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Планы-конспекты

уроков
А Н ГЛ И Й С К И Й
UNIT 1. APPEARANCE

______ ________Г Урок 1 l___ ______ _____


«Внеш ность и характер». Восприятие и понимание речи на сл ух
Место урока: 1/11.
Тип урока: урок введения н первичного закрепления лексических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая, парная.
Цель: развитие навыков восприятия и понимания иноязычной речи на слух.
Задачи:
образовательная: обеспечить в ходе урока усвоение грамматических навыков по теме look + adj, look
like + noun, способствовать формированию новой лексики и развитию навыков восприятия иноязычной речи
на слух;
развивающая: способствовать развитию памяти, внимания, мышления и воображения у учащихся;
воспитательная: обеспечить условия для воспитания положительного интереса к изучаемому предмету.
Прогнозируемый результат: предполагается, что к окончанию урока учащиеся смогут описать внеш­
ность, используя лексический материал.
Оборудование: аудиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель. Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный материал.

ХОД УРОКА

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


— Hello, my dear boys and girls! I’m glad to see you after your long sum m er holidays. I c o n g ra tu la te
you on the b e g in n in g of a new school year. I'm sure it’ll be very in terestin g and exciting! I’m looking
at you and I see your sm iles and happy faces. Everybody has changed. M any of you have g ro w n taller.
You are su n -tan n ed and look good. Some of you have changed your hairstyle!
— Look at the board, please. W hat do you see? There are a lot of p ictures on it. All th e se people
are different.
— W hat are we go in g to speak about today? W hat is our topic?
— Yes, you are right. We are g o ing to speak about our appearance.
II. Фонетическая зарядка
— Now I w ant you to look at your classm ates. Count how m any beautiful faces you c a n see. A re
you ready? W hat are your results?
— Nice. It’s w as a sim ple test to check how positive and friendly you are. The m ore b eau tifu l faces
you have noticed, the more positive and friendly you are.
— L et’s continue our lesson.
Развитие фонетических навыков
— L et’s revise som e sounds. We s ta rt w ith a tongue-tw ister. Look at the blackboard. L isten to m e
very attentively. Now repeat after me. Read it one by one.
A big black bug bit a big black dog on his big black nose.
(Больш ой черный ж ук укусил большого черного пса за его большой черный нос.)
— Look at it once ag ain . How is th is to n g u e-tw ister connected w ith our topic?
— Yes, you are rig h t. We can describe a dog, for exam ple. It’s big, its h a ir is b lack a n d it h a s a
b ig black nose.
III. Основной этап урока
Развитие навыков восприятия и понимания речи на слух
а) Предтекстовый этап. Снятие лексических трудностей. Формирование лексических навы ков

me-Read°one S 'o j T * Pl“ “ ' ^ *" “ * attentively. Repeat niter

curly, fair, fat, fit, freckles, friendly, good-looking, pale, skin, straight, sun-tanned, look, 1оыГЙк7

— There are many pictures on the board. Match the words with the pictures
— Ok, look at the board. Here you can see some sentences. Your task is to put new words int
them.
1. She has (вьющиеся, светлые) hair.
2. I saw Nick yesterday. He is so (загорелый).
3. Mike is really (привлекательный).
4. Cat is very (толстый).
5. Kate is very beautiful girl! She (похожа на) Cinderella.
6. Nick has got (светлые) hair and green eyes. He is very active and (дружелюбный).
Kev to the task:
1. curly, fair 3. good-looking 5. looks like
2. sun-tanned 4. fat 6. fair, friendly
— Look at the pictures ex. 1, p. 4. SB. Do these teenagers look good? W hat makes them good
looking? Express your ideas using new words from the box.
b) Текстовый этап. Прослушивание текста. Развитие аудитивных навыков
— Listen to some people talking about the photos. Are their descriptions positive or negative?
Tapescript:
Girl I: I think the girl is really good-looking. Look at her hair. Long curly and fair. (1) She looks
like Cinderella.
Boy: Yeah! She's got [air hair and brown eyes. Thai's really beautiful and she's got a nice smile.
(2) She looks very friendly and active. She's fun! .
Girl 2: (3) She also looks sun-tanned. The picture is really good. And I think the boy is rather
good-looking, too. He's got straight dark hair and big green eyes, pale skin...
Girl I: And his freckles. He's got freckles all over his face! I love frecklesl (4) He looks so ro­
mantic. Isn't he sweet?
Boy: He needs glasses. (5) If he wears glasses , he’ll look like H arry Potter.
Girt /: Oh no. He's a bit too fat. (6) And he looks quiet.
Boy: By the way, I've got some freckles, too.
Girl / : Really? Where? I haven't seen any on your face.
Boy: Here. Look. One on the nose and some over here...
Kev to ex. 2.
positive
c) Послетекстовый этап. Развитие лексических навыков
— And now let’s do ex. 3a, p. 5. SB. Find the opposite expressions in the colum ns below. You
should do it individually.
Kev to ex. 3a.
1. C. 2. G. 3. A. 4. B. 5. H. 6. E. 7. F. 8. D.
— Which of the expressions in ex. 3a describe the boy? W hich ones describe the girl? You should
do it in pairs. Ex. 3b, p. 5. SB.
Kev to ex. 3b.
Girl: long curly hair, fit, brown eyes, active and friendly, no freckles, su n -tan n ed skin, fair hair.
Boy: freckles all over the face, pale skin, fat, dark hair, short stra ig h t hair, g reen eyes, quiet and
rom antic.
— Listen to the conversation again. Use the phrases in the box to complete the sentences. Ex. 4a,
p. 5. SB.
1. She looks like... 4. He looks so...
2. She looks... 5. If he w ears g lasses, he’ll look like...
3. She also looks... 6. And he looks...

quiet, sun-tanned, very friendly and active, Cinderella, Harry Potter, romantic

Kev to ex. 4a.


1. Cinderella 4. romantic
2. very friendly and active 5. Harry Potter
3. sun-tanned 6. quiet
— Let’s continue our lesson. I’ll give you cards. Your task is to match the sentences from the text
with their translation.
£nsssZtoS* f| "зг“к™
Р'Л
0#
t L htU °ksr0quiet е% °Г вЫЫ
ГГ д н т очен’ ь дружелЮбно.
Kev to the task:
l. B. 2. E. 3. A. 4. D. 5. C.
Физкультминутка . „ , .. „ .
— Great! You are such clever students! But I think you are tired a little. Let s play the gam e «Hot

P° \ have a ball. I will say a word and throw the ball to you. If you hear a word, which is connected
with the topic «Appearance», you’ll catch the ball. You mustn’t catch the bail if the word is not
connected with the topic f ...
«Appearance». When you don’t know a word, ask your classmates to help you. In this case you are
to make a sentence with this word.
Формирование грамматических навыков
— Look at the sentences again. What parts of speech follow each of these constructions? Ex. 4b,
p. 5. SB.
A) She looks... B) She looks like...
— Yes, you are right. Remember this scheme:

look + adjective This boy looks very friendly.


look like + noun This girl looks like Cinderella.

— And now look at the words and phrases in the box. Which words can complete sentence A?
Which words can complete sentence B? Write down the words into 2 columns. Ex. 4c, p. 6. SB.
Kev to ex. 4c.

column A: column B:
sporty, very young, tired, fat, healthy, a British schoolchild, a pupil, an alien,
nice, independent, thirsty, sun-tanned, an excellent pupil, a waiter, a film star,
friendly, quiet, pale, fit, dangerous a cartoon character, a famous person,
and wild; a tourist.

— Nice. Let’s continue our lesson. L et’s do ex. 5a, d. 6 SB You яга 4л i. *
below to describe yourself. Use ex. 3a, p. 5. SB. and 4c, p. 6 SB for helD *e" ,en ces
a piece of paper. You have 3 m inutes for this task. P help' W n te th e d e s c r,Pt,on
— Thank you. And now give me your descriptions, please I’ll read a ■ i- r
guess who wrote it? Ex. 5b. p. 6. SB. V " read som eone s d escrip tio n . C an you
Развитие навыков говорения
— Great. You are very clever and attentive. Now we are cyninrr * i
classm ates and discuss how they have changed after su m m lr 1 WOrk ln £ ro u Ps - Look at your
— Ш о has had his / her hair cut? sum m er holidays.
— Who has grown taller?
— Whose hair has grown longer?
— Who has got freckles?
— Whose skin looks pale?
— Who looks fitter?
— Who has got sun-tanned?
— Whose hair has got lighter / darker / curlier / , . ,.
— Are you ready. Let’s check. Report to the class.7 5b p 6 SB
IV. Закпючитвльный этап. Подведение и т п » . Р ‘
машиего задании ............ ">гов УРо«-. . ы с т , в „ . „ ив отм . ток> объяснвни# д о .

for you? 0П eresting for У°и? W hat have you learned I н ,


— Write down your hometask for the n i i Ы Э У ' W h a‘ t3SkS d ' ffiCUlt
sentences. Ex. 3 , p. 4 WB You яга ^ пех* lesson. It’ll be ex 9 n a
a prompt. And you also have to learn n e w V o r d T . ^ 3b° Ut each P ic fire '‘u S ^ f a i f j Д
Thank you for the lesson. It was a great pleasure to work with you today. And your marks are:
“ Положительная отметка.
1 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 h av e_____ (6, 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have_____(3, 4, 5).

Урок 2

«Ты выглядишь здорово!» Look, look like


Место урока: 2/11.
Тип урока: урок развития лексических навыков.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая, парная.
Цель: развитие навыков восприятия и понимания иноязычной речи на слух.
Задачи:
образовательная: способствовать развитию навыков восприятия и понимания речи на слух, обеспечить
в ходе урока усвоение лексических навыков;
развивающая: способствовать развитию памяти, внимания, воображения, мышления;
воспитательная: способствовать развитию умении отстаивать свою точку зрения.
Прогнозируемый результат: предполагается, что к окончанию урока учащиеся смогут высказать и от­
стоять свою точку зрения.
Оборудование: аулиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный материал.

ХОД УРОКА
I. Организационный момент. Введение в тему урока и определение целей
— Good afternoon, my dear students! I’m glad to see you again. How are you today? Please, look
at the board. Here you can see a proverb.
€Beauty is only skin deep».
— Read and think. What does it mean? How do you personally understand these words?
— Ok, your ideas are different and very interesting. It is translated as «не с лица воду пить».
«Beauty is only skin deep» — it is our topic for today.
— Please be very attentive and at the end of our lesson you’ll share your ideas again according
to these words. And we’ll see if you are right or not.
II. Речевая зарядка. Развитие навыков говорения
— Let’s do ex. 1, p. 7. SB. Read the statements below in pairs. Do you agree with them?
/ Healthy people always look good.
/ Life is easier and more enjoyable for beautiful people.
/ You need a lot of time and money to look good.
/ It is more important to be beautiful inside than outside.
— Share your ideas with the class. Begin please with the words:
/ think...
/ agree...
! disagree...
— Nice, your opinion is interesting. Thank you for your thoughts.
III. Проверка домашнего задания. Выявление уровня сформированности лексических навыков
— Now let’s check your homework. Your hometask was ex. 2, p. 4. WB.You were to match the
sentences.
_Ex. 3, p. 4. WB. You were to write a sentence about each picture using look or look like and
a prompt. And you also had to learn new words.
Kev to ex. 2.
1. D. 2. A. 3. B. 4. G. 5. E. 6. C. 7. F.
Kev to ex, (L
Suggested answers: She looks like her mother. These trainers don't look new. The boy looks quite
healthy. It doesn't look like a sheep. The girl looks attractive. He looks like Harry Potter. The girl
looks suntanned. He looks like a star. He looks a little fat. The house doesn't look huge. They don't
look happy.
IV. Основной этап урока. Развитие лексических навыков
— Let's continue our lesson. Look at the board. There are new words here. Repeat after me, please.
— Read one by one.
— And now match the words with their transcriptions:
ugly [d'piarans]
lovely [kxrdktar]
opinion [Agli|
handsome j'lAVli]
character I’pnti]
appearance [’haensdm]
pretty [э'рииэп]
— Ex. 2a, p. 7. SB. Read the definitions below. Which statem ent in ex. 1 talks about appearance
and personality?
— Read them aloud.
Appearance — the way you look (young, beautiful, tall, etc.)
Character — what kind of person you are (kind, polite, friendly, etc.)
Kev to ex. 2a.
— character — the last statement; appearance — the others.
Now. let’s vote. W hat’s more important: character or appearance? Let’s see our results on the
board.
Совершенствование навыков восприятия и понимания речи на слух
a) Предтекстовый этап. Снятие лексических трудностей
— Look at the adjectives in the box. Ex. 3a, p. 7. SB. Listen to a student explaining what they
mean and put them into the right order. You should take notes while listening. Then we’ll check your
answers. ________________________________________________________
handsome, good-looking, beautiful, pretty, ugly, lovely |
Key to qx. 3a,
beautiful, lovely, good-looking, handsome, pretty, ugly.
b) Текстовый этап. Развитие аудитивных навыков
Tapescript:
These adjectives are often used to describe someone's appearance. Beautiful means having beauty
in it. This is the strongest adjective in the list. Lovely is beautiful, too. But this adjective can also
describe someone's character. A lovely girl often means friendly and kind. Good-looking just means
looking good. And handsome is the same as good-looking, but used to describe a man, not a woman.
For example you can say: He's got a handsome face. Pretty is about girls or women. It also means
that the girl is nice-looking, but without being very beautiful. You know... pretty. And ugly is the
opposite to beautiful, something you wouldn't like to look at.
c) Послетекстовый этап. Развитие лексических навыков
appearance — внешность
character — характер
handsome — красивый (чаще о мужчине)
lovely — красивый, привлекательный
opinion — мнение
pretty —■привлекательный, миловидный
ugly — уродливый, безобразный, гадкий
— Now ГМ give you cards. Your task is to translate new words.
1. She has a good (характер). She is always helpful.
2. Kate is very (привлекательная).
3. Have you ever read «The (гадкий) duckling?»
4. Nick is really (красивый). He’s got fair hair and brown eyes
5. In my (мнение) she is (красивая, привлекательная).
Key to the task:
/. character; 2. pretty; 3. ugly; 4. handsome; 5. opinion; 6. lovely.
— Listen again and answer the questions below. Ex. 3b, p. 8. SB. Which adjective(s)
a) are opposites?
b) also describes character?
c) is used to describe men only?
d) are not used to talk about men?
e) is negative?
I) describe you?
— You are right. Now look at the board, please. Here you can see a scheme, how to organize the
words:

(-) ugly good-looking — lovely-beautiful (+)

handsome
Kev to ex. 3b.
/. beautiful, lovely, good-looking, handsome, pretty-ugly
2. lovely
3 . handsome
4. beautiful, pretty
5. ugly
6. S s’own answers
Физкультминутка
— I see that you are tired. Let’s make a pause. Please, stand up, go to the board, make a circle.
I have an envelope with different words. Your task is to pass on this envelope. When the music stops,
a person who has the envelope, should open it, take a card with one word and make a sentence. Then
pass this envelope again until the music stops. Let's begin.
— Nice. I see that you know all words. You sentences are creative and funny.
Развитие навыков говорения
— Look at the photographs below ex. 4a, p. 8. SB. What adjectives can describe these people’s
appearance? Let's divide into 2 or 3 groups. You have 3 minutes for this task. Try to use as more
adjectives as you can.
— Great. Well done! Listen to some people giving their opinion about the photos. What people are
they talking about? Ex. 4b, p. 9. SB. But before it let’s understand the meaning of the word opinion.
Your opinion is what you feel or think about somebody or something, (not fact)
Taoescriol:
1. I think the girl in this picture looks really pretty. She’s got a lovely smile and beautiful eyes.
You can see that her eues are smiling too. Her hair is straight and shiny. The girls. in fact, look like
sisters, but her hair is a bit longer and darker.
2. I can’t sau that this man is uoung. but he is reallu handsome. He is tall and fit. He’s got
a large nose and light blue eyes. And he is wearing glasses. He looks like a famous designer or
a photographer.
3. In mu opinion all these people look great, but / can’t take my eues off one photograph. The boy
here looks just like my son! He’s a lovely little boy and he’s going to be a very handsome young man.
Look at him! Girls like him already! He’s got short fair hair and he looks a bit pale. But / believe
he’s got lovelu freckles in summer. My son does.
— Listen again and take notes to finish the sentences in the box. Please, take notes while
listening. Ex. 4c, p. 9. SB.

Giving opinion:
You can see that... I believe...
In my opinion... I can't say that... but...
The girls, in fact,...

Kev to ex. 4c.


/. You can see that her eyes are smiling.
2. The girls, in fact, look like sisters.
3 .I carit say that this man is young, but he is really handsome.
4. In my opinion all these people look great.
5. / believe he’s got lovely freckles in summer,
— The phrases in the box are used to give opinion about something. What other phrases can you
use? (e.g. 1 think, to my mind...). Ex. 5a, p. 9. SB.
— Now, you are going to give your opinion about one of the people in. Ex. 4a, p. 8. SB. Take
notes. You have only 5 minutes to prepare for expressing their opinion. Remember please about the
instructions . Ex. 5c, p. 9. SB.
— Say what you think.
— Do your classmates agree with your opinion?
— Who can add more information about the same person?
Развитие лексических навыков
— Now Г11 give you cards with some sentences. You are to translate them into Russian:
1. In my opinion she is kind, lovely and active.
2. Look at Nick! He is so sun-tanned! He looks like a film star.
3. I can’t say that this man is young, but he is really handsome.
4. I can say that this woman isn’t young, but she looks pretty.
5. Kate looks like her sister. She is beautiful, lovely and pretty. She’s got fair hair and brown eyes.
Key to the task:
1. По моему мнению она добрая, привлекательная и активная.
2. Посмотрите на Ника! Он такой загорелый! Он похож на кинозвезду.
3. Я не могу сказать, что этот человек молодой, но он на самом деле красивый.
4. Я могу сказать, что эта женщина не молодая, но она красивая.
5. Катя похожа на свою сестру. Она красивая, привлекательная и миловидная. У нее свет­
лые волосы и карие глаза.
— Students, you’ve worked hard today. Let’s summarize what you have learned today:
Now / know...
It was interesting to...
It was difficult to...
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— Look at our proverb again: cBeauty is only skin deep».
— How do you understand it now? Have you changed your ideas?
— What is appearance?
— What is character?
— Name the words that help you to describe character.
— Name the words that help you to describe appearance.
— What word combinations can help us to express our opinion?
— Great! Open your record books and write down your hometask. It is ex. 1, p. 6. WB. You are to
choose a word (А, В, C) which best completes each sentence.
— Ex. 2, p. 6. WB. You have to continue the lists of adjectives to describe build, hair, clothes or
character.
— Ex. 3 p. 6 .WB. You have to choose one of the proverbs below and write some sentences to ex­
plain what it means in your opinion and why you agree or disagree with it.
— Your marks for today are... I give you_____(8, 9, 10). You worked hard today and were active.
I give you_____ (6, 7). You made some mistakes, weren’t very active. You were not active. You should
be more attentive (active). Unfortunately, you have_____(3, 4, 5).

| Урок 3 1 ________

«В человеке все должно быть прекрасно!» Говорение


Место урока: 3/11.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная.
Цель: развитие грамматических навыков.
Задачи:
образовательная: обеспечить в ходе урока усвоение грамматических навыков по теме used to + Infini­
tive (affirmative and negative statements), расширить общий и филологический кругозор учащихся;
развивающая: создать условия для развития наблюдательности, умения правильно обобщать данные
и делать выводы, умения сравнивать;
воспитательная: способствовать развитию эстетического воспитания.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут дать информацию
о прошлом, используя грамматическую конструкцию used to + infinitive.
Оборудование: аудиопроигрыватель, лоска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный материал.

ХОД УРОКА

I. Организационный момент. Введение в атмосферу иноязычного общения. Введение в тему


урока и определение целей
— Hello, my dear friends! Glad to see your happy faces! How are you today? Today we continue
speaking about appearance. Our topic is «I used to be a river...» Students, look at this photo. It’s a
small girl... Who is it? What do you think?
— Yes, you are right. It’s me.
— When I was younger I looked different. I used to have long dark hair and never wore it fair.
I lived in a different town. Did you know that? Let's find out about you now.
II. Речевая зарядка. Развитие навыков говорения
— Now we are going to work in pairs. Please, look at the board. Here you can see some expressions.
How many true sentences can you make? Use the expressions. You have 2 minutes to do this task.
When I was younger I ... different. When l was younger / ... different ....
Example: When f was younger l looked different.
When f was younger I wore different clothes.
— Ok, let’s check your sentences. Please share them with the class.
III. Проверка домашнего задания. Развитие лексических навыков
— Now let’s check your homework. Your hometask was ex. I, p. 6. WB. You were to choose a word
(А, В, C) which best completed each sentence.
— Ex. 2, p. 6. WB. You had to continue the lists of adjectives to describe build, hair, clothes or
character.
— Ex. 3 p. 6. WB. You had to choose one of the proverbs below and write some sentences to
explain what it means in your opinion and why you agree or disagree with it.
Kev to ex. 1.
/. C. 2. В. 3. B. 4. B. 5. A. 6. B. 7. C.
Kev to ex. 2. 3.
Ss' own answers.
IV. Основной этап урока. Введение и первичное закрепление конструкции used to + infinitive
— I want you to revise the words from our previous lessons. I have a ball. I’ll throw it to you and
name the word in Russian. Your task is to translate it into English. If you are not right or don’t know
the word you are to make a sentence with it. Are you ready? Let’s begin.

внешность, характер, красивый (о мужчине), привлекательный, выглядеть, быть похо­


жим, бледный, загорелый, веснушки, в хорошей форме, толстый, молодой, уродливый,
миловидный, светлый, вьющийся, прямой, волнистый, темный, мнение, по моему мнению.

— Ok. I see that you know everything. Now let’s see how well you can do crosswords. You are to
do this task in pairs.
Translate into English:
/. выглядеть
2. кожа
3. веснушки
4. толстый
5. загорелый
6. прямой
7. вьющийся
8. светлый
9. дружелюбный
!0. бледный
И. в хорошей форме
Kev to the crossword.
/. took
2. skin
3 . freckles
4. fat
5. sun-tanned
6. straight
7. curly
8. fair
9. friendly
10. pale
it. fit
— At the beginning of the lesson I’ve said:
When / was younger l looked different. I used to have long dark hair and never wore it fair.
— Try to guess, when we use the construction used to + infinitive.
— Конструкция used to + infinitive используется для описания действий, которые происходили
регулярно в прошлом, но более не происходят:
People used to think that the earth was not round. — Раньше люди думали, что земля круглая.
— Кроме того, эта конструкция используется для описания состояния, существовавшего в про­
шлом, но более не существующего:
There used to be a cinema in the town but now there isn't. — Раньше в городе был кинотеатр,
а сейчас нет.
+ I used to drink 6 cups of coffee a day. We used to eat loads of junk food.
- I didn't use to do any exercise. She didn't use to say compliments.
7 Did you use to have longer hair? Did he use to spend summer in the city?

— Let’s do ex. 2а, р. 10. SB. Look through the e-mail letter Yan got from his friend. Who are the
kids in the photographs?
Kev to ex. 2a.
They are Yan's friends Nick and Rosie, Nick's sister.
Физкультминутка
— Nice. You’ve worked hard. I see that you are tired. Let’s have a rest. Look at our walls. There
are different words on the walls. Work in 2 groups. The first group must pick up all words that
describe character and the second group must pick up all the words that describe appearance.
— Let’s begin.

kind, ugly, polite, impolite, wavy, curly, handsome, nice, rude, nervous, blond, brown eyes,
honest, pretty, beautiful, shy. friendly, helpful, active, passive, nosy, brave, chubby, overweight,
slim, skinny, lovely, good , bad.

Развитие навыков говорения


— Look at the letter again and answer the questions below. Ex. 2b, p. 11. SB.
Kev to ex. 2b.
/. Nick had longer hair when he was younger. Now his hair is shorter.
2. Rosie was short and fat. She isn't short or fat now.
3. Rosie didn't have freckles when she was little. Now she has freckles in summer.
— Answer the questions about grammar. First you should do it individually and then we’ll check
it together.
Kev to ex, 2_c.
1. To describe something in the past which is no longer true;
2. Past
3. Using the helping verb did
4. Раньше, бывало
5. Infinitive (1), did (2), use to (3).
— Work in pairs. Find more sentences about the past In Nick’s letter. Are any of them true for
you? Ex. 2d, p. II. SB.
Key to ex. 2d
/ used to look like a girl. Her hair used to be curly and she used to have it shoulder-length. She
used to be a lovely girl and behave really well. She used to be an ideal sister. We used to go roller­
skating and watch horror films together.
Great. Let’s continue our lesson. Look at the box and write the sentences with used to or didn't
use to. Ex. 3, p.ll. SB. You are to do it in pairs.
used to + infinitive
_____didn’t use to + infinitive
Example.
We lived in Minsk. Now we live in Polotsk.
We used to live in Minsk.
Key to ex. 3.
/. We used to live in Minsk.
2. We used to have a car.
3. He didn't use to go diving.
4. I didn't use to be sun-tanned. / / used to look pale.
5. My brother didn't use to know how to boil potatoes.
6. She used to have shoulder-length hair.
7. / didn't use to believe in aliens.
— Good. You are right. Let’s continue our lesson. Work in pairs. Read another philosophical poem
by Nick. Can you complete it? Ex. 4a, p. 12. SB. You have some minutes to do this task.
— Ok. Let’s check your ideas. Listen to the poem, be attentive.
Kev to ex. 4f. b.
See the underlined words in the tapescript.
Tapescript:
/ used to play outside,
But now I am reading inside.
I used to be a flower,
But now I am a garden.
f used to look sweet,
But now I look handsome.
I used to be nothing,
But now I am a Man,
— Write at least one sentence about changes. Use your imagination.
Example :
/ used to be a tree, but now f'm a forest.
— And now, please, put all your sentences together and write them on the board. Read the poem.
— Ok, it was interesting and exciting. You are very clever and creative!
— Now I give you cards. You task is to translate the sentences into English.
1. Раньше он жил во Франции.
2. Мон сестра раньше носила джинсы.
3. Раньше я был водителем. Сейчас я не работаю.
4. Раньше Ник любил футбол.
5. Катя раньше работала в отеле. Сейчас она учитель.
6. Раньше он играл в футбол.
Kev to the task:
/. He used to live In France.
2. My sister used to wear jeans.
3. / used to be a driver. / don't work now.
4. Nick used to like football.
5. Kate used to work in hotel. Now she Is a teacher.
6. He used to play basketball.
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до.
машнего задания
— Our lesson is over. You’ve worked hard today. Please, open your record books and write down
your hometask. Your hometask is ex. I, p. 8. WB. You are to choose the correct form of the verb to
complete the sentences. f
— Ex. 2, p. 8. WB. You have to rewrite the sentences with the correct lorm oi use to.
— Ex. 3, p. 8. WB. You are to write your own philosophical poem with used to.
— Great! Thank you for your work, you deserve the following marks...
— 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
You were not active. You should be more attentive (active). Unfortunately, you have--------(3, 4, 5).

_______ [ Урок 4 | ________

«Изменения в жизни — изменения во внешности». Конструкция


used to + инфинитив. Утвердительные и отрицательные
предложения
Место урока: 4/11.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная.
Цель: развитие навыков восприятия и понимания иноязычной речи на слух.
Задачи:
образовательная: способствовать развитию навыков описывать внешность человека;
развивающая: создать условия для развития памяти, внимания, воображения;
воспитательная: содействовать развитию эстетического вкуса.
Прогнозируемый результат: предполагается, что к окончанию урока учащиеся смогут дать описание
внешности, опираясь на информацию, полученную в течение урока.
Оборудование: компьютер, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал.

ХОД УРОКА

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


— Good morning, boys and girls! It’s nice to see you again! How are you today? Do you have any
news? Have you watched TV today? What TV programs do you like to watch? Do you like TV shows?
What TV shows did you use to watch?
— Today we continue talking about past habits. Our alms are:
/ to revise information from the previous lesson;
/ to develop listening skills;
/ to improve oral speech.
II. Проверка домашнего задания. Определение уровня сформированности грамматических на­
выков
— Let’s check your hometask. It was ex. 1, p. 8. WB. You were to choose the correct form of the
verb to complete the sentences.
Kev to ex. 1.
a) used to go e) used to wear
b) didn't use to visit f) used to dislike
c) didn't use to read g) used to be
d) used to spend
— Ex. 2, p. 8. WB. You had to rewrite the sentences with the correct form of use to.
Kev to ex. 2
We didn't use to have a dishwasher when I was littte. Jim used to play in the team last year. /
didn't use to know many famous people. / I used to know few famous people.
My granny used to enjoy knitting.
My skin used to look pale.
My sister used to live with us.
— Ex. 3, p. 8. WB. You were to write your own philosophical poem with used to.
Kevs to ex. 3.
Ss own answers.
III. Основной этап урока
Развитие навыков ознакомительного чтения
— Read the information about a TV program below. Do you have a program like that in your
country? Have you ever watched it? Ex. I, p. 13. SB.
— Yes, you are right. The same show in Russia was called «Народный артист». The famous Be­
larussian singer Ruslan Alekhno won in the second season of the show in 2004.
Развитие навыков восприятия и понимания иноязычной речи на слух
a) Лредтекстовый этап. Снятие лексических трудностей
— Now we are going to listen to some information about Kris Allen. At the age of 23 he was
crowned as the American Idol Season 8. How do you think his life has changed?
— Look at the board. There are new words here. Repeat after me all together. Read one by one.
exciting — волнующий
probably — вероятно
absolutely — абсолютно
shoulder — length — длиной до плеч
b) Текстовый этап. Прослушивание текста. Развитие аудитивных навыков
— Listen to an excerpt from the interview and check your predictions. Ex. 2b, p. 13. SB.
Taoescript:
Interviewer: Today in our studio we have a great singer and a handsome man — Kris Allen —
the American Idol 2008. Hi, Kris! Thank you for coming.
Kris Allen: Happy to be here.
Interviewer: We've got 100 questions from teens all over the world. Are you ready? Question one.
How did you feel when you were chosen the best?
Kris Allen: Well... It was really exciting, and I couldn't believe it at the same time. It was probably
the best moment of the year for me.
Interviewer: Has the show changed your life?
Kris Allen: Yes! Absolutely! My life used to be very different. I used to sleep more. I didn't use to
travel so much. I used to enjoy different things. / was a different person. And / didn’t use to have so
many interviews.
Interviewer: Ha-hal Did uou use to look different?
Kris Allen: Yeahl My skin looked much paler and, you won’t believe it, I had shoulder — length
fair hair.
Interviewer: Wow. Are you saying you looked like Legolas?
Kris Allen: I wasn't that fit. / didn't use to do any sports. Now I have to, you know.
Interviewer: Ha-ha! Did uou use to sinz different songs?
Kris Allen: Actually, I didn't use to sing at all. When 1 was thirteen I taught myself how to play
the guitar and I play the piano, the viola, and the ukulele.
Interviewer: What's the kukulele?
Kris Allen: Ukelele. A musical instrument. Look like a small guitar.
c) Послетекстовый этап
— Listen and correct the false statements below. Read the statements before listening to the
recording again. Ex. 2c, p. 13. SB.
Kev to ex. 2c.
1. False. He used to sleep more.
2. True.
3. False. He didn’t use to have many interviews.
4. False. He used to look much paler.
5. True.
6. False. He didn’t use to sing at all.
Физкультминутка u *~ #*
— Great! You are very smart! But I think you are tired a little. L ets р1*У 1 L -f^T w ord whichTs
— I have a ball. I will say different words and throw the ball to you .I f у *
connected with the topic «Appearance», you’ll catch the ball. You m ustnt catch t ,
not connected with the topic «Appearance». When you don't know a word ask lor a PУ
mates. In this case you are to make a sentence with this word.
— Let’s begin.
Развитие навыков говорения
— Work in pairs. Make a list of changes in Kris’ life. What changes are positive and what are
negative? You have some minutes to do this task. Please, first write down them and then report to
the class. Ex. 2d, p. 13. SB.
Changes

positive negative

travels more, has so many interviews sleeps less


does sport, looks fit, sings a lot of songs

Совершенствование грамматических навыков


— Let’s revise our grammar material. Answer my questions please:
— Когда мы употребляем конструкцию used to + infinitive?
— Как переводится на русский язык эта конструкция?
— Сегодня мы научимся с вами составлять утвердительные и отрицательные предложения с
этой конструкцией.
— Look at the board. Here you can see a scheme.

тот, о ком идет речь + used to + infinitive


I
You read
We work
They used to wear
He be
She
It

— Let’s try to make sentences.


Example.
/ used to be a doctor, blow Гт a teacher.
We used to be in London.
She used to wear jeans.
He used to read tales.
— Look at the scheme. We use it when we want to say negative sentences.

тот, о ком идет речь + did not + use to + infinitive


I
You read
We work
They did not use to wear
He be
She
It
— Let’s try to build sentences.
Example.
/ did not use to read *The ugly duckling».
Kate didn’ t use to wear skirt.
Jack didn't use to work in Moscow.
— Now you are to build your own sentences with this construction. 1 give you 5 minutes to do
this task. Write down them into your exercise-books.
— Are you ready? Report to the class your sentences.
— Listen to the interview with Kris again. Find the questions with used to.
Kev to ex. 3a.
/. Did you use to took different?
2. Did you use to sing different songs?
— Use the ideas below to w rite questions with used to. Ex. 2b, p. 13. SB.
Example:
/. What games did you use to play?
Kev to ex. 3b.
/. What games did you use to play?
2. What did you use to look like?
3. What TV programs did you use to watch?
4. What housework did you use to do?
5. What pet did you use to have?
6. What books did you use to read?
7. When did you use to go to bed?
8. Where did you use to spend summer?
9. What did you use to believe?
tO. What food did you use to like?
//. What hobby did you use to have?
12. What clothes did you use to wear?
— Choose 5 questions from ex. 3, p. 13. SB to ask your partner about their childhood.
— And now we are going to work in pairs. Ask and answer the questions in turns. Take notes on
your p artn er's answ ers. Ex. 4b, p. 14. SB.

your partner 6 years old — used to play chess


your partner now — plays computer games

— Use your notes to talk about your partner. Ex. 4c, p. 14. SB.
Example:
When Vasya was 6 he used to play chess, and now he plays computer games.
IV. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— O ur lesson is over. Was it interesting for you? W hat useful information have you learned today?
— You’ve worked hard today. Please, open your record books and w rite down your hometask. Your
hom etask is to make your own (7) sentences, using the construction used to + infinitive. Please, revise
the inform ation from our lesson.
— You m arks for today are:
— Положительная отметка
I’m satisfied w ith your work today. Your answers were full and nice. You were active d u rin g the
lesson. You h a v e _____ (8, 9, 10).
— Нейтральная
Your work was good, but not enough. You should read more (learn the words, translate the text).
You h a v e _____ (6, 7).
— Негативная
You were not active. You should be more attentive (active). U nfortunately, you h a v e _____ (3, 4, 5).

Урок 5

«Изменения в жизни — изменения во внеш ности». Конструкция


used to + инф инитив. Утвердительны е и отрицательны е
предложения
Место урока: 5/11.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая.
Цель: развитие лексических навыков.
Задачи:
образовательная: расширить общий и филологический кругозор учашнхе . М||# янализиоовяти
развивающая: создать условия для развития таких способностей учащихся, как умение анализировать,
сравнивать, обобщать;
воспитательная: содействовать развитию эстетического вкуса. rtnuMUu-
Прогнозируемый результат: предполагается, что к окончанию урока учащиеся смогу д
внешности, опираясь на информацию, полученную в течение урока.
Оборудование: доска, мел. _ _ . . .
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова), раб ая
тетрадь «Workbook-1, 7» (Н. В. Юхнель. Е. Г. Наумова); наглядный и раздаточный материал.

ХОД УРОКА

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


— Good afternoon, boys and girls. Are you in a good mood today? Take your seats. We begin our
lesson.
II. Фонетическая зарядка. Развитие фонетических навыков
— Look at the board, please. Let's revise some sounds. Read a poem:
It’s Tuesday (Monday...) and I am at school.
Tuesdays (Mondays...) are really cool!
I have English to discuss problems.
I hope today never ends.
III. Речевая зарядка. Развитие лексических навыков
— То be successful at the lesson — we need to review the words from our previous lessons. 1 give
you cards with some tasks. You are to do it individually. Then report to the class. Here you can see
some words. Please, write them correctly:
1. apel — 7. cyhbby —
2. rfineldy — ... 8. aubety —
3. okol — ... 9. aft — ...
4. riah — 10. tif -
5. niksny — 11. sikn — ..
6. arpapecane — ... 12. lyrcu —
Kev to the task:
/. pale 7. chubby
2. friendly 8. beauty
3. look 9. fat
4. hair 10. fit
5. skinny 11. skin
6. appearance 12. curly
IV. Проверка домашнего задания. Определение уровня сформированности грамматических
навыков
— Let’s check your homework. You were to make sentences. Report them to the class.
V. Основной этап урока
Развитие грамматических навыков по теме
— Now, let’s do some exercises. But before it let’s revise our rule. Answer my questions, please:
— Когда мы используем конструкцию used to + infinitive?
— Для описания каких действий? Как она переводится на русский язык?
Kev to the questions:
Конструкции used to 4- infinitive используется для описании действий (привычек), которые про­
исходят регулярно в прошлом, но более не происходят. Также эта конструкция используется для
описания состояния, существовавшего в прошлом, но более не существующего.
— Great. Open your workbooks; let’s do ex. 1, p. II. SB. Complete the interview with Bianka Levi
with the following phrases.
Kev to ex. L
/. used to be 3. used to hate 5. use to work
2. use to like 4. used to laugh 6. used to work
— Now look at the board. Here you can see a scheme. We’ll learn how to make questions with the
construction used to + infinitive.

Did + тот, о ком идет речь + use to + Infinitive?


I work?
You buy?
Did We use to read?
They live?
He wear?
She
It
Example.
/. Did uou use to work there?
2. Did theu use to live in London?
3. Did she use to read this book?
4. Did she use to wear jeans?
— Now you are to make your own questions. You have 5 minutes to do this task. Report them to
the class.
— And now let’s do ex. 2a, p. II. WB. Unjumble the questions.
Kev to ex 2a.
/. What did you use to look like?
2. What did you use to like?
3. What didn’t you use to do?
4. What did you use to dream about?
5. What games did you use to play?
Физкультминутка
— I see that you are tired. Let’s make a pause. Please, stand up, go to the board, make a circle.
I have an envelope with different words. Your task is to pass on this envelope. When the music stops,
a person who has the envelope, should open it, take a card with one word and make a sentence. Then
pass this envelope again until the music stops. Let’s begin.
— Nice. I see that you know all our words. Your sentences are creative and funny.
Развитие навыков говорения
— Let’s continue our lesson. Now you are going to work in pairs. Discuss the questions in ex. 2a,
p. 11. WB. You have 5 minutes to do this task.
/. What did you use to look like?
2. What did you use to like?
3. Whal didn’t you use to do?
4. What did you use to dream about?
5. What games did you use to play?
— Are you ready? Let’s check. Report your answers to the class.
— I’m going to give you cards with some tasks. You are to do them individually. Your task is to
use the words in brackets in the sentences correctly.
1. She’s a __________________ woman w ith ___________________hair (tall, short, pretty, fair).
2. Jack i s __________________ boy w ith _________ hair (long, thin, tall).
3. Kate has g o t__________________ hair and she is v e ry _________ (fair, short, thin).
4. I’m v e ry ________ with a ___________________hair (good-looking, blond, long).
5. My dad i s ________ . He’s got brown eyes and . ________ hair (dark, short, handsome).
Kev to ex;
/. She’s a pretty tall woman with short fair hair.
2. Jack is tall thin boy with long hair.
3. Kate has got short fair hair and she is very thin.
4. I’m very good-looking with long blond hair.
5. My dad is handsome. He's got brown eyes and short dark hair.
Развитие навыков чтения
а) Предтекстовый этап. Снятие языковых трудностей
— Now you are teenagers. You have changed a lot. Your thoughts have changed. Did you use to
believe in ghosts? Did you used to believe in aliens?
— Read some stories from / used to believe website. Ex. 3, p. 12. WB.
b) Текстовый этап. Чтение текста
— Read the stories.
c) Послетекстовый этап. Контроль понимания прочитанного
— And now write your own / used to think ... story. You are to do this task in groups, ou ave
5 minutes to do it.
— Let’s check your results. Report to the class your stories, please.
— Whose story is the most interesting? Why? What do you like it most of all.
Развитие навыков говорения
— At the end of our lesson 1 want you to describe your friend’s appearance in 2—3 sentences.
Begin with:
She used to be...
He use to be...
VI. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— Well, it’s time to end up. I should say, you have done a great job today!
— Was the lesson interesting for you? What tasks were easy to do? What tasks were difficult to do?
Write down your hometask for the next lesson. Your hometask is ex. 2b, p. 11. WB. You are to take
some of your old photographs, look at them and answer the questions in ex. 2a, p. 11. WB.
— Great! Thank you for your work, you deserve the following marks...
— 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
You were not active. You should be more attentive (active). Unfortunately, you h av e_____ (3, 4, 5).

________ f" Урок 6 | ________________________

«Кто хочет — тот добьется». Конструкция used to + инфинитив.


Вопросительные предложения
Место урока: 6/11.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная.
Цель: развитие навыков изучающего чтения.
Задачи:
образовательная: создать условия для отработки навыков и умений в чтении, обеспечить в ходе урока
усвоение нового грамматического материала;
развивающая: способствовать развитию умений учащихся обобщать полученные знания;
воспитательная: создать условия для воспитания толерантного отношения к внешности человека
Прогнозируемый результат: предполагается, что к окончанию урока учащиеся смогут толерантно вы-
сказать свою точку зрения о внешности человека. г
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 7. Student's book» (Н. В. Юхнель Е Г Наумова»- оабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель. Е. Г. Наумова); наглядный материал У >' Р

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

^ I а * . to К ... v„y ,„„е „ к....... ah.utd,,.

Ь , today аге;
/ to develop your ability to guess intelligently and your anticipation skills;
/ to practice being polite when expressing negative opinions;
— At the end of our lesson, we are going to read these aims again. We’ll see if we’ve achieved
them or not.
II. Речевая зарядка. Развитие лексических навыков и навыков говорения
— Look at the board, please. Here you can see the words. Listen to me. Repeat after me all
together, read them one by one.
— And now match these words with their transcriptions. Let’s begin.

a bit [slaitli]
blond [bbndj
pony-tail (bit)
slightly I'wcivi]
wavy [paoni]-|te»l]

— Make your own sentences with these words. Report them to the class,
a bit — немного
blond — блондин; белокурый
pony-tail — причёска <rконский хвост >
slightly — слегка, немного
wavy — волнистый (о волосах)
— Discuss the questions below in pairs. Then some of you report to the class. Ex. I, p. 14. SB.
/. Would you like to look different?
2. What would you like to change in your appearance?
3. Would you like to look like someone famous?
III. Проверка домашнего задания. Выявление уровня сформированности лексических навыков
— Let’s check your homework. It was ex. 2b, p. 11. SB. WB. You were to bring your photo and
describe your appearance. Report to the class your description.
— Nice. It was very interesting. You are active and creative.
IV. Основной этап урока. Развитие навыков изучающего чтения
а) Предтекстовый этап. Снятие языковых трудностей
— Look at the board now. There are new words here. We use them to describe hair.
| curly hair, straight hair, a pony-tail, blond wavy hair |
— Repeat after me all together.
— Now your task is to match these words with their transcriptions.
['кз:Ь he»] wavy hair
[blond] a pony-tail
[ pauni teil] blond
[streit heaj straight hair
j'wcivi] curly hair

— There are pictures at the board. Match these pictures with new words.
— Make your own sentences with these words. Report them to the class.
— Look at the picture dictionary and answer the questions below. Work in pairs. Ex. 2, p. 15. SB.
/. What other adjectives can you use to describe hair?
2. What kind of hair have you got?
3. Would you like to have different hair?
4. Is the girl in the picture in ex. / good-looking?
5. What kind of hair has she got?
b) Текстовый этап. Чтение текста
— Read the beginning of the story about Tina (a girl in the photo in ex. 1). Answer to the ques­
tions: 1. What did Tina decide to do? 2. Is Tina happy with her appearance now? 3. How do you know?
Ex. 3a, p. 15. SB.
Revs to ex. 3a.
/. Tina decided to change her appearance.
2. No, she isn't.
3. Ss ' own answers.
с) Послвтекстовый этеп. Контроль понимания прочитанного текста
— Read Tina’s story below and say when each photograph was taken. Ex. 3b, p. 16. SB,
Keys to ex. 3b.
/. January — G 5. July - H
2. March — C 6. August — F
3. April — A 7. October — D
4. June — В 8. December — E
Р азвита навыков говорения
— Discuss the questions. First, you are to do it in pairs and then we check them together. How
did the story finish? What do you think Tina can do now? Ex. 3c, p. 17. SB.
— Look back at the story and answer the questions in the box. It ex. 4a, p. 17. SB.

a bit + adj - a little or very?


slightly + adj. - a little or very?
slightly - a bit?
4b) Why do we use these adverbs before adjectives?
Kevs to ex. 4.
A bit means a little. Slightly means a little. A bit and slightly are synonyms. We use them to make
negative statements more polite.
Физкультминутка
— Nice. You’ve worked hard. I see that you are tired. Let’s have a rest. Look at our walls. There
are different words on the walls. Work in 2 groups. The first group must pick up all words that
describe character and the second group must pick up all the words that describe appearance.
— Let’s begin.
Kind, ugly, polite, impolite, wavy, curly, handsome, nice, rude, nervous, blond, brown eyes,
honest, pretty, beautiful, shy, friendly, helpful, active, passive, nosy, brave, chubby, overweight,
slim, skinny, lovely, good, bad.___________________ _

Введение и первичное закрепление грамматического материала. Усиление прилагательных


в сравнительной степени
1. Для выражения крайней степени превосходства (гораздо, более) обычно используется на­
речие much (не many):
This book is much better than that one. — Эта книга значительно лучше той.
Разговорными заменителями much являются far и a lot:
In this shop products are a lot cheaper. — В этом магазине продукты гораздо дешевле.
The journey is far more exciting than you described. — Это путешествие гораздо более вол­
нующее, чем ты описывал.
2. Для обозначения небольшой степени превосходства используются следующие наречия: a bit,
a little, slightly, a little bit:
The trip will take us a little bit longer because of the rain. — Из-за дождя путешествие за­
ймет у нас немного больше времени.
Mike was slightly more tired than usual. — Майк устал немного больше, чем обычно.
— And now complete the sentences below with a bit / slightly / a little or very. You are to do It
individually. Ex. 5a, p. 17. SB.
— Ok, let’s check your task. Do you agree? If you disagree with your partner, be polite. Use the
language help boxes.
Agreeing Disagreeing
Yes, that’s right. I’m sorry, but...
I agree. I have to disagree...
I don’t think so.
In my opinion...
— Write similar sentences of your own about famous cartoon or film characters. Leave gaps for
a bit / slightly / a little or very. Ex. 5c, p. 17. SB.
Example. . , ,
In my opinion Shrek is...fat. (very)
l think Harry Potter looks ... funny, (a bit / slightly/ a little)
с) Послвтекстовый этеп. Контроль понимания прочитанного текста
— Read Tina’s story below and say when each photograph was taken. Ex. 3b, p. 16. SB,
Keys to ex. 3b.
/. January — G 5. July - H
2. March — C 6. August — F
3. April — A 7. October — D
4. June — В 8. December — E
Р азвита навыков говорения
— Discuss the questions. First, you are to do it in pairs and then we check them together. How
did the story finish? What do you think Tina can do now? Ex. 3c, p. 17. SB.
— Look back at the story and answer the questions in the box. It ex. 4a, p. 17. SB.

a bit + adj - a little or very?


slightly + adj. - a little or very?
slightly - a bit?
4b) Why do we use these adverbs before adjectives?
Kevs to ex. 4.
A bit means a little. Slightly means a little. A bit and slightly are synonyms. We use them to make
negative statements more polite.
Физкультминутка
— Nice. You’ve worked hard. I see that you are tired. Let’s have a rest. Look at our walls. There
are different words on the walls. Work in 2 groups. The first group must pick up all words that
describe character and the second group must pick up all the words that describe appearance.
— Let’s begin.
Kind, ugly, polite, impolite, wavy, curly, handsome, nice, rude, nervous, blond, brown eyes,
honest, pretty, beautiful, shy, friendly, helpful, active, passive, nosy, brave, chubby, overweight,
slim, skinny, lovely, good, bad.___________________ _

Введение и первичное закрепление грамматического материала. Усиление прилагательных


в сравнительной степени
1. Для выражения крайней степени превосходства (гораздо, более) обычно используется на­
речие much (не many):
This book is much better than that one. — Эта книга значительно лучше той.
Разговорными заменителями much являются far и a lot:
In this shop products are a lot cheaper. — В этом магазине продукты гораздо дешевле.
The journey is far more exciting than you described. — Это путешествие гораздо более вол­
нующее, чем ты описывал.
2. Для обозначения небольшой степени превосходства используются следующие наречия: a bit,
a little, slightly, a little bit:
The trip will take us a little bit longer because of the rain. — Из-за дождя путешествие за­
ймет у нас немного больше времени.
Mike was slightly more tired than usual. — Майк устал немного больше, чем обычно.
— And now complete the sentences below with a bit / slightly / a little or very. You are to do It
individually. Ex. 5a, p. 17. SB.
— Ok, let’s check your task. Do you agree? If you disagree with your partner, be polite. Use the
language help boxes.
Agreeing Disagreeing
Yes, that’s right. I’m sorry, but...
I agree. I have to disagree...
I don’t think so.
In my opinion...
— Write similar sentences of your own about famous cartoon or film characters. Leave gaps for
a bit / slightly / a little or very. Ex. 5c, p. 17. SB.
Example. . , ,
In my opinion Shrek is...fat. (very)
l think Harry Potter looks ... funny, (a bit / slightly/ a little)
— Now you are to work in pairs. Ask your partner to fill in the gaps. Agree or disagree with his /
her opinion. Ex. 5c, p. 17. SB. You have 3 minutes to do this task.
— Are you ready? Let's check your answers. Report them to the class.
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— Now, let’s revise our aim s for the lesson. Have we achieved them? Express your feelings, using
the following expressions:

live achieved thejiims of the lesson I've not achieved the aim of the lesson
Now I can... I*m not successful in
II was easy for me to do... It was difficult for me...
I’ve learned I’ve not understood

— Open your record books and w rite down your hometask for the next lesson. Your hometask
will be ex. 1, p. 13. WB. You are to make the sentences below sound less straightforw ard by adding
a bit / slightly.
— Ex. 2a, p. 13. WB. You have to read and guess whose this description is.
— Ex. 3, p. 14. WB. You are to do the crossword.
Thank you for your work today. You were active and attentive. You deserve the following marks...
— Положительная отметка
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You h a v e ____ (8, 9, 10).
— Нейтральная
Your work was good, but not enough. You should read more (learn the words, translate the text).
You h a v e ____ (6, 7).
— Негативная
You were not active. You should be more attentive (active). Unfortunately, you h a v e ____ (3, 4, 5).

| У рок 7 J _ _ _ _ _ _ _ _
«Подростки и внешность». Усиление
степеней сравнения имен прилагательных с помощью
a bit, slightly, a lot, far, much (longer), a little (faster)
Место урока: 7/11.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая.
Цель: развитие навыков говорения.
Задачи:
образовательная: способствовать развитию навыков говорения, создать условия для отработки навыков
и умений в чтении;
развивающая: способствовать развитию умений учащихся обобщать полученные знания, делать выво­
ды, анализировать;
воспитательная: создать условия для воспитания эстетического вкуса.
Прогнозируемый результат: предполагается, что к окончанию урока учащиеся смогут рассказать об
изменении во внешности человека, используя полученные на уроке знания.
Оборудование: компьютер, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); 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 again. How are you today? Look at the
board, please. The title of the lesson is «The ugly duckling». What are we going to speak about?
Express your ideas, please.
— Now look at the the pictures, ex. la, p. 18. SB. Can you guess the missing words In the line?
Look at the board. Here you can see new words. Repeat after me all together.
| skinny slim chubby overweight thin fat braces

— There are different pictures on the board. Try to guess the meaning of the words and match
them to the pictures.
— Let’s check them.
skinny — тощий thin — худой
slim — стройный fat — толстый, жирный
chubby — круглолицый braces — брекеты
overweight — имеющий избыточный вес
— Build your own sentences with these words. Report them to the class.
II. Речевая зарядка. Развитие навыков говорения
— Look at the board. Here you can see a proverb. Read it aloud. Have you understood its
meaning? Try to translate it.
Appearances are deceptive. (Внешность обманчива.)
— Express your ideas according to this proverb. What does it mean?
— Report to the class.
III. Проверка домашнего задания. Выявление уровня сформированности лексических и грамма­
тических навыков
— Now let’s see how well you know our rules and words. Let’s check your homework. Your
hometask was ex. 1, p. 13. WB. You were to make the sentences below sound less straightforward by
adding a bit / slightly.
— Ex. 2a, p. 13. WB. You had to read and guess whose this description was. Ex. 3, p. 14. WB.
You were to do the crossword
Keys to ex. 1.
a) Your jeans look a bit / slightly short.
b) / /eel a bit / slightly tired.
c) The dress costs a bit / slightly more than / wanted to spend.
d) Her hair gets a bit / slightly wavy when it rains.
e) His version sounds a bit / slightly different.
f) The instructions were a bit / slightly unclear.
g) / hurt my leg a bit when I was jumping. / 1 slightly hurt my leg when I was jumping.
Kev to ex. 2.
a) Harry Potter. b) Ss’ own answers.
Kev to ex. 3.
/. blond 6. nose
2 jn 7. sun-tanned
3. freckles tall
4. straight 9. curly
5. good-looking №. wuvy.
— Great, let’s continue our lesson.
IV. Основной этап урока. Развитие навыков чтения
— Let’s revise the words from the previous lesson. Do the crossword.

Translate the words into English.


1. дружелюбный
2. готовый помочь
3. прическа «конский хвост»
4. красивый
5. блондин
6. волнистый
7. прямой
8. привлекательный миловидный
9. волосы
10. скромный
11. вьющийся
Key to the crossword
/. friendly 7. straight
2. helpful 8. pretty
3. pony-tail 9. hair
4. beautiful 10. shy
5. blond 11. curly
6. wavy
а) Првдтекстовый этап. Смятие языковых трудностей
— Look at the photos of Justin Bieber. How recent are these photographs? Ex. 2a, p. 18. SB.
Express your opinion. I see that you know some information about him. The photo in the middle was
made in 2015, the one to the right — in 2014 and the other — in 2008.
Background information:
Justin Drew Bieber / Ы:Ьэг/ (born March 1, 1994 in Stradford, Ontario, Canada) is a Canadian
singer and songwriter. As a self-taught singer and musician he learned to play the piano, drums,
guitar and trumpet, at the age of 12, Bieber was placed second at a local singing competition in
Stratford. His mother posted a video of the performance on YouTube for their family and friends to
see. She continued to upload videos of Bieber singing various RnB songs. Bieber’s popularity on the
site grew and in 2008 a talent manager discovered him through his YouTube videos. Later that year
Bieber with his mother moved to Atlanta, US, signed a record contract with Usher. Biber has won nu­
merous awards and has been listed four times by Forbes magazine among the top ten most powerful
celebrities in the world (2011, 20/2, and 20/3). He has sold an estimated 100 million records, making
him one of the world’s best-selling music artists and is said to have turned the entire generation of
tween girls into lifelong Beliebers (Bieber fans).
— Use used to / didn’t use to to discuss the changes in Ju stin ’s appearance. F irst you are to do
it in pairs and then report your ideas to the class. Ex. 2b, p. 19. SB.
Example.
Justin didn’t use to be so fit.
b) Текстовый этап. Чтение текста
— Read what people said about the Ju stin ’s appearance. Unjumble the words in bold. You have
6 m inutes to do.this task. Ex. 3b, p. 19. SB.
Kev to ex. 3a
a) chubby f) handsome
b) lovely g) hair
c) braces h) fitter
d) hair i) tatoos
e) earings j) eyebrows
с) Послетекстовый этап. Контроль понимания прочитанного текста
— What picture might the speakers refer to? What descriptions do you agree / disagree with?
Why? Ex. 3b. p. 19. SB.
Kev to ex. 3b.
/. left-hand picture: a, c, g. 2. middle: d, h, j. 3. right-hand picture: b, e, f, i.
— And now discuss the questions below in pairs. Ex. 3c, p. 19. SB.
Физкультминутка
— Nice. You’ve worked hard. I see that you are tired. Let’s have a rest. Let’s make a pause. Please,
stand up, go to the board, make a circle. I have an envelope with different words. Your task is to pass
on this envelope. When the music stops, a person who has the envelope, should open it, take a card
with one word and make a sentence. Then pass this envelope again until the music stops. Let’s begin.
— Nice. I see that you know all words. Your sentences are creative and funny.
Развитие навыков восприятия и понимания иноязычной речи на слух
а) Предтекстовый этап. Снятие языковых трудностей
— Look at the title of the lesson. What is the story behind it? W hat happened in the story? Do
stories like this happen in real life? Ex. 4a, p. 20. SB.
— Ok. Your thoughts are interesting and clever.
— Let’s continue our lesson. Are you satisfied with your appearance? Do you like the way you
look? Is there is som ething that you would like to change?
b) Текстовый этап. Прослушивание текста . . ...
— Now we arc going to listen to the story about teenagers. Josh and Lei a a e a e ranee
when they were kids. Can you imagine why? Listen to their stories and с У

Josh: Perhaps, it wasn't an ugly duckling as much as it was kind of overwe g g-


a really good friend who encouraged me to take up sports and eat right food . I remember e ar es
time was about two months after beginning to exercise. But my mum told me it was silly о give up
after I'd worked so much, f also used to have terrible, very unhealthy skin for four ye&rs- Yo“ *now
what helped me? I stopped touching my face. I used to do it at the computer, at school, whenever
/ was bored. It helped clear up my skin and got feeling better about myself in one hit.
Leila: At school l was definitely a lonely kid without many friends. / used to wear braces because
my teeth were so bad and I am pretty sure I had a moustache at the time this picture was taken.
A slightly chubby child with braces wearing stupid ugly clothes my parents chose for me. What helped
me change? Time. It just happened I grew over it. The second picture is the same face, same me, just
a bit slimmer, straight teeth, healthy skin, thick hair.and people say, cYou look like a Disney star
с) Послетекстовый этап. Контроль понимания прослушанного текста
— Have you understood the stories? Let’s check. You are to do ex. 4c, p. 20. SB. Say, who:

Josh Leila

used to be a bit overweight?


had a moustache?
got much fitter?
had skin problems?
mentioned the ugly duckling story?
used to wear braces?
didn't like their haircut?
didn’t use to be popular?

— Fill in this table and then report to the class your answers.
Key to ex. 4c.
/. Josh. 2. Leila. 3. Josh. 4. Josh. 5. Josh. 6. Leila. 7. Leila. 8. Leila.
— Who / what helped Josh and Leila change? Are they happy about their appearance now? Ex.
4d, p. 20. SB.
Kev to ex. 4d.
Josh: a friend, mother; Leila: time; yes.
— Do you agree with Leila when she says that straight teeth, healthy skin, thick hair make a
person beautiful? What else would you add to the list? Express your ideas.
— Work in groups. Describe a celebrity or a famous character. Can your classmates guess the
name? Ex. 6. p. 21. SB.
— Let’s revise. Report to the class.
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до*
машнего задания
— Well, it’s time to end up. I should say, you have done a great job today!
— Was the lesson interesting for you? What tasks were easy to do? What tasks were difficult to do?
— Write down your homelask for the next lesson. Your hometask is to bring a photo of a celebrity
or a famous character and describe his / her appearance.
— Great! So, thank you for your work, you deserve the following marks...
— Положительная отметка
I'm satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You hav e_____ (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
You were not active. You should be more attentive (active). Unfortunately, you h a v e_____ (3, 4, 5).
________ 1 Урок 8 _ _ _ _ _ _ _ _ _ _ _
«Что важнее: внешность или характер?»
Конструкция used to + инфинитив. Утвердительные
и отрицательные предложения
Место урока: 8/11.
Тип урока: комбинированныА.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая.
Цель: развитие грамматических навыков.
Задачи:
образовательная: обеспечить в ходе урока повторение грамматических и лексических навыков по теме;
развивающая: способствовать развитию памяти, внимания, воображения, мышления;
воспитательная: способствовать воспитанию эстетического вкуса.
Прогнозируемый результат: предполагается, что к окончанию урока учащиеся смогут делать выводы,
анализировать, используя информацию, полученную на уроке.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал.

ХОД УРОКА

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


— Good morning, students! I’m glad to see you. Sit down, please! How are you today? Are you in
a good mood? I hope everything is OK. We are going to speak about appearance and character. And
our aims for today are:
/ to practise using used to -f infinitive to describe changes;
/ to develop ability to draw conclusions, attention, memory and imagination;
— Please be attentive and active during the lesson! I hope that we will achieved all these aims.
II. Речевая зарядка. Развитие навыков говорения
— There is a proverb on the board. Read it, please.
A good dress is a card of invitation, a good mind is a letter of recommendation.
— Try to translate it. Do you know the Russian equivalent of this proverb?
— Yes, you are right. It is «По одежке встречают, по уму провожают».
— When do we usually use this proverb? In what situation? Express your ideas, please.
— Thank you, it’s interesting.
III. Фонетическая зарядка. Развитие фонетических навыков
— Look at the board, please. You can see some words here. Make up your own sentences with
this phrase:

be used easy to so

— Let’ check. Ok, your sentences are interesting and funny.


IV. Проверка домашнего задания. Определение уровня сформированности лексических навы­
ков и навыков говорения
— Let’s check your homework. What did you do at home? You were to describe a celebrity. Report
to the class. Who will be the first?
— Great! I see that you know all our words and can use them in different situations.
V. Основной этап
Развитие грамматических навыков
— Look at ex. la. p. 21. SB. Here you can see the emblem. Does this emblem help you to guess
the character?
_Now let’s see how well do you know characters. Who could say the following?
1. I used to be a kid like you, now / can climb skyscrapers (Superman). / didn't use to talk to
caterpillars (Alice).
2 . I used to listen to my stepmother, but since I got married, / don't have to listen to her anymore
(Cinderella). f -
— What would these characters say using used to / didn’t use to.
— Choose 5 characters to write the statements. You have 3 minutes to do •
— Now we are going to work in pairs. Read out your statements to your pa У
the character? Ex. Ic, p. 21. SB. _a5pe emi
— Let’s do ex. 2. p. 21. SB. First, you work individually, then compare your answers in pairs ana
finally, report them to the class. Which of the statements in each pair is true.
Kev to ex. 2.
/. A. 2. C. 3. F. 4 . G.
Физкультминутка
— Nice. You’ve worked hard. I see that you are tired. Let’s have a rest. Look at our walls. There
are different words on the wall. Work in 2 groups. The first group must pick up all words that
describe character and the second group must pick up all the words that describe appearance.
— Let’s begin.

Kind, ugly, polite, impolite, wavy, curly, handsome, nice, rude, nervous, blond, brown eyes,
honest, pretty, beautiful, shy, friendly, helpful, active, passive, nosy, brave, chubby, overweight,
slim, skinny, lovely, good, bad.

Развитие навыков говорения


— Let’s continue our lesson. Now we are going to play the game «Find someone who». What questions
will you ask if you need to find someone who used to have shoulder-length hair? Ex. 3a, p. 22. SB.
Kev to ex. 3a.
— Did you use to have shoulder-length hair? Ex. 3d, p. 22. SB. What will a person answer if:
— they've had shoulder-length hair for three years now?
— they had shoulder-length hair when they were 5 to 7 years old?
— they’ ve never had shoulder-length hair?
— they are planning to have shoulder-length hair?
— they had shoulder-length hair when they were 5 and they still have it?
Kev to ex. 3b.
/. No, / didn’t.
2. Yes, / did.
3. No, I didn’t.
4. No, / didn’t.
5. No, / didn’t.
— Now we check how well you can ask different questions about the past. Write the questions
you are going to ask your groupmates. Ex. 4, p. 22. SB. Be very attentive and follow the step-by-step
instructions. We have 5 minutes to do this task.
— Are you ready? Report to the class, please.
— What do you think the typical mistake people make writing questions with used to is? Check
your questions for this mistake. Ex. 4b, p. 23. SB.
— Ex. 4c, p. 23. SB. Walk around and ask the questions you have written. Take notes.
— Prepare to report on your findings. Then report to the class. Ex. 4d, p. 23. SB.
VI. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— Now, let’s revise our aims of the lesson. Have we achieved them? Express your feelings, using
the following expressions:

I’ve achieved the aims of the lesson I’ve not achieved the aim of the lesson
Now I can... I’m not successful in
It was easy for me to do... It was difficult for me...
I’ve learned I've not understood

— Open your record books and write down your hometask for the next lesson. Your hometask Is
ex. la, p. 18. WB. You are to write questions to the statements. Follow the example.
— Ex. lb, p. 18. WB. You have to write true short answers to the questions.
— Thank you for your work today. You were active and attentive. You deserve the following m arks
— 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
You were not active. You should be more attentive (active). Unfortunately, you have_____ (3, 4, 5).

| Урок 9~~| ______________

«Что важнее: внешность или характер?»


Конструкция used to + инфинитив. Утвердительные
и отрицательные предложения
Место урока: 10/11.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая.
Цель: развитие навыков чтения.
Задачи:
образовательная: способствовать развитию умений использовать в устной речи информацию, полу­
ченную при чтении; способствовать формированию умений планировать свое коммуникативное поведение;
развивающая: создать условия для активного речевого взаимодействия;
воспитательная: способствовать воспитанию эстетического вкуса.
Прогнозируемый результат: предполагается, что к окончанию урока учащиеся смогут сделать выводы
0 значимости внешности и характера, используя при этом факты из прочитанного текста.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал.

ХОД УРОКА

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


— Good morning, my dear friends! It’s nice to see you again. How arc you today? — Do you have
any news? I hope that everything is OK.
— Look at the board, please. Here you can see many photos. All these people are different.
— Look at them very attentively. What thoughts do you have? How can you describe them? What
do you think we are going to discuss today? We will continue speaking about appearance. Today we
are going to discuss the idea of beauty.
II. Речевая зарядка. Развитие навыков говорения
— Now I want you to work in pairs. Brainstorm any ideas about what makes a person beautiful.
Ex. 1, p. 23. SB. Report your ideas to the class.
— What is beauty for you? Is it easy for you to answer this question? I see that it’s difficult.
1 hope that you will be able to answer it at the end of our lesson.
III. Проверка домашнего задания. Определение уровня сформированности грамматических на­
выков
— Your hometask was ex. la, p. 18. WB. You were to write questions to the statements.
— Ex. lb, p. 18. WB. You had to write true short answers to the questions.
Kev to the ex. la.
/. Did you use to go swimming?
2. Did you use to be slightly overweight as a child?
3. Did you use to have shoulder-length hair?
4. Did you use to be shy?
5. Did you use to wear braces?
6. Did you use to be skinny?
7. Did you use to be a lovely chubby baby?
Key to_gx. j b.
S s ’own answers.
IV. Основной этап урока. Развитие навыков чтения
а) Предтекстовый этап. Снятие языковых трудностей
text. But before it look at the board and
— Let’s continue our lesson. Now we are going to read a
read the new words:
a d m it [a d m it] — признать
wish [wif] — желать
discover [dis'kAva] — обнаруживать
annoyed [a'noid] — раздраженный
p e rfe c tly [ p3:fiktli] — впол не, соверш енно, бе зуп ре чн о
suddenly |'sAd(a)nli] — вдруг, неожиданно
sm ear [smid] — пачкать, мазать
yell [jelj — вопить
generate ['d 3enor(e)it] — производить
create [krfeit] — творить, создавать
difference ['difi(a)ransj — различие, разница, разногласие
— Make your own sentences with these words. Report to the class.
b) Текстовый этап. Чтение текста
— Read what M arcia thinks about beauty. How has her idea of beauty changed? W ere your ideas
in ex. 1 close to M arcia’s opinion? Ex. 2, p. 23. SB.
Kev to ex. 2.
She’s realized beauty is not in the skin or the colour of eyes, f t ’s much deeper.
c) Послетекстовый этап. Контроль понимания прочитанного текста
— Have you understood the text? Let’s check. Compare your ideas w ith a p a rtn e r before reporting
to the class. Find in the story:
1) what M arcia wanted to change about herself;
2) some facts from the woman’s life;
3) the lines that describe the woman’s appearance;
4) the lines that describe the woman’s character;
5) the comparison M arcia makes to show us the woman’s nature
6) what makes a person really beautiful.
Key to, fx. 3j .
/. to be skinner, to have fuller lips and blue eyes.
2. Mexican, has half-dozen children
3. light brown skin, fine lines around her eyes, thick dark-brown hair, glossy and 4. graying, pulled
back in a pony-tail, casual clothes
5. kind and caring, loving her children
6. like the sun and her children were little planets circling around her, bathing in her warmth
1. warmth, love and care.
Физкультминутка
— I see that you are tired. Let’s make a pause. Please, stand up, go to the board, make a circle.
1 have an envelope with different words. Your task is to pass on this envelope. When the m usic stops,
a person who has the envelope, should open it, take a card with one word and make a sentence. Then
pass this envelope again until the music stops. Let’s begin.
— Let’s continue our lesson. Discuss the questions in ex. 3b, p. 25. SB. Listen to your classm ates’
answ ers and make comments on them. You can agree, disagree with them or add som ething.
Suggested answers to ex. 3b.
/. She used to associate beauty with models and movie stars.
She used to dislike the way she looked.
She used to want to look like a model. The Mexican woman she met made her change her mind.
2. Marcia met the woman at McDonald’s. It’s a usual place.
3. The woman’s appearance wasn’t unusual.
4. Her smile was lull of love and tight and happiness. She listened to her children attentively.
5. The love and warmth of the woman made her beautiful 9
6. Usually she was a little annoyed because she helped the girl realize the difference between the
models in the magazines and the real beauty. 11
7. The true beauty is to make a positive difference in another person's life through warmth, love
and care.
Р а з в и т * навыков говорения
— Have you ever noticed beautiful people outside? What kind of people were they? Discuss in
pairs, then in groups.
—- Share the most interesting stories with the class.
— You are going to describe someone you think is beautiful. Please, read the instructions in ex.
4b, p. 26. SB.
/ Brainstorm what you could say about this person’s face, eyes, nose, mouth, hair, body, clothes,
moves, character or interests.
✓ Think what exactly you would like to talk about.
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— So, let’s remember the question I’ve asked you at the beginning of the lesson. What is beauty
for you? Can you answer it now? Share your ideas with the class.
— Great! And now open your record books and write down your hometask for the next lesson. You
are to write your ideas on the topic «What makes a person beautiful?», using such expressions as:
/ agree, that...
/ think, that...
In my opinion...
— Thank you for the lesson today. As usual, you are active and creative. I want to point out the
activity of... (putting the marks):
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You h av e_____ (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words, translate the text).
You h av e _____ (6. 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you h av e_____ (3, 4, 5).

[ Урок 1 p "________________ _________


«Что делает человека красивым?» Диалогическая речь
Место урока: Ю/П.
Тип урока: урок комплексного применения знаний и умений.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая.
Цел ь: развитие навыков диалогической речи.
Задачи:
образовательная: содействовать употреблению активного языкового материала в устной речи;
развивающая: создать условии для активного речевого взаимодействия;
воспитательная: содействовать развитию эстетического вкуса.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут детально
рассказать о внешности человека.
Оборудование: компьютер, доска, мел. раздаточный материал.
Дидактическое оснащение: учебник «English 7. Student's book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-l, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал.

ХОД УРОКА

I. Организационный момент. Введение в атмосферу иноязычного общения


— Hello, everyone! How are you? I am glad that everything is good and we can start our lesson.
— Today we continue speaking about appearance. Look at the board, please. Read the comments:
Men may think whatever they like about beauty, but women know what true beauty is.
— Young people these days care only about what celebrity they look like or what clothes they wear,
they don’t understand that real life is much more important than their hair or good look.
— What are these comments about?
— What are we going to speak about today? „ii0r«rU r
— Yes, you are right. We’ll continue speaking about beauty, appearance an
II. Проварка домашнвго задания. Развитие навыков говорения
— Let’s check your homework. You were to write a composition: «What makes a person eau
ful?*. Report your ideas to the class, please.
III. Речевая зарядка. Развитие навыков говорения
— Look at the board, there is a question:
What is more important; appearance or character?
— What do you think? . . f
— I see, that it is difficult to answer it now. I want you to answer this question by tne end ot our
lesson.
IV. Основной этап
Развитие лексических навыков
— То be successful at the lesson — we need to revise the words. Open your workbooks. Let s do
ex. 1, p. 19. WB. Here you can see many different words. Group them below Into 3 groups: face, hair,
b o d y . ________________________________________________________________________
Overweight, braces, chubby, friendly smile, square, slim, honey-blond, shoulder-
length, handsome nose, skinny, lovely smile, moustache, curly, fair, fat, freckles, pale
skin, straight, sun-tanned, pony-tail, big mouth, tall, fit, beard, wavy, oval.

— Are you ready? Repot to the class.


Kev to ex. 1.
face: braces, chubby, friendly smile, square, handsome nose, lovely smile, mustache, freckles, big
mouth, beard, oval;
hair: honey-blond, pony-tail, wavy, shoulder-length, curly, fair, straight;
body: overweight, slim, skinny, fat, fit, pale skin, suntanned, tall.
Развитие навыков говорения
— Look at the board, please. Here you can see two words. Let’s remember their meaning.
— What does appearance mean?
— What does character mean?
— Name the words that describe character and appearance. Give as many words as possible:

character appearance j

_Make sentences with these words. You have 3 minutes to do this task.
— Are you ready? Report your sentences to the class.
Физкультминутка
— Nice. You’ve worked hard. I see that you are tired. Let’s relax. Let’s play the game «Hot potato».
— 1 have a ball. I will say different words and throw the ball to you. If you hear a word, which is
connected with the topic «Appearance», you’ll catch the ball. You mustn’t catch the ball if the word is
not connected with the topic «Appearance». When you don’t know a word ask for a help your class­
mates. In this case you are to make a sentence with this word.
Развитие навыков диалогической речи
— Now we know a lot of words that can help us to describe somebody’s character and appearance.
Let’s play a little. You are going to work in 2 groups. I give you cards and your task is to make up
your dialogues. Read your situation, please.
Situation.
Your cousin is coming by plane but you are very busy and ask your friend to meet
her/him at the airport. You partner has never seen your cousin. Describe him / her in details.
— But at first, read an example:
Model:
SI: Kate, are you busy tomorrow?
S2: Not really. I'm going to stay at home and read my favourite book.
SI: My cousin Ann is coming by plane. but l have a lot of work. Could you meet her at the airport?
Can you help me?
S2: Гие never seen her. How does she look like?
S2: Sure. But / haven't met Liz before. How does she look like?
SI: She is nice, pleasant, tall and slim. She has long blond hair. And her eyes are dark-brown.
S2: What is she going to wear?
SI: I really don't know. Vll call her latter.
S2: Ok.
SI: She'll be in sky-blue jeans and lemon-yellow sweater.
S2: OK. I hope. I'll recognize her.
SI: Thanks. You are always helpful.
— Now make up your dialogues. You have 5 minutes to do this task.
— OK. the time is over. Let’s check. Please, go to the blackboard and role-play you own dialogues.
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— Let’s return to the beginning of our lesson. Our question is: «What is more important: character
or appearance?» Try to explain it, using phrases:
/ think... I disagree, that...
I agree... In my opinion...
— Great! Your thoughts are all different and interesting. Well, it’s time to end up. Open your re­
cord books and write down your hometask for the next lesson. You are to make up your own dialogues.
— And your situation is «You have a little brother or a sister. Your mother sent you to the shop to
buy some products. You went there with your brother or sister. At the shop he/she got lost. You have
to find him/her. Ask people, giving the description of your brother/sister».
— Thank you for your work today. 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 h av e______ (6. 7).
— Негативная
You were not active. You should be more attentive (active). Unfortunately, you h av e_____ (3, 4, 5).

__________________________| Урок 11~l _________ _________

«Говорите друг другу комплименты». Говорение


Место урока: II/II.
Тип урока: урок обобщения и систематизации грамматических и лексических навыков.
Вид урока: урок-викторина.
Формы работы: индивидуальная, групповая, парная.
Цель: совершенствование лексических и грамматических навыков.
Задачи:
образовательная: содействовать развитию навыков письменной речи, коммуникативной компетенции
учащихся посредством совершенствования навыков говорения, лексических н грамматических навыков;
развивающая: способствовать развитию памяти, внимания, воображения, мышления;
воспитательная: создать условия для воспитания эстетического вкуса.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут повторить
Пройденный материал.
Оборудование: доска, мел, раздаточный материал.
Дидактическое оснащение: учебник «English 7. Student's book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-I, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал, раздаточный материал.

ХОД УРОКА
I. Организационный момант. Вваданиа в тему урока и определение целей
— Good morning, students! Г т glad to see you. Sit down, please! How are you today? I hope
everything is OK. Are you ready to start our lesson? Today we are going to have an unusual lesson.
We have Just finished studying the topic «Appearance». Today we II revise all our word , g r mar
rules, listen to a conversation and learn how to say compliments. . . . w ritten on
- We will have two teams. I’ll give you some strips of paper y o i.can it s e ? wftM fs w n iien on
them, choose one strip. Now you can read your word on your strip. Read Уои ' j 4иа * ле5СГ.ке
words that describe character and appearance. Please, stand up all who ha <h,dent« who
appearance. You will be the first team. Take your seats, please. The second team
have words, which we can use to describe character. Take your seats.

blond, curly, annoyed, slim, wavy, pale, friendly, polite, rude, kind |

— Now we have 2 teams. Let’s name them. Each team should think of its name connected with
our topic and its motto or explain why they have used this or that name. There are many tasks, that
you are to do to define the winner.
II. Основной этап урока
— Are you ready to start our competition? I wish you good luck. Let’s begin.
1. Unjumble the words.
— There is a list of words on the board. Your task is to write them correctly. If you w rite a word
correctly you will get l point.
I. lyrcu — 5. apel — 9. abuety —
2. aft — ... 6. rfineldy — 10. ychbby -
3. tif - 7. oklo — 11. niksny —
4. sikn — ... 8. rapapecane — ... 12. irah —
Kev to ex. I.
/. curly 5. pale 9. beauty
2. fat 6. friendly iO. chubby
3. fit 7. look //. skinny
4. skin 8. appearance 12. hair
2. Find the opposite expressions.
1) freckles all over faces a) fit
2) tall b) quiet and romantic
3) active and friendly c) short
4) long curly hair d) sun-tanned skin
5) dark hair e) no freckles
6) fat f) fair hair
7) pale skin g) short straight hair
Kev to ex. 2.
I) E; 2) C; 3) B; 4) G; 5) F; 6) A; 7) D.
— Answer my questions, please:
/ How often do you say compliments?
✓ How often do you hear compliments?
✓ What do you answer when someone says something nice to you?
/ What is compliment?
— Look at the board. There is the definition. Read it aloud:
To say a compliment is to say something nice to people, usually about their appearance or
something they do.
Our next task will be connected with the compliments.
3' !de,f £ ,0 “ ""И telk i t e Р>Г*У ,nd *>••<>» I" the book. How many people are talking? 6 *. 2a.
p. 26. SB. ■
Taoescript:
Л. - Barbara! Look at youI Your hair looks fantastic! Have you been to the hairdresser’s?
— Thank you. Tina! Your party is great!
В• — You look so handsome. Brian! I haven't seen you wearing a jacket beforet
— Thunks. Barbara! Have you seen Paul anywhere?
C. Hi, Paul! You look a bit pale! Are you feeling well?
— Just a little tired. Don't worry.
— Would you like anything to drink?
— No, thank you. That's very kind of you, Barbara!
— That's all right. And, Paul! Brian was looking for you.
D. — Hello, Tina! You look slightly different. Is it your hair?
— It's freckles, / think. I've just come from the seaside.
— Mmm. You look lovely!
— Thank you, Brian. / like your glasses.
E. — Hi. Brian! Nice shoes!
F. __ They are new! Look al Tina! She's so pretty!
— And Barbara's got such a friendly smile.
— She looks like an angel with those curls.
— But Barbara's got straight hair.
— I'm talking about Tina.
Kevs to ex. 3,
4: Barbara, Tina, Brian, Paul.
4. Complete the compliments with the words In the box.

nice, love, sweet, like, recipe, what, work, that, very, delicious, have, where, thanks

1) Where did you find _ .beautiful lamp?


2) This fish is j u s t ____
3) Can you give me the for this chicken dish?
4) ______ _did you learn to cook like this?
5) ______ _shoes.
6) That’s a _____ . pretty blouse.
7) 1 _____ .th a t ring.
8) You played a really , .gam e.
9) Y ou______________ .a lovely home.
10 ) Good
И ) ______ .for all your hard work,
12) _______ a beautiful baby.
13) This little girl looks so .
14) You look_____________ .a million bucks today.
Kev to ex. 4.
1. that 6. very II. Thanks
2. delicious 7. love /2. What
3. recipe 8. good 13. sweet
4. Where 9. have 14. like
5. Nice 10. work
5. Complete the sayings below with the following adjectives: beautiful, pretty, ugly,
1. He that has a n ___________________ nose, thinks everybody is speaking of it.
2. I’ve never seen a sm iling face that was n o t___________________
3. A monkey never thinks her baby i s ___________________.
4. Butterflies come t o ___________________ flowers.
5 . _________________ apples are not always sweet.
Key to ex. 5.
1) ugly
2) beautiful
3) ugly
4) pretty
5) beautiful
6. Do the crossword.
Key to ex. 6,
Across: 1. straight, 2. fit, 3. fat. 4. curly, 5. beauty, 6. short, 7. sun-tanned, 8. good-looking Down'
1. chubby, 2. slightly, 3. wavy, 4. appearance, 5. long, 6. handsome, 7. ugly, 8. active. 9. character.
Across: Down:
1. прямой, невьющийся 1. круглолицый
2. в хорошей форме 2. слегка
3. толстый, жирный 3. волнистый
4. вьющийся, кудрявый 4. внешность
5. красота 5. длинный
6. короткий 6. красивый (о мужчине)
7. загорелый 7. уродливый, безобразный
8. привлекательный 8. активный
9. характер
Kev to the crossword.
A cross
1. straight
2. fit
3. fat
4. curly
5. beauty
6. short
7. sun-tanned
8. good-looking
Down.
1. chubby
2. slightly
3. wavy
4. appearance
5. short
6. handsome
7. ugly
8. active
9. character
7. Read a poem by Shel Silversteln «Tell те » and try to complete its translation. Ex. 3, p. 22. WB.
a) Tell me, Г т clever,
Tell me, Г т kind,
Tell me Г т talented.
Tell me Г т cute,
Tell me Г т sensitive,
Graceful and wise,
Tell me Г т perfect — But tell me the truth.
b ) ________________________ .
Скажи, что добрый я.
Скажи, что я талантлив,

Чувствителен вполне.
Изящный, мудрый я.
Скажи, что идеален,
I
8. Say compliments to your opposite team.
The more you say the better. You will get a point for each compliment.
III. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до-
машнего задания ' ”
- Our competition «Appearance and character» is almost over. The winner of our competition is ....
- Now I wan you о express your attitude and your mood to what you’ve done at the lesson.
Think and complete the following sentence:
I'd like to do....
H was interesting for me to~.
It was easy to do...
It was difficult to do...
— Open your record books and write down your hometask. Your
hometask is to make up your own
dialogues. Imagine you are at a party. Exchange the compliments
— Your marks are...
UNIT 2. SHOPPING

_____________ _ _ _ _____________________Г У р ° к 1 l_______________________________________

«Покупки». Восприятие и понимание речи на слух

Место урока: 1/13.


Тнп урока: урок введения и первичного закрепления лексических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель: развитие навыков восприятия и понимания иноязычной речи на слух.
Задачи:
образовательная: создать условия для формирования у учащихся языковых знаний и речевых умений
по теме «Покупки»;
развивающая: способствовать развитию памяти, внимания, мышления, воображения у учащихся;
воспитательная: содействовать развитию познавательного интереса через содержание учебного мате*
риала.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать об опыте
похода в магазин / магазины.
Оборудование: аудиопроигрыватель, мел, доска,
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал, раздаточный материал.

ХОД УРОКА

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


— Good afternoon, boys and girls! Sit down, please! How are you? How did you spend your
weekends? Which of you went shopping? Raise your hands, please! I see shopping is rather popular
with you. Look at the board, please! Here you can see the word «window-shopping». How can you
explain it? (Window-shopping — spending time looking at the goods in shop windows but not buying
them.)
— As you have already understood, we are going to speak about shopping.
II. Речевая зарядка. Развитие навыков говорения
— Answer the questions, please!
1. Do you enjoy shopping?
2. How often do you go window-shopping?
3. Can shopping be a hobby?
4. Is it a good way to spend free time?
III. Основной этап урока
Формирование лексических навыков
— Look at the board, please! Here you can see the words to our topic:
bakery — булочная pet shop — зоомагазин
chem ist’s — аптека toy shop — магазин игрушек
department store — универмаг new sagent’s — газетный киоск
supermarket — супермаркет window-shopping — рассматривать витрины
sweet shop — кондитерская for ages — целую вечность
book shop — книжный магазин
— Listen to me and repeat after me, please! Who w ants to dem onstrate his/her reading skills*
— Use the model: I like... because... *
Развитие навыков восприятия и понимания иноязычной речи на слух. Развитие грамма­
тических навыков и навыков устной речи к
Look at the different types of shops below and listen to Rosie talk in g about her shoDDine ехпй.
*. What shops does she mention? Ex. 2a, p. 28. SB ® pe
Гие been to many shops. / love window-shopping, but very often / buy things myself. Гое been
to the supermarket many times. We usually buy something to eat there. Гое been to our sweet shop
once. I bought two kilos of sweets there. It was fantastic! I haven t been the e . clothes
got a large department store not far from here, and I've been there too. / hav bread l
for half a year, which is terrible. Not far from our house there s a bakery. T^eyse . . . haven't
also used to buy newspapers, but now my dad buys them on his way to work. So , p У»
bought anything at the newsagent's for ages. / haven't been to the pet shop since September, when
we bought my Princess. / think pet-shop is my favourite.
Kev to ex. 2a.
Rosie mentioned department store, sweet shop, pet shop, newsagent's, bakery, supermarket.
— Work in pairs, please. W hat th in g s are sold in each of these shops? Ex. 2b, p. 29. SB.
Kev to ex. 2b.
/. They sell books and magazines at the bookshop.
2. There is bread, rolls and cakes at the bakery.
3. You can buy pets, food for pets, clothes for pets and many other things at the pet shop.
4. At the sweet shop you can buy many sorts of sweets, marshmallow and fruit-paste sweets.
5. At the newsagent's you can find different newspapers, magazines and postcards.
6. Toy shop is a place with a lot of toys, games and puzzles.
7. They sell many kinds of medicines, vitamins and cosmetics at the chemist's.
8. The biggest shop is a department store. Here you can find everything: from pins to refrigerators.
— W hich of these shops do you visit more often? W hich of these shops do you like more?
Use the model: I think, it’s because
— L et’s tu rn to our gram m ar, in particular, the Present Perfect Tense. Look at th e table, please!
How is it formed? W hat w ord-identifiers do you know?

PRESENT PERFECT
(настоящее совершенное время)
have / has + V3 / Ved
+ -
) 1 1 I
We l lULX£ We l have not Наха we asked (V2)/
You f asked (V ed)/ You f asked (V ed)/ you gone (V3) ?
They J gone ( V3) They J gone (V3) they

He 1 He 1 he
She r has. She > has not Has she ask ed /
И | asked (V ed)/ И J asked (V ed)/ it gone ?
gone (V3) gone (V3)

already — уже
just — только-что
ever — когда-либо
never — никогда
yet — еще
recently / lately — недавно
this week / year/month — на этой неделе / году / месяце
since... — с ...
for... — в течение...
today — сегодня
— П1 give you cards. Your task is to open the brackets. Use P resent Perfect. T ranslate
Card
1. We (not to be) to the cinema for ages.
2. I (to know) her for a long time.
3. Sally (not to see) her friends since last trip.
4. The tourists (to be) at the museum since two o’clock.
5. You (to visit) many shops since morning?
6. Sally (to be) window-shopping for 3 hours.
7. Mike (to be) at the toy shop since his childhood.
Kev to the task:
/. We haven't been to the cinema for ages.
2. / Лаое known her for a long time.
3. Sally (not to see) her friends since last trip.
4. The tourists have been at the museum since two o'clock.
5. Have visited many shops since morning?
6. Sally has been window-shopping for 3 hours.
7. Mike has been at the toy shop since his childhood.

Если указан период времени, на протяжении которого длится действие, то мы используем предлог for.
Не has known Tom Ifti 6 years.

Если указан момент, с которого действие началось, то мы используем предлог since.


Не has known Tom since 2010.

— Listen to Rosie again and complete the sentences below. Use the words in the box. Ex. 3a, p.
29—30. SB.
Kev to ex. 3a.
/. / haven't been there since Christmas.
2. / haven't bought any clothes for half a year.
3. I haven't bought anything at the newsagent's for ages.
4. I haven't been to the pet shop since September.
— Ex. 3b, p. 30. SB. Look at the diagram s below. Which diagram illustrates for} W hich one il­
lustrates since?
Kev to ex.3h.
A illustrates the using of for.
В illustrates the using of since.
— Ex. 3c, p. 30. SB. Put the rest of the words in the box (ex. 3a) into two columns: for or since.
Kev to ex. 3c.
For
For two weeks, for more than ten days, for 5 months ago, for months, for ten minutes, for ages,
for half a year.
Since
Since September, since summer, since my birthday, since last year, since 2009, since Christmas,
since yesterday.
IV. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— O ur lesson is alm ost over. Look at the blackboard, please. Here you see the table:

1. The lesson was... interesting boring usual


2. There were ... new things to me many few no
3. 1 was ... at the lesson active passive neutral

— Use this table and share your opinions about the lesson.
— Open your record books, please. Write down your hometask ex. 1, p. 23. WB. You are to com­
plete the sentences with for or since. Learn the words and revise irregular verbs (1— 15).
— Your m arks are... You’ve done a good job today.

________ I Урок 2 |

«Магазины в Великобритании». Письменная речь


Место урока: 2/13.
Тип урока: урок тренировки употребления грамматических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая, парная.
Цель: развитие грамматических навыков.
«эадячп;
образовательная: способствовать развитию навыков восприятия иноязычной речи на слух, грамматиче­
ских навыков, навыков говорения и чтения;
развивающая: способствовать развитию памяти, внимания, мышления и воображения у учащихся;
воспитательная: содействовать расширению кругозора учащихся.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать о магази­
нах в Великобритании.
Оборудование: аудиопроигрыватсль. доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный материал.

ХОД УРОКА

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


— Good afternoon, boys and girls! How are you? What are we going to do today? We are going to
talk about shops in Great Britain, particularly, in London. We’ll continue working with a gram mar
rule «The Present Perfect Tense: for / since».
II. Речевая зарядка. Развитие лексических навыков
— Look at the board, please! Here you can see different things: from food to clothes. Where can
we buy these different things? In which shops? Which shops do you prefer to go? Why? Are you
a shopkeeper?
— Open your workbooks at p. 24, ex. 2. You are to read the definitions below. What shops are
they for?
Kev to ex. 2.
Department store, a toy shop.
III. Проверка домашнего задания. Выявление уровня сформироваиности грамматических на­
выков
— Let’s check your homework. What was your hometask?
— Ex. I, p. 23. WB. You were to complete the sentences with for or since. Before checking It, let’s
revise how the Present Perfect is formed.
Kev to ex. 1.
a) since; b) for; c) for; d) since; e) since; f) since; h) for.
— Let’s revise irregular verbs. Fill in the gaps.
break broken
built
begun
drank
do
eaten
chose
dream
driven
catch

Kev to the lask:


Break-broke-broken; build-built-built; begin-began-begun; drink-drank-drunk; do-did-done; eat-ate■
eaten; choose-chose-choscn; dream-dreamt-dreamt; drive-drove-driven; catch-caught-caught.
IV. Основной этап
Развитие навыков письменной речи
— I’ll give you cards. You are to choose since / for.
Card
1. He hasn’t forgo!len his Spanish since / for he left Cuba.
2. I haven’l seen him since / for ages.
3. I have been in the library since / for morning.
4. I have known him since / for childhood.
5. I have known him since / for years.
6. They haven’t bought any vegetables at the market since / for 3 years.
7. Sue hasn't written any letters since / for January.
8. We have learnt a lot of poems since / for September.
9. My classm ates have visited 5 m useum s since / for last term.
10. Nick hasn’t met Jim since / for a long time.
Kev to the task;
/. since; 2. for; 3. since; 4. since; 5. for; 6. for; 7. since; 8. since; 9. since; 10. for,
— Which word-identifiers are used w ith the P resent Perfect Tense? (since, for, just, already, yet,
lately.* recently, so far. ever, never). . . .. .
__I ’ ll give you cards. You are to put the verbs into the Present Perfect Tense and underline word-
identifiers.
Card
1. They (not to be) to England yet.
2. My friend and I (to see) an interesting film recently.
3. He (to call) me several tim es this week.
4. The pupils (not to do) the exercise yet.
5. The snow just (to stop).
6. She (not to write) to me since last year.
7. We never (to be) to Paris.
Kev to the task:
1. They haven’t been to England yet.
2. My friend and I have seen an interesting film recently.
3. He has called me several times this week.
4. The pupils haven't done the exercise yet.
5. The snow has just stopped.
6. She hasn’t written to me since last year.
7. We have never been to Paris.
Развитие навыков восприятия и понимания иноязычной речи на слух. Развитие навыков
говорения
— Ех. 5а, р. 30. РВ. Listen to Rosie's interview again. Find the answ ers to the following qu es­
tions. Does she answ er them all?
I ’ve been to many shops. I love window-shopping, but very often I buy things myself. I ’ve been
to the supermarket many times. We usually buy something to eat there. I ’ve been to our sweet shop
once. I bought two kilos of sweets there. It was fantastic! I haven’t been there since Christmas. We’ve
got a large department store not far from here, and I ’ve been there too. I haven’t bought any clothes
for half a year, which is terrible. Not far from our house there’s a bakery. They sell delicious bread.
I also used to buy newspapers, but now my dad buys them on his way to work. So I, probably, haven’t
bought anything at the newsagent’s for ages. I haven’t been to the pet shop since September, when
we bought my Princess. / think pet-shop is my favourite.
— Choose the questions you would like to answer. Prepare to talk about your shopping experience.
Use the beginning of the sentences in brackets to answ er the questions. Ex. 5b, p. 31. PB.
Развитие навыков изучающего чтения
— Let’s read the text about shopping in London. Let’s work in groups. The text is divided into
groups. The groups read their p arts of the text, then they exchange the information.
Shopping in London
/. Shopping in London is very easy and interesting. Oxford Street is the most popular and biggest
shopping centre in the capital of Great Britain. Various department stores and shops attract many
natives and people from other countries.
All the department stores and shops are usually open till 6 p.m. except on Sunday. On Thursday
they close at 8 p. m. There are many book shops, shoe shops, clothes shops and other kinds of shops
in Oxford Street. Some people prefer large department stores because they offer many different goods
at a single location.
2. Selfridge’s is one of the largest and most popular department stores in Oxford street. There are
over 230 various departments in this department store. This department store is not very cheap. For
example, Marks and Spenser’s offers a cheaper shopping.
Supermarkets are very popular in England. They offer not only ready-made clothes, shoes, toys,
food, but also other goods. They belong to the so called self-service shops.
— Answer the questions about the text «Shopping in London»:
1. Is shopping in London boring? ~
2. Which street is the most popular and biggest shopping centre in Londonr
3. When are all the departm ents usually open?
4. W hat kind of shops are there many in Oxford Street?
5. Why do some people prefer large departm ent stores?
6. Which departm ent store is one of the largest in Oxford Street?
7. How many departm ents are there in Selfridge’s?
8. W hat shops belong to self-service shops?
f e y to the ta sk;
/. No, it isn’t.
2. Oxford Street.
3. They are open till 6 p. m. except on Sunday.
4. There are many book shops, shoe shops, clothes shops and other kinds of shops in Oxford Street.
5. Some people prefer large department stores because they offer many different goods at a single
location.
6. Selfridge’s
7. There are over 230 various departments in this department store.
8. Supermarkets belong to the so called self-service shops.
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— Your hometask is ex. 3, p. 24. WB. In what shops can you hear the following phrases? And ex.
4a, b, p. 30. PB. You are to w rite complete statem ents with the P resent Perfect, for or since. Revise
irreg u lar verbs (1—30).
— Your m arks are».
— Положительная отметка
I’m satisfied with your work today. Your answ ers were full and nice. You were active d u rin g the
lesson. You h a v e ____ (8, 9, 10).
— Нейтральная
Your work was good, but not enough. You should read more (learn the w ords, tra n sla te the text).
You h a v e ____ (6, 7).
— Негативная
You were not active. You should be more attentive (active). U nfortunately, you h a v e ____ (3, 4, 5).
— You’ve done a great job today. Have a nice day!

Урок 3

«М агазины в Республике Беларусь». Ч тение


Место урока: 3/13.
Тип урока: урок развития навыков изучающего чтения.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая, коллективная.
Цель: развитие навыков изучающего чтения.
Задачи:
образовательная: содействовать развитию навыков говорения на основе прочитанного текста посред­
ством совершенствования лексических и грамматических навыков; у
развивающая: способствовать развитию умения высказываться логично, связно, делать выводы*
воспитательная: способствовать расширению кругозора учащихся. ’ ’
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать о магази-
нах в Республике Беларусь. J г
Оборудование: аудиопроигрыватель, мел, доска.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнсль Е Г Няомпвя»- пяКои.я
тетрадь -Workbook-1. 7» (Н. В. Юхнель. Е. Г. Наумова); наглядный и раздаточный материал ' Р
ХОД УРОКА
I. Организационный момент. Введение в тему урока и определение целей
— Good afternoon, boys and girls! How is your mood5 Toriav u/» , . . .
shopping in Belarus; also, we’ll revise irregular verbs, the Present Perfect * ° sp e a ^ a *)0U
И. Проверка домашнего задания. Выявление уровня сформированное™ лексических навыков
- Your hometask was ex. 3, p. 24. WB. ex. 4a. 4b. p. 30. SB and revise 30 irre g u la r verbs.
40
Key tg с*-
a) bakery; b) chemist's; c) s/ioe 5/1op / department store / clothes shop; d) toy shop; e) book shop;
f) newsagent's; g ) department store / clothes shop.
— L et’s tu rn to g ram m ar. How is the P resent Perfect formed? W hat form of the verb is used?
Look at the table, please.

PRESENT PERFECT
(настоящее совершенное время)
have / has + V3 / Ved
+ - ?
I 1 I 11 I
We > hax£ We > have not Have we asked (V2)/
You 1 asked (V ed)/ You 1| asked (V ed)/ you gone (V3) ?
They gone (V3) They gone (V3) they

He 1 He "!1 he
She > has. She > has not Has she asked/
It ] asked (V ed)/ И J 1 asked (V ed)/ it gone ?
gone (V3) gone (V3)

already — уже
just — только-что
ever — когда-либо
never — никогда
yet — еще
recently / lately — недавно
this week / year / month — на этой неделе / году / месяце
since... — с ...
for... — в течение...
today — сегодня
— Look at the board, please! There is a table on the board. Your task is to fill in the gaps.

ect получать
kept kept
know known
чувствовать
Forgot
dreamt
fit подходить по размеру
knit
buy
chosen
Kev to the task:
Get-got-got (получать); keep-kept-kept (держать, содержать); know-knew-known (знать);
feet-felt-felt (чувствовать); forget-forgot-forgotten (забывать, забыть); dream-drcamt-dreamt
(мечтать, вдеть во сне); flt-fli-fit (подходить по размеру); knit-knit-knit (вязать); buy-bought-
bought (покупать); choose-chose-chosen (выбирать).
— Let's check ex. 4a, 4b, at p. 30, PB. You were to open the brackets u sin g the Present Perfect
and put in for / since. Then ch an g e some of the sentences In ex. 4a to make true for you.
Kev to ex. 4a. 4b.
/, My sister has had her pet guinea-pig since Easter.
2. / have known my best friend for three years.
3. In our fatnily we have not watched TV since 2007.
4. M y mum hasn't bought anything to eat since Monday.
5. We have written 2 tests since the beginning of the school year.
6. / haven't done the washing up since we bought a dishwasher.
7. M y partner hasn't talked to me for ages.
III. Речевая зарядка. Совершенствование навыков говорения
— Complete the definitions:
1. A bakery is a shop where you can
2. A chem ist’s is a shop where you can
3. A florist’s is a shop where you can
4. A new sagent’s is a place where you can
5. A toy shop is a place where you can
6. A department store is a place where
7. A book shop is a shop where you can
— Make a riddle about any shop. The rest of you will guess It.
IV. Основной этап урока
Развитие грамматических навыков
— Let’s turn to gram m ar, in particular, the use of the Present Perfect and for / since. III give
you cards. Your task is to put the verb into the Present Perfect Tense and use for / since.
Card
1. I (to live) here (for /since) 1999.
2. He (to work) there (for/since) May.
3. They (to be) friends (for/since) they started college.
4. We (know) him (for /since) three years.
5. They (to live) in our house (for / since) two years.
6. She (to be) ill (for/since) Friday.
7. I (not to be) in London (for/since) I was a child.
8. I (not to see) him (for /since) Tuesday.
9. She (not to hear) about them (for/since) almost year.
10. I (to know) nothing about him (for /since) several months.
Kev to the task:
/. 1 have lived here since 1999.
2. He has worked there since May.
3. They have been friends since they started college.
4. We have known him for three years.
5. They have lived in oar house for two years.
6. She has been ill since Friday.
7. / haven’t been in London since I was a child.
8. / haven’t seen him since Tuesday.
9. She hasn’t heard about them for almost year.
10. 1 have known nothing about him since several months.
— Some of you will get individual tasks. You are to put the verbs into the P resent Perfect Tense
and use for / since.
Card
1. He (not to visit) Helen (for / since) Tuesday.
2. Rita (to play) the guitar (for / since) 2 hours.
3. H arry (not to climb) the mountains (for / since) last year.
4. Jim (to know) Helen (for / since) his childhood.
5. I (not to meet) him (for / since) a long time.
6. Helen (to know) Kate (for / since) a long time?
7. He (to have) his pet cat (for / since) 2009.
K gyjojhg.tasli;
/. He hasn’t visited Helen since Tuesday.
2. Rita has played the guitar for 2 hours.
3. Harry hasn’t climbed the mountains since last year.
4. Jim has known Helen since his childhood.
5. 1 haven’t met him for a long time.
6. Has Helen known Kate for a long lime?
7. He has had his pet cal since 2009.
Развитие навыков изучающего чтения

l' " " shoppln® 1л W ta l *> ,Ы (>


— Let’s read an article about shopping in B elarus, particularly. In M insk. Then do som e ta s k s
according to it.
Shopping in Minsk
Modern cities are full of various shops. M insk is not an exception. There are clothes shops, an tiq u e
shops, bookstores, beauty shops, pharm acies, gift shops, superm arkets, new spaper sta n d s, statio n e ry
shops, etc. in M insk. W hen I w ant to buy food. I go to the nearest superm arket. There is also one
hyperm arket not far from us, but to get there I need to take a m ini-bus. To buy the rest of n ece ssa ry
products and household item s. 1 go to the local mall. It’s a place where I can find all the shops I
need. I can buy a new pair of shoes, a present for a friend, a new lipstick, m edical supplies, a book
or simply some pens and pencils there. W hen I w ant to buy som e clothes and shoes, I ask shop-
a ssista n ts for help. These qualified people are alw ays there to give a w ise advice. It has become easy
to shop nowadays. I can even order all the necessary th in g s online. It’s called online-shopping. But
when it comes to clothes and shoes, I prefer to try them on first, so online shopping is not for me.
T hings that I can order online include m edical supplies, pizza and tra in tickets. A nother reason, why
I’d prefer to shop personally is the mere atm osphere of shopping. I like v isitin g the bakery round the
corner and buying freshly-baked bread. 1 like going to the mall w ith my friends, because after som e
shopping we go to the cinem a or to the cafeteria. C hoosing a book or a present is very difficult for
me. I spend hours choosing such th in g s, not because I’m indecisive, but sim ply because I like the
atm osphere of bookstores and gift shops. I think that shops are useful and n ece ssa ry in every city or
town. And, for m any people shopping is not ju st a need but a g reat pleasure.
A nsw er the questions.
1. W hat kind of shops are there in M insk?
2. W here can the author of the article buy food?
3. W hat is a local mall?
4. W hat’s online-shopping?
5. W hat th in g s can the author of the article order online?
6. W hy does the author of the article prefer going shopping personally?
7. W hat is very difficult for the author of the article?
Kev to the task:
/. There are clothes shops, antique shops, bookstores, beauty shops, pharmacies, g ift shops,
supermarkets, newspaper stands, stationery shops, etc. in Minsk.
2. When he / she wants to buy food, he / she goes to the nearest supermarket.
3. The local mall is a place where he / she can find all the shops he / she needs. He / she can
buy a new pair of shoes, a present for a friend, a new lipstick, medical supplies, a book or simply
some pens and pencils there.
4. He / she can even order all the necessary things online. It's called online-shopping.
5. Things that he / she can order online include medical supplies, pizza and train tickets.
6. He / she prefers to shop personally because of the mere atmosphere of shopping. He / she likes
visiting the bakery round the corner and buying freshlu-baked bread. He / she likes going to the
m all with his friends, because after some shopping he / she goes to the cinema or to the cafeteria.
7. Choosing a book or a present is very difficult for him / her.
— T ranslate the word com binations from the article: не исключение, антикварны й магазин,
канцтовары, гипермаркет, квалифицированные люди, необходимые вещи, нерешительный, боль­
шое удовольствие.
Key to the task;
Not an exception, antique shop, stationary, a hypermarket, qualified people, necessary things,
indecisive, a great pleasure.
Do you have sim ilar shopping h abits w ith the author of the article or not?
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение д о ­
машнего задания
— Open your record books, please. W rite down your hometask. Your hom etask is to w rite and
speak about your last visit to the shop, revise irre g u la r verbs (1— 45).
O ur lesson is alm ost over. Look at the blackboard, please. Here you see the table:
1. The lesson was ... interesting boring usual
2. There were ... new things to me many few no
3. I was ... at the lesson active passive neutral
— U se this table and share your opinions about the lesson.
— Your m arks are ... Good-bye!
«Одежда на каждый день». Говорение (монологическая речь)

Место урока: 4/13.


Тип урока: урок употребления лексических и грамматических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная, групповая.
Цель: развитие навыков говорения.
образовательная: обеспечить в ходе урока закрепление изученного материала, создать условия для от-
работки навыков говорения и письменной речи на основе изученного материала,
развивающая: способствовать развитию памяти, внимания, мышления, вообра уу • f®3*
дать условия развития творческой и познавательной активности учащихся в процес Р • у ль-
ной и коллективной работы; .
воспитательная: содействовать развитию интереса учащихся в рамках данной тем •
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рас дежде
на каждый день.
Оборудование: аулиопроигрыватель, мел, лоска. _ r и ч. *
Дидактическое оснащение: учебник «English 7. Student's book» (Н. В. Юхнель. Е. Г. Наумова), рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный материал.

ХОД УРОКА

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


— Good afternoon, boys and girls! 1 am glad to see you. How are you today? W hat date is it
today? Who is on duty today? Who is absent today?
— Today we’ll continue our topic «Shopping». Guess what we are going to speak about. Look at
the board, please! What can you see there? — Yes, you are right. There are different items of clothes.
Today the topic of our lesson is «You are what you wear».
II. Речевая зарядка. Совершенствование лексических навыков и навыков говорения
— Work in pairs. Can you name as many items of clothes as possible? Ex. la, p. 31. SB.
— What are you wearing today? Are you wearing anything striped or checked today? Ex. lb,
p. 32. SB.
— Do you agree with the theme of our lesson «You are what you wear»?
III. Проверка домашнего задания. Выявление уровня сформированности лексических навыков
— Your hometask was to write and speak about your last visit to the shop. Let’s check it.
— You were also to revise irregular verbs (1—45) at home. I have the sheets of paper with
irregular verbs on them. Your task is to choose any sheet, read a verb, translate it and write down
the three forms of it:
иметь, летать, кормить, рисовать, строить, знать, делать, выбирать, давать, вести машину,
пить, изучать, платить, начинать, чувствовать.
Kev to the task.
Get-got-got; fly-flew-ftown; feed-fed-fed; draw-drew-drawn; build-built-built; know-knew-known;
do-did-done; choose-chose-chosen; give-gave-given; drive-drove-driven; drink-drank-drunk; learn-
learnt-learnt; pay-paid-paid; begin-began-begun; feel-felt-lelt.
IV. Основной этап урока
Совершенствование лексических навыков. Развитие навыков говорения
- Look at the board, please! Here are some pictures on it. Listen to me and repeat after me.

baggy — мешковатый striped полосатый, в полоску (о ткани)


belt — пояс, ремень tie — галстук
checked — клетчатый (о ткани) tight — тесный, узкий
old-fashioned — старомодный trainers — кроссовки
sm art — нарядный try on — примерять
size — размер
— Who wants to demonstrate his / her skills?
— Open your books at p. 32, ex. 2. Work in sm all groups. Look at the pictures from catalogue and
find someone w earing ... Be polite when you agree or disagree with your p a rtn e r’s opinion.
— Look at the board, please! Here are a lot of pictures of items of clothes. Your task is to describe
any of it. The rest of the class will guess it.
— Now find someone in class who is w earing som ething baggy / tight / sm art / old-fashioned /
striped / checked or a belt / train ers / a tie. Ask this person how long they have had it / them.
Развитие навы ков восприятия и понимания иноязы чной речи на слух. Р азвити е н авы ко в
говорения
— Listen to two friends discussing one of the pictures above. Say which picture they are discu ssin g
and why you think so. Ex. 3a, p. 32. SB.
— What a lovely checked shirt the boy is wearing! Look! And his white trainers are very smart.
— Are they? / don't really like his trainers. They look slightly old fashioned. And his shorts are
too baggy, / think. I hope he's wearing a belt. But the T-shirt he's wearing is nice. And his skateboard
is fantastic! I'd like to have one myself...
— Ex. 3b, p. 33. SB. Listen to the conversation again. Fill in the m issing words in it.
Kev to ex. 3b.
— What a lovely checked shirt the boy is wearing! Look! And his white trainers are very smart.
— Are they? I don't really like his trainers. They look slightly old-fashioned. And his shorts are
too baggu. I think. / hope he's wearing a belt. But the T-shirt he's wearing is nice. And his skateboard
is fantastic! I'd like to have one myself ...
— W hat do speakers like and dislike about the clothes? Do you agree with them? W hy / why not?
— Work in pairs. What clothes in the pictures do adjectives in the box describe? Ex. 4a, p. 33. SB.
— Ex. 4b, p. 33. SB. Work in pairs. Talk about the other pictures. Say what you like and what you
don’t like about the clothes. Explain why.
Model: I like ... because it is ... / they are
I don’t like because it is ... / they are ... .
V. Заклю ч ительн ы й этап. П одведение итогов урока, в ы с т а в л е н и е отметок, о б ъ я с н е н и е д о ­
маш него зад ан и я
— O ur lesson is almost over!
— How often do you wear a belt / a tie / a pair of trainers / sm art clothes?
— W hat clothes do usually wear:
a) at a party?
b) in the evening at home?
c) on a cold day in winter?
d) on the beach?
e) at school?
f) when you go out?
— How was the lesson? Use the phases to express your feelings.
I am happy because I...
I am sad worked hard
] am normal didn’t work hard
w as (not) bored
was (not) active
got / didn’t get a good mark
didn’t relax
— Your hometask is ex. 3, p. 25. WB. You are to read the article about presents. Revise Irregular
verbs (1—60) and learn the words.
— Your m arks are ... Good-bye!

I Урок 5 I

«Список покупок». Говорение (монологическая речь)


Место урока: 5/13.
Тип урока: урок применения навыков и умений.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная, групповая.
Цель: развитие навыков говорения.
Задачи:
образовательная: способствовать развитию навыков монологической диалогической речи, грамматиче­
ских навыков, навыков чтения и восприятия и понимания иноязычной 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: ауднопроигрыватель. мел, доска.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут выразить своб мнение
о том, какая мм одежда нравится и не нравится и почему.
Оборудование: ауднопроигрыватель. мел. доска.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный материал.

ХОД УРОКА

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


— Good afternoon, boys and girls! How are you today? Today the topic of our lesson is «Shopping
list», we’ll speak about your likes and dislikes concerning clothes, learn the adverbs ‘too’, ‘enough’
and do m any other interesting tasks.
II. Речевая зарядка. Совершенствование лексических навыков и навыков говорения
— Look at the board, please! Here is one saying «Good clothes open all doors». Do you agree with
this saying or not? W hat do you think?
— Open your books at p. 34, ex. la. Look at the shopping list and discuss the questions in pairs.
1. Do you make a shopping list when you go shopping?
2. Why do people make shopping lists?
3. Do shopping lists help?
4. In which shops can you buy the things from the list?
5. Whose shopping list is it?
— Look at the pictures. Describe what people are wearing. Use as m any adjectives as possible.
II. Проверка домашнего задания. Развитие навыков чтения
— Let’s check up your homework. What was your hometask for today?
— Ex. 3, p. 25. WB. You were to read the article about presents. Copy the chart and fill it in.
Key to ex. 3.

Mums Dads Children Teenagers


bean bags shaped like
beautiful dried or silk beautiful home clothes glass Snowman collection boxing gloves, or cartoon
flowers
characters
stylish hats, gloves bean bags shaped like boxing CDs teamed with posters
beautiful home clothes and scarves gloves, or cartoon characters and pop calendars
stylish hats, gloves a video camera beautifully packed sweets beautifully packed sweets
and scarves
beautifully packed beautifully packed rocking horses sportswear, footballs and
sweets sweets tennis rackets
a miniature pedal Rolls
Royce

— Let’s revise irreg u lar verbs. Fill in the gaps.

take took
taught
sat
плавать
wear worn
thought думать
do done
found находить
seen видеть
come
Kev to the task:
swlm^sw^nswum ^плав?ть\^ЯтЬ^' ^еас^ аи8^~^аи8 ^ (учить, обучать): slt-sat-sat (сидеть):
don? S i f i ld fo u n T k ™ ar; wore: worn (носить): think-thought-thought (думать); do-did-
дить) 1 / / /0“ " d (находить); see-saw-seen (видеть); come-came-come (npuxo-

III. Основной этап урока

Развитие навыков восприятия и понимания иноязычной речи на слух


— D iscuss the questions. Ex. 2. p. 35. SB.
3a 3 b 33 5 yS B me *° V'Sit het g ran d ch ild ren - L is,en and say why Nick and Rosie are unhappy. Ex.
Grandma (G ). Nick (N ) and Rosie (R ) are speaking.
G: Hello, childrenl
N: I t ’s Granny! Where have you been?
R: Wow! How many bags you've got!
G. iv e been doing my shopping. And I've bought some party clothes for you.
R: Great! Can we please, please have a look, Granny?
o’ cours*> dear. M y grandchildren should always look smart. This dress is for you, Rosie.
R: Oh, granny. Blue is my favourite ... colour. Oh.
G: Come on! Try it on, Rosie.
R: Well, maybe later, gran. It's too beautiful.
G: Nick, go and try these trousers, and the shirt, the tie on. You are old enough to wear a tie. And
/ // take you to buy some new shoes tomorrow!
N: Oh, no granny. / really can't. A ll these clothes are fantastic, but they are too expensive.

N: H a-H a-H a!
R: It's not funny, Nicholas!'
G: Look at you! You both look lovely! You look like a businessman, Nick. So handsome!
N: Businessmen don't wear checked trousers these days.
G: / think you must wear these to your Christmas party at school, too.
R: / think this dress is a bit too short for a school party, gran. But I really like it.
N: And / look too pale in this shirt and / am so messy. I just think I'm not good enough to wear
it. It's too smart, and too expensive, and too traditional.
R: l don't think I'm thin enough to wear this lovely dress.
G: Well, children. / think I'm too old-fashioned to buy clothes for uou.
N + R. Oh.
— Look at the pictures a g ain . W hat clothes has G ranny chosen for Nick and Rosie? Listen and
check.
— Ex. 3c, p. 35. SB. W ho say s these words? Use «G» for granny, «N» for Nick and «R» for Rosie.
Kev to ex. 3c.
/. R; 2. G; 3. N; 4. R; 5. N; 6. N; 7. N; 8. R; 9. G.
— Do you like the clothes that G ran n y bought for Nick and Rosie? W hy didn’t Nick and Rosie tell
G randm a that they didn’t like her presents?
Развитие грамматических навыков
— Today w e’ll learn such adverbs as «enough» and «too» and when they are used.
Look at the table, please!

Enough (достаточно) — ставится перед существи­ Enough bread, enough milk, enough things.
тельными There is enough food in the fridge.
Fast enough, old enough, good enough.
Enough ставится также после прилагательных This sofa is comfortable enough.
Too (слишком) — употребляется перед прилага­ Too old. too hot, too tired, too old-fashioned.
тельными и наречиями Kate is too old to play with dolls.
Too употребляется перед местоимениями many / There are too many people in the shop.
much, little I can’t buy this coat. 1 have too little money.

Not + прилагательное + enough Pete is not tall enough to join the basketball team.

— I'll give you the lines of paper. Your task is to choose any and translate:
1. This dress is too long for me.
2. It is too cold to go out.
3. He is crazy about pop music. His brother is crazy about It too.
4. Let’s go home. There are too many people in the club.
5. There is no enough sugar in my tea.
6. Mike is strong enough to carry this luggage.
7. It was too cloudy yesterday to go to the beach.
8. It is too early to go to bed.
9. Linda is clever enough to solve this problem.
Kev to the task:
/. Это платье слишком длинное для меня.
2. Слишком холодно, чтобы выходить на улицу.
3. Он помешан на поп-музыке. Его брат тоже.
4. Давай пойдем домой. В клубе слишком много людей.
5. В моём чае недостаточно сахара.
6. Майк достаточно силен, чтобы нести это багаж.
7. Вчера было слишком облачно, чтобы пойти на пляж.
8. Сейчас слишком рано, чтобы идти спать.
9. Линда достаточно умная, чтобы решить эту проблему.
— The next task is to choose the right option.
Card
1. Your child is only five, he is not old too / enough to go to school.
2. Do we have too / enough money to take a taxi?
3. The text was easy too /e n o u g h to understand it.
4. I am afraid he is too / enough old to drive a car.
5. There w asn’t too / enough room for everybody.
6. She is driving too / enough fast.
7. The food was too / enough hot to eat.
Key tQ the cgrdi
/. enough; 2. enough; 3. too; 4. too; 5. enough; 6. too; 7. too.
— Ex. 5, p. 36. SB. Look at the picture. Write what the problems w ith the people’s clothes are.
Lise too / enough.
IV. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— Our lesson is alm ost over. Look at the board, please! Here are som e p ictu res from catalogues.
Say what clothes you don’t like. Explain why you don’t like them. Use too... and no t ... en o u g h .
For example: I don’t like this brown skirt because it is not enough stylish.
— Open your record books, please. Write down your hometask. Your hom etask is to revise the
words (be ready for a lexical test), ex. 1, 2, p. 26. WB. You are to fill in the colum ns and w rite sen­
tences m atching colum ns A and B.
— Положительная отметка
I’m satisfied with your work today. Your answ ers were full and nice. You w ere active during the
lesson. You h a v e ____ (8, 9, 10).
— Нейтральная
Your work was good, but not enough. You should read more (learn the w ords tra n sla te the text)
You h av e____ (6, 7).
— Негативная
You were not active. You should be more attentive (active). U nfortunately, you have (3 4 5).
— Good-bye! ’7 ------- 1 ’ '

Урок 6

«В магазине одежды ». The Present P erfect C ontinuous Tense


Место урока: 6/13.
Тип урока: урок введения и первичного закрепления грамматических единии
В ид урока: традиционный. ч'
Формы работы: индивидуальная, парная, коллективная.
Цель: формирование грамматических навыков.
Задачи:
образовательная: способствовать формированию грамматических навыков, создать условия для отра-
ботки навыков и умений в устной и письменной речи;
развивающая: создать условия для развития таких аналитических способностей учащихся, как умение
анализировать, обобщать и делать выводы;
воспитательная: содействовать развитию интереса к изучению иностранного языка.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут составить диалог по
теме «В магазине одежды» и употребить в устной речи the Present Perfect Continuous.
Оборудование: аудио - проигрыватель, доска, мел.
Дидактическое оснащение: учебник «English 7. Student's book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный материал, таблица.

ХОД УРО КА

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


— Good afternoon, boys and girls! Г т glad to see you.
— Listen to a sm all dialogue, please.
— Can / help you?
— Yes, I like this sweater, but / don't know what size to get. I don't understand English sizes.
Can you measure me?
— Yes, one moment, please. Yes, you're a size 12.
— Good. How much are these sweaters?
— Six pounds fifty.
— Fine. I'll take this blue one.
— Thank you.
— W hat do you think: where the conversation takes place? In which shop?
— Yes, you are right. Today we are goin g to make conversations in a clothes shop. A lso w e ll learn
revise adverbs «too» and «enough» and learn a new tense P resent Perfect C ontinuous.
II. Речевая зарядка. Развитие навыков говорения. Совершенствование лексических навыков
— Look at the board, please! H ere is the saying.
Clothes do not make a man
Clothes make the man.
— W hat is your opinion? Do you agree or not w ith this statem ent?
— Open your books at p. 37, ex. la. lb. Work in pairs. Do you th in k a boy an d a g irl said the
following? Why do you think so?
— W hich statem ents are tru e for you?
III. Проверка домашнего задания. Выявление уровня сформированности грамматических на­
выков
— W hat w as your hom etask? Ex. 1, 2, p. 26. W B.
Kev to ex. 2.

Feet Legs Neck Head Upper body


socks, shoes, tights, trousers, a scarf, a tie a hat, a a jacket, a blouse, a sweater, a
sandals, slippers, jeans, shorts baseball cap coat, a sweatshirt, a T — shirt, a
trainers, bools top, a pullover

— W hen do we use «too» and «enough»?


Kev to ex. 2.
/. I'm not strong enough to lift this suitcase.
2. The tea is too hot to drink.
3. He is not old enough to get married.
4. It's too late to catch the bus.
5. He is loo old to climb the tree.
6. The jacket is too expensive to buy.
IV. Основной этап
Развитие грамматических навыков
— Put in too or enough. I’ll give you the cards.
Card
1. She spoke ... fast to understand anything.
2. I can’t teach because I don’t have ... experience.
3. You are very thin. You don’t eat ... .
4. 1 don’t like the weather here. There is much rain.
5. You don’t eat ... fruit. You should eat more.
6. The radio is ... loud. Turn It down, please.
7. This jacket is ... expensive to buy.
Kev to the task:
/. too; 2. enough; 3. enough; 4. too; 5. enough; 6. too; 7. too.
Контроль усвоения лексических навыков
— It’s high time to write a lexical test. There are 10 words in it. You are to translate them.
1. книжный магазин 6. аптека
2. мешковатый 7. булочная
3. размер 8. клетчатый
4. примерять 9. галстук
5. в полоску 10. пояс
Key to the task:
/. A bookshop; 2. baggy; 3. size; 4. try on; 5. striped; 6. a chemist's; 7. a bakery; 8. checked;
9. a tie; 10. a belt.
Формирование и первичное закрепление грамматических навыков
— Today we’ll learn a new tense «The Present Perfect Continuous». Look at the board, please!
Here is the table. Let’s study it.
The Present Perfect Continuous Tense
(have / has been + V ing)
+ - ?
I
u ■1 have been w, 'l have not (haven’t) Have we been
You Г working You f been working you working ?
They they
They J
He 1 He 11 he 1
She > has been She > has not (hasn't) Has she been
It J working и J1 been working It | working ?
Мы используем the Present Perfect Continuous Tense для выражения:
1) продолжительности действия, которое началось в прошлом и продолжается до сих пор:
I have been w riting this composition for 3 hours already. — Я пишу это сочинение уже три часа.
2) для выражения действия, которое началось в прошлом и продолжалось какое-то время. Действие могло
закончиться, а может и продолжается до сих пор, но результат этого действия мы видим в настоящий
момент.
Helen is tired. She has been working in the garden all day. — Хелен устала, (мы видим результат). Она
работала в саду целый день (действие, которое длилось до настоящего момента).
For, since, since Monday / April / 6 o’clock, lately, all morning / night / day/ week, how long.

— 1 have the lines of paper with task. You are to choose any line and translate. Pay attention to
the use of the Present Perfect Continuous Tense.
1. Paul is very tired. He has been working very hard.
2. Where have you been? We have been waiting for you since 8 o’clock.
3. She has been crying. Her eyes are red.
4. It has been raining all day long.
5. How long have the children been reading the book?
б! Mum is worried. She has been waiting for Pete for an hour.
7 This telephone has been ringing for 5 minutes.
8 Jim is happy. He has been playing football all morning.
9 Nick has been learning English for two years.
10 Mr. Smith has been driving since he 18.
)<ev to the task:
1. Павел очень устал. Он упорно работал.
2. Где ты был? Мы ждём тебя с 8 часов.
3. Она плакала. Её глаза красные.
4. Дождь идёт всё утро.
5. Как долго дети читают книгу?,
6. Мама беспокоится. Она ждёт Петю уже в течение часа.
7. Этот телефон звонит уже 5 минут.
8. Джим счастлив. Он играл в футбол всё утро.
9. Ник изучает английский язык в течение 2 лет.
10. Мистер Смит водит машину с 18 лет.
— 1*11 give you cards. Your task is to open the brackets. Use the Present Perfect Continuous.
Card
1. How long you (to sit) here?
2. Dora ns playing the piano. She (to play) the piano since I came.
3. I can’t stand it any more. Those people (to quarrel) since breakfast.
4. How long Mary (to choose) a blouse?
5. My hands are dirty. I (to repair) the car.
6. Michael, 1 (to try) to get you all day!
7. The ground is wet. It (to rain) all day.
Key to the task:
/. How long have you been sitting here?
2. Dora is playing the piano. She has been playing the piano since / came.
3. / can’t stand it any more. Those people have been quarrelling since breakfast.
4. How long has Mary been choosing a blouse?
5. My hands are dirty. I have been repairing the car.
6. Michael. / have been trying to get you all day!
7. The ground is wet. It has been raining all day.
— Open your books at p. 37, ex. 2a, 2b. You are to listen to the conversation between Liz and
Rosie in the department store. Follow in the book. Answer the questions: How does Liz feel at the
beginning and at the end of the talk? Why does Liz feel like this? How long do you think Rosie has
been trying on clothes?
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— Make a small dialogue in a clothes shop.
— Your hometask is Ex. I. 3, p. 28—29. WB. You are to write the verbs into 3 columns. W rite
what people in the pictures have been doing all day.
O ur lesson is almost over. Look at the board, please. Here you see the table:
1. The lesson was ... Interesting Boring Usual
2. There were ... new things to me Many Few No
3. I was ... at the lesson Active Passive Neutral
— Use this table and share your opinion about the lesson.
— Your m arks are Good bye!

Урок 7

«В магазине одежды». Письменная речь


Место урока: 7/13.
Тип урока: урок совершенствования грамматических навыков.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная, групповая.
Цель: развитие навыков письменной речи.
Задачи:
образовательная: содействовать развитию навыков письменной речи и устной речи посредством раз­
вития лексико-грамматических навыков;
развивающая: способствовать развитию памяти, внимания, мышления, воображения у учащихся; со­
здать условия для развития творческой и познавательной активности учащихся в процессе индивидуальной,
парной и коллективной работы;
rsr 73ZSSZ.
воспитательная: содействовать развитию интереса к изучению и т л .к -'" -
Прогнозируемый результат: предполагается, что к концу урока учащиеся
sent Prefect и the Present Perfect Continuous в устной и письменной речи-
Оборудование: мел. доска
book» (Н. В. Юхнель. Е. Г. Наумова); р а ^
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. матСриалСаблин*/
тетрадь «Workbook-1, 7» (Н. В. Юхнель. Е. Г Наумова); наглядный и раздаточный материал, таблица.

ХОД УРОКА

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


— Good afternoon, boys and girls! Г т glad to see you! How are you? Today well contjnue
speaking about shopping and the conversation in a clothes shop. Also we II learn about the difference
between the Present Perfect and the Present Perfect Continuous.
II. Речевая зарядка. Развитие навыков говорения
— Look at the board, please! Here you can see some proverbs connected with shopping.
That’s another pair of shoes. (Это совсем другое дело).
Over shoes, over boots. (Семь бед, один ответ).
— Which of these English proverbs means: «There is one answer to s^ven problems / questions».
— Yes, you are right.
Over shoes, over boots.
— How do you understand this proverb? Do you agree with this proverb? Why? Why not?
III. Проверка домашнего задания. Выявление уровня сформированности грамматических на­
выков
— Let’s check your homework. At home you were to do ex. I, 3, p. 28—29. WB.
Kev to ex. 1 _____________________
jump (+ ing) come (-e + Ing) run (x2 + ing)
bringing leaving hopping
wearing using sitting
teaching coming travelling
trying inviting putting
watching continuing shopping
cleaning taking beginning
tidying making getting
saying planning
eating cutting
catching
Kev to ex. 3
2. The boy has been shopping all day.
3. The boy has been fishing all day.
4. The girl has been dancing all day.
5. The boy and the girl have been walking all day.
6. The girls have been riding bikes all day.
7. The baby has been sleeping all day.
IV. Основной этап. Развитие навыков письменной речи
— What is the Present Perfect Continuous? When is it used? W hat word identifiers do you know?
— I’ll give you cards. Your task is to open the brackets. Use the Present Perfect Continuous.
Card
1. Kate (to choose) a pair of jeans since II o'clock.
2. The children (to write) a dictation for 20 minutes.
3. We (to stay) in this hotel since Tuesday.
4. You look sunburnt. I (to sit) in the sun for 2 hours.
5. How long you (to wait) for me?
6. It (to snow) for 3 hours?
7. She (to look) for a job since she left school.
Kev to the task;
/. Kale has been choosing a pair of jeans since llo'clock.
2. The children have been writing a dictation for 20 minutes.
3. We have been staying in this hotel since Tuesday.
1 l^ T olong
5. How L Thave
J Z you
^ been waiting
been sittlne
for me? the for 2 hours.
6. Has it been snowing for 3 hours?
7. She has been looking for a job since she left school.
- Look at the board, please! Here you can see two sentences:
Г к already learnt the poem.
rvc b « D learning the п о ст sinr* tft
— What s the difference between these two sentences? In which sentence do we have a finished
action? In which sentence do we have an unfinished action?
Look at the board, please! Here you can see two tables.

Present Perfect

}
I already, just, ever, never,
You have+ Ved /V 3 yet, recently, lately
They

He
She
It } has+ Ved/V3

Present Perfect Continuous


I
You For, since, how long
We have been+ Ving
They

He
She
It } has been+ Ving

— W hat tense is used for finished actions? (the Present Perfect) W hat are the signal words of the
Present Perfect? How do we make questions? How do we make negative sentences?
— W hat tense is used for unfinished actions? (the Present Perfect Continuous) W hat are the sig ­
nal words of the Present Perfect Continuous? How do we make questions? How do we make negative
sentences?
— Look at the board, please! Read the following sentences. Define the tense-form. M ake them
negative and interrogative.
He has been working in this company since 4th March.
He knows Africa well because he has travelled a lo there.
— Look at the board, please!
I have known you for five years.
— Is it a finished action? (No) W hat signal word is used here? (For) W hat tense is used in this
sentence? (the Present Perfect) Why? (because the verb ‘to know’ is a non-continuous verb). With such
verbs we use the Present Perfect instead of the Present Perfect Continuous. W hat other non-contin­
uous verbs do know?
To know, to be, to have = possess, to see, to hear, to want, to like, to hate, to believe, to belong,
to remember, to sm ell, to sound, to understand, etc.
— Ex. 3a, p. 37— 38. SB. Read the sentences from the conversation in ex. 2b and define the tenses
in the underlined p arts of the sentences. Write the sentences down into columns:

Finished action Unfinished action

1 haven't decided yet. I've been waiting for you for hours!
1 have already found a blouse for the party. I’ve been trying on these clothes.
You've been doing for ages.

— Ex. 3b, p. 38. SB. Fill in the gaps in these sentences with the Present Perfect or the Present
Prefect Continuous.
Kev to ex. 3b.
/. the Present Perfect
2. the Present Prefect Continuous
— I’ll give you the cards. Choose the Present Perfect or the Present Perfect Continuous.
Choose the right tense form.
1. Nina has been learning / has learned English for 2 years.
2. The birds have already flown / have been flying to the South.
3. They have known / have been knowing him for many years.
4. Mike has forgotten / has been forgetting to learn the poem.
5. The children have been watching / have watched cartoons for 2 hours.
6. The train has just come / has been coming.
7. We haven’t been having / haven't had a holiday for 5 years.
8. She has been teaching / has taught at this school for twenty years.
9. David has been painting / has painted in his studio since 10 o'clock.
10. Mary and Sam have collected / have been collecting stamps for 3 years.
11. Their parents have been / have being friends since their childhood.
12. Dave has been / has been being a student for 2 years.
Key to thr task;
/. has been learning 5. have been watching 9. has been painting
2. have already flown 6. has just come 10. have been collecting
3. have known 7. haven't had //. have been
4. has forgotten 8. has been teaching 12. has been
— Open your books at p. 39, ex. 4. Rosie is telephoning her friends. They are very busy. Write the
sentences to say what they have been doing. Use the Present Perfect Continuous, for or since.
feyjy.£& 1
John has been selling lemonade since 8 o'clock.
Bridget has been knitting for a week.
Barbara and Mary have been fishing since 8 a.m.
Mike has been doing shopping for 2 hours.
Simon has been trying on for 20 minutes.
Christal has been sitting by campfire since yesterday.
Chris and Ben have been packing a suitcase since Monday.
Valery has been ironing for half an hour.
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— How did you like our today’s lesson?
— What new have you learnt?
— Was it difficult or not?
— Work in pairs. I’ll give you the cards with task. You are to role — play the conversation in the
front of the class.
1. You are at the bookshop. You want to buy a book on psychology but you can’t choose.
2. You are at the toy shop. You need to buy a present for a 2 year-old girl.
3. You are in a clothes shop. You need to buy a smart dress for the party.
4. Your shoes are old-fashioned. You need a new pair of shoes.
5. It is cold outside. You need a warm coat.
— Your hometask is ex. 2. p. 28. WB. You are to make sentences about Nick and Rosie.
— Your marks are ... Good-bye!

Урок 8

«Настоящий эксперт». The Present Perfect, The Present Perfect


Continuous
Место урока: 8/13.
Тип урока: комбинированный.
Вид урока:традиционный.
Формы работы: индивидуальная, парная, групповая, коллективная.
Цель: развитие навыков устноЛ и письменной речи.
Задачи:

ствм Г ннТ ^ устно* ■ письменной речи посредством совершеи-


раэвиемщая: создать условия для работы 'в парах и малых группах;
п'погм^Гп И° Г солействомть развитию познавательного интереса.
я устной и письмен!нсi?en Jau T?T’ пРсдполагастся’ что к концу урока учащиеся смогут выразить свое мнение
У 1Р ’ " СП0Льзуя lhc P r« e n t Perfect и the Present Perfect Continuous.
Оборудование: аудиопроигрыватоль, доска, мел
7ЧебН"К t E”e lish 7 book. (Н. В. Юхнель. Б. Г. Наумова); рабочая
тетрадь orkbook-l, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный н раздаточный материал, таблица.

ХОД УРОКА

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


Good afternoon, boys and girls! How are you today? Today we continue working on our
gram m ar, in particular, the Present Perfect and the Present Perfect Continuous, we’ll learn how to
make and answ er questions using these tenses.
II. Фонетическая зарядка. Развитие фонетических навыков
Look at the board, please! Here is a tongue-twister. Listen to me and repeat after me. Who
w ants to dem onstrate his / her reading skills?
She sells seashells on the seashore.
The shells she sells are seashells, Г т sure.
— Now we are going to play with a ball. I will throw you a ball and say the first form of a verb
and you are to tell me the second and the third forms of this verb.
— 1 will throw you a ball and say the third form of a verb and you are to tell me its first and
second form.
III. Проверка домашнего задания. Определение уровня сформированности грамматических на­
выков
— Let’s check your homework. W hat did you do at home? W hat was your hometask? Ex. 2, p. 28.
WB.
— You were to make sentences about Nick and Rosie using the chart. Use the Present Perfect and
the Present Perfect Continuous.
Kev to ex. 2.
/. Nick has been cooking for 3 hours. He has cooked 4 dishes.
2. Nick / Rosie has been tidying up since nine o'clock. He / she has tidied one room.
3. Nick / Rosie has been making kites for half an hour. He / she has made 2 kites.
4. Nick / Rosie has beenwriting since 5 in the morning. He / she haswritten 13 Christmas cards.
5. Nick / Rosie has beeneating for more than 2 hours. He / she haseaten 7 ice-creams.
6. Nick has been reading since he was five. He has read 228 books.
7. Nick / Rosie has been drawing since 3 o'clock. He / she has drawn 3 planes and a helicopter
8. Nick / Rosie has beendoing homework all morning. He / she hasdone 7 exercises.
9. Nick / Rosie has beenwatching TV since 3 p.m. He / shehas watched 2 cartoons.
IV. Основной этап урока
Развитие грамматических навыков
— How do we form the Present Perfect? How do we form the Present Perfect Continuous?
— W hat’s the difference between them? When is the action finished? When is it unfinished?
— Look at the tables, please!

Present Perfect Present Perfect Continuous

You \ heve + Ved / V3 You 1


They J We f have been + Ving
They J

He 1 He 1
She У has + Ved / V3 She V has been + Vlng
И J « J

already, just, ever, never, yet, recently, lately For, since, how long
sentences. Decide If the action is finished or
— Open your workbooks at p. 28. Here are some
unfinished and choose the correct tense.

t t t f S X L t ». t o , m * t o . »«. ш . + * * * • « .
bought; 6. has made: 7. has never played; 8.has been doing, hasn f u. *
- Now I'll give you cards. You are to put the sentences into the Present Perfect or the Present
Perfect Continuous.
Card
1. I (not to see) him for ages.
2. He (to do) his lessons since lunch.
3. I (not to hear) about him for a long time.
4. I (to drive) since I was 17. fA , . „ n a ri.
5. Jack (to fail) his driving test three times because к doesn t know now p
6. I think he (make) a lot of improvement. . ..
7. Alice (not/pass) her driving test because she doesn’t know the rules wen.
8. She (worry) about this for two months.
9. She (study) the driver’s manual for hours every day.
10. She (not/take) another test yet.
Kev to the task:
/. haven't seen
2. has been doing
3. have not heard
4. have been driving
5. has failed
6. has made
7. has not passed
8. has been worrying
9. has been studying
/0. has not taken
— Some of you will get individual cards. Make sentences using the P resen t Perfect or the Present
Perfect Continuous.
Model: She / clean / the flat for four hours. — She has been cleaning the flat for four hours.
Card
1 . 1 / read / Tolstoy stories / in the park for two hours.
2. I / read / three stories.
3. G ranny / knit / in the living room / since morning.
4. Helen / travel / round Europe / for 3 weeks.
5. She / visit / already / 3 countries.
Kev to the task:
/. / have been reading Tolstoy stories in the park for two hours.
2. I have read three stories.
3. Granny has been knitting in the living room since morning.
4. Helen has been traveling round Europe for 3 weeks.
5. She has already visited 3 countries.
Развитие навыков говорения. Развитие навыков письменной речи
— Open your books at p. 40, ex. I. D iscuss the questions in pairs
n ~ BxD 2?' ?• .S B - Make How tone questions to interview your partner. Use P resen t Perfect or
Present Perfect Continuous.
Key to_gx, 2,
/. How long have you been living in this town?
2. How long have you been doing sports?
3. How long have you been awaken?
4. How long have you been studying at this school?
5. How tong have you had this school bag?
6. How long have you been doing exercise?

- Ex. 3a, , . . . m.,c h ,3 . pb,.s«.4


— Now interview your partner, then report on the differenc**
.Uh ,
, .

66 l----- -
jftv to ex. 3a.
A - 4; В - 5: C - 2; D - /; £ - 6; F - 7; 0 - J.
— Now read about the changes in Trish’s life and guess what job she used to have and w hat she's
been doing now. Ex. 4a, p. 41. SB.
K eyJo ex, 4ft.
/ think she used to be a doctor. She is a painter now.
— Ex. 4b, p. 42. SB. You are to choose jobs from the list below to w rite sim ilar sentences about
other people who have recently changed their work.
Key to ex. 4b.
Paul used to wear a uniform but recently he has been wearing swimming shorts.
He used to be a policeman, but recently he's been working as a swimmer.
He used to work with criminal, but recently he's been doing sports.
Kate used to wear a baggy T-shirt and jeans but recently she's been wearing a magician coat.
She used to be a student, but recently she's been working as a magician.
She used to work with different books, but recently she's been working with a hare and magic
wand.
— How well do you know your classm ates? Choose 5 questions to w rite a sentence about them .
S tart with / think (nam e)-.. Ex. 5a, p. 42. SB.
Key to ex. 5a.
I think Masha has travelled to more than 5 countries.
I think Pavel has been collecting coins for a long time.
I think Rita has been studying English for 7 years.
/ think Kate has written a poem.
I think Oleg has won a competition.
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение д о ­
машнего задания
— Open your record books and w rite down your hometask. Your hom etask is ex. 1, 2a, p. 30. W B.
P ut the verbs in the lines from popular songs below into the Present Perfect C ontinuous.
— Your m arks are
— Положительная отметка
I'm satisfied with your work today. Your answ ers were full and nice. You were active d u rin g the
lesson. You h a v e ____ (8, 9, 10).
— Нейтральная
Your work was good, but not enough. You should read more (learn the w ords, tra n sla te the text).
You h a v e ____ (6, 7).
— Негативная
You were not active. You should be more attentive (active). U nfortunately, you h a v e ____ (3, 4, 5).

Урок 9 ___________________________

«П окупательские привы чки». Чтение


Место урока: 9/13.
Тип урока: урок развития навыков изучающего чтения.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая.
Цель: развитие навыков изучающего чтения.
Задачи:
образовательная: способствовать развитию навыков говорения на основе прочитанного текста;
развивающая: способствовать развитию умения высказываться логично, связно, делать выводы;
воспитательная: способствовать развитию культуры взаимоотношений при работе в группах и парах.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут взять интервью у учи­
теля о его / ее покупательских привычках.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнсль, Е. Г. Наумова); рабочая
тетрадь «Workbook-I, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный материал, таблица.
ХОД УРОКА

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


— Good afternoon, girls and boys! How are you today? You have different aces on your tables.
Show me your mood with the help of these faces, please.
II. Речевая зарядка. Развитие навыков говорения
— With the help of these faces, show me your feelings about shopping.
— Now you will be divided into several groups. Take a piece of paper, write your continuation of
the sentences: «Shopping is ... .» and «f like / I don’t like shopping because ... >
— Discuss what can make shopping more fun.
III. Проверка домашнего задания. Выявление уровня сформированности грамматических на­
выков
— Let’s check your homework. Ex. 1, 2a, p. 30. WB. You were to put the verbs in the lines from
popular songs into the Present Perfect Continuous and use the words to write how many / how long
questions.
Key to ex. I
All my life I’ve been waiting for you to bring a fairy tale my way. / ve been living in a fantasy
without meaning.
You’ve been working on the love. And he’s been only playing undercover all the while. He’s been
telling lies.
I’ve been working from seven to eleven every night. I’ve been trying, / really did the best I could.
I’ve been crying, my tears fell like rain.
Kev to ex. 2a.
/. How many flats / houses have you lived in? How long have you been living on one flat / house?
2. How many schools have you studied at? How long have been studying at your school?
3. Have many sports have you done? How long have you been doing them?
4. How many languages have you studied? How long have you been studying languages?
5. How many things have you collected? How long have you been collecting them?
6. How many homework exercises have you done today? How long have you been doing them?
IV. Основной этап
Развитие грамматических навыков
— When do we use the Present Perfect? When do we use the Present Perfect Continuous?
— I’ll give you cards. Make questions. Start with How long. Use the Present Perfect Continuous.
Model: I am waiting for you. — How long have you been waiting for me?
Card
1. They are discussing their summer plans.
2. Ann is translating an English article.
3. The boys are skating on the pond.
4. I am looking for a new suit.
5. Nelly is writing a report.
6. Steven is reading a novel.
7. My parents are travelling in France.
Kev to the task;
/. How long have they been discussing their summer plans?
2. How long has been Ann translating an English article?
3. How long have the boys been skating on the pond?
4. How long have you been looking for a new suit?
5. How long has Nelly been writing a report?
6. How long has Steven been reading a novel?
7. How long have been my parents travelling In France?
— Some of you will get individual cards. Make questions using either the Present Perfect or the
Present Perfect Continuous.
Card
1. My friend is waiting for me at the station. (How long...?)
2. He translates books. (How many...?)
3. Mother is making a cream cake. (How long...?)
4. Bill is travelling in Europe at present. (How many countries...?)
5. My parents are decorating the fir-tree. (How long.»?)
6. They are married. (How long...?)
Kev lo the task:
/. How long has he been waiting ?
2. How many books has he translated?
3. How long has she been cooking?
4. How many countries has he visited?
5. How long have they been decorating the fir-tree?
6. How long have they been married?
Развитие навыков чтения и говорения. Формирование и первичное закрепление грамма­
тических навыков
— Do you like reading magazines? What information about famous people is interesting for read­
ers?
— Ex. 2a, p. 43. SB. One of the most promising British models Kate Massey has been interviewed
for «Dress» magazine. Read the interview and say what the topic of the interview is.
Kev to ex. 2a.
The interview is about shopping.
— Read the interview again and match the questions below with Kade’s answers. Ex. 2b. p. 44. SB.
Kfiy.lo 2b,
A — 3;B — 6 ; C — It ; D — 10; E — 8; F — /; G - 5; H — 2:1 — 9; J — 4; К — 7.
— There are some nouns in bold in this interview. Are they countable or uncountable?
Money — неисчисляемое, ед. число.
Jeans, clothes, trousers — неисчисляемые, мн. число.

Существительные, употребляемые только в единственном числе:


1) большинство абстрактных существительных: knowledge, music, weaiher, information, tennis, etc.
2) существительные, которые обозначают вещества и материалы: water, salt, oil, bread, butter, etc.
3) существительные advice, money, hair, etc.
4) школьные предметы и существительные, которые имеют форму множественного числа: mathematics,
physics, gymnastics, news, etc.

Мы можем сказать: money, the money, my Мы не можем сказать: а-money, а-music, one
money, some money, much money, any money. is (two) salt, three moneys

— Г11 give you cards. Translate, please. Pay attention to the nouns.
Card
1. There isn’t much money in the box.
2. The weather is fine today.
3. She has got long hair.
4. Would you like some cheese?
5. There is no electricity in a big house.
6. It was good advice.
7. Can you hear music?
Kev to the task:
/. В коробке нет денег.
2. Сегодня хорошая погода.
3. У неё длинные волосы.
4. Не хотите сыра?
5. В большом доме нет электричества.
6. Это был хороший совет.
7. Ты слышишь музыку?
— Open your workbooks at p. 32, ex * Circle the words that are plural, underline the words that
are used in singular only.
— Discuss the questions in small groups. Ex. 3, p. 45. SB.
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— Interview your teacher about his / her shopping habits and clothes.
— Open your record books and write down your hometask. Ex. 1, 2 p. 32. WB. Match the two
halves of these questions and write them down. Write about your shopping habits.
— How was the lesson? Use the phases to express your feelings.
I am happy because
I am sad worked hard
I am normal didn’t work hard
was (not) bored
was (not) active
got / didn’t get a good mark
didn’t relax
— Your m arks are».

Гурок 10 __^ -= = = = = = _ _ _
«Сколько людей — столько и мнений». Чтение
Место урока: 10/13.
Тип урока: урок развития навыков изучающего чтения.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая, коллективная.
Цель: развитие навыков изучающего чтения.
Задачи:
образовательная: способствовать развитию навыков говорения на основе прочитанного текста;
развивающая: способствовать развитию умения высказываться логично, связно, делать выводы;
воспитательная: способствовать развитию культуры взаимоотношений при работе в группах. ^
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут высказать своё мнение
о моде и стиле.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н* В. Юхиель. Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный материал, таблица.

ХОД УРОКА

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


— Good afternoon, girls and boys! How are you today? Look at the board, please. Here is the
proverb ‘Tastes differ* W hat does it mean? What is the topic of our lesson today? — Opinions differ.
II. Речевая зарядка. Развитие навыков говорения
— Open your books at p. 46, ex. 1. Look at a still from a fashion photo-shoot. How would you
describe the style of clothes in the picture? What styles are the clothes? U se the words in the boxes.
— Give examples of different styles clothes. For example: A white short is a classical style clothes.
III. Проверка домашнего задания. Выявление уровня сформированности грамматических на­
выков
— Let’s check your homework. Your hometask was ex. 1, 2, p. 32. WB. You were to match the two
halves of these questions.
Kev to ex. 1
/. g; 2. h; 3. a; 4. f; 5. b; 6. c; 7. d; 8. e.
IV. Основной этап
Развитие грамматических навыков и навыков письменной речи
— What are countable nouns? What are uncountable nouns? W hat nouns are used only in the
singular form?
— I’ll give cards. You are to choose the right option.
Card
1. I want to write a letter, but I haven’t got (a paper / papers).
2. I hope you have (good weather / a good weather) here.
3. Where are you going to put your (furniture / furnitures)?
4. I have to buy (a bread / some bread) today.
5. She gave us very useful (advice / advices).
6. I am looking for (work / a work).
7. He listened to (a music / music).
Key tQ-thc task:
/. paper, 2. good weather; J. furniture; 4. some bread; 5. advice; 6. work; 7. music.
Развитие навыков чтения и говорения. Формирование и первичное закрепление грамма­
тических навыков
— What problems may some students have with their clothes at school?
— Ex. 2b, p. 46. SB. Read an opinion article for the school newspaper and find out.
— Ex. 2c, p. 46. SB. Find in the article: personal examples, an example of bullying, why teens are
fond of fashion, a fact that the author thinks is not fair, words that mean: too expensive, to put one’s
best clothes, bad and angry.
Kev to ex. 2c.
Personal examples: Can you believe what John wore to school today?
Have you seen those new trainers Mike has on?
An example of bullying: Amy makes fun of Julie's red dress. She knows that Julie can hear and is
hurt, but she doesn't stop. She will continue until Julie is almost ready to cry. When Julie gets home,
she will probably throw her red dress away.
Why teens are fond of fashion: Teens are so interested in fashion, not because they like to dress
up, but because they feel they have to.
A fact that the author thinks is not fair: Everyone is discussing what kind of trainers Mike is
wearing and how bad John was dresses than who John and Mike really are. The sad fact is that Mike
will have more friends, Because of his wardrobe.
Words that mean: too expensive — a $ 100 pair of trainers, to put one's best clothes — to dress
up, bad and angry — evil.
— What can help the situation in Rahul’s school?
— Ex. 3a, p. 48. SB. Read the argum ents for and against school uniform. Put then into two
groups.
KqyjQ ex. 3gt
For: a, c, d, f, h, i, j.
Against: b, e, g, k, l.
— What argum ents haven’t you thought of? Are all of your argum ents mentioned? Find words
and phrases that help express one’s opinion.
— Ex. 4a, p. 49. SB. Look at the pictures A and B. Think over the list of argum ents for and
against the school uniform in the pictures.
— Look at the board, please!

Существительные, употребляемые только во множественном числе:


1) такие как: clothes, people, police, stairs, etc.
2) существительные, которые состоят из двух частей trousers, jeans, pyjamas, tights, shorts, pants, glass­
es, scissors, earrings, etc.
The scissors are on the table.

— I’ll give you cards. Translate, please. Pay attention to the nouns.
Card
1. I need some new glasses.
2. My trousers are too long.
3. In summer I always go everywhere with my sw im m ing trunks.
4. Do these jeans fit you?
5. My pyjamas are too short.
6. My tights are wet.
7. People were happy to see the New Year in.
Key Jo Uig task:
/. Мне нужны новые очки.
2. Мои брюки слишком длинные.
3. Летом я везде хожу со своими плавками.
4. Эти джинсы подходят тебе?
5. Эта пижама слишком коротка.
6. Мои колготки мокрые.
7. Люди были счастливы встретить Новый Год.
— Open your workbooks at p. 34, ex. 3. Choose the correct sentence in each pair.
Ksy.ta.ex. 3,
/. а; 2. b; 3 . а; 4. а; 5. b; 6. b; 7. а; 8. а; 9. а.
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— Open your record books and write down your hometask. Ex. 2. p. 33. WB. Read Ella’s opinion
about school uniform and decide if the statem ents are true or false.
Our lesson is almost over. Look at the board, please. Here you see the table:

1. The lesson was ... Interesting Boring Usual

2. There were new things to me Many Few No

3. I was at the lesson Active Passive Neutral

— Use this table and share your opinion about the lesson.
— Your marks are...

___________ УрОК 11 l _ _ _ _ _ _
«Реклама, везде реклама». Восприятие и понимание
иноязычной речи на слух
Место урока: 11/13.
Тип урока: урок развития навыков восприятия и понимания иноязычной речи на слух.
Вид урока:традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель: развитие навыков восприятия и понимания иноязычной речи на слух.
Задачи:
образовательная: создать условия для совершенствования навыков и умений восприятия речи на слух;
развивающая: создать условия для развития коммуникативных навыков через разнообразные виды ре­
чевой деятельности;
воспитательная: содействовать развитию интереса к изучению иностранного языка.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогу прорекламировать ка­
кой-либо предмет.
Оборудование: аудиопроигрыватель, мел, доска.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный материал, таблица.

ХОД УРОКА

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


— Good afternoon, boys and girls! How are you today?
— Listen to me and guess the topic of our lesson. This pen is wonderful. Blue, red, black, green,
pink, yellow are its colours. You can write easily by it. Mistakes — no problem. Just turn it and
sweep the mistakes.
— What have I done just now? — Yes, you are right. It was the ad. Today we’ve got a lot of work
to do. The topic of our lesson is «ADS». We’ll learn to advertise any products, revise our grammar
and do many other tasks.
II. Речевая зарядка. Развитие навыков говорения
_Ex. la, р. 50. SB. Look at the picture and discuss the questions.
— Ex. lb. p. 50. SB. Read the joke. What does this joke mean? Do you agree with it?
Key to ex, lb.
/ agree with it. If a thing is perfectly advertised , people will buy it.
III. Проверка домашнего задания. Развитие навыков чтения
— Let’s check your homework. Your hometask was ex. 1, page 33. WB. You were to read Ella’s
opinion about school uniform and decide if the statements below ate true or false.
Kev to ex. 1
/. F; 2. T; 3. T; 4. T; 5. T; 6. F; 7. F; 8. F.
IV. Основной этап урока
Развитие грамматических навыков

the plu^aMorm*only03^ ’ ^ easel s revise the nouns in the singular form only and the nouns In

Существительные, употребляемые только в единственном числе: Существительные, употребляемые


1) большинство абстрактных существительных: knowledge, music, только во множественном числе:
weather. Information, tennis, etc.
1) такие как: clothes, people, police,
2) существительные, которые обозначают вещества и материалы* stairs, etc.
water, salt. oil. bread, butler, etc. 2) существительные, которые состо­
3) существительные advice, money, hair. etc. ят из двух частей trousers, jeans, py­
4) школьные предметы и существительные, которые имеют форму jamas, tights, shorts, pants, glasses,
множественного числа: mathematics, physics, gymnastics, news, scissors, earrings, etc.
etc. The scissors arc on the table.

ГИ give you cards. Your task is to correct the mistakes. Pay attention to the form of the nouns.
Card
1. The glasses is in the drawer.
2. Her stockings has holes in some places.
3. He has short fair hairs.
4. Her jeans isn’t blue.
5. The dress were too small.
6. I think physics are a very difficult subject.
7. W here are the scissors? I need it.
Kev to the task:
/. are; 2. have; 3. hair; 4. aren't; 5. was; 6. is; 7. them.
— Some of you will get individual cards. You are to translate the sentences. Pay attention to the
use of nouns.
Card
1. Он купил новую пару брюк.
2. Это был хороший совет.
3. Новые шорты подходят ей.
4. Мои джинсы — новые и модные.
5. Я не кладу сахар в чай.
Kev to the task:
/. He bought a new pair of trousers.
2. It was good advice.
3. New shorts fit her.
4. My jeans are new and fashionable.
5. I don't put sugar in the tea.
Развитие навыков восприятия и понимания иноязычной речи на слух. Развитие навыков
говорения
— Listen and read what Vermount school kids say about advertising. Are their comments mostly
positive or negative? Ex. 2a, p. 50. SB.
Kev to ex. 2a,
Their comments are mostly negative.
— Explain what the underlined words and phrases mean.
Key to the task;
Advertising — реклама (a form of marketing communication)
Ads — краткое от «реклама» (short for advertisements)
net into uour head — начать верить чему-либо (start to believe something)
sports drink — напитки для спорта, которые дают энергию (drink which give energy for

Sp0rjunk food - вредная еда. содержащая много сахара и жиров (harmful food which has too
much sugar and fats)
ideal people — идеальные люди (perfect people)
— Discuss the questions in pairs.
1. What ideas do you agree / disagree with?
2. What do you think about advertising?
— Ex. 3a, p. 51. SB. Look at the ads. Discuss the questions in groups.
— Match the statements to the ads. Ex. 3b, p. 52. SB.
Ksx. la 3b,
The first picture — /, 3, 6.
The second picture — 4, 8.
The third picture — 2, 5, 7.
— Which ad do you like most? Why?
— Open your workbooks at p. 35, ex. * Play the advertising game.
— Work in groups. Take any object in class. Advertise it. I'll give 5 minutes to take notes.
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— Our lesson is almost over!
— What new have you learnt today? Was it difficult or not for you?
— Open your record books, please. Your hometask is ex. 2, p. 36. WB. You are to write 5—10
sentences to describe the advertisement. Ex. 3, p. 36. WB. On your way to school find as many
examples of advertising as possible. Make a list at home.
— You’ve done a great job.
— Your marks are Good-bye!

| Урок 12 | ________

«Семья делает покупки». Говорение (диалогическая речь)


Место урока: 12/13.
Тил урока: урок применения навыков и умениА.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель: развитие навыков говорения.
Задачи:
образовательная: способствовать развитию навыков диалогической речи, грамматических навыков, на­
выков говорения;
развивающая: создать условия для развития коммуникативных навыков через разнообразные виды ре­
чевой деятельности;
воспитательная: содействовать развитию интереса к изучению иностранного языка.
Прогнозируемый результат: планируется, что к концу урока учащиеся смогут составить разговор
в магазине.
Оборудование: компьютер, мел, доска.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова); рабочая
тетрадь «Workbook-1, 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный материал, таблица.
ХОД УРОКА

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


— Good afternoon, boys and girls! How are you today? Today we are going to continue our topic
«Shopping».
II. Речевая зарядка. Развитие навыков говорения
— Open your books at p. 53, ex. I. Discuss the questions as a class.
Key to ex. I.
/. The girt has got two large boots.
2. I usually take 39.
3. These letters stand for sues of clothes: M XL S XS L XXL
4. / usually take 48.
5. I usually find a shop assistant.
— Open your workbooks at p. 36, ex*. Match the labels with their meaning.
Kev to ex.*
XS - Extra Small; S — Small; M — Medium; L — Large; XL — Extra Large; XXL — Double
Extra Large.
III. Проверка домвимвго задания. Развитие навыков говорения
v e ts с^ес^ иР Уоиг homework. What was your homctask for today?
You were to write 5 —10 sentences to describe the advertisement below and give the opinion
about advertising. Ex. 2, p. 36. WB. Also, you were to find as many examples of advertising as
possible on your way to school.
IV. Основной этап урока
Развитие навыков диалогической речи
— Ех. 2а, р. 53. SB. N icks family are shopping. Read the conversation. Who do you think says
each line?
— Now I invite you to go shopping. Do you want? We are going to see a short film. But let's
learn some words.
Pineapples — ананасы, biscuits — печенье, sazan — сазан (рыба), humpback — гребешки,
lasagne — лазанья, roubles — рубли, Italian food — итальянская еда.
— Be ready to see the film, listen to the dialogue and try to understand it. The dialogue is called
«At the Corner’s».
At the Corner's
— Good morning. How are you?
— Morning. Fine, fine you?
— Fine, thanks. Can / help you?
— Yes. Have you got pineapples?
— Certainly. How much would you like?
— One tin, / think
— What about fresh biscuits?
— No, thank you. I'm on a diet. I prefer fruit and vegetables.
— Anything else?
— May be some fish: sazan or humpback.
— / strongly recommend you to buy humpback.
— OK. Give me one fish. How much does it cost?
— 133 roubles. Oh, just a minute. Do you like lasagne?
— Oh, it's not bad. Bui / don't like Italian food. Here are /50 roubles.
— Thank you. You change is /7 roubles. You are welcome.
— Answer the questions, please.
1. Where does the action take place?
2. What kind of shop is it?
3. What does the customer want to buy?
4. Does she buy biscuits? Why?
5. What does she buy?
6. What kind of fish does the shop assistant recommend her to buy?
7. Does the woman buy lasagne? Why?
8. How much does the woman pay?
— Thanks for your answers. I see you have understood the film. Now listen to the film one more
time, work in pairs and fill in the blanks on the shits of papers you have got on your desks... Let’s
check your work. Read the dialogue aloud in pairs.
At the Corner's
— Good morning. How are you?
— Morning. Fine and you?
— Fine , thanks. Can / help you?
— Yes. Have you g o t ....................................................... ?
— Certainly. How much would you like?
— One tin, / think.
— What about .......................................................... ?
— No, thanks. I'm on................................ / prefer.............................. and .,
— Anything else?
— Maybe some.............................................................................
— / strongly .................................... you to buy........................................
— OK. Give me o n e ............................................How much does It cost?
— ............. Oh, just a minute. Do you like...................................................... ?
— Oh, it's not bad. But I don't ............................................................ f°°d- Here are 150
— Thank you. Your__ is 17 roubles. You are always welcome.
— Now it’s high time to act out your own dialogues. You are to use the following phrases.
— Can I help you?
— Have you got...?
— How much must I pay?
— How much does it cost? . .. .
— My request to you is to do it creatively. You can use some things to make your dialogues
visible and interesting.
— Let’s summarise your knowledge by doing a test.

Test
1. Lasagne is......................food.
a) Russian
b) English
c) Italian
d) Chinese
2. People don’t eat................when they are on a diet.
a) fruit and vegetables
b) Italian food
c) humpback and sazan
d) biscuits
3. Usually shops are different in........................
a) sizes
b) kinds
c) colours
d) owners
4. You can’t buy a..............of sugar.
a) pound
b) kilo
c) packet
d) bottle
5. Englishmen use.................in the shops.
a) pounds and pence
b) roubles and kopecks
c) dollars and cents
6. Humpback is a................
a) fish
b) meat
c) sweet
d ) cake
7. We can buy fish at the..................
a) baker’s
b) grocer’s
c) fishmonger
d) greengrocer’s
8. If you want to make a cake you need................
a) eggs, sugar, flour
b) ham, sugar, eggs
c) chips, sugar, flour
Key to the task:
1. c; 2. d; 3. b; 4. d; 5. a; 6. a; 7. c; 8. a.
Развитие грамматических навыков
— Let’s continue our lesson and turn to gram mar, in particular, the Present Perfect Continuous
and the Present Perfect. Look at the blackboard, please! Here you can the table and the cases of the
use of the Present Perfect Continuous Tense and the Present Perfect Tense. Let’s revise the rule.
^ Present Perfect Present Perfect Continuous
You > have + Ved / V3 1 1
They J You l
We f have been + Ving
They J
He
She
II
\

J
f has + Ved / V3 He
She \f has been + Vlng
И J
already, just, ever, never, yet, recently, lately For, since, how long

Thanks. Look at the board, please! Here is one more task. Your task is to make up the sentences
from the given words. Pay attention to the use of the Present Perfect Continuous.
— Make the sentences from the given words. Pay attention to the use of the Present Perfect
Continuous.
1. has / cooking / Nick / for 3 hours / been.
2. been / the girl / all day / has / trying on / clothes.
3. they / been / all morning / have f doing shopping?
4. has / not / Ben / playing / for a year / been/ football.
Kev to the task:
/. Nick has been cooking for 3 hours.
2. The girl has been trying on clothes all day.
3. Have they been doing shopping all morning?
4. Ben has not been playing football for year.
Card
1. Correct the m istakes if there are any.
2. They are discussing the problem for hours, but has not solved it yet.
3. Somebody has been playing tennis since 2 o’clock.
4. Is it still raining? No, it have stopped.
5. John has been w inning the championship two times.
6. The boys have fished for 3 hours.
7. How many books have you written?
8. Mike has invited many friends to his birthday party.
9. He has been hating oranges since his childhood.
10. They have been taken the dog for a walk.
11. Irene has left for the airport.
Kev to the task:
1. They have been discussing the problem for hours, but have not solved it yet.
2. Correct
3. Is it still raining? No, it has
4. John has won the championship two times.
5. The boys have been fishing for 3 hours.
6. Correct
7. Correct
8. He has hated oranges since his childhood.
9. They have taken the dog for a walk.
10. Correct
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— O ur lesson is almost over.
— Open your record books, please. Write down your hometask. Your hometask is 1, p. 37. WB.
— Положительная отметка.
Г т satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You h av e_____ (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words, translate the text).
You h a v e _____ (6, 7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you h av e_____ (3, 4, 5).
— Good-byel
«Мы в м а г а з и н е » . П и с ь м е н н а я р е ч ь
Место урока: 13/13.
Тип урока: урок проверки и оценки знаний, умений и навыков.
Вид урока: традиционный.
Формы работы: индивидуальная, коллективная.
Цель: развитие навыков письменной речи.
образовательная: создать условия для совершенствования навыков письменной речи.
развивающая: содействовать развитию самостоятельной деятельности учащихся,
воспитательная: способствовать развитию интереса к изучению иностранного языка.
Прогнозируемый результат: планируется, что к концу урока учащиеся смогут разыгр д алог «Мы
в магазине» и написать лексико-грамматический тест.
Оборудование: мел. доска. „ __ г и ж
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова), рабочая
тетрадь «Workbook-1. 7» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный материал, таблица.

ХОД УРОКА

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 test and
make a dialogue on our topic «Shopping».
II. Проверка домашнего задания. Развитие навыков чтения
— Let's check up your homework. Your hometask was to read the article about shopping and
match headlines with the paragraphs in the text. There’s one extra headline. Ex. 1, p. 37. WB.
Key to ex. 1.
Headline A — paragraph 2.
Headline В — paragraph /.
Headline C — extra.
Headline D — paragraph 4.
Headline E — paragraph 3.
IV. Основной этап урока
Развитие навыков диалогической речи
— Let’s role-play some dialogues. The topic is «At The shop». Work in pairs. Each pair will get a
card with the task on it. You are to make up a dialogue according to the situation written on the card.
Cards
1. You are at sports shop. You need to buy a bike. Ask the shop-assistant to help.
2. You are at the toy shop. You need to buy a present for a 5 year-old girl.
3. You are at the bakery. You are on a diet. You need to buy something with fewer calories.
4. You are at the bookshop. You need to buy cookery books.
5. You are at the newsagent’s. You need to buy something on travelling.
Контроль усвоения лексических и грамматических навыков
— It’s high time to write a test. There are two variants and three tasks in each of them.
— Your time limit is 25 minutes.
Present Perfect / Present Perfect Continuous Variant I
I. Put in have / has.
1. Helen known Kate for a long time.
2. They drunk tea already.
3. Tom and Nick been watching TV all day.
4. ... you been waiting for him for a long time?
5. I ... been reading since 9 o’clock.
6. We found our key today.
II. Open the brackets. Use the Present Perfect or the Present Perfect Continuous.
1. Mary is still doing the test. She (to do) it since 3 o’clock.
2. He (to teach) English since 1991.
3. Tom (to learn) this rule recently
4. You ever (to be) to Mexico» У'
fi 8 They
6. Й (not
! Т to
л drink)
n°.WWcoffee
e (t0 ,alk>
yet. about И-
III. Translate into English.
1. Я вожу машину уже 2 года.
2. Он уже сделала уроки.
3. Дети играют в футбол с самого утра.
4. Мама только что приготовила обед.
Key to the task:
/. /. has; 2 have; 3. have; 4. have; 5. have; 6. have
6 haven't d rank * °*n^ ; ^ ^ ieacflin8; has learnt; 4. have you been; 5. have been talking;
///. /. I have been driving a car for 2 years.
2. He has already done homework.
3. The children have been playing football since morning.
4. Mum has just cooked lunch.
Present Perfect / Present Perfect Continuous Variant II
1. Put in have / has.
1. Tom ... been to Brazil this year.
2. I ... been draw ing since 10 o’clock.
3. Tim and Nick ... been playing football for 2 hours.
4. Ben ... seen Helen today.
5. Kate and Nick ... cooked a tasty salad recently.
6. What he been doing the whole evening today?
II. Open the brackets. Use the Present Perfect or the Present Perfect Continuous.
1. She (to write) the test for ten minutes.
2. Look, your sister (to dance) with a handsome boy since she came.
3. Jim (to know) Helen since his childhood.
4. You (to find) a book already?
5. He (not to visit) Helen since Tuesday.
6. My hands are dirty. I (to repair) the car.
I II . Translate into English.
1. Она работает здесь уже 4 года.
2. Он спорит со своим братом уже 3 часа.
3. Они только что вернулись с моря.
4. Том знает Ника с детства.
fa y to the task:
/. /. has; 2. have; 3. have; 4. has; 5. have; 6. has.
И. I. has been writing.
2. has been dancing.
3. hasknown
4. have you found.
5. hasn't visited.
6. have been repairing.
HI. /. She has been working here for 4 years.
2. He has been arguing with his brother for 3 hours.
3. They have just returned since the sea.
4. Tom has known Nick since childhood.
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение до­
машнего задания
— Your lime is almost over. Give me your papers, please.
— Your hometask is ex. 3, p. 38. WB. Read the jokes below. Translate the ones you like for your
family.
— Your marks are Good-bye!