Horrifying – shocking, disgusting
Across – wide
Approached – came closer
Violent – with great force
Off – close to
So far – until now
• Упр. 4, с. 43 Задача: расширение объёма продуктивного словарного запаса за счёт освоения антонимов. Учащиеся проверяют ответы в парах.
Ключи:
1 different – similar;
2 destroy – create;
Real – mythical;
Unknown – famous;
5 top – bottom;
Blunt – sharp;
Luckily – unfortunately;
Miniature – giant
• Упр. 5, с. 43 Задачи: развитие умений поискового чте ния; освоение новой лексики по теме «Загадочные существа».
Ключи : 1 mythical; 2 humped; 3 snake; 4 recorded; 5 giant; 6 violent; 7 sharp; 8 human; 9 extinct; 10 horrifying
• Упр. 6, с. 44 Задача: расширение объёма продуктивного словарного запаса – освоение синонимов глагола look (смотреть).
Ключи: 1 staring; 2 glanced; 3 caught a glimpse of; 4 glare; 5 spot
Предполагаемый ответ:
1 It is not polite to stare at people.
2 I did catch a glimpse of the bear as we drove through the forest.
3 I was able to spot him in the crowd.
4 I glanced at the clock to check the time.
5 Don’t glare at me like that! You look very angry.
• Упр. 7, с. 44 Задача: развитие умений диалогической речи (диалог-обмен мнениями на основе прочитанного текста).
Предполагаемый ответ:
A: I am impressed by how old the story of the Loch Ness Monster is.
B: Me too. I would never imagine it came from the 6th century!
A: Yes, and what about the Kraken? Can you imagine seeing a squid big enough to wrap itself around an entire ship? That’s impressive!
B: Yeah. What about Bigfoot? I was impressed that over 3,000 people have seen it! Etc.
• Упр. 8, с. 43 Задача: развитие умений продуктивного письма (страница дневника – связное письменное высказывание о встрече с загадоч ным существом).
Предполагаемый ответ:
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Dear Diary,
I went to Loch Ness today for a picnic by the lake. It was a beautiful day and the sun was shining. I was sitting next to the lake enjoying my lunch when suddenly I heard a strange noise and saw the water on the lake begin to move. The next thing I knew, a snake-like head popped out of the water and slowly looked around. I was terrified. The creature slowly began lifting its great long neck out of the water. I couldn’t believe my eyes. I turned around to see if I had packed my camera in my bag to get a picture of it. I scrambled through my bag but when I turned to snap a
Модуль 3 Очевидное- невероятное (12 часов)
Урок 27-28 (3б)
Тема: Сны и кошмары. Развитие лексических навыков и навыков аудирования и говорения.
Классы: 9а_____________ 9б____________9в____________ 9г____________9д____________9е___________
Цели:
Обучающие: – научиться вести разговор о загадочных существах, сновидениях, удивительных совпадениях.
– освоить во всех видах речевой деятельности новые лексические единицы по теме «Сновидения». – научиться в процессе речевого взаимодействия выражать своё согласие/несогласие, удивление/озабоченность, делать предположения, выдвигать предложения;
Развивающие– развивать компетенцию личностного самосовершенствования; – развивать коммуникативные умения при работе в группе;
Воспитательные: формировать ценностные ориентации.
Оборудование: сd
Ход урока
1.Приветствие.
2.Обозначение целей урока. Мотивирование на урок.
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3.Опрос домашнего задания- слова урока 3б
4.Изучение нового материала.
• Упр. 1, с. 44 a) Задачи: мотивация на работу по теме «Сновидения»; развитие умений монологической речи (высказывание с опорой на картинки).
Обратите внимание учащихся на разные значения глагола dream при употреблении с разны ми предлогами: dream of – мечтать о, dream about – видеть сон/сны о.
Ключи: He’s dreaming about running to catch a bus, being able to fly and being chased by a monster.
b) Задачи: повторение изученных и введение новых слов и выражений по теме «Сновидения»; развитие навыков их использования в речи (на основе прочитанного).
Ключи: missing a bus means he has missed an opportunity; flying means he feels confident about sth; being chased by a monster means he is confused or has a lot on his mind
• Упр. 2, с. 44 Задачи: развитие навыков использования в речи тематической лексики по теме «Сновидения»; развитие умений устной речи (полилог) на основе личного опыта.
Предполагаемый ответ:
S1: I only remember a few of my dreams. I know if they were good or bad, but I don’t always remember the details. I rarely have nightmares.
S2: I dream about people I know and places I have been to.
S3: I have the same dream over and over about taking a Maths test. I feel very nervous and anxious.
S4: I do think dreams have meanings. They express what we are feeling or experiencing at a certain time in our lives.
S3: I know a few books that talk about what dreams mean. The film “Field of Dreams” is about a man who dreams about people.
• Упр. 3, с. 44 Задачи: расширение лексических средств речевого взаимодействия – освоение клише для выражения согласия/несогласия при рассуждении; развитие умений диалогической речи – мини-диалог по заданной тематической ситуации.
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Предполагаемый ответ:
A: I had a dream that I was being chased. Do you have any idea what that means?
B: I think it means you feel confused.
A: You could be right.
A: I dreamt that I was falling. What could it mean?
B: I can’t say for sure, but it might mean you’re under stress.
A: That can’t be right!
A: I had a dream that I was flying. What do you think it means?
B: Well, it could be a sign that you are feeling confident!
A: You must be joking!
A: I had a dream that I was lost. Do you have any idea what that means?
B: I think it means you feel you have lost your way in life.
A: Do you really think so?
A: I dreamt that I missed the bus. What do you think it could mean?
B: It means you are sad because you have missed an opportunity.
A: Surely not!
A: I had a dream that I was taking exams. What do you think it means?
B: It could mean that you are stressed out because you are unprepared for something.
A: That’s a thought.
A: I had a dream that I was unable to move. Do you have any idea what that means?
B: Well, I can’t say for sure, but it might mean you feel lost and don’t know what to do about a situation.
A: I doubt that.
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• Упр. 4, с. 45 а) Задачи: освоение устойчивых словосочетаний по теме «Сновидения» (фонетическая отработка); подготовка к диалогической речи.
b) Задачи: развитие умений прогнозирования содержания текста.
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Ключи: The dialogue is about a nightmare that Lizzie had and Katie is speculating on the meaning and reassuring her.
• Упр. 5, с. 45 Задача: развитие умений поискового чтения.
Ключи: 1 she had a horrible nightmare; 2 get to an exam; 3 wouldn’t move; 4 fail her exams
• Упр. 6, с. 45 Задача: развитие умений изучающего чтения.
Ключи: What’s the problem? – What’s the matter? I’m so sorry. – Poor you! That’s awful. – That’s horrible! Everything’s OK. – Don’t worry! I feel better now. – That’s a relief!
• Упр. 7, с. 45 Задача: развитие техники чтения вслух.
• Упр. 8, с. 45 Задача: развитие произносительных и интонационных навыков (работа над инто нацией клише при выражении удивления и озабоченности). Перед выполнением задания прочтите вслух и прокомментируйте рубрику Study Skills.
Ключи: 1 I don’t believe it! 2 That’s horrible! 3 What’s the matter? 4 You can’t be serious! 5 Is everything alright?
• Упр. 9, с. 45 Задача: развитие умений аудирования с выборочным пониманием заданной инфор мации. Ключи: 1 C 2 B 3 A 4 E 5 D
• Упр. 10, с. 45 Задача: развитие умений диалогической речи (комбинированный диалог по заданной ситуации).
Предполагаемый ответ:
A: I had a strange dream last night. All I can remember is that I was locked in a room all by myself and I had to sit an exam. I wasn’t allowed to leave until I finished, but I had no idea what it was about. I felt very lonely and frightened. Do you have any idea what it means?
B: Well, it could mean you are stressed and that’s why you dreamt that.
A: Do you really think so?
B: Yes. Try not to let things get to you and relax before sleeping.
A: That’s a thought.
• Упр. 11, с. 45 Задачи: развитие умений использования новой лексики в контексте; развитие навыков взаимоконтроля.
Предполагаемый ответ:
1 What do you think this dream means?
2 Do you really think so?
3 I can’t say for sure, but I think you are under a lot of stress.
4 I couldn’t get back to sleep after that terrible nightmare.
5 Oh, that’s horrible. You poor thing!
6 Tell me what the prob- lem is.
7 I keep having the same dream over and over again.
8 I think it means you are anxious about something.
9 That can’t be right!
10 So, it doesn’t mean I’m going to fail my exams then?
Итог урока: Рефлексия освоенного
. Домашнее задание: учить слова
Модуль 3 Очевидное- невероятное (12 часов)
Урок 29-30 (3с)
Тема: Систематизация грамматических навыков: употребление прошедших времен. Used to/would to. Для отражения действий в прошлом.
Классы: 9а_____________ 9б____________9в____________ 9г____________9д____________9е___________
Цели:
Обучающие– освоить (на основе обобщения изученного ранее) распознавание и употребление в речи Past Tenses;– освоить понимание и употребление в речи конструкций used to/would;
Развивающие: -развитие умений поискового чтения, развитие умений;- аудирования с выборочным пониманием заданной информации, развитие умений продуктивного письма.
Воспитательные: -формировать ценностные ориентации.
Ход урока
1.Приветствие.
2.Обозначение целей урока. Мотивирование на урок.
3.Опрос домашнего задания- упр.1,2 упр/ 142 правило(29 урок) упр. 10 стр.47. упр.8,9 стр.143 (30 урок)
4.Изучение нового материала.
• Упр. 1, с. 46 Задачи: повторение – развитие навыков распознавания временных форм Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous; развитие умений поискового чтения. Перед выполнением задания можно организовать повторение системы прошедших времён,записывая предложения на доске, с последующим объяснением учащимися значений временных форм.
Yesterday I woke up late. (Past Simple – an action which happened at a stated time in the past);
I was studying for my exams all last week. (Past Continuous – an action that was in progress at a stated time in the past);
I was working in the garden when it started to rain. (Past Continuous and Past Simple – an action that interrupted an action in progress in the past);
He was talking on the phone while I was working. (Past Continuous/ Past Continuous – two actions in progress that happened simultaneously in the past);
I had been reading for an hour when Mum came home. (Past Perfect Continuous/Past Simple – an action in progress in the past emphasising duration interrupted by another past action
; I went to the cin- ema after I had finished my homework. (Past Simple/Past Perfect – an action that happened before another action in the past)
При выполнении задания учащиеся при необходимости обращаются к материалам грамматического справочника.
Ключи:
1 Past Continuous – past form of the verb to be + main verb + -ing; (was/were+Ving)
2 Past Perfect Continuous – had + been + main verb + -ing; (had been+Ving)
3 Past Continuous – past form of the verb to be + main verb + -ing;
4 Past Continuous – past form of the verb to be + main verb + -ing;
5 Past Perfect – had + past participle of the main verb; (had+V3(ed)
6 Past Simple – irregular past form; V (ed) 2
7 Past Simple – reg- ular past form ending in –ed;
8 Past Perfect – had + past participle of the main verb;
9 Past Continuous – past form of the verb to be + main verb + -ing
a 3, 4; b 1, 3, 9; c 1, 9; d 5, 8; e 6, 7; f 2
• Упр. 2, с. 46 Задача: развитие навыков распознавания и использования в речи временных форм Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous.
Ключи:
1 hadn’t called – an action that didn’t happen before another action in the past.
2 had been crying – shows the duration of a past action which had visible results at a later moment in the past.
3 switched – the first of the two actions which happened one after the other in the past.
4 was playing – an action that was happening when another action interrupted it.
5 had just happened – an action that happened before another moment in the past.
6 had parked – an action that happened before another action in the past.
7 were lying – an action that was in progress at a stated time in the past.
8 hadn’t finished – an action that didn’t happen before another action in the past.
9 had been working – shows the duration of a past action which happened before another past action.
10 had been driving – shows the duration of a past action which happened before another past action.
• Упр. 3, с. 46 Задача: развитие навыков распознавания и использования в речи временных форм Past Simple и Past Continuous.
Ключи: 1 was; 2 was thinking; 3 called; 4 Did I tell; 5 happened; 6 were shopping; 7 were looking; 8 came; 9 was showing; 10 opened; 11 had; 12 was; 13 didn’t expect
• Упр. 4, с. 47 Задача: развитие навыков распознавания и использования в речи временных форм Past Perfect и Past Perfect Continuous
. Ключи: 1 had missed; 2 had only been working; 3 had eaten; 4 had been waiting; 5 had been digging; 6 had not finished; 7 had been cooking; 8 had just decided
• Упр. 5, с. 47 Задача: развитие навыков распознавания и использования в речи грамматических времён Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous (со словами и выражениями – указателями грамматического времени).
Ключи: He hadn’t seen his cousins since they were children. My elder brother left my home town five years ago. While I was studying for my exams my sister was playing tennis. I was walking in the sunshine last Sunday when I got caught in a shower. Last winter I had the flu for three weeks. I went to the holiday centre on the Volga for my holidays last summer. At five o’clock yesterday afternoon I was doing my homework. I joined a new English class last January and by June I had taken my exam.
урок 30________________________________________________________________________________-
• Упр. 6, с. 47 Задача: развитие навыков распознавания и использования в речи структур used to/ didn’t use to do sth, would do sth. Запишите на доске предложения. Учащиеся с помощью учителя объясняют значение структуры used to.
When I was a child I used to/would ride my bike for hours. (past habit/action);
I used to love ice cream, but now I prefer cake. (past state)
Объясните, что used to и would используются для выражения регулярных действий и привычек в прошлом, но только used to может употребляться для описания ситуаций/состояний в прошлом. Предложения с used to переводятся «бывало», «когда-то», «раньше».
Попросите учащихся привести свои примеры. При необходимости учащиеся могут обращаться к грамматическому справочнику.
Ключи: 1 used to/would; 2 used to; 3 didn’t use to; 4 used to/would; 5 didn’t use to; 6 used to/would
• Упр. 7, с. 47 Задачи: развитие умений аудирования с выборочным пониманием заданной информации; развитие навыков распознавания и использования в речи структур used to/ didn’t use to do sth, would do sth. Ключи: stay at their grandma’s all summer ✓ ; play in the gar- den ✓ ; go to bed late ✗ ; go to the beach alone ✗ ; feed the chickens ✓ ; help with the housework ✗
Предполагаемый ответ: They used to play in the garden. They didn’t use to go to bed late. They didn’t use to go to the beach alone. They used to feed the chickens. They didn’t use to help with the housework.
• Упр. 8, с. 47 Задача: развитие навыков распознавания и использования в речи структур used to/ didn’t use to do sth, would do sth (в предложениях, основанных на личном опыте).
Предполагаемый ответ: I used to go to the lake in the summer. I used to go skiing with my friends last winter. When I was ten, I would ride my bike for hours. I didn’t use to like eating onions when I was a child.
• Упр. 9, с. 47 Задачи: развитие умений изучающего чтения; развитие навыков распознавания и использования в речи грамматических времён Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous.
После завершения выполнения задания важно сделать проверку, внимательно прочитав восстановленный текст.
Ключи: 1 were walking; 2 was enjoying; 3 froze ; 4 had appeared; 5 had never experienced; 6 disappeared; 7 had seen
• Упр. 10, с. 47 Задача: развитие умений продуктивного письма (электронное письмо о необычном событии). Предполагаемый ответ:
Dear Sam,
You’ll never guess what happened to me! I was staying at my grandmother’s house last weekend. While I was playing in the garden, I found an old bike my dad used to ride when he was my age. I brought it to my grandfather and he put air in the tyres. I went for a ride through some woods near the house. I had been riding along a path for about an hour when I heard a strange sound. I stopped and looked around, but I didn’t see anything. Suddenly, I saw something moving in the bushes and went over to see what it was. It was a strange animal. It was lying on the ground and it was crying. It tried to get up, but its leg was tangled up in something. I quickly untangled it and it got up. It was unlike any animal I had ever seen. Then I thought I heard it say ‘Thank you’ before it turned and ran off into the woods. I was glad to help, but it sure was a strange day!
Talk to you soon,
Sasha
Итог урока: Рефлексия освоенного
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