songs, play folk games, make pancakes; have a concert for teachers, giv school subjects
sports competitions; come and meet teachers and classmates; have compe mo ... jj e ^ .
- Your task is to go to the blackboard and take the strips with matchmR ас^ . 1.« .
two strips and make up sentences. For example: On Teachers Day studen s
teachers and give them flowers.
Развитие грамматических навыков
— Let s turn to grammar, in particularly, the use of gerund and infinitive. When о we use
gerund? When do we use infinitive with to and without to?
— ГП give you the cards. Your task is to put the verb in the right form: to ... or -ing.
Card
1. 1 enjoy ... (to dance).
2. Where do you want ... (to go)?
3. What have you decided ... (to do)?
4. I learnt ... (to swim) when I was five years old.
5. Г т trying ... (to work). Please stop ... (to talk).
6. Have you finished ... (to clean) the kitchen?
7. Г т tired. I want ... (to go) to bed.
Kev to the task.
/. dancing; 2. to go; 3. to do; 4. to swim; 5. to work; 6. cleaning; 7. to go.
— Some of you will get individual tasks. You are to put gerund or infinitive.
Card
1. The weather was nice, so I suggested ... (to go) for a walk by the river.
2. Don’t forget ... (to send) me a postcard when you’re on holiday.
3. Where’s Bill? He promised ... (to be) here on time.
4. Do you enjoy ... (to read) books?
5. I don’t mind ... (to travel) by train but I prefer ... (to fly).
Kev to the task.
/. going; 2. to send; 3. to be; 4. reading; 5. travelling, flying.
V. Заключительный этап урока
— Open your record-books, please. Write down your hometask. Your homelask is ex. 2, p. 27—28.
WB. Complete the grid about special days in Belarus. Guess the riddle and make up a riddle about
another tradition or special day.
— Your marks are ... .
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words, translate the text).
You have 6(7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have 3 (4 , 5 ).
— Good bye!
p P Q K 9 | __________________
«Моя любимая школьная традиция». Говорение
Место урока: 9/12.
Тил урока: урок применения навыков н умений
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная
З м « Г “ '‘ РаЗВИТИС На“ ЫК0В Г°ВПреННЯ "Школьные традиции».

в ы ^ “ Г Я- СПОСобствовать Развнтию навыков диалогической речи, грамматических навыков, На­

рвойдсиТсльности^ЗДаТЬ ^СЛ0ВИЯ ДЛЯ Развития коммуникативных навыков через разнообразные виды ре-
вооштательноя: содействовать оазвнтию « « « « « , „ ...
Оборудование: мел. доска. Р «нтереса к изучению иностранного языка.

тоа^И^ \)ТгкЬоок°8м Л а1^ Н Student’s book» (Л. М. Лапицкая н др.); рабочая те-
Р ' ( ицкая и др.); аудиопроигрыватель, наглядный и раздаточный материал.

ХОД УРОКА
I. Организационный момент. Введение в тему урока н определение целей
— Good afternoon, boys and girls! How are you today? Today we are going to continue our topic
«Does your school have traditions?*.
II. Речевая зарядка. Совершенствование навыков говорения
— What is your favourite school tradition? Why?
Use the model: My favourite school tradition is ... because ....
— Let’s organize a voting «The most popular school tradition of the class*.
III. Проверка домашнего задания
— Let’s check up your hometask. What was your hometask for today?
— Complete the grid about special days in Belarus. Ex. 2a, p. 27. WB.
Kev to ex. 2a. d. 27. WB.
/. The Day of Knowledge (in all Belarusian schools, September 1st, a working day). 2. The Last
Bell (in all Belarusian schools. May 3lt!, a working day). 3. Women's Day (in Belarus and other
countries, March 8th, a public holiday). Teachers Day (in all Belarusian schools, the first Sunday
of October, a weekend day). Reunion Day (in all Belarusian schools, the first Saturday of February,
a weekend day.)
— Ex. 2b, p. 28. WB. You were to guess the riddle and write in the prepositions at, about, in, on,
to, of.
Key to 2 b. p. 28. WB.
On, on, at, in, to, of, to, about.
— Read your riddles in pairs. Their partners guess the riddles.
IV. Основной этап урока _ , . .... ....
- Open your workbooks at p. 27, ex. 1. You are to find the odd word. Explain why its different.

T m o d d o n e l a ^ t - l i b r a r y ' because a gym, a fitness centre and a ballet area are used for

^ T r t V J d o n e o u t is •camera' because trainers, a football and running machine are used for sports
activities. hnmuse students don't have lessons there.
3. The odd one out is “ M s event takes place only at school.
"
- Maxim. Alesya’s friend from ° 'Beiarus,
Z l answe^
L m q ^ ^ **<■'-«*<
Match the reporter’s questions to his answers. • .P
Key to Pif. 4я. p. 56. SIL
I. c; 2. a; 3. d; 4. /; 5. e; 6. g; 7. b. __
— 1_55j
— Now restore the interview. Work in pairs.
— Let’s share reading in two groups: group 1 — questions, group 2 — answers.
— Let’s role play the dialogues. Work in pairs. Make interviews on the British school radio. Ask
and answer about your favourite school traditions. Use the questions from ex. 5a, p. 56. SB.
Развитие грамматических навыков
— What is Infinitive? What is Gerund? When do we use infinitive? When do we use Gerund?
— I’ll give you the cards. You are to put the verb in the right form, to... or -ing.
Card
1. Pam would like ... (to meet) you.
2. Do you like ... (to drive)?
3. I like your house. Do you like ... (to live) here?
4. What would you like ... (to do) this evening?
5. I’d love ... (to help) you but it’s impossible.
6 . I travel a lot. I love ... (to travel).
7. My brother is a teacher but he doesn’t like ... (to teach) very much.
Key to the task.
/. to meet; 2. driving; 3. living; 4. todo; 5. tohelp; 6. travelling; 7. teaching.
V. Заключительный этап урока
— Our lesson is almost over.
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9 , 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words, translate the text).
You have 6(7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have 3 (4. 5).
— Open your record-book, please. Write down your hometask. Your hometask is to write about
your favourite school tradition, draw a picture of it.
— Good bye!

________ Урок 10"1 _________ ________

« Сам ы е известны е британские школы». Воспри ятие


и понимание иноязы чной речи на сл у х

Место урока: I0/I2.


Тип урока: урок применения знаний и умений.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая.
Цель урока: развитие навыков говорения через восприятие иноязычной речи на слух по теме «Школа».
Задачи:
образовательная: создать условия для отработки навыков и умений в восприятии речи на слух;
развивающая: создать условия для развития памяти, внимания, воображения у учащихся;
воспитательная: расширить кругозор учащихся в рамках данной темы.
Оборудование: мел, доска.
Дидактическое оснащение: учебник «English 8. Student’s book» (Л. М. Лапицкая и др.); рабочая те­
традь «Workbook, 8» (Л. М. Лапицкая и др.); аудиопроигрыватель, наглядный и раздаточный материал.

ХОД УРО КА

I. Организационны й момент. Введение 8 тему урока и определение целей


— Good afternoon, boys and girls! Sit down, please. Today the topic oi our lesson is «Best-known
British schools».
— Our aims are to develop listening, reading and speaking skills: expressing one’s own opinion
about British and Belarusian schools; to develop writing skills: writing a school booklet.
II. Речевая разминка

Т Lct? !м ц ' еат5 ^ nmPlete the sentence «Our school For each correct sentence
theM 3rfel^Our School h U ^ o f 3, '!ос®Ьи1агУ word in a sentence, the team gets two points.
Model. Our school has a lot of traditions. Our school offers a lot of opportunities to get deep
knowledge.
III. Проверка домашнего задания
Г Le*'t ch«ck( UP У°иr hometask. Your hometask was to write about your
l.tts speak about school traditions and define the most popular one. У
Kcv to the task.
My favourite school tradition is the celebration of the Victory Day. It is on May. 9. It takes place
annually. The event takes place in the assembly hall. Pupils their parents, teachers and invited
veterans take place in it. They learn song and poems, learn to dance. Pupils prepare the concert
programme while others enjoy the concert. This day we celebrate the Victory in the Second World
War and the victory over fascism. We must remember our victory in order to prevent such kind of
events in the future.
IV. Основной этап урока
Развитие навыков восприятия и понимания иноязычной речи на слух
a) Подготовка к прослушиванию текста
— What famous schools do you know? Close your eyes and think of a British school. Write down
the first five things you thought of.
b) Прослушивание текста
— Before listening to the text, make sure you know the words
Winston Churchill — Уинстон Черчилль
similar — подобный, схожий
leadership — лидерство
— Listen and read about Harrow, the school where Winston Churchill studied. What makes the
school so popular? Ex. 2a, p. 57. SB.
— Answer the questions.
1. Who studies at Harrow?
2. Explain the phrase: «Harrow is a full-boarding school».
3. What facilities does Harrow offer?
— Lets listen and read about Eaton. What are the advantages of studying there? Ex. 2b, p. 58. SB.
— True or False.
1. Life at Eton is very boring.
2. Students do a lot of sports at Eaton.
3. The main sports at Eaton are cricket and rugby.
4. In free time students have a rest and play computer games.
t 5. The teachers create a unique atmosphere of excellence and independence.
Kev to the task.
/. False
2. True
3. False
4. False
5. True
— Let’s listen and read about Badminton School. How is the school different from the other two?
— Translate the word combinations. Use the text: школа-интернат для девочек от 4 — 18 лет,
отличное оснащение, дружелюбная атмосфера, справочник, искать информацию в интернете, раз­
вивать таланты, навыки и способности учеников, оканчивать школу, быть частью огромного мира.
Key to the task.
A boarding school for girts aged 4—18; excellent facilities; a friendly atmosphere; a reference
book; to search for the information on the Internet; to develop talents, skills and abilities.
— Look through the three texts again and read out the sentences that prove the high standards
of education at these schools.
— How are these schools different? What do they have in common? What do students do after
school at these schools?
к» » % ч * „ W s . «к ч «* ■“ * * * * *“ “*
77>ме boarding schools are stag
talents of their pupils. . Badminton is a school for g
_j ■
Harrow and Eton are schools for b у . like the most and why.
- Work in groups. Ask your groupmates wh.ch schoo
Kev to the task, whip — I tike the Harrow / Eton / Badminton School
Which of these schools do you like m a a . v ^ . o/ leadership and independence /
because this offers brilliant facil,ties I this 1 )" f o r e ig n countries.
because students have opportunities to and Badmin(on School. I’ll say sentences about
- Let’s divide into three groups: Harm», c ^ wj|| sland up. For example: This school
schools, when you hear a sentences а Уopportunities to travel to foreign countries.
otters excellent facilities. They have a lot ot opporum
V. Заключительный этап урока schools have in common? How are they different?
— What do the three B ritish ^cT w B Find one thing which is similar and one thing which is
diff7 ren°betw°een *he pairs of words and do the project «My school».
F m S r f w i r ^ r ^ ' t o d a y . Your answers were full and nice. You were active during the
lesson. You have 8(9. 10).
^ r r j o o d . but not enough. You should read more (learn the words, translate the text).
You have 6(7).
% u^workTa^weak. You should be more attentive, active. Unfortunately, you have 3 (4, 5).
— Your marks are ... Good bye!

________________ Урок 11 | _________

«Жизнь в британской школе глазами учеников».


Монологическая речь
Место урока: П/12.
Тнл урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, коллективная.
Цель урока: развитие навыков монологической речи в рамках изучения темы «Школа».
Задачи:
образовательная: содействовать развитию коммуникативной компетенции учащихся посредством раз­
вития навыков монологической речи, лексических и грамматических навыков, развитие навыков чтения;
развивающая: способствовать развитию памяти, внимания, мышления, воображения у учащихся; со­
здать условия для развития творческой и познавательной активности учащихся;
воспитательная: содействовать развитию интереса к изучению иностранного языка.
Оборудование: мел. доска.
Дидактическое оснащение: учебник «English 8. Student's book» (Л. М. Лапицкая и др.); рабочая те­
традь «Workbook, 8» (Л. М. Лапицкая и др.); аудиопроигрыватель, наглядный и раздаточный материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! I’m glad to see you. How are you today? Today we are going
to demonstrate your projects «My School»; also we’ll read about one more boarding school and revise
our vocabulary.
II. Проверка домашнего задания. Развитие навыков монологической речи
— Lets demonstrate your projects «Му school». Then we’ll define the best project.
— Let’s check ex. 2, p. 29. WB. You were to find one thing which is similar and one thing which
is different between the pairs of words.
Kev to ex, 2. P. 29. WB

Pairs of words
Similarities Differences
Boarding school and Their Mn ts ,° M p ш
ordinary school Pupils live and study at boarding schools.
‘o develop their talents and They are only for boys and only for girls.
ы Cf- enthusiasm
interest, l hcy enco“r“gc
Ballet area and drama
centre т , т ,sch°°i
ofter-school cu,bs >°r Pupils learn to dance at ballet area.
activities. Pupils learn to play, to act in front of people
at drama centre.
Fitness centre and stadium Both
are the places for Pupils play different games at the stadiums:
health'"* StUdenVs physical volleyball, football, hockey. Pupils do fitness
at fitness centre.
The Day of the Knowledge Both are school traditions.
and the Last Bell The day of the Knowledge is on September, /.
The Last Bell is at the end of May.
III. Речевая разминка. Совершенствояяим»
"ниюпствование лексических навыков
and skills» Yni^havA •)-0^ Я/ blackboard, please! Here is the sentence: «School develops talents
Й team which Z ^ Y°Ur task is ,0 make “P words from the tellers of the sentence.
The lean, which has g.ven more words in 3 minutes is the winner.
IV. Основной этап урока

_ ^ Г ' ' кС do S‘Undyiat ,3 *K>ar(*'nS school? Why? Why not? How do you imagine life there?
Мэь.к'<к и j- . : s en аП{1 rcad the story. Say if the boys liked their school.
Match the headings to the parts of the story. One heading is extra. Ex. 2b. p. 62. SB.
Kev to ex. 2b. p. 62 SR
/. e; 2. g; 3. d; 4. b; 5. /; 6. a.
— Complete the sentences. Ex. 3, p. 63. SB.
Key to ex. 3. d. 63 SR
/. Л boarding school. 2. Uniform. 3. A tuck-box. 4. Tuck. 5. The Headmaster, the Matron.
6. Dormitories. 7. A cane. 8. Spelling.
— True or False?
1. St. Peter’s School was far from the boy’s home.
2. In the morning the boy put on brown shoes, white stockings, black shorts, a white shirt, white
shorts, a red tie, a blue blazer and a grey cap.
3. A tuck-box was a box where the boys kept their tuck, food and all kinds of treasures.
4. St. Peter’s was a long four-storied building.
5. The first floor was all dormitories.
6 . At St. Peter’s Saturday morning was letter-writing time.
7. Letter-writing was a serious business like a spelling and punctuation.
Kev to the task.
/. False; 2. False; 3. True; 4. False; 5. True; 6. False; 7. True.
— Ex. 4a. p. 63. SB. Look at the covers for Roald Dahl’s book. What other stories happen to boy
in it?
Kev to ex. 4a. p. 63. SB.
Judging by the covers l think these books tell us about a boy's adventures when he was a child
— What would you like best about St. Peter’s? What don’t you like?
Kev to the task.
/ like best about St. Peter's that children don't betray each other, they are true friends.
I don't like about St. Peter's that pupils are punished on the spot with a crack / that pupils have
to write letters home with headmaster looking and pointing out their mistakes.
— Would you like to read the whole book? Why?
Kev to the task.
Yes, / would like to know the whole story. / No. / wouldn't. I think the book is boring.
V. Заключительный этап урока
- What would you like to change in our school.
- Our lesson is almost over. 3 30. WB. Write about the class in the
- Write down your homctask. Your hometask is. ex. p
photo. Use the words from the box.
— Положительная отметка. were full and nice. You were active during the
I’m satisfied with your work today, ’lour answe.
lesson. You have 8 (9, 10).
— Нейтральная. . . . d more (|earn the words, translate the text).
Your work was good, but not enough. You should reao mo.c x
You have 6(7).
^ ^ “ eak. You should be more attentive, active. Untortunately. you have 3 (4. 5).
— Your marks are ... Good bye!

___________ I Урок 12 | _________ ________

«Традиции нашей школы». Письменная речь

Место урока: 12/12.


Тип урока: урок проверки и оценки знаний, умений и навыков.
Вид урока: традиционный.
Формы работы: индивидуальная, коллективная.
Цель урока: развитие навыков письменной речи в рамках изучения темы «Школа».
Задачи:
образовательная: проверить и проконтролировать усвоение умений и навыков письменной речи;
развивающая: содействовать развитию самостоятельной деятельности учащихся;
воспитательная: способствовать развитию интереса к изучению иностранного языка.
Оборудование: мел, доска.
Дидактическое оснащение:учебник «English 8. Student’s book» (Л. М. Лапицкая и др.); рабочая те­
традь «Workbook. 8» (Л. М. Лапицкая и др.); аудиопроигрыватель, наглядный и раздаточный материал.

ХОД УРО КА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? Today we are going to write a lexical —
grammar test.
II. Речевая разминка. Совершенствование лексических навыков
— Write three things people can do. Ex. I, p. 29. WB.
Kev to ex. I. p. 29. WB.
/. interest, enthusiasm, good behavior; 2. study History, nature, traditions; 3. take lessons,
a shower, part; A. play sports, computer games, musical instruments; 5. have lessons, a hobby,
a dog; 6. respect teachers, parents, old people; 7. practise grammar, F.nglish, driving; 8. develop skills,
talents, abilities; 9. do homework, exercises, tests; 10. offer opportunities, facilities, help.
III. Проверка домашнего задания
— L ets check up your hometask. Your hometask was to write about the class in the photo. Use
the words from the box.
There are eight people in the photo: seven pupils and a teacher. / think all the pupils like to study,
to learn something new and interesting. I think that the boy on the left is good at drawing, he has
coloured pencils in his hands. I think the boy who is standing behind the others is fond of reading.
The girls on both sides can dance very well and are interested in acting.
IV. Основной этап урока
Контроль усвоения лексических и грамматических навыков
— It’s high time to write a test. There are three variants and five tasks in each of them.
The first task is to match the words with their definitions.
The second task is to add suffixes to form nouns
The third task is to choose the right word
The fourth task is to translate into English
The fifth task is to ask your friend from Britain 8 questions about his school.
— Your time is 30 minutes.
1. Match the words with their definitions.
|. school a) pause
2. break b) university
3. aim c) skill
4. campus d) an institution for the teaching of children
5. ability e) goal
Kev to the task.
I. d; 2. a; 3. e; 4. b; 5. c.
II. Add suffixes to form nouns: -ness, -ty; -ance / -ence.
/. friendly; 2. able; 3. lazy; 4. calm; 5. excellent.
Kev to the task.
/. friendliness; 2. ability; 3. laziness; 4. calmness; 5. excellence.
III. Choose the right word.
1. I m not very good at (learn / to learn / learning).
2. I asked (help / to help / helping).
3. I must (learn / learn/ learning) more about this writer.
4. Are you interested in (work / to work / working) for us?
5. I want (inform / to inform / informing) him of her arrival.
Kev to the task.
/. learning; 2. to help; 3. learn; 4. working; 5. to inform.
IV. Translate into English.
1. Тебе не нужно торопиться.
2. В эту субботу мне нужно идти в школу.
3. Ему нужно больше времени выполнить это задание.
4. Нужно ли ей посещать этот школьный клуб?
5. Тебе нужно купить ручки и карандаши.
Kev to the task.
/. You don't need to hurry.
2. I need to go to school this Saturday.
3. He need more time to do this task.
4. Does she need to join this school club?
5. You need to buy pens and pencils.
V. Write 10 sentences about your favourite school tradition.
V. Заключительный этап урока
— Your time is almost over. Give me your papers, please.
— Your hometask is ex. 2, p. 30. WB. Tick the sentences that are true about you.
— Your marks are ... Good bye!