НглийскийязыкРоссийская академия наукРоссийская академия образованияИздательство ПросвещениеAМосква
 Скачать 0.72 Mb.
|
|
ТЕМАТИЧЕСКИЕ КАРТЫ ЦИКЛОВ УРОКОВ Unit 1. Are you happy at school? Topics, situations Intercultural awareness Speaking How did you spend your summer holidays? Are you glad to be back to school after the summer holidays? What subjects do you study at school? What is your favourite subject? Why? Is your school life interesting? What after-school activities are there at your school? Do you like school? Why? Why not? What is a progressive school like? Items and phenomena: a field trip, Sports Day, a term, a half-term, Easter; a report card, summer classes, Sunday School, Grammar School, a freshman, Summerhill, an acrostic; school subjects: Design and Technology, ICT, Religious Education, etc.; marks: A and B, etc.; sights: Mount Snowdon, York, the Lake District, the Museum of London, Oxford, Alton Towers Park; famous people: A. Einstein, M. Twain, A. S. Neill I. about: — your summer holidays; — your timetable; — your feelings on the first days of school; — your favourite subjects; — your school activities, your school; — a progressive school II. Functions: New: reporting; saying you don’t understand; asking for meaning For revision: agreeing/ disagreeing; explaining; expressing an opinion; asking for and giving information; comparing III. Grammar Structures: New: reported speech: ‘that’-clauses For revision: Past Simple, Past Progressive, Past Perfect; word building: compound words IV. New Lexical Items:14 207 Listening Reading Writing I. about children’s summer holidays, their timetable and favourite subjects, school and school activities II. Listening Skills: listening for the main idea; listening for detail; listening for specific information; taking notes I. about: — summer holidays, Summerhill, school rules; — a leaflet about the Lake District, a school timetable, children’s opinions about summer holidays, a class diary, a story Einstein Anderson and the Huck Finn Raft Race after Seymour Simon, a comics Nancy, children’s acrostics II. Reading Skills: reading for the main idea; reading for detail; reading for specific information; guessing meaning by analogy, context; word formation; learning to translate; drawing conclusions; expressing personal opinions; understanding implied main ideas; extracting cultural information; transcoding information into some other display; predicting grammar structures; using reference materials; using a dictionary III. Grammar Structures: New: reported speech: ‘that’- clauses; word building: compound words For revision: Past Simple, Past Progressive, Past Perfect IV. New Lexical Items:31 I. a letteraboutyour summer holidays, about school; an acrostic II. Writing Skills: taking notes; making notes; letter writing; creative writing III. All About Me: My timetable and favourite subjects. IV. Projects: My school. My dream school. My ideal school day. 208 Unit 2. What are you good at? Topics, situations Intercultural awareness Speaking What are your achievements? What are your ambitions? What are your after-school activities? What helps you to get good results? How do you work in different subjects? What makes people famous? How to get better results? Who can be called a jack-of-all- trades? What can you do well? Do you want to take part in the Duke of Edinburgh’s Award? Who can be on your board of fame? Achievements of British and American children in sport and other after- school activities; items and phenomena: the BBC, the Olympics, TREC, a Nobel Prize, a jack-of-all-trades, the Duke of Edinburgh’s Award, community, lunch hour, the First News (newspaper) I. about achievements, ambitions, abilities and skills II. Functions: New: asking if someone can do sth; saying you can do sth; saying you can’t do sth For revision: giving advice; asking for and giving information; giving your opinion III. Grammar Structures: New: adverbs, degrees of comparison of adverbs; word building: suffixes of adverbs (-ly) For revision: the Present Perfect Tense, the Past Simple Tense, ‘if’-clauses; word building: suffixes of nouns (-er, -or, -ian, -ist) IV. New Lexical Items: 20 209 Listening Reading Writing I. about: skills and abilities; to: pieces of advice II. Listening Skills: listening for specific information, for the main idea, for detail I. about: — after-school activities; — extracts from the books: The Twits by Roald Dahl, Second Chance by Kate William, The Kite- Makers by Susan Renner-Smith; —articles and stories from the Highlights for Children magazine II. Reading Skills: reading for the main idea, for specific information, for detail; identifying the type of text; identifying author’s attitude towards characters; understanding cause-effect relations; choosing meaning that fits the context; using a dictionary; summarizing; relating information to personal experience; transcoding information into some other display III. Grammar Structures: New: adverbs; degrees of comparison of adverbs; phrasal verbs; word building: suffixes of adverbs (-ly) For revision: suffixes of nouns (-er, -or, -ian, -ist) IV. New Lexical Items:35 I. a letter about your after-school activities, about your achievements II. Writing Skills: taking notes; making notes; writing a composition; writing a personal letter III. All About Me: How I study. My plans in studying. IV. Projects: The Board of Fame. The award I want to start. My ambitions. 210 Unit 3. Can people do without you? Topics, situations Intercultural awareness Speaking Do you do anything for charity? Do you support any charity organisation? Do you know any charities in Russia? Do you have any fundraising ideas? What volunteer work do you do? Do you find volunteering exciting? Is charity important in your opinion? What makes you help other people? Do you help your parents with housework chores? What do your parents ask you to do about the house? Do you take part in Spring Week of Good? Have you ever taken part in the World Challenge project? Charity organisations and funds: Children in Need, Save the Children, Help the Aged, UNICEF, the RSPCA, the Childnet Award; dates and projects connected with charity and volunteering: Make a Difference Day, International Day of Volunteers, International Day for the Elderly People, Arbor Day, Red Cross Day, Spring Week of Good, the World Challenge; famous people: Henry Dunant, Julius Sterling Morton; items and phenomena: a charity (organisation), a volunteer, volunteer work, fundraising, a charity box, sweet and cake sale, non- uniform day I. about: — charity, charity organisations, charity projects and activities, volunteer work, fundraising ideas; — school life; — housework chores II. Functions: New: saying you are excited; saying you are bored III. Grammar Structures: New: Ving form; complex object (verb + object + (to) infinitive) For revision: articles; the numerals; dates; the personal pronouns: objective case (me, him); the indefinite pronouns (any, some); word building: suffixes of nouns (-tion), adjectives (-ful) IV. New Lexical Items: 24 211 Listening Reading Writing I. about: — how children help charity organisations and what volunteer work they do; — how children help their parents about the house; — charity events, dates, projects and activities II. Listening Skills: listening for the main idea, for detail, for specific information I. about: —how children help charity organisations and what volunteer work they do; — how children help their parents about the house; — charity events, dates, projects and activities; —extracts from the books and stories: Earth to Matthew by Paula Danziger, The Fur Coat by David Evans, French Fries Up Your Nose by M. M. Ragz; —articles from magazines and newspapers II. Reading Skills: reading for detail, for specific information; anticipating; understanding relations within a text; choosing meaning that fits the context; summarizing; using a dictionary; learning to translate; relating information to personal experience III. Grammar Structures: New: Ving form; complex object (verb + object + (to) infinitive) For revision: articles; the numerals; dates; the personal pronouns: objective case (me, him), the indefinite pronouns (any, some); the infinitive of purpose; word building: suffixes of nouns (-tion), adjectives (-ful) IV. New Lexical Items: 35 I. about volunteering, housework chores; a request letter; filling in a form with personal information II. Writing Skills: taking notes; making notes; letter writing III. All About Me: What I do for charity. What chores we have in our family. IV. Projects: Helping hands. Charity fair. A charity organisation I would like to start. 212 Unit 4. Are you a friend of the planet? Topics, situations Intercultural awareness Speaking Are you eco-friendly? Are there any eco- problems in your hometown? What is the ecological situation in your region like? What is the biggest environmental problem in your hometown? Who should be in charge of the planet? Are you worried about nature? What do you do to take care of the Earth? How do you help the Earth? What does your school do? What are national parks for? Environmental groups and ecological organisations: Friends of the Earth, Greenpeace, the RSPB, the WWF ; national parks and nature reserves: the Lake District National Park, the Great Smoky Mountains, the Grand Canyon, Yellowstone Park, the Everglades, Valday, Losiny Ostrov, Barguzinsky nature reserve, the Lake District (Lake Windermere, Scafell Pike, William Wordsworth); items and phenomena: three Rs (reuse, reduce, recycle), eco-school, greenhouse effect, being green I. about ecological problems, helping the Earth II. Functions: New: saying you are worried For revision: asking for and giving information; agreeing; giving your opinion III. Grammar Structures: New: Present Simple Passive For revision: countable and uncountable nouns; pronouns a few/a little; articles with geographical names; modal verbs (can, should, must); word building: suffixes of adjectives (-ful, -ive, -al) IV. New Lexical Items: 28 213 Listening Reading Writing I. about recycling, the ecological situation in England and Wales, national parks II. Listening Skills: listening for specific information, for the main idea, for detail; taking notes I. about: —being eco-friendly, eco-problems; — articles: The Greenhouse Effect, Have You Ever Seen an Otter, Raccoons; — stories: Fifteen Minutes or So by Mary E. Furlong, Lost in the Everglades by Tricia Workman from the Highlights for Children, the National Geographic World magazines II. Reading Skills: reading for the main idea/for specific information/for detail; anticipating; interpreting illustrations; understanding relations between the parts of a text through grammatical cohesion device; understanding relations within a text; identifying the type of text; using a dictionary; relating information to personal experience; making notes III. Grammar Structures: New: Present Simple Passive; complex sentences with conjunctions (as a result, because, because of, however, but, more than that) For revision: prepositions of place (in, down, up, across, at) and time (for) IV. New Lexical Items:42 I. a letter about how wild animals are protected in Russia, ecological problems in your hometown; a report about national parks in Russia II. Writing Skills: taking notes; making notes; writing a composition; writing a personal letter III. All About Me: My family is eco-friendly. IV. Projects: Eco-problems in my hometown. I want our school to be an eco-school. One person’s trash is another person’s treasure. 214 Unit 5. Are you happy with your friends? Topics, situations Intercultural awareness Speaking What are your friends like? What is important in friends and friendship? Who are you best friends with? What do you think about friends and friendship? Do you have any problems with your friends? How many friends can make you happy? Can people do without friends? Would you like to have a pen friend in another country? What is it like to have a pen friend in another country? Why is it important to go to an international school or to take part in cross- cultural projects? Is it important to communicate with people from different cultures? What can help people from different countries to better understand one another? Items and phenomena: a sleepover party, a twinned school, an international school, a cross-cultural project, a friendship bracelet, frontier days; famous people: Henry Longfellow I. about: — classmates/friends; — problems with friends; — the way friends spend their free time together; — things that make people true friends; — the importance of having friends; — the role of twinned schools, international schools and cross-cultural projects in making good friends II. Functions: New: saying you are ready to do sth For revision:suggesting; asking for information; asking for someone’s opinion; giving your opinion; characterizing; giving reasons; giving arguments; giving an example III. Grammar Structures: New: relative clauses with who/ that/which For revision: phrasal verbs; superlative from much/many (a) as a noun (most of us), superlative from much (adv) (most of all); pronouns both, something, anything, nothing; have/have got; Past Perfect; modal verbs can, could IV. New Lexical Items: 25 215 Listening Reading Writing I. about: — friends and friendship; — what is important in friendship; — to teenagers’ suggestions to do sth II. Listening Skills: listening for the main idea; listening for detail; listening for specific information; anticipating I. aboutfriends and friendship; — extracts from Do Not Read This Book by Pat Moon, Old Yeller by Fred Gipson, The Very Fine Clock by Muriel Spark, Some Friend! by David Gifaldi, Sleepovers by Jacqueline Wilson, The Diary of a Teenage Health Freak by A. Macfarlane and A. McPherson, Under a Spreading Chestnut Tree … by Carol H. Horowitz), Friendship byMark Santos; — teenagers’ letters about friends and friendship II. Reading Skills: reading for the main idea, reading for detail, reading for specific information; anticipating; guessing meaning by analogy/word formation/context/ pictures; understanding cause-effect relations; understanding cause- effect relations beyond the material presented; identifying familiar grammar structures in the unfamiliar context; choosing meaning that fits the context; understanding sequence; using reference materials; learning to translate III. Grammar Structures: New: relative clauses with who/that/ which For revision:phrasal verbs; superlative from much/many (a) as a noun (most of us), superlative from much (adv) (most of all); pronouns both, something, anything, nothing; have/have got; Past Perfect; modal verbs can, could; adjectives with verbs (to feel, to smell) IV. New Lexical Items: 43 I. a letter to a newspaper (looking for a pen friend); short notes about your family and friends, about problems children may have with their friends/ classmates/family II. Writing Skills: writing an official letter according to an outline; making notes; taking notes; writing a story according to an outline III. All About Me: My best friend. My friends, my classmates and I. IV. Projects: An ideal friend. My classmates are my friends. My foreign friend. |