I. Організація класу. Привітання II



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

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



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

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

serf — shepherd — was orphaned — poverty — misery

owner — apprenticed — freedom — was admitted to — literary

activity


collection of poems — the founder — established — monument

d)      Take turns to ask and answer the questions.

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

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

g)      Comment on the following verse by Ivan Franko.

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

(Translated by W. May)

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

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

"Beneath the black wings of the dark night nestling,

The tired — out people were resting.

Lights out and the silence lies deep,

Now everyone's buried in sleep,

To night's suzeraine acquiescing.

Asleep or not, they to dark forces surrender,

And happy the one with dreams tender!

But sweet dreams do not come to me...

Thick darkness all round like the sea,

All sleep as if death held them prisoner".

IV. Завершальна частина уроку

Домашнє завдання

Ех. 7, р. 77.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів.

УРОК 37

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

ХІД УРОКУ

I.       Організація класу. Привітання

II.      Підготовка до іноземного мовлення

Фонетична й мовленнєва зарядка.

III.    Основна частина уроку

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

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

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

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

What role did his father play in his life?

What movement in literature does he belong to?

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

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

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

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

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

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



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

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

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

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

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

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

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

IV. Завершальна частина уроку

Домашнє завдання

Ех. 6, р. 80.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 38

Тема. Writing a Book Review

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

ХІД УРОКУ

I.       Організація класу. Привітання

II.      Підготовка до іноземного мовлення

Фонетична й мовленнєва зарядка.

III.    Основна частина уроку

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

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



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

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

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



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

e)      Writing Lab: Writing a Book Review.

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

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

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

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

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

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

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

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



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

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

IV. Завершальна частина уроку

Домашнє завдання

Ех. 6, р. 83.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 39

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

ХІД УРОКУ

I.       Організація класу. Привітання

II.     Підготовка до іноземного мовлення

Фонетична й мовленнєва зарядка.

III.   Основна частина уроку



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

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

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

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

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



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

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



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

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

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

As far as I know... , etc.

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

Carl — "The Dead Zone" by Stephen King:

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

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

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

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

IV. Завершальна частина уроку

Домашнє завдання

Ех. 6, р. 86.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 40

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

ХІД УРОКУ

I.       Організація класу. Привітання

II.      Підготовка до іноземного мовлення

Фонетична й мовленнєва зарядка.

III.    Основна частина уроку

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

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

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

            In groups discuss the books.

Rachel — "Anna Karenina" by Leo Tolstoy:

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

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

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

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

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

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

present it to your classmates.

IV. Завершальна частина уроку

Домашнє завдання

То present the projects of a newspaper issues.

Підсумки уроку

УРОК 41

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

ХІД УРОКУ

I.       Організація класу. Привітання

II.      Підготовка до іноземного мовлення

Фонетична й мовленнєва зарядка.

III.    Основна частина уроку



a)      Project presentation to the group (class)

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

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



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

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

e)      Interviews with Ernest Hemingway

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

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

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

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

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

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

IV. Завершальна частина уроку

Домашнє завдання

Home Reading, p. 168-170.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 42

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

ХІД УРОКУ

I.       Організація класу. Привітання

II.      Підготовка до іноземного мовлення

Фонетична й мовленнєва зарядка.

III.    Основна частина уроку

a) Vocabulary notes:

Allow — awhile — bingo — chatterbox — contain

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

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

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

introduce

to learn by heart

chatterbox

library

borrow


librarian

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

chatterbox

taught

library


cover / cover

introduced

borrow

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

person's speech a library reading books



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

What kind of a child was Matilda?

At what age could she read?

Why did she ask her father to buy a book?

Where did she go to read books?

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

h)      Discussing the story.

Say why it is good to go to the library.

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

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

family.

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



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

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

IV. Завершальна частина уроку

Домашнє завдання

Thematic evaluation work 3.

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів. УРОК 43

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

ХІД УРОКУ

I.       Організація класу. Привітання

II.      Підготовка до іноземного мовлення

Фонетична й мовленнєва зарядка.

III.    Основна частина уроку

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

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

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

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

could remember

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

Level C: Answer the questions given below.

What was Mark Twain asked one day?

What was the rule in his school?

How did Mark Twain break this school rule?

How did his father react?

In what way was Mark Twain punished?

What did he do with the money?

How did you earn your first money?

Level D: Write the rendering of the story.

IV. Завершальна частина уроку

Домашнє завдання

Ex. 1, р. 90, the poem "Music".

Підсумки уроку

Учитель підбиває підсумки уроку й оцінює роботу учнів.




UNIT 4. LISTENING TO MUSIC

УРОК 44

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

ХІД УРОКУ

I.       Організація класу. Привітання

II.      Підготовка до іноземного мовлення

Фонетична й мовленнєва зарядка.

III.    Основна частина уроку




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