UNIT 12. HAVE YOU GOT A SECRET WISH?



I “I WISH THEY WERE...”

Урок начинается с проверки домашнего задания.

1. 1), 2) и 3). Учащиеся отвечают на вопросы, которые проверяют понимание текста на уровне значений. Перед пояснением грамматического явления “I wish ...” задайте учащимся вопрос о том, какие желания у героев сказки — реальные или нереальные (т. е. выясните сначала функцию данного явления), и после этого обратите внимание на структуру предложения с использованием “I wish ...”. Дайте учащимся возможность самостоятельно вывести правило, затем обратите их внимание на правило, состоящее из двух квантов.
Третий квант дан в упр. 4.1), но с самим явлением учащиеся знакомятся раньше, выполняя упр. 3. Вы можете использовать это упражнение в качестве примера, на основе которого учащиеся могут самостоятельно вывести правило о согласовании глаголов в предложении, описывающем ситуацию, и в предложении, описывающем желания.

II HAVE YOU GOT A SECRET WISH?

1.1) Рассмотрите картинки, перед тем как приступить к чтению текстов. Цель данного упражнения — не предвосхищение содержания текстов, а развитие умения догадываться о значении слов по контексту. Учащиеся могут читать каждый текст по отдельности и догадываться сначала об одном предмете, потом о другом. Обратите внимание не только на значения слов, окружающих отсутствующее слово, но также и на формальные признаки, например по контексту в первом отрывке подходят слова stone и a statue. Но по наличию и отсутствию артикля легко определить место каждого слова.

3.1) Объясните учащимся, что, выполняя задание, им не следует очень подробно описывать предмет или человека, которыми они хотели бы стать. Предоставьте классу возможность задать как можно больше уточняющих вопросов, разных по характеру и по структурам.

III CAN YOUR WISHES COME TRUE?

1. Проверка домашнего задания.

2.1) Перед выполнением упражнения по образцу учащиеся читают стихотворение вслух, одновременно с этим происходит снятие трудностей лексического характера. Удостоверьтесь в том, что значение всех лексических единиц, необходимых для ответов на вопрос, понятно всем учащимся.

3. Кроме вопросов, данных в учебнике, по содержанию стихотворения “Secret Ambitions” вы можете поинтересоваться, о каких желаниях (реальных или нереальных) написано данное стихотворение. Проверьте, насколько хорошо учащиеся запомнили разницу между способами выражения реальных и нереальных желаний. В случае затруднений учащиеся обращаются к упр. 1 из АВ.

IV A PICTURE OF ME IN THE FUTURE

Урок является завершающим в цикле и в учебнике в целом. Он состоит из игры и трех проектов.

1.1) В предлагаемую игру играют обычным способом, бросая кубик по очереди. Каждый ученик выполняет задание по данному речевому образцу в соответствии с предметом обсуждения, указанным на картинке. Учащиеся рассказывают о своих желаниях, связанных с разными сторонами их жизни. При этом они должны использовать как можно больше слов из предыдущих уроков. Перед выполнением этого упражнения целесообразно предоставить учащимся возможность просмотреть весь Учебник.

2.3) Проект 3 является заключительным проектом в Учебнике. Желательно, чтобы все учащиеся выполнили это задание, заполнили карточки с пожеланиями и отправили по указанному адресу.

 

 

Приложение 1 ТЕХНОЛОГИЧЕСКИЕ КАРТЫ К ЦИКЛАМ УРОКОВ UNIT 1
Topics, problems, situations Functions Cultural background Speaking Writing Reading Listening
What do you look like? The way I looked when I was born. Who do you look like? What are your favourite clothes? What do you wear for different activities? Do you care about how you look? What are your dream clothes? describing a person’s appearance; explaining; giving reasons; comparing people, things; guessing; expressing opinions; asking for a favour; agreeing; asking for/giving personal information; promising; thanking; replying to thanks Addidas; Levi; school uniform; Madame Tussaud’s Wax Museum; the Simpsons; the queen’s grandchildren; a dress code in Britain; Beefeater; the Tower of London; Horse Guards’ Parade; Buckingham Palace; British clothes: a bower hat, a cardigan, a balaclava, Wellies; the Battle of Balaclava; Paddington station; as mad as a hatter; the Guinness Book of World Records I. About the way you look like; who you look like; differences and similarities of your parents/friends; your favourite clothes; clothes you wear for different activities, to school; your opinion about your appearance, clothes II. Grammar structures New: degrees of comparison of adjectives For revision: to be: Simple Present — Simple Past; have got; Possessive Case; Simple Present — Present Progressive; contractions III. Lexical items New: 49 a poem; a description of yourself All about me: The way I looked when I was born. My favourite clothes. Students’ Project 1. Dressing for different activities. 2. I want (don't want) to change my look. 3. My dream clothes. I. About: Mrs Piggle-Wiggle from “Mrs Piggle-Wiggle” by B. MacDonald; British costumes and uniforms; the Queen’s grandchildren; clothes in Britain; two sisters from “Little Women” by L. M. Alcott; a bear from “Bear from Peru in England” by M. Bond; children’s poems. II. Reading and thinking skills reading for specific information; reading for detail; reading for the main idea; anticipating; interpreting; guessing words by the context; understanding unstated ideas. Rules of reading: matching the words with their transcription signs III. Lexical items New: 58 I. About: a new girl in a class; Jane’s family; children’s favourite clothes; children’s opinions about how they look; conversations between children; children’s poems; a song: “Looking Good” II. Listening skills listening for detail; listening for specific information

UNIT 2

Topics, problems, situations Functions Cultural background Speaking Writing Reading Listening
What do the star signs say about people? What are you like? What is your friend like? What are good/bad things about being a girl/boy? What are good boys/girls like? Who is the best person for class president? Who are your favourite characters? characterising a person; comparing people, things; expressing likes/ dislikes; giving arguments; apologising; explaining; making a promise; replying to an apology star signs; Scouting in Britain and the USA; Disney World; VIP; Queen Victoria; Ch. Chaplin; Ar. Schwarzenegger; E. Murphy I. About: differences and similarities between you and your classmates; what you/your friends are like; how you get on with your classmates; a person who’d make a good class president; animals you like; your favourite characters; a special person in your life II. Grammar structures New: Complex Sentences; Prefixes and Suffixes. For revision: Yes/No questions; Simple Future; Simple Past III. Lexical items New: 46 a questionnaire; about animals you like; your favourite character. All about me: My pet Students’ Project 1. Animals I like. 2. My favourite characters. 3. Thanks a bunch. I. About: a story “Boy Wanted” by F. Crane; the Scout law in Britain and the USA; bullying in “Bonnie Fitch” by L. Waterhouse; a children’s poem; about children’s relationship in “There Is a Bat in Bunk Five” by P. Danziger; a thank you letter; children’s notes from “Rules for Parents”; sayings II. Reading and thinking skills reading for the main idea; reading for detail; guessing words by the context; learning to translate III. Grammar structures Negation IV. Lexical items New: 61 small talks; jazz chants; children’s opinions about their relationship Listening skills listening for detail

UNIT 3

Topics, problems, situations Functions Cultural background Speaking Writing Reading Listening
Are you a good sister/brother? Do you argue/quarrel with your sister/brother? How do you get on with your classmates? What rules do you have in your family? Are you friends with your parents? dis/agreeing; giving arguments; explaining; comparing; expressing opinions; giving advice; asking sb to do/not to do sth “Young Telegraph” I. About: the problems you’ve got with your sisters/brothers/ classmates/parents; rules you’ve got in your family. II. Grammar structures New: Imperative mood; Infinitive For revision: should, why not III. Lexical items New: 4 a letter about your problems to “Young Telegraph” Students’ Project Useful rules I. children’s letters about their problems from “Young Telegraph”; children’s rules for parents from “Rules for Parents”; children’s relations with their parents from “The Cat Ate My Gymsuit” by P. Danziger, “Bonnie Fitch” by L. Waterhouse, “Harriet the Spy” by L. Fitzhugh II. Reading and thinking skills reading for the main idea; reading for detail; predicting; learning to translate III. Grammar structures Infinitive IV. Lexical items New: 8 an interview with sister and brother Listening skills listening for the main idea

UNIT 4

Topics, problems, situations Functions Cultural background Speaking Writing Reading Listening
Have you ever been ill? What to do when you are ill? What can help if you have an accident? What are your daily routines? Do you care of your health? What is your attitude towards health and doctors? What helps people be healthy without medicine? When do you visit different doctors? greeting; describing condition; showing interest; giving details about health; showing sympathy; giving advice; expressing obligation; accepting advice; expressing hope; thanking; reporting doctors in Britain; British manners to talk about health; 999 (emergency number); English proverbs about health; Triassic/ Jurassic periods; vitamins and what they are for; home medicine in Britain I. About: health problems and remedies; daily/school routines; attitude towards health and doctors; visiting a doctor; home medicine II. Grammar structures For revision: Plural Nouns; Present Perfect — Past Simple New: compound nouns; article with illnesses; modal verbs must, should; adverbials of frequency III. Lexical items New: 61 About: remedies for accidents; healthy things; a note to a teacher explaining why you can’t come to school All about me: Healthy and unhealthy foods for me. Students’ Project Home medicine in my country. I. About: health problems; British children’s daily routines; school routines in Britain; fears from “Humpty Dumpty” magazine; animals; a typical day’s work; the Tin Woodman from “The Marvellous Land of Oz” by Frank Baum II. Reading and thinking skills rules of reading (ch, y, s); reading for specific information/for the main idea/for detail; understanding references; understanding chronological order; guessing the meaning of words by word formation (suffix -like) III. Grammar reading skills For revision:Simple Present; Present Progressive — Simple Past IV. Lexical items New: 84 I. a song about illnesses/about parts of the body; pieces of advice; conversations about health and illnesses; opinions about doctors and health II. Listening and thinking skills listening for specific information/for detail/note taking

UNIT 5

Topics, problems, situations Functions Cultural background Speaking Writing Reading Listening
What is the favourite topic of discussions in Britain? What is the weather like during the four seasons in Britain, your country? What weather do people/you like/dislike? How do people/you feel in different weather? What do people/you do in different weather/season? How did people forecast the weather in old Russia? Which season do you like? Why? What will the weather be like? expressing likes and dislikes; expressing probability; expressing how you feel in different weather; expressing what you think about the weather; expressing the condition on which you will do this or that; agreeing/disagreeing to do this or that; offering to do this or that; expressing future actions how to respond to the remarks about the weather; the weather in Britain and in the USA; Lord Nelson I. About: different kinds of weather in Britain, Europe, in your country; the four seasons in Britain and your country; what you like or dislike about the weather; what you do in different weather; the way you feel in different weather; what you think about the weather; weather forecasts II. Grammar structures New: Impersonal sentence; оборот there is; to be going to For revision: Impersonal sentences; Simple Future; Present Progressive III. Lexical items New: 26 About: different kinds of weather; what to do in different weather; what weather will be like Students’ Project A season tourist guide I. About: 1. Lord Nelson’s voyage; the weather in different parts of the world; 2. the story of Charlie Bucket from “Charlie and the Chocolate Factory” by Roald Dahl; a letter from the USA; poems; different opinions about the weather II. Reading and thinking skills reading for the main idea; reading for detail; reading for specific information III. Grammar reading skills For revision: Simple Past IV. Lexical items New: 42 I. weather forecasts; opinions about different seasons II. Listening and thinking skills listening for the main idea; listening for detail; listening for specific information

UNIT 6

Topics, problems, situations Functions Cultural background Speaking Writing Reading Listening
Do you like the same things? What do you hate? Is your lifestyle a bit strange? What habits seem strange/normal to you? What does your ideal day depend on? What can influence your ideal day? expressing likes/dislikes; expressing similarity/difference; expressing attitude towards different things; sharing opinions; giving explanations eccentric people abroad and in Russia; Siamese twins I. About: things we like/dislike, attitude towards different things; attitude towards somebody’s behaviour; ideal days; safety tips II. Grammar structures For revision: verb + V-ing form If-clause (First condition) New: Auxiliary verbs without main verbs III. Lexical items New: 12 About: ideal holidays All about me: The pet hates of my family and friends. My strange habits. Students’ Project 1. Rules to make a day out ideal. 2. Rules to make a working day ideal. I. About: people’s behaviour/lifestyles; ideal days out; Mrs Pratchett from “Boy” by R. Dahl; a boy from “Three Men in a Boat” by Jerome K. Jerome; Officer Buckle’s safety tips from the story “Officer Buckle and Gloria” by Peggy Rathmann; a poem by H. W. Longfellow; dictionary entries II. Reading and thinking skills reading for the main idea/for specific information/for detail; predicting; summarizing; a dictionary use; deducing the meaning of a word by definition; developing vocabulary through antonyms III. Grammar reading skills For revision: Past Simple IV. Lexical items New: 19 I. a poem about people’s behaviour; opinions about attitudes towards different things II. Listening skills predicting; listening for specific information

UNIT 7

Topics, problems, situations Functions Cultural background Speaking Writing Reading Listening
What do you know about houses in Britain? What does typical British house look like? How do children help about the house? What unusual houses do people live in? How to help people? What life was like 50 years ago? expressing suppositions; expressing similarities and differences; expressing opinions; offering help; accepting help; refusing; giving reasons; comparing a typical house in Britain; addresses in Britain; children’s song; children’s poem; houseboat; lighthouse; teepee; caravan; advertisements I. About: somebody’s flat/house; how to make a house comfortable; your own flat/house/ room; work about the house; advantages and disadvantages of living in unusual houses; offering help in different situations; what life was like 50 years ago; what life will be like in the 21st century II. Grammar structures For revision: articles; prepositions of place; there is/are New: there was/were III. Lexical items New: 38 All about me: my address; my flat; things I help about the house Students’ Project 1. The life in this country 50 years ago. 2. The life in this country in the 21st century. I. About: a typical British house; a typical day in the family; advertisements about houses; living in a caravan from the story “Danny the Champion of the World” by R. Dahl; “Three Little Bears” (fairy-tale); “The Hobbit” by J. R. R. Tolkien; a poem “I Come to Visit a Friend One Day”; about Miss Honey’s house from the book “Matilda” by R. Dahl II. Reading and thinking skills rules of reading (a, o, i); reading for specific information; developing vocabulary through antonyms/categorization; choosing words that suits the context III. Grammar reading skills For revision: there is/are New: there was/were IV. Lexical items New: 47 I. The descriptions of the rooms. Song ‘I Went to the Kitchen’. Opinions about living in unusual houses; offering help II. Listening and thinking skills listening for specific information III. Grammar structures there is/are, there was/were modal verbs shall and will

UNIT 8

Topics, problems, situations Functions Cultural background Speaking Writing Reading Listening
How did the British go shopping in the past? What shops do we go to buy food? What shops do we go to buy things? What would you buy as a souvenir in Britain? Do you like shopping? What do you think of shopping by oneself? What presents do you usually buy and get? What are shopping habits in your country? My favourite shop; a shop I would like to run; A shop I would like to have in my locality Asking for/ giving advice about buying things; agreeing or disagreeing with the advice; giving reasons for agreeing or disagreeing; asking and answering questions when buying things in different shops Shopping in the past in Great Britain; the systems of measurement; monetary units; the types of packaging; songs and short poems about shopping; recipes for some traditional British dishes; types of shops; prices of ordinary things in Britain; the importance of the word “please”; shopping habits of people in Britain I. About: different types of shops in Britain and in your country; how much things and foods cost; the amount of food people buy, have or sell; things and foods you would like to buy; shopping by oneself; attitude towards shopping II. Grammar structures For revision: Quantifiers: many/much; Demonstrative Pronoun: this New: Quantifiers: a lot/lots of; a few/ few; little/a little; Demonstrative Pronouns: that, these, those; Noun Substitutions: one/ ones; Possessive Case: a baker’s (shop) Expressions without prepositions: per Ib III. Lexical items New: 40 a recipe for your favourite dish; a shopping list; songs about shops and things people have, about family members’ attitude towards shopping by oneself; shopping habits in your country All about me: a) Some information about myself in words and figures; b) What we’ve got in our refrigerator; c) Presents I like to buy Students’ Project 1. It’s my favourite shop! 2. A shop I would like to have in my locality. 3. A shop I would like to run. I. short articles from children’s books “Shops and shopping”, “Shopping in the Past” and newspapers; stories from the books “Paddington the Bear” by M. Bond; “Buddy” by N. Hinton; “The Cat Ate My Gymsuit” by P. Danziger, “Mary Poppins” by L. Travers; short poems about shops and shopping II. Reading and thinking skills rules of reading (letters a/e/o/u); reading for specific information, for the main idea, for detail; predicting; understanding at the level of literal comprehension; understanding different ways of expressing similar functions; decoding abbreviations. III. Lexical reading skills New: 56 I. conversations between shoppers and salespersons; people talking about shopping experiences; to songs about shops; to the recipes of some traditional British dishes; about the amount of food people have got II. Listening skills for specific information; for detail; for the main idea; taking notes

UNIT 9

Topics, problems, situations Functions Cultural background Speaking Writing Reading Listening
How do you get pocket money? How often do you get pocket money? What do you spend pocket money on? Do you have any rules at home? What family is it better to live in? Do you have a secret place? expressing opinions; expressing suppositions; expressing obligations; giving reasons; evaluating pocket money; youth magazine “Jackie”; English proverb; signs on doors of the children’s rooms; “Children’s Rules for Parents” About: how you get pocket money; how you spend pocket money; how work about the house should be paid; rules in your family; what family it is better to live in; your room; your secret place About: pocket money All about me: Rules in my family I. About: how much pocket money British children have; what they spend it on; opinions about rules at home; poem by Gwendolyn Brook; “The Adventures of Tom Sawyer” by Mark Twain; about private talks on the phone from the book “The Older Boy” by F. Pascal II. Reading and thinking skills reading for detail; reading for the main idea; choosing the context; making a survey III. Lexical items New: 4 I. About: how much pocket money British children receive; what they spend it on II. Listening and thinking skills listening for detail; listening for specific information III. Grammar structures modal verb must; complex sentences

UNIT 10

Topics, problems, situations Functions Cultural background Speaking Writing Reading Listening
What do you know about the life/childhood of famous people from Britain and the USA/world famous people? What do you know about your childhood/your relatives? What do you think about the childhood of stars’ children? How to interview interesting people? What can you tell about yourself to children from different country? asking for/giving personal information; asking for/giving information; asking about/ expressing likes/dislikes/ wants; expressing opinions; asking for an interview Roald Dahl and the life of his relatives; Helen Keller; Sally Gunwell; Queen Eli-zabeth; Vivien Leigh; Andre Agassi; Charles Dickens; Captain James Cook; Admiral Nelson; Lewis Carroll; Eleanor Roosevelt; Franklin Delano Roosevelt; Charlie Chaplin, Geraldine Chaplin; the Fondas; Robin Hood; Princess Diana; William Shakespeare; Emily Dickinson; President Clinton, Chelsie Clinton; Bruce Lee, Brandon Lee; famous people from different countries I. About: most interesting events of the life/childhood of world-famous people/your relatives; your own childhood; yourself; the childhood of stars’ children II. Grammar structures New: Past Perfect For revision: Simple Past III. Lexical items New: 19 About: most interesting events of the life of world-famous people/your family; yourself All about me: My early childhood pictures. My family pictures. Students’ Projects 1. Tell your story. 2. Tell the story of your family. I. About: Helen Keller; Roald Dahl and his relatives; world-famous people II. Reading and thinking skills reading for the main idea; reading for detail; reading for specific information III. Grammar reading skills New: Past Perfect For revision: Simple Past IV. Lexical items New: 28 I. Opinions about the life of stars’ children; about the life of Lewis Carroll; famous people II. Listening and thinking skills listening for the main idea; listening for specific information; listening for detail

UNIT 11

Topics, problems, situations Functions Cultural background Speaking Writing Reading Listening
What are you going to be when you grow up? What do you know about your parents’ work? What do people have to do in different jobs? Where do people work? What foods did people deliver in the past? What unusual jobs do people do in the UK? What do you think of different jobs? Do your parents like what they do? What activities do you like and have to do? Is school work for you? Expressing attitude towards different jobs, agreement or disagreement with opinions about children’s attitude towards school, giving arguments, predicting what children will do in the future, asking for arguments and giving arguments, expressing doubt whether someone’s choice is right Famous people of different professions who brought fame to the UK: Alfred Hitchcock, the Beatles, Mary Shelly, sir Francis Drake, Amy Johnson; jobs of the past (baker’s girls, grocer’s boys, milkmen); peculiarities of print ads; unusual jobs: a ravenmaster, a sentry, British bobbies I. About: people’s jobs, parents’ jobs, places where people work, what people have to do in different jobs, activities people like and have to do, about school as work, one’s future profession II. Grammar structures New: Subject Questions: Who/What-questions about names and professions; Indefinite Articles with professions; modal verb have to For revision: would like to, must; word building: noun + noun; adverbials of frequency (once/twice a day, ...) III. Lexical items New: 50 I. Descriptions of photos, brief reports about classmates’ parents’ jobs, a song about a person at work, names of different professions and places, classifying words, filling in function charts All about me: 1. My parents’ jobs. 2. What I’m going to be. Students’ Project Let’s play town! I. About: home delivery in the past from the book “Shopping for Food”, Danny and his father, a mechanic, from the book “Danny the Champion” by R. Dahl, Mrs Jinks, a nanny from the book “Granny” by A. Horovitz, about Harriet, her friends and their future professions from the book “Harriet the Spy” by L. Fitzhugh, an author as a paper boy from the article “No Gumption” by R. Baker; a poem about a milkman by Clive Sansom II. Reading and thinking skills reading for detail, for specific information, for the main idea; understanding unstated ideas, learning to translate III. Grammar reading skills Indefinite Pronouns (every-, some-, any-, no-+ body; every-, some-, any-, no-+ thing) IV. Lexical items New: 56 About: people and their jobs, children’s opinions about school as work; children’s conversations about their future professions

UNIT 12

Topics, problems, situations Functions Cultural background Speaking Writing Reading Listening
Have you got a secret wish? What do people wish for? Do you regret anything? What predictions about the future do you share? Where would you like to be now? How would you spend a lot of money? What do you think about children’s wishes? Have you ever thought about being a thing or another person? Can your wishes come true? specifying someone’s wishes; giving arguments, asking about wishes; expressing opinions about other children’s wishes; expressing unreal wishes regarding the present moment and the future; expressing regrets; evaluating one’s own character         I. About: real and unreal wishes; asking questions about wishes, asking questions to specify wishes, evaluating children’s wishes and problems; regrets II. Grammar structures New: I wish I were .../I wish ... would III. Lexical items New: 15 a brief note about yourself and desirable changes in character, filling in wishing cards All about me: 1. A thing I would like to be/A person I would like to be. 2. My secret ambitions. Students’ Projects 1. A picture of me in the future 2. My wishes are best. 3. My wishes about my English textbook. I. About: children’s wishes in short poems “How to Cope”, “Secret Ambitions”; from the books “Granny” by A. Horovitz, “Little Women” by M. Alcott, “I wish they were...” by “The Cartoonist” by B. Byers II. Reading skills guessing words by the context, predicting the content, reading for specific information, reading for the main idea, reading for detail, understanding unstated ideas, recognising differences between the ways of expressing real/unreal wishes; interpreting III. Lexical items New: 27 I. About: children’s real and unreal wishes; children’s conversations and short passages from children’s books; poems “How to Cope”, “Secret Ambitions” II. Listening skills listening for specific information, listening for detail

 

 

 

Приложение 2 ПАМЯТКИ ДЛЯ РАЗВИТИЯ УЧЕБНЫХ УМЕНИЙ ОВЛАДЕНИЯ ИК
Название Цель Тип памятки Время предъявления
1. Как быстро найти нужную информацию. Научить читать с целью поиска конкретной информации. Совет Цикл 1 урок II
2. Как пользоваться лингво-страноведческим справочником. Научить пользоваться лингвострановедческим справочником. Совет Цикл 1 урок III
3. Как научиться понимать все, о чем читаешь. Научить читать с целью детального понимания содержания. Совет, инструкция Цикл 1 Reading lesson
4. Не вдаваясь в детали. Научить читать с целью понимания основного содержания. Совет Цикл 1 урок IV
5. Функциональные опоры — твои помощники. Научить работать по функциональным опорам. Совет Цикл 1 урок V
6. Учись быть актером. Научить инсценировать диалоги по заданным ситуациям. Совет Цикл 1 урок V
7. Творческий проект — это интересно. Научить организовывать работу по выполнению творческого проекта. Совет Цикл 1 урок VI

 

 

 


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