Culture and Language Sequence
⇐ ПредыдущаяСтр 17 из 17
| Topics, problems, situations | Functions | Cultural background knowledge | Listening | Reading | Speaking | Writing |
| What do you know about famous British sportsmen / women? About most popular sports in Britain? About history of different sports? About unusual sports? What is the difference between the “Olympics” and “Paralympics”? What crazy games can you invent? Are you good at sport? What do you prefer: to participate in sport or to watch it on TV? How do you play the games? Being a sportsman is great but hard. What helps us to win? It’s no joke playing up in a match. | Expressing suppositions, probability; making suggestions; correcting information; reporting; characterizing; evaluating; giving reasons; convincing | The Barcelona Olympic Games; Linford Christie; Colin Jackson; Jacqui Agyepong; John Regis; the Highland Games; Malcolm, King of Scotland; Wimbledon tennis competitions; Derby horse races; Royal Ascot horse-racing meetings; the Ryder Cup; the Tour de France cycling race; Dangerous Sports Club at Oxford University; “Snakes and Ladders” game; rules for bowls; rules for bingo; Adrian Moorhouse; confidence game; Rugby school; facts from the history of football; Sheffield United; Nottingham Forest | I. Opinions about: watching sports or participating in sport competitions; the Barcelona Olympic Games; history of rugby; paralympic games II. Listening and thinking Skills Listening for the main idea; listening for specific information | I. About: popular sports in Britain; popular sportsmen / women; the Barcelona Olympic Games; the Highland Games; history of football; history of rugby; opinions about watching sports on TV and participating in sports competitions; sports in Russia; Peter Pan Cup; comic strips about sport; sporty superstitions II. Reading and Thinking Skills reading for the main idea; reading for specific information; reading for detail; interpreting ads; anticipating; predicting III. Grammar Reading Skills Present Perfect Passive For revision: Past Passive | I. About: popular sports; sportsmen / women in Britain and in Russia; history of sports; paralympics; unusual sports; crazy sports; effect that crazy sport can have; traits of character and skills that a sportsman should have; how good you are at sport; what’s better: to watch or to participate; advantages and disadvantages of playing sports and watching it on TV; rules for “Snakes and Ladders” and bowls; the past of the Olympic movement; the future of the Olympic Games; ways of psyching up; good sportsmanship; confidence game II. Grammar Structures -er; -ist; Present Perfect Passive | About: sports invented in the UK; the most popular sports; the most popular teenagers’ sports; your favourite sportsman / woman; traditional sports in your country; a summary of a story; an outline of the article Students’ project: “The Future Olympic Games” |
MAP OF TEXTBOOK “ENGLISH 8”
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Unit 5
Culture and Language Sequence
| Topics, problems, situations | Functions | Cultural background knowledge | Listening | Reading | Speaking | Writing |
| What stories about fashion do museums tell? What are popular companies and chain stores in Britain? Can clothes tell about the past? What do you know about street styles? What do you wear for different occasions? What items of clothing are traditionally British? Do you care what you wear? Have you got a dress code in your school? What are your fashion favourites? Does the political situation have an effect on fashion? What outfit can make your friends go crazy? What did your parents and grandparents wear? What would you like to send to the Barbican Centre to present Russia? What can visitors see in the museums in your place? | Expressing: probability as regards fashion and design; opinions about trendy / untrendy things and clothes, good and bad tastes; agreement / disagreement about different trends and styles in different periods of time; personal attitude towards fashion; imagining feelings under imaginary unreal circumstances; wish; giving and asking for information; giving advice; explaining a choice; paying and returning compliments; giving information about the past events; making conclusions; giving comments; sharing opinions; paying and accepting compliments; giving explanations | The Victoria and Albert Museum, the Design Museum, the Museum of London; “Marks and Spencer”, “Habitat”, Tudor times, the mid-Victorian era, the 18th century and post WWI period (as regards styles and design); traditional items of clothing: a boater, a dreerstalker, a top hat, tam-o’-shanter, brogues, a glengarry; street styles: hippies, punks, New Age Travellers; teenage fashion in teenage mags: “Shout”, “Jackie”, “Just Seventeen”, print advertisements; the “I’m an individual” comic strip; the Barbican Art Gallery in London; the fashions during the Lord Protector and King Charles II reign; school uniforms in public schools; Teddy boys; Holly Buddy; Woolworth’s; the fashion in the UK in the 50s | I. About: the Museum of Costume and Assembly Room in Bath; facts from history of fashion in Britain; up-to-date facts about styles in Britain; the importance of fashion (teenagers’ viewpoints); paying and returning compliments; about lost / left things; the description of the lost thing II. Listening Skills Listening for the main idea, for detail, for specific information; predicting | I. Extracts from guides and booklets about the museums of Britain that tell stories about the history of costume; dictionary entries about “Marks and Spencer”, Terence Conran and his “Habitat” company; newspaper letters about outfits for various occasions; dictionary entries about traditional items of clothing in Britain; teenagers’ viewpoints on the importance of fashion; articles and interviews from mags about fashion; articles about dress codes in British/ American schools; a comic strip “Why Not?” II. Reading and Thinking Skills Deducing the meaning of a word: by synonyms / antonyms / analogy / a dictionary use; classifying; reading aloud; reading for specific information / for the main idea / for detail; anticipating III. Grammar Reading Skills For revision: Simple Present / Past; used to (do); Simple Present / Past Passive; relative clauses; Verb + V-ing form; compound nouns: N + N; Object with the Infinitive Construction New: Second Condition; could / might + Perfect Inf. IV. Lexical Reading Skills For revision: Prefix un- | I. About: Russian Museums containing collection of period costumes and traditional items of clothing; popular Russian trade companies and department stores; trendy / untrendy things and clothes in Russia; the period of British history students would like to live in and the outfits they would like to wear; friends, relatives, parents and their tastes in choosing things to wear; paying compliments; family album of fashion; different clothes in different periods of Russian history; imaginary situations II. Grammar Structures For revision: Simple Present / Past; Simple Present/Past Passive; used to (do); compound sentences: object and relative clauses; compound nouns: N + N, Verb + V-ing form; Object with the Infinitive Construction (it’s a sin to do something) New: Second Condition | Guided Writing: filling in charts; brief description of street styles; opinion about the importance of fashion; taking notes: writing out compliments Creative Writing: brief descriptions of outfits for the first date; pieces of advice about: old / new (designed) items of clothing; the best 3 things of Russia that can be the height of fashion; shoes of a new design; a joint list of opinions on fashion in Russia today; about museums you have in your place Students’ project: “Fashion Mag” |
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