Дополнительные упражнения для 8 класса. Модуль 2.
Международные дистанционные “ШКОЛЬНЫЕ ИНФОКОНКУРСЫ”
для дошкольников и учеников 1–11 классов
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Module 2 Spotlight 8
Fill in: down with, off, without, with, up, after, through.
1. The price of bread is going…in many shops.
2. The meat is bad. It’s probably gone… .
3. The prices of Halloween decorations have gone …..since last year.
4. Nick is sad. He is going… a very difficult time.
5. The fox went….the hare.
6. How long can camels go… water?
7. Ann gloves go…her bag.
8. Mark has gone …..a lot since his car accident.
9. The police officer went…the robber yesterday.
10. Dick went… … the flu so he stayed at home.
11. This tie goes….. …. your shirt very well.
12. People can go….water for about three days.
13. The rhino went…. our car in jungle.
Complete the sentences with words derived from the words in bold.
Unfortunately children are so …… PATIENT
Don’t play cards with him. He is ……. HONEST
I …..eggs. I can’t stand the way they smell. LIKE
Our mother was disappointed to learn we were …..at school yesterday. BEHAVE
He stared at us in….. as we told him what happened. BELIEF
We didn’t noticed his……. APPEAR
There are a lot of …..of travelling by ship. ADVANTAGE
There is always……between children and parents, because of the generation gap. UNDERSTAND
Bob can’t find his keys. Perhaps he has….them. PLACE
Teens in America are often rude and…..their teachers. RESPECT
Choose the correct verb form.
These trousers is/are too big.
Money doesn’t/ don’t make you happy.
The information I got was/were wrong.
The traffic is/are very heavy today.
Let me give you an/some advice.
Maths is/are my favourite subject.
Darts is/are my favourite game.
The cabin crew is/are very helpful.
My luggage has/have been lost.
Her hair is/are very long.
Their furniture is/are so modern and luxurious.
Money is/are all you need for the trip.
The police is/are investigating the murder.
The news was/were very depressing.
The stairs is/are very steep.
His new sunglasses is/are very cool.
Physics is/are a very boring subject.
Put your bags on the scale/scales.
I’ve got a lot of work/works to do today.
My sister has beautiful long, blond hair/hairs.
Billiards is/are a very interesting game.
The information is/are so urgent.
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Дошкольная педагогика с основами методик воспитания и обучения. Учебник для вузов. Стандарт третьего поколения. 2-е изд.
Считаю и решаю: для детей 5-6 лет. Ч. 1, 2-е изд., испр. и перераб.
Начинаю считать: для детей 4-5 лет. Ч. 1, 2-е изд., испр. и перераб.
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Конспекты уроков по английскому языку 8 класс, модуль 1, УМК «Spotlight»
Международные дистанционные “ШКОЛЬНЫЕ ИНФОКОНКУРСЫ”
для дошкольников и учеников 1–11 классов
Оргвзнос: от 15 руб.
Урок по модулю : Вводный
Летние каникулы и их проведение
Задачи: ознакомить учеников с новым учебником, с планом работы, развивать филологический кругозор, развивать внимательность, навыки говорения, воспитывать любовь к труду
Find the page number(s) for
Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.
Suggested Answer Key
What do the notes say? What are they for? Why did
a person write them? Do you ever write notes like
What is the comic strip about? Is it funny? Where do
we find comic strips? Do you read comic strips? Why?
What are these cards trying to say? Why do people
send them? To whom do people send these cards?
Have you ever sent a greeting card? What kind of
What is a poem? What is this poem about? Why do
we write poems? Do you read or write poems? What
Go through the rest of the sections with your Ss and
point out that by the end of the module they will know
how to perform the tasks listed.
Explain that the module has:
― Listening and Speaking section
― an Across the Curriculum section
― an English in Use section
Ask Ss to look at the relevant pages and elicit what each
Listen, read and talk about …/Learn how to …/
Select Ss to read through the list of items that will be
covered in the module. If necessary, explain any new
vocabulary. Ask Ss to go through the list and tick any
items they think they know or can do, a cross next to
the ones they do not know and a star next to the ones
they think will be the most useful. Select Ss to report on
which items they have ticked or put a star next to.
Сообщение темы и целей урока
Today we start a new school year. We’ll speak about our new book and our plan for this year
Фонетическая разминка – вопросы по теме My summer holidays
Refer Ss to the title of module, Socialising and invite
them to suggest what they think it means and what they
expect to learn from the module.
Suggested Answer Key
The title refers to how people interact with each
other in their daily lives, with their families and
friends. I think we will learn about how we socialise
in different situations and in other countries.
Ask Ss to look through the module and find the page
numbers for each of the pictures. Ask questions to
stimulate a discussion about them.
Suggested Answer Key
Focus Ss’ attention on pic 1 (p. 10).
T: What page is the picture on?
S1: It’s on page 10. It’s a group of friends.
T: What do you think they are doing?
S2: They are spending time together and having fun.
T: How often do you spend time with your friends?
S3: Every day after school.
T: What do you do with your friends?
S4: Sometimes we go out to the cinema, other
times we go over to each other’s house and talk.
How old do you think this boy is? Do teenagers have a
difficult time in social situations? Why? Is it difficult
to meet people and make friends as a teenager?
What are these people doing in the picture? Are
they enjoying themselves? How do you think they
feel? What things do you do with your friends?
What is happening in this picture? What do you
think the men are saying? When you meet people on
the street what do you do and say? Are you friendly
when you meet new people?
Домашнее задание: повторить ГС и ЛЕ
Подведение итога: Учитель спрашивает чему научились и что повторили
Оценка деятельности: Учитель дает общую характеристику деятельности учеников в течение урока, сообщает и комментирует их оценки
Тема: Взаимоотношения с незнакомыми людьми
Задачи урока: организовать чтение текста, организовать знакомство с новыми ЛЕ и тренировку их употребления в речи; формировать осознание важности изучения ИЯ учащихся, развитие навыков монологической и диалогической речи, чтения,письма , воспитывать общечеловеческие ценности
4 F When you meet someone for the first
time, it’s better to smile.
6 F You should show you’re interested in
others by asking them to speak too.
7 F You should make the effort to get to
know people, even if you find it
3. Discussing the purpose of a text
с Refer Ss to the study skills box. Ask Ss to listen
and read the text again.
с Have Ss form pairs and discuss what they think
the author’s purpose was in writing the text.
с Invite a few pairs to give their answers to the
The author’s purpose is to inform us about
how we can break the ice.
Сообщение темы и целей урока
Today we start a new module. We’ll speak about relationship. We are going to read a text and study new vocabulary
Фонетическая разминка – работа со стихотворением
Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers, Where’s the peck of pickled peppers Peter Piper picked?
Understanding new vocabulary
с Refer Ss to the bold words in the text. Discuss
с Have Ss find meaning in own L1. Allow time for
Ss to write down new vocabulary in notebooks.
с Have Ss complete sentences individually and
opportunity ― situation in which it is possible
blush ― become red in the face because you
approach ― go up to, speak to
fancy ― feel attracted to
bright ― positive, full of light
benefit ― get help, improve sth/sb
develop ― grow or change over a period of
avoid ― keep away from sb/sth
1 blushes 3 benefited
1 Predicting text content Elicit/explain the meaning of “prediction”
(saying what you think something will be about,
based on the evidence you have)
Ask Ss to look at the picture and title. Invite
them to predict what the text will be about.
Write suggestions on the board.
Read text and check Ss’ predictions.
Suggested Answer Key
The title of the text means finding out what
people are like by getting to know them. To
start a conversation with someone I don’t
know, I would introduce myself and ask the
other person what their name is and what they
Reading for specific information
с Explain the task, reminding Ss that it is not
necessary to understand all the words in order
to answer the questions.
с Ss answer the questions individually and then
compare answers with partner.
с Check answers with class, asking Ss to justify
5 Understanding character adjectives
с Have Ss form groups of 3-4 and read out the
descriptions. Groups make list of adjectives the
headings positive and negative.
с Invite groups to read out a description to the
class and give answers. Ask each group to justify
1 positive 5 positive
2 negative/positive 6 negative
3 positive 7 negative
4 positive 8 negative
6 Matching adjectives to their
с Check understanding with class of the list of
adjectives. Explain what opposite means (has
с Ss complete task individually.
с Have Ss listen to recording and check.
2 Pete is scratching his head. He seems
puzzled./He looks puzzled.
3 Alex is tapping his foot. He seems
impatient./ He looks impatient.
4 Helen is biting her lip. She seems worried./
5 Gus is crossing his arms. He seems bored./
6 John is shrugging his shoulders. He seems
unsure./He looks unsure.
7 Laura is clenching her teeth/fists. She
seems furious./She looks furious.
8 Tom is raising his eyebrows. He seems
surprised./He looks surprised.
7 Matching adjectives to descriptions
с Play recording to class. Have Ss match
adjectives to the persons described.
с Invite three Ss to say their answers out in class
and why they chose that adjective.
с Listen again and check.
Ann ― sociable Sue ― stubborn Billy ― selfish
10 Discussing the topic of the text
с Have Ss form groups of 3-4 and discuss what
they found interesting in the text.
с Monitor activity and offer assistance when
Suggested Answer Key
To break the ice you can smile at the new
person. Then, you will feel more comfortable
speaking to a new person. It is also a good idea
to have something interesting to talk about ―
you should develop a passion! You should also
develop good listening skills and show that you
are interested in what other people have to say.
8 Role playing: describing ourselves
с Have Ss form pairs and role play exchanges like
с Monitor activity and assist when necessary.
с Invite several pairs to act out exchanges in
9 Understanding body language
с Elicit/explain what “body language” means
(gestures and movements of the body that
с Read example sentences with class and have Ss
complete task in pairs.
с Invite a few pairs to read out their sentences to
the class and discuss.
Домашнее задание: ЛЕ , у. 10
Подведение итога: Учитель спрашивает чему научились и что повторили
Оценка деятельности: Учитель дает общую характеристику деятельности учеников в течение урока, сообщает и комментирует их оценки
Тема: Знакомство. Личная информация
Задачи урока: организовать аудирование и развитие речевой диалогической речи на основе диалога-образца, формирование филологического кругозора учащихся, развитие навыков диалогической речи, чтения, аудирования , воспитывать культуру общения, принятую в современном обществе
3 Completing a dialogue/listening for
с Have Ss read through dialogue and fill in
с Listen to dialogue and Ss check their answers.
1 Have we met before? 4 Have you got any
2 Are you new here? brothers or sisters?
3 What’s your name? 5 How old are you?
4 Role playing (meeting a new person)
exchanging personal information
с Refers Ss to questions in Ex. 2 and dialogue in
с Ss form pairs and role play meeting someone
new at summer camp.
с Have Ss record their exchanges and listen to
them in class. Invite feedback.
с Alternatively, Ss can act out exchanges in front
Suggested Answer Key
A: Hello, my name’s Penny. What’s your name?
B: I’m Sally. Sally Borgenson.
A: Nice to meet you, Sally. Where are you
B: I’m from Sweden. You?
A: I’m from Greece. Welcome to the camp.
B: Thanks Penny. Have you been here long?
A: I arrived here on Saturday. How old are
B: I turn fifteen in March. You?
A: I’m fifteen in May. We’re almost the same
B: So, we might be in the same team. Do you
A: It’s my favourite sport. Have you got any
brothers or sisters?
B: Just one brother. He’s one year older than
A: I’m an only child. Look, there’s the camp
leader. Let’s ask him if we can be on the
same basketball team.
B: Yes, good idea. Let’s go.
Сообщение темы и целей урока
Today We’ll speak about meeting people. Not only speak but listen. You also make dialogs
Фонетическая разминка – работа со стихотворением
Poems about music writing,
And heart rhythms heard
They reminded me again
1 Describing a picture
с Refer Ss to picture on page 12 and elicit
answers from class to the questions in the
с Write answers on the board and discuss.
1 The picture shows a girl sitting on a wall
and a boy standing next to her. They are in
2 They are talking to each other and smiling/
laughing. They are enjoying each other’s
3 They are wearing casual clothes. The girl is
wearing jeans and T-shirt; the boy is
wearing jeans, a T-shirt and a checked
4 They are feeling happy and relaxed.
2 Identifying questions used when
meeting someone for the first time
с Have Ss read out the list of questions. Elicit any
с Discuss when we would ask these questions.
Elicit from Ss different situations in which
these questions could be asked.
You would ask these questions when you meet
someone for the first time/when you are just
getting to know someone.
5 a Understanding phrases used to
describe family situations
с Refer Ss to the list of phrases. Elicit/
explain any new vocabulary.
с Ask Ss to choose a phrase that describes
their family situation and why.
с Invite Ss to say their answer in front of class
Suggested Answer Key
I enjoy hanging out with my grandparents. I like
to go and stay with them during the holidays.
Grandma likes to chat about absolutely
everything. I like going out for long walks with
her and their dog, Husky. Grandma is a really
good cook and prepares lovely meals. She also
makes good cakes! Grandpa likes fixing things.
He fixed my bike and I am really pleased! etc.
b Listening for specific information
с Play the recording once and have Ss
complete the task individually.
с Ss then compare answers with a partner.
с Play the recording again and check answers
1 D 2 C 3 A 4 F 5 E
8 Understanding social exchange/
listening for confirmation
с Have Ss complete task individually.
с Ss then listen to recording and check answers.
1 a 2 b 3 b 4 a 5 b
9 Listening for intonation
с Refer Ss to the Study Box and explain intonation
(the way your voice rises and falls as you
с Ss listen to recording and complete task
с Play recording again and after each speaker,
stop recording and check Ss’ answers. Ask if the
speaker’s intonation is rising or falling.
10 Consolidating social exchanges
с Have Ss form pairs and write different social
exchanges, according to the rubric.
с Invite pairs to act out exchanges in front of
class. Ask for feedback from class.
Домашнее задание: ЛЕ, 10
Подведение итога: Учитель спрашивает чему научились и что повторили
Оценка деятельности: Учитель дает общую характеристику деятельности учеников в течение урока, сообщает и комментирует их оценки
6 a Matching phrases with responses/
listening for confirmation
с Explain task and check for understanding.
Read through phrases and responses. Elicit/
explain any new vocabulary.
с Ss complete task individually.
с Write phrase on board and invite different
Ss to give their responses.
с Play the recording and Ss check their
1 f 3 i 5 h 7 b 9 g
2 j 4 a 6 c 8 e 10 d
b Identifying the topic of
с Have different pairs of Ss read out phrases
and their correct responses (exchanges) in
с Invite Ss to choose which of the 8 topics the
exchange is about and discuss.
1 exchanges 3, 5 5 exchange 7
2 exchange 1 6 exchanges 8, 9
3 exchange 5 7 exchanges 7, 10
4 exchange 2 8 exchanges 2, 4, 5, 6
7 Role playing (social exchanges)
с Refer Ss to sentences in Ex. 6a.
с Have Ss complete exchanges individually and in
pairs act out exchanges.
с Monitor exchanges and check answers.
1 See you later! 4 Hello!
2 How are you? 5 Excuse me!
3 Well, thank you for
Тема: Межличностные взаимоотношения в семье
Задачи урока: организовать систематизацию грамматического материала и тренировку этого материала в речи, формирование филологического кругозора учащихся, развитие навыков говорения, чтения, умение планировать свою речевую деятельность воспитывать любовь к семье
Present Perfect Continuous also used for:
с for an action which started in the past and
lasted for some time. It may be continuing
or has finished already with the result
visible in the present. e.g. Alex has been
working in the garden all day and is really
с to express anger, irritation or annoyance.
e.g. I don’t believe it! Fiona has been
using my perfume again!
с for repeated actions in the past continuing
to the present. e.g. Harry has been
practising a lot for the competition and is
Present Perfect is also used for:
с an action which started in the past and
continues up to the present, especially
with stative verbs such as be, have, like,
know, etc. e.g. I have known Karen for five
с a recently completed action. e.g. I’ve
с personal experiences or changes. e.g. Dee
Present Continuous is used for:
с for actions taking place at or around the
time of speaking. e.g. Tim is talking on the
с for temporary situations. e.g. We’re staying
in London this week.
с for fixed arrangements in the near future.
e.g. I’m meeting Sarah at two o’clock.
с for currently changing and developing
situations. e.g. The earth is getting warmer
2 Practicing the present simple,
present continuous, present perfect, present
с Explain task and have Ss complete it individually.
с Ss check answers with a partner.
с Monitor activity and check for understanding.
3 a Presenting stative verbs
с Refer Ss to grammar box. Check for
с Ask Ss to find two examples in the text.
с Elicit other examples from Ss.Write them on
the board and discuss.
know ― I know how to do maths, too…
believe ― I don’t believe it.
b Practising the present simple and
с Have Ss complete task individually.
с Check answers with class.
1 A: is Billy being 3 A: looks
2 A: are you tasting 4 A: do you think
B: tastes B: am thinking
1 haven’t written 6 have had
2 have been 7 was walking
4 am studying 9 took
5 am going to become 10 will write
Сообщение темы и целей урока
Today We’ll practice grammar – present tenses, means of expressing future, past simple/continuous
Фонетическая разминка – работа со стихотворением
I love Mommy, she loves me.
We love Daddy, yes, we do!
He loves us and so you see,
We’re a Happy Family!
1 Presenting present simple, present
continuous, present perfect, and present
с Read comic strip with Ss and refer them to the
verb tenses in bold and write them on the board.
с Elicit what tenses the verbs in bold are in and
what it is an example of from the rubric.
с Have Ss form groups of 3-4 and think up other
examples and their uses of each verb tense.
с Invite groups to say answers in front of class
Are you = a permanent state (Present Simple)
I’ve been studying = an action which started in
the past and continues up to the present with
emphasis on the duration (Present Perfect
I’ve learnt = an action that happened at an
unstated time in the past (Present Perfect)
He’s always lying = expressing anger or irritation
about a repeated action (Present Continuous)
Present Simple also used for:
с general truths and laws of nature e.g.
Water boils at 100 o Celsius.
с habits and routines e.g. John goes to the
dentist’s every six months.
с timetables e.g. The train arrives in
Woking at two twenty six.
с sporting commentaries, reviews and
narrations e.g. It’s in! It’s another goal
с feelings and emotions e.g. I like Diana.
She’s a good friend.
4 Matching present simple and present
continuous to their uses in the future
с Read through uses with Ss. Check for
с Have Ss complete task individually.
с Invite Ss to read out answers to the class.
5 Practising future actions, using
с Refer Ss to uses in Ex. 4 and have them complete
с Invite Ss to read out exchanges in class, check
1 am going to 3 will 5 am going to
2 are going to 4 will
6 Role playing future actions (going
с Read rubric and example with class.
с Have Ss from pairs and role play exchanges.
с Monitor pairs and assist as necessary.
A: What time does the concert start?
B: 9.30, so we’re going to leave/we’re leaving
A: What time does the film start?
B: 8 o’clock, so we’re meeting/going to
meet outside the cinema at 7.45.
A: What time does your ballet lesson finish?
A: So, I’ll pick you up at 6.15.
9 Writing and talking at a particular
с Refer Ss to list of words in rubric. Explain that
these words indicate a period of time or
frequency that will determine the tense of the
с Write a few of the words from the list on the
board and elicit example sentences with those
words. Discuss the verb tense used and why.
с Have Ss form pairs and write and exchange
sentences about school life, using the words in
the list from the rubric.
с Monitor pairs and assist as necessary.
Suggested Answer Key
S1: I came to this school three years ago.
S2: Before I came to this school I went to a
S3: I still haven’t done my biology homework.
S4: I have already played in two football
matches for the school this year.
S5: I haven’t decided yet what I want to do
when I leave school.
S6: Tomorrow we have French and English in
S7: I have been studying German for two
7 Presenting past simple and past
с Elicit example of the past simple and past
continuous and write them on the board. Ask Ss
when these actions took place.
с Have Ss complete matching task individually.
с Invite Ss to write each verb from Ex. 7 on the
board, under the headings “past simple or
“ past continuous” and how it is used.
с Have Ss give their own examples with their uses
and write them under headings on the board
1 b 2 c 3 a 4 e 5 d
8 Consolidating verb tenses
с Have Ss complete message individually.
с Invite Ss to read out answers to class and why
they chose that tense of the verb.
Подведение итога: Учитель спрашивает чему научились и что повторили
Оценка деятельности: Учитель дает общую характеристику деятельности учеников в течение урока, сообщает и комментирует их оценки
Тема: Кто есть кто? Родственные отношения
Задачи урока: организовать ознакомление с новми ЛЕ и активизация изученных ЛЕ , активизацию грамматического материала (степени сравнения прилагательных) и тренировку этого материала в речи, формирование филологического кругозора учащихся, развивать готовность к иностранной речи, воспитывать интерес к искусству кино
3 Comparing people
— Refer Ss to example exchange and check for
— Have Ss form pairs and act out exchanges,
following the example.
— Direct Ss to compare the people using the
adjectives in Ex. 1.
— Invite a few pairs to present exchanges to the
Suggested Answer Key
A: Sue is slimmer than Sarah.
B: Yes, but Sally is the slimmest. Who do you
think is the oldest?
A: Probably Sarah is the oldest and Sally is
Сообщение темы и целей урока
Today We’ll speak about people’s appearance and relationships.
Фонетическая разминка – работа со скороговоркой
If you understand, say «»understand»».
If you don’t understand, say «»don’t understand»».
But if you understand and say «»don’t understand»».
how do I understand that you understand. Understand!?
4 Practising the comparative and superlative
ñ Have Ss complete the task individually.
ñ Write the questions from the rubric on the
ñ Invite Ss to answer the questions by choosing
sentences from the exercise.
1 as funny 5 as good-looking
2 the earliest 6 the least
3 the most popular 7 sooner/better
4 more/the angrier 8 prettier/prettier
Questions: Which shows that?
— one thing depends on another thing: 4.
The more he said, the angrier I felt. 7.
The sooner, the better
— sb/sth that changes continuously: 8.
prettier and prettier
— there is a similarity between two people:
5. John isn’t as good looking as his brother.
— there is a difference between two people:
1. Adam is twice as funny as Sean.
1 Understanding new vocabulary
(descriptions of people)
Read through table with Ss. Elicit/explain any new vocabulary. Allow time for Ss to write down new vocabulary in notebooks.
Read example description with Ss. Check for understanding.
Invite Ss to describe a famous person, using the vocabulary from the table. Class tries to guess who it is.
Suggested Answer Key
He is a sports star in his thirties. He’s tall with a
strong muscular build. He has blond, very short
hair. He has almond shaped, green eyes. He is
humourous and has an unusual style. He is quite
good-looking and his fans love him. He is the
best football player in the world. Who is he?
2 Presenting comparatives and superlatives
Read table with Ss and check for
Have Ss give their own examples of short
adjectives/adverbs and long adjective/adverbs
in the comparative and superlative. Write them
Have Ss find examples in own L1.
5 Consolidating the comparative and Superlative
Refer Ss to the example in the rubric.
invite Ss to talk about family members, using the comparative and superlative.
Ss can refer to Ex. 1 and 2 for adjectives to
6 Listening for specific information
ñ Read rubric with Ss and play recording.
ñ Ss complete task individually.
ñ Play recording and Ss check their answers.
1 D (Laura Smith) 3 C (Mrs Jones)
7 Understanding new vocabulary
ñ Refer Ss the word list.
ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks.
ñ Have Ss complete sentences individually and check.
1 classmates 5 neighbours
2 acquaintance 6 stepmother
3 colleagues 7 niece
9 a Understanding idioms
Refer Ss to the Study Skills box on page 17,
Check for understanding (words in an idiom
take on different meanings than their usual
Have Ss form groups of 3-4 and complete
task, giving reasons for their answers. Ask Ss
to find similar idioms in own L1.
Invite groups to say their answers in front of the class and discuss.
1 B ― say honestly what you think about a
situation, even if it might upset/offend
2 A ― to be annoying/irritating
3 F ― to annoy/irritate
4 C ― to make sb extremely annoyed
5 E ― not say things that upset people
6 D ― to make people who have not met
before feel more relaxed with each other
b Practising using idioms
ñ Have Ss complete task individually, using
the idioms from Ex. 9a.
ñ Invite Ss to read out answers and check.
1 hold, tongue 4 pain, neck
2 speak, mind 5 gets, nerves
3 driving, crazy 6 break the ice
10 Role playing using idioms
In pairs, have Ss act out exchanges like in the example from the rubric.
Invite several pairs to act out their exchanges in front of class.
Suggested Answer Key
A: Karen is so confident; she really speaks
B: Yes, but sometimes she should hold her
tongue so as not to hurt other’s feelings.
Подведение итога: Учитель спрашивает, чему научились и что повторили
Оценка деятельности: Учитель дает общую характеристику деятельности учеников в течение урока, сообщает и комментирует их оценки
8 a Presenting adverbs of degree
Refer Ss to table and discuss. Elicit which
question word (where, when, how, how
often, how much) relates to the adverbs in
the table. (how much refers to adverbs of
Have Ss find similar structure in own L1 and compare words.
b Role playing, using adverbs of degree
Refer Ss to the example exchange. Check
In pairs, Ss act out their own exchanges.
Monitor activity and assist as necessary.
Suggested Answer Key
A: What’s your new teacher at school like?
B: Well, he is quite serious and very helpful.
B: Yes, but he can be a bit impatient at times.
A: Well, that’s better than my teacher who is
very bossy and a little annoying sometimes.
Тема: Поздравительные открытки
Задачи урока: организовать освоение общих характеристик и структуры поздравительного письма, формирование филологического кругозора учащихся, развитие навыков письма, развитие умений изучающего чтения, воспитывать настойчивость
3 Practising new vocabulary
с Read the message in the rubric with the class.
Ask Ss to look for key words that suggest which
card the message belongs in and write them on
с Invite a S to match the message to a card.
Discuss reason for writing the card.
Card A. Janet wrote the card to wish Helen a
Сообщение темы и целей урока
Today We are going to prove your study skills – we have to write greetings carsd
Фонетическая разминка – работа со стихотворением
Brent Spence Bridge
Clay Wade Bailey Bridge
4 Presenting informal style of writing
с Read Theory Box with Ss. Check for understanding.
с Have Ss find examples from the message in
Ex. 3 and write them on the board.
short opening and closing remarks: Dear
Helen, Hugs and kisses
abbreviations: What’s, wasn’t, I’m, you’ll
colloquial phrasal verbs, idioms and everyday
language: you’ll be back on your feet in no time
1 Introducing the topic
ñ Refer Ss to the different greeting cards and
have them describe the pictures on them.
ñ Ask Ss when we send greeting cards
ñ Read box with Ss and check answers.
Suggested Answer Key
In card A, I see someone in bed sick. In card B I
see two rings joined together. Card C shows
someone with a birthday cake and presents.
Card D has a picture of a ring that is inside a
heart and surrounded by flowers. Card E shows
a stork carrying a little baby in its beak. Card
F has two penguins playing in the snow. Card G
shows a girl wearing a graduation gown
dancing for joy with mortar boards all around
her. Card H shows pretty flowers.
We usually send such messages to congratulate
people or to wish people well.
5 Understanding informal style of
ñ Read message from cards with class. Check for
ñ Have Ss complete task individually and then
compare answers with a partner.
A Jane has written to congratulate Tony on
Examples of informal style: Hi Tony, Well
B Greg has written to Neil to suggest that
Examples of informal style: Hi Neil, How’s
it going? I’m, you’re, Let’s get together,
Give me a ring , Catch you later
C Sarah has written to Amanda to apologise
for not being able to go to her party.
Examples of informal style: Hey Amanda,
can’t, stuck, I’ll, make it up to you, Kisses
2 Understanding new vocabulary
с Read with Ss the list of situations and check for
new vocabulary. Allow time for Ss to write
down new vocabulary in notebooks.
с Have Ss complete matching task individually.
с Check answers in class.
8 Writing a greeting card
ñ Read rubric and check for understanding.
ñ Allow Ss time to write cards.
ñ Invite Ss to read their cards to the class. Ask for
feedback from class.
ñ Alternatively, task can be assigned for HW.
Suggested Answer Key
Congratulations on winning the summer school
scholarship! I’m sure you’ll enjoy studying and
living in London. Best of luck with everything!
Will be thinking of you,
ñ Ss read the joke. Elicit from Ss possible answers
to the question in the joke.
ñ Write suggested answers on board and have Ss
choose the best one and explain why it is funny.
Another year (meaning: she got another year
older which is something she really doesn’t
6 Practising new vocabulary
ñ Write questions from rubric on the board.
ñ Have Ss complete task individually.
ñ Have Ss find sentences from exercise that answer questions written on the board. Check answers.
1 thoughts (has a family problem)
2 recovery (had an accident)
3 proud (got his/her degree)
4 luck (is moving to another place)
5 day (celebrating his/her birthday)
7 Practising writing in the informal style
ñ Read rubric with class.
ñ In pairs, have Ss rewrite rubric message in the
ñ Invite several pairs to read their message to the
Happy birthday! Cheers for inviting me to your
party next week! I’ll definitely come!
Can’t wait to see you all!
Домашнее задание: упр 8
Подведение итога: Учитель спрашивает чему научились и что повторили
Оценка деятельности: Учитель дает общую характеристику деятельности учеников в течение урока, сообщает и комментирует их оценки
Тема: Выражение собственного мнения
Задачи урока: организовать углубленное знакомство с ГС (формирование слов, предлоги, временные формы) и тренировку их употребления в речи, формирование филологического кругозора учащихся, развивать умение логически излагать свою мысль, воспитывать настойчивость в преодолении трудностей
7 My most generous friend is called Karen.
She is always giving me presents!
8 My neighbour, Dr Brown, is the most
educated person I know. She has spent 8
years at university!
9 I think it is best to stay at home and
watch DVDs on a rainy day.
10 The most boring film I have ever seen is
11 The least enjoyable holiday I ever had was
when I went camping in Wales.
12 The most horrible food I’ve ever tasted
was a Chinese takeaway from Far East.
Сообщение темы и целей урока
Today We are going to prove your grammar
Фонетическая разминка – работа со стихотворением
I saw Susie sitting in a shoe shine shop.
Where she sits she shines, and where she shines she sits.
2 Practising phrasal verbs (get)
ñ Write phrasal verbs with get on the board.
Elicit possible meaning from Ss.
ñ Have Ss complete task individually.
ñ Invite Ss to read out their answer and check for
understanding of verb meaning.
1 across 3 over with 5 over
1 a Presenting adjective formations
ñ Refer Ss to Theory Box and check for
ñ Have Ss find similar formations in own L1.
b Forming adjectives
ñ Refer Ss to the example.
ñ Have Ss complete task individually and
check their answers in the dictionary.
ñ In pairs, Ss answer the questions.
ñ Invite a few pairs to give their answers in
2 successful 8 educated
3 traditional 9 rainy
4 romantic 10 boring
5 stylish 11 enjoyable
6 careless 12 horrible
Suggested Answer Key
2 I think Vanessa Mae is the most successful
3 I think beef stroganoff is the best
4 I think The Bold and the Beautiful is the
worst romantic TV series.
5 The most stylish outfit, in my opinion, is a
silk tunic with black leggings.
6 He is the most careless driver I know.
4 a Consolidating verb tenses
с Refer Ss to the email message and explain that
they should pay attention to key words which
indicate a period of time or frequency as they
determine the tense of the verb.
с Have Ss complete task individually.
с Invite Ss to read out answers in class and
1 sent 5 have never been
2 was feeling 6 have been studying
4 have already been
b Role playing; a telephone
ñ In pairs Ss act out a telephone conversation
following the e-mail message in Ex. 4a.
ñ Invite pairs to act out conversations in front of
class. Ask class for feedback.
3 Practising dependent prepositions
ñ Have Ss complete task individually.
ñ Invite Ss to read out answers in class. Explain
that the bold words and filled in prepositions
create phrases meaning something.
ñ Write these phrases on the board and invite Ss
to say sentences with them about people they
know. Refer Ss to the example in the rubric.
Karen is nervous about acting in the school
Barbera was jealous of my new coat and
bought the same one.
She is an excellent teacher and the students
She is not keen on going sailing, as she gets
Marilyn has become quite good at tennis after
only a few lessons.
Julia’s parents are proud of her good grades.
Kelly is very close to her cousin and tells her
How can he be a teacher? He’s not patient
enough with children
Suggested Answer Key
Claire: Hi Jane. It’s Claire, how are you?
Jane: Oh hi Claire. Fine and how are you feeling?
Claire: I’m fine. I’m calling to thank you so
much for the lovely card and flowers you sent
last week. They really cheered me up as I was
Jane: You’re very welcome, it’s the least that
I could do. How are you feeling now?
Claire: Much better, I have been back at
school for a couple of days.
Jane: How is school going?
Claire: I have never been so busy, as I have a
lot of schoolwork. For the past two nights, I
have been studying until midnight to try and
Jane: Oh dear. You should try and get some rest.
Claire: I have almost finished the work I
missed and then I am going to take a break.
Jane: Good. Call me when you finish and we
Домашнее задание: 4 b p .20
Подведение итога: Учитель спрашивает чему научились и что повторили
Оценка деятельности: Учитель дает общую характеристику деятельности учеников в течение урока, сообщает и комментирует их оценки
Тема: Правила этикета в Великобритании
Задачи урока: организовать чтение текста с полным пониманием прочитанного, формирование филологического кругозора учащихся, развивать навыки чтения, умение логически излагать свою мысль, воспитывать интерес к литературе страны, язык которой изучается
respect ― have a good opinion of their
character or ideas
kiss (sb) on the cheek ― kiss sb on the side of
give them a hug ― put your arms around them
and hold them tightly
affectionate ― showing love or fondness for
offended ― upset because of sth sb has or has
small talk ― conversation about unimportant
things between people who do not know each
marital status ― the state of being married
acceptable ― good enough, appropriate
hosts ― people who have guests
1 respect 3 acceptable 5 cheek
5 Discussing the topic of the text
с Refer Ss to the questions in Ex. 3 and elicit
answers from class about their country.
с Discuss social etiquette in Ss’ country
6 Writing an article on social etiquette
с Explain task and refer Ss to their answers in Ex.
5 to help them write their article.
с Allow Ss time to write articles.
с Invite Ss to read their articles to class. Ask for
feedback from class.
с Alternatively, assign task as HW
Домашнее задание: 6/21
Подведение итога: Учитель спрашивает чему научились и что повторили
Оценка деятельности: Учитель дает общую характеристику деятельности учеников в течение урока, сообщает и комментирует их оценки
Сообщение темы и целей урока
Today We are going to read a text about British etiquette
Фонетическая разминка . Questions
1 Introducing the topic
с Write the word “social etiquette” on the board.
с Elicit from Ss what they think the word means
Social etiquette = customs & rules for polite
2 Predicting the context of the text/
reading and listening for confirmation
с Refer Ss to the title of the text and the heading
under the pictures. Discuss what people in
these situations do.
с Students check answers by reading and listening
Suggested Answer Key
I think British people shake hands when they
meet people for the first time. When they greet
people they know well, I think they sometimes
hug each other or kiss; sometimes they just
wave to each other or smile.
I think the British like to talk about the weather
and also about gardening and pets.
When British people go visiting people, I think
they like to bring something for the host, maybe
a little present or some flowers.
3 Reading for specific information
с Refer Ss to the question in the rubric.
с Ss reread text and answer the questions.
с Check answers in class.
1 They shake hands.
2 They kiss them on the cheek or give them
3 You can talk about family, friends, films,
television, sport, studies, food, hobbies
4 You should be on time and bring a little
gift for your hosts.
4 Understanding new vocabulary
с Refer Ss to the bold words in the text. Discuss
с Have Ss find meaning in own L1. Allow time for
Ss to write down new vocabulary in notebooks.
с Have Ss complete sentences individually and
Тема: Конфликты и их разрешение
Задачи урока: перенос лексико-грамматического материала модуля в ситуации речевого общения на материале о родной стране., формирование филологического кругозора учащихся, развивать навыки чтения, умение логически излагать свою мысль, воспитывать интерес к литературе страны, язык которой изучается
3 Reading to identify missing text/
understanding new vocabulary
с Have Ss read the text and fill in the gaps
individually. Ss compare answers with a
с Refer Ss to the bold words in the text. Discuss
с Have Ss find meaning in own L1. Allow time for
Ss to write down new vocabulary in notebook
1 how 3 them 5 other
2 at 4 since/because/as
frustrated ― feeling upset or angry because
you are unable to do anything about a problem
annoyed ― fairly angry about sth
disappointed ― feeling sad because sth has not
happened/because sth is not as good as you hoped
process ― series of actions carried out in
order to achieve a particular result
blame ― say sb is responsible for sth, even if
accuse ― tell sb you think they did sth
boss me around ― bully me
4 Expressing feelings
с Refer Ss to the statements and check for any
new vocabulary and understanding.
с Allow time for Ss to write down new vocabulary
с In pairs, Ss change the statements.
с Invite a few pairs to tell class their new statements
Suggested Answer Key
2 I am disappointed that you are late again.
I don’t feel I can rely on you.
3 I don’t feel I can believe what you say
anymore, as there have been so many lies.
4 I wish you would listen to me for once!
5 Summarising a text
с Explain task and allow Ss time to make notes on
с Invite Ss to say their advice to the class. Call
for feedback from class.
Сообщение темы и целей урока
Today We are going to speak about conflicts
1 Predicting text content
с Refer Ss to the title of the poem.
с Have Ss read and listen to the poem and ask
how the title is related to the text.
The title of the poem is ‘Argument’ which is
exactly what the poem is about. The words in
the poem are made up of two people
contradicting each other.
2 Discussing a poem
с Elicit ideas from Ss on how to handle and deal
с In pairs, have Ss discuss dealing with an
с Monitor activity and assist as necessary.
Suggested Answer Key
A: How do you deal with arguments?
B: I try not to argue with people. I hate
arguments. If people are arguing, I try to
keep out of it. What about you?
A: I don’t like them either, but sometimes I
argue for ages with people. I try to get
them to see my point of view. I try not to
shout or get emotional.
B: That’s the best thing to do. Etc
Suggested Answer Key
You cannot resolve conflict when you are
feeling angry. You must take a deep breath and
calm down. Only then will you be able to
discuss the problem. It may help to count to 10
or imagine that you are in a relaxing place ―
do something to make yourself feel better.
When you speak, try not to blame or accuse
the other person. Also, try to use ‘I’ statements.
6 Writing a poem about arguing/
с Explain task and refer Ss to words in the list
с In pairs Ss find opposites with dictionary and
с Invite pairs to read poems to class. Call for
feedback from class.
Suggested Answer Key
The never-ending argument
Happy! Sad! Will! Won’t!
Come ! Go! Young! Old!
Fast! Slow! Day! Night!
7 Discussing the text (dealing with
с Have Ss read text again.
с Ss form groups of 3-4 and discuss statements in
text and whether they agree or not with them.
с Monitor activity and assist as necessary.
Suggested Answer Key
A: I agree with the text about how easy it is
for a conflict to become very bad with
people screaming and even hitting. It has
happened to me before.
B: I think it’s really important not to blame or
accuse people when discussing a problem,
C: Yes, I agree, it’s important to use “I feel”
D: I agree that being flexible and listening to
the way the other person sees the
problem helps when solving a problem.
Домашнее задание: сообщение по теме
Подведение итога: Учитель спрашивает чему научились и что повторили
Оценка деятельности: Учитель дает общую характеристику деятельности учеников в течение урока, сообщает и комментирует их оценки
Тема: обобщение и систематизация знаний
Задачи урока ор га ни за ция са мо ко нт ро ля и реф лексии учебных достижений учащихся по завершении работы над модулем.
1 1 clenched 6 insincere
2 sociable 7 selfish
3 pessimistic 8 shy
4 patient 9 shrugged
5 reliable 10 stubborn
2 1 optimistic 4 furious
2 attractive 5 boring
3 1 take 6 dressed
2 is looking 7 ’ll have
3 tastes 8 has been working
4 are tripping/ 9 is always shouting/
might trip always shouts
5 was cooking 10 is thinking
2 down 5 over with
5 1 with 2 at 3 on 4 of 5 of
6 1 c 2 a 3 e 4 b 5 d
Сообщение темы и целей урока
Today we finish this module. You have a small test
Выполнение упражнений учащимися
Домашнее задание: повторить ЛЕ и ГС темы
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Источник статьи: http://infourok.ru/konspekti-urokov-po-angliyskomu-yaziku-klass-modul-umk-spotligt-3000279.html