НглийскийязыкРоссийская академия наукРоссийская академия образованияИздательство ПросвещениеAМосква
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Intercultural awareness Speaking What items can best represent the UK? What is special about the items that people vote for as the icons of the country? What item/person can be an icon of Russia? What makes items popular all over the world? Are any of the top British items popular in Russia? What makes people make a choice? What are the best things about the country you live in? What do you like about your country most of all? Are you proud of your country? Why? What are your favourite games and gadgets? Items and phenomena: the British Library, the London Tube, the London Tube map, Sherlock Holmes’ Museum, Madame Tussaud’s Museum, the Blackpool Tower, the Millennium Stadium, the Royal National Eisteddfod of Wales, the National Gallery of Scotland, the Royal Botanic Garden Edinburgh, the Wallace (National) Monument, the Giant’s Causeway, Belfast Botanic Gardens, Wimbledon, fish and chips, the Oxford English Dictionary, the FA Cup, Cadbury, Cheddar cheese, the pillar box, the telephone box, the Routemaster double-decker, the Museum of London, the Beano comics, the Royal Mail, the Penny Black, the Postal Museum in Bath, the Edinburgh Festival Fringe, St Patrick’s Day, a traditional cup of tea, a limerick, the British weather, the Welsh dragon, a cottage garden, the village green, an English village, eisteddfod, etc.; facts: about RoaldDahl and Mary Quant; literary characters: Sherlock Holmes by Sir Conan Doyle, Miss Marple by Agatha Christie; toys and games: Nintendog, Gogo’s Crazy Bones, the Monopoly board game; items of Russian culture: the Moscow Underground, the Russian State Library, the Ostankino Television Tower, St Petersburg Bridges, the Sphinx, the Rostral Columns, the Summer Garden, the Museum of the History of Moscow, Babayevskaya joint-stock company, etc. I. about: — items that can be recognized as icons of Russia; — items that can best represent your hometown; — what can make things popular; — reasons that make people make a choice; — what makes you feel proud of your country II. Functions: New: saying you approve For revision:suggesting; asking for information; asking for someone’s opinion; giving your opinion; characterizing; giving reasons; giving an example III. Grammar Structures: New: adjective + infinitive For revision: articles; numerals; the degrees of comparison of adjectives; Present Perfect with since/for; substitution: one/ones; word building (prefix un-) IV. New Lexical Items: 27 217 Listening Reading Writing I. to: — teenagers’ stories about items that best represent the UK; — teenagers’ opinions on other children’s choices; — teenagers’ suggestions to do sth II. Listening Skills: listening for the main idea; listening for detail; listening for specific information; identifying the main idea I. — teenagers’ stories about the UK items (an English village, an English cottage, Madame Tussaud’s Museum, English football, the FA Cup); — an extract from Boy. Tales of Childhood by R. Dahl; — extracts from non-fiction stories about Mary Quant, the British designer, and about Blackpool and the Blackpool Tower; — limericks II. Reading Skills: reading for the main idea, reading for detail, reading for specific information;guessing meaning by analogy/word formation/context/ synonyms/pictures; understanding cause-effect relations; understanding cause-effect relations beyond the material presented; identifying familiar grammar structures in the unfamiliar context; understanding the inner organisation of a text; understanding chronological sequence; distinguishing facts from opinions; using reference materials, interpreting information; summarizing; learning to translate; drawing conclusions III. Grammar Reading Structures: New: adjective + infinitive For revision: articles; numerals; the degrees of comparison of adjectives; Present Perfect with since/for; substitution: one/ones; word building (prefix un-) IV. New Lexical Items: 50 I. about: — items that can best represent your country in the world; — items that can best represent your hometown 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 favourite toys, games and gadgets. IV. Projects: Icons of Russia. The best items in my hometown. Be Russian — buy Russian. 218 Unit 7. Do you have an example to follow? Topics, situations Intercultural awareness Speaking What famous people in Britain, the USA and Russia do you know and what did they do? Who do you admire? What kind of people do you admire? Who are you proud of? Who is your hero? What makes people famous/ known? What can you tell your foreign friends about famous people of your country/your region? What are good and bad moments in being famous? How to become famous? Famous people: Britain and the USA — Isaac Newton, Admiral Nelson, Captain James Cook, Mark Twain, Evangeline Booth, Henry Ford, George Washington, Franklin Delano Roosevelt, Neil Armstrong, etc.; Russia — Petr Kapitsa, Pavel Nakhimov, Dmitry Mendeleev, Valentina Tereshkova, Vladimir Shukhov, Leonid Roshal, Vasily Livanov, Yuri Gagarin, Alexei Leonov, etc.; items and phenomena: Tudor, the Prince of Wales, the Salvation Army, Braveheart, a Nobel Prize, the Periodic Table I. about: — famous people from Russia, their achievements; — famous people of your region, their achievements II. Functions: New: saying you agree; saying you partly agree III. Grammar Structures: New: infinitive as an attribute; relative clauses with whose For revision: the noun as an attribute; articles with professions, geographical names and unique items IV. New Lexical Items: 20 219 Listening Reading Writing I.aboutfamous people, heroes some teens have II. Listening Skills: listening for the main idea; listening for detail; listening for specific information I.about famous people, what children can do to help needy people, astronauts, the Queen Mother, an Olympic champion, Tom Sawyer from The Adventures of Tom Sawyer by Mark Twain II. Reading Skills: reading for the main idea/ for specific information/for detail; guessing meaning by analogy/by context/by familiar elements; using a dictionary; transcoding information into some other display; matching, understanding unstated ideas; interpreting illustrations; understanding relations within a text; summarizing; expressing personal opinions III. Grammar Structures: New: infinitive as an attribute; relative clauses with whose For revision: the noun as an attribute; articles with professions, geographical names and unique items IV. New Lexical Items:33 I.about: —people you admire; — famous people and their achievements; — your heroes in books and films II. Writing Skills: writing a composition III. All About Me: My heroes in books and films. IV. Projects: Great people of my country. People of my region we are proud of. My hero. 220 Unit 8. How do you spend your free time? Topics, situations Intercultural awareness Speaking What do you do in your free time? What is your hobby? How do Russian children spend their free time? What is the best way not to waste time? How do teens from different countries spend their free time? Items and phenomena: a couch potato, MTV, a climbing center, a fancy dress party, rugby, cricket, Action Men, a bouncy castle, crazy golf, musical chairs, PlayStation Skate Park, Go Skateboarding Day; organisations and clubs: the Scouts, Boys’ and Girls’ Brigades, 4-H club I. about: — your favourite after-school activities; — your hobbies at different ages II. Functions: New: accepting and refusing a suggestion For revision: explaining; expressing an opinion; asking for and giving information; comparing; suggesting III. Grammar Structures: New: -ed and -ing adjectives For revision: to be going to; Present Progressive (for future meaning); Future Simple IV. New Lexical Items: 21 221 Listening Reading Writing I.about children’s favourite free-time activities, their hobbies, their plans for the evening II. Listening Skills: listening for the main idea; listening for specific information; listening for detail; taking notes I. — about children’s favourite free- time activities in Britain, America and Australia, hobby survey results; — children’s stories about their hobbies, an article about skateboarding, advertisements of children’s events, extracts from Claudia and the Phantom Phone Calls byAnn M. Martin II. Reading Skills: reading for the main idea, reading for detail, reading for specific information; guessing meaning by context; word formation; anticipating; learning to translate; understanding relations within a text; identifying the function of a text; understanding phrasal verbs; understanding chronological order; expressing personal opinions; transcoding information into some other display; using reference materials; using a dictionary III. Grammar Structures New: -ed and -ing adjectives; so and neither; word building: V + N; -er; conversion IV. New Lexical Items:29 I. a letterabouthow your family spends free time; a poster about a dancing party II. Writing Skills: taking notes; making notes; letter writing; creative writing; writing captions III. All About Me: What I like doing and what I don’t like doing in my free time. IV. Projects: My ideal weekend. Our free-time activities/ hobbies. A hobby I’d like to take up. 222 Unit 9. What are the most famous sights of your country? Topics, situations Intercultural awareness Speaking What do you know about London and its sights? What can you tell your foreign friends about the capital of your country/your region/your hometown? What sights of Moscow/ St Petersburg do you know? What are the New Wonders of the World? What can you see at a museum? What do you know about the Moscow Kremlin? London and its sights: Tower of London, the White Tower, the British Museum, the National Gallery, etc.; world-famous sights: Christ the Redeemer, Brazil; the Great Wall of China; the Taj Mahal, India; facts from history: the Great Fire of London, the Romans; Moscow and its sights: the Tsar Bell, the Moscow Kremlin and its sights, the Tretyakov Gallery, etc.; St Petersburg and its sights: the Peter and Paul Cathedral, the Peter and Paul Fortress, the Kazan Cathedral, the Hermitage Museum, etc.; Kazan and its sights; Belgorod and its sights; facts from history: the Great Patriotic War I. about Moscow, St Petersburg, the capital of your region, your hometown (their history, sights and plans for the future) II. Functions: New: asking someone to say sth again; showing you are listening III. Grammar Structures: New: Past Simple Passive; Future Simple Passive For revision: articles with professions, cathedrals, churches, museums, galleries, etc.; dates IV. New Lexical Items: 26 223 Listening Reading Writing I.about the sights of London, the sights of Moscow, the New Wonders of the World II. Listening Skills: listening for the main idea, listening for detail, listening for specific information I.about: — Edinburgh and its sights; — the Wonders of the ancient world; — the Moscow Kremlin, the Tretyakov Gallery; — children’s tour to Liberty Island from Statue of Liberty Adventure by Ellen Kushner II. Reading Skills: reading for the main idea/ for specific information/for detail; interpreting illustrations; transcoding information into some other display; identifying the type of text; guessing meaning by pictures; matching; understanding references; applying background knowledge; choosing meaning that fits the context; learning to translate; summarizing III. Grammar Structures: New: Past Simple Passive; Future Simple Passive For revision: articles with professions, cathedrals, churches, museums, galleries, etc.; dates IV. New Lexical Items: 35 I. about your hometown and its sights II. Writing Skills: writing a composition III. All About Me: Facts about my hometown. My hometown’s plans. IV. Projects: The Seven Wonders of my country. The sights of my hometown. My hometown in the future. 224 Unit 10. Are we different or alike? Topics, situations Intercultural awareness Speaking What have you learnt about Britain? What do you think about Britain and British schoolchildren? Do British children have anything in common with children from your country? Does your hometown deserve to be the European Capital of Culture? What problems do you worry about? Can you suggest any ways to make your life better? Events: World Children’s Day; the Urdd Eisteddfod festival; the European Capital of Culture celebrations; cities: Cork, Glasgow, Liverpool; items and phenomena: exchange students, a pen friend, swapping e-mails I. about what British and Russian schoolchildren have in common, problems you worry, about life in your hometown II. Functions: For revision: expressing opinion; giving arguments; saying that you are excited; saying that you worry III. Grammar Structures: For revision: grammar structures learnt during the course; word building: suffixes (-tion, -ty, -ment, -al, -ive, -ly) IV. New Lexical Items: — 225 Listening Reading Writing I. — children’s opinions about Russia and its people; — information about cities; — children’s opinion about different problems II. Listening Skills: listening for the main idea, for detail, for specific information I. about: —the European Capital of Culture; — Liverpool; — World Children’s Day; — children’s hometowns; — children’s opinions about different problems II. Reading Skills: reading for detail/for specific information; relating information to personal experience III. Grammar Structures: For revision: grammar structures learnt during the course IV. New Lexical Items: — I. about: — your hometown; — what you have in common with your foreign friends; — what you worry about II. Writing Skills: making notes; writing a composition 226 Приложение 2 МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ ПО ИСПОЛЬЗОВАНИЮ ПАМЯТОК КАК СРЕДСТВА ФОРМИРОВАНИЯ ОБЩЕУЧЕБНЫХ И СПЕЦИАЛЬНЫХ УЧЕБНЫХ УМЕНИЙ Успех в овладении иностранным языком зависит не только от жела- ния и способностей ученика, но и от его умения учиться. Значимость умения учиться возрастает в период перехода от индустриального к постиндустриальному обществу, основанному на знаниях. Не случайно в новом Федеральном государственном образовательном стандарте (ФГОС) формирование универсальных учебных действий (УУД), обе- спечивающих школьникам умение учиться, способность к саморазви- тию, самосовершенствованию, считается важнейшей ключевой задачей современной системы образования. (Как проектировать универсальные учебные действия в начальной школе: от действия к мысли/под ред. А. Г. Асмолова. — М.: Просвещение, 2008. — С. 3.) Для формирования общеучебных и специальных учебных умений в УМК предлагаются памятки. Памятка — это вербальная модель приёма учебной деятельности, т. е. словесное описание того, зачем и как вы- полнять какое либо учебное задание (упражнение). Для того чтобы правильно организовать работу с памятками, нужно хорошо знать назначение каждой памятки и какеё использовать. Существуют следующие виды памяток. 1. Памятка алгоритм — предлагает строго фиксированную после- довательность операций. 2. Памятка инструкция — предлагает желаемую последователь- ность операций, но ученику даётся возможность самостоятельно из- менить эту последовательность или свернуть некоторые операции. 3. Памятка совет — рекомендует возможные способы выполнения действия, оставляя ученику право выбора подходящего для него спо- соба выполнения действия. 4. Памятка показ — даёт пример выполнения задания. 5. Памятка стимул — стимулирует активность через раскрытие пер- спектив. Далее представлены виды памяток, предъявляемых в УМК “English-7”. |