поурочка 9 класс. Праздники в различных странах
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Тема: Мечты и совпадения. Цели урока: практическая: совершенствование грамматических навыков; образовательная: развитие навыков распознавания и использования в речи структур used to/didn’t use to do sth, would do sth (в предложениях, основанных на личном опыте); развитие навыков распознавания и использования в речи грамматических времён Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous; развивающая: развитие умений изучающего чтения. Оборудование: SB p. 142-143. Ход урока 1. Greeting and aim. Warming up 2. Check on homework 3. упр. 1 с. 142 Read the story and fill in the gaps with the past simple or the past continuous. Ключи: 1 was telling; 2 said; 3 was walking; 4 noticed; 5 were shining; 6 saw; 7 were flying; 8 chased; 9 didn’t believe; 10 heard; 11 looked; 12 screamed; 13 could; 14 circling (Suggested Answer) I think Henry saw Scary Sally and ran to tell his Dad. 4. упр. 2 с. 142 Underline the correct item. Ключи: 1 had already left; 2 had you been trying; 3 had put away; 4 had been playing; 5 had been saving; 6 had just started 5. упр. 3 с. 142 Read and match. Then put the verbs in bold in the correct tense. Ключи: 2 d Mike had lunch and then did the washing-up. 3 a Daniel had already got to the airport when he realised he had left his passport at home. 4 b Sarah’s clothes were wet because she had been walking in the rain. 5 e Julia was sleeping when a loud noise woke her up. 6. упр. 4 с. 142 Put the verbs in brackets into the correct past tense. Ключи: 1 had been working, broke down; 2 was mopping, was cutting; 3 Were you sleeping, started; 4 was flying; 5 had passed; 6 had cleaned, came; 7 waited, opened, was making; 8 hadn’t gone shopping, spent 7. упр. 5 с. 142 Correct the mistakes. Ключи: 2 did you do—were you doing; 3 was twisting—had twisted; 4 was living—lived; 5 was cooking—had cooked 8. упр. 6 с. 143 Read the email and put the verbs in brackets into the correct past tense. Ключи: 1 had been studying; 2 entered; 3 sat; 4 were wearing; 5 handed out; 6 were writing; 7 had broken; 8 had been making 9. Упр. 7 с. 143 Use the phrases to prepare a short story. Tell the class. Use connectors. Ключи: .• ... He took his luggage and got a taxi and went to his halls of residence. • He arrived at his flat and opened his suitcase. He was surprised because his suitcase was full of women’s clothes. He realised that he had taken the wrong suitcase. • He called the Lost and Found Department at the airport but the officer said nobody had reported that they had also taken the wrong suitcase. Daniel was really upset. • He went into the kitchen and made dinner. The door opened and a girl entered the flat. She was holding his suitcase! He went to his bedroom and returned holding her suitcase. He showed it to the girl and they started laughing. 10. упр. 8 с. 143 Rewrite each comment using used to or didn’t use to. Ключи: I used to drive to work. 3 I didn’t use to go jogging every day. 4 I didn’t use to have a rabbit. 5 We used to live in a flat. 6 I didn’t use to cook every day. 11. упр. 9 с. 143 fill in the gaps with used to\didn’t use to. Ключи:1 used to rent; 2 used to/would take; 3 didn’t use to buy; 4 used to/would go; 5 didn’t use to have Homework— Summarizing Урок № 31 (3d) Класс 9 Дата урока Тема: Оптические иллюзии, сознание. Цели урока: практическая: образовательная: освоение лексики по теме «Разум, сознание»; развитие навыков её использования в речи; развитие навыков распознавания и использования в речи модальных глаголов must/can’t/may для выражения предположений; мотивация на работу по теме «Оптические иллюзии»; развитие навыков использования в речи тематической лексики (описание произведения живописи); развивающая: развитие умений монологической речи (неподготовленные высказывания на заданную тему); развитие умений ознакомительного и изучающего чтения; развитие умений восстановления деформированного текста; развитие умений монологической речи (описание произведения живописи); развитие умений аудирования (аудирование с пониманием основного содержания); развитие умений диалогической речи по заданной ситуации (комбинированный диалог-обсуждение с целью принятия коллективного решения). Оборудование: SB p. 48-49. Ход урока 1. Greeting and aim. Warming up 2. Check on homework 3. Упр. 1, с. 48 Тема урока тесно связана с интересом учащихся к самопознанию. Обсудите разные аспекты вопроса, в том числе объяснение феномена оптических иллюзий (если учащиеся могут это сделать на основе знаний физиологии зрения, психологии), насколько им знакомы подобные изображения и т. п. Предполагаемый ответ: 1 three; 2 two (heads), four (bodies); 3 all of them 4. Упр. 2, с. 48 a) Предполагаемый ответ: We don’t always see things as they really are because of optical illusions and because we all have different opinions. b) Напомните учащимся о важности работы с контекстом: при выполнении заданий такого формата необходимо максимальное понимание частей предложений до и после пропуска. Также важно выполнить проверку – внимательно прочитать восстановленный текст. Ключи: 1 D 2 F 3 A 4 B 5 E 5. Упр. 3, с. 48 1 fantasy; 2 reflection; 3 mind, brain; 4 illusion; 5 imagination 6. Упр. 4, с. 49 Предложите учащимся перевести на русский язык предложения в рамке с must/can’t/may. Учащиеся обобщают свои наблюдения: в русском языке предположения выражаются чаще всего вводными словами и конструкциями: должно быть, не может быть, чтобы, возможно и др. a) Предполагаемый ответ: 1. Эта картина, должно быть, очень старая. 2. Не может быть, чтобы это был подлинник. 3. Эта картина, возможно, дорогая. b) Ключи: 1 may; 2 must; 3 must; 4 may; 5 can’t; 6 may 7. Упр. 5, с. 49 Предварительно изучите рекомендации по описанию произведения живописи, приведённые в рубрике Study Skills. Соотнесите их с фоновыми знаниями учащихся (в том числе из курса МХК). Возможно, учащиеся дополнят порядок описания предложениями о том, кисти какого художника принадлежит картина (E.g. It belongs to the French artist Jules Breton who lived in the 19th century.), что они знают об истории её создания и др. В процессе работы над Study Skills и текстом поясняйте незнакомую лексику, при этом отдавая предпочтение языковой догадке учащихся. Предполагаемый ответ: Yes, the description is detailed. The people are a group of field workers collecting grapes. There is a man on a cart on the left of the painting and a group of women carrying baskets on the right. The place is in the open countryside. The colours are natural shades of green, red and blue. The picture is realistic. 8. Упр. 6, с. 49 Учащиеся несколько минут самостоятельно готовят описание картины по плану и образцу упр. 5. Заслушайте несколько вариантов описания, обращая внимание на правильное использование тематической лексики и самостоятельность при описании деталей. Предполагаемый ответ: This oil painting shows a country scene. It is a portrait of a group of schoolchildren on a Sunday school walk with their teacher. In the background we can see the sky and the open countryside and on the right there is a country cottage. The teacher is in the foreground in the centre surrounded by her pupils. The children are enjoying themselves and some of them are holding flowers, so it may be springtime. The colours are pale shades of blue, green, red and brown. The painting looks very natural. 9. Упр. 7, с. 49 Ключи: They decide to go to see a play. 10. Упр. 8, с. 49 Организуйте повторное прослушивание диалога упр. 7, обращая внимание на речевое оформление предположений и принятие сов местного решения. Напомните учащимся, что при составлении диалога необходимо рассмотреть все варианты решений, указанные в задании. Предполагаемый ответ: A: We need to decide on an activity to raise money for charity. What do you think about having a photographic exhibition? B: It sounds interesting, but I am worried about whether everyone would be able to get involved. Do you think everyone has a camera to take pictures? A: That’s a good point. I suppose it could be expensive to develop and enlarge the pictures, too. B: What about a demonstration by a well-known local artist? We could get someone to come in and teach a variety of art skills. A: I’m not sure about that. What if the person only knows one style of art and it isn’t interesting for some of the people? We need something that can be interesting for everyone. B: You’re right. OK, how about a classical music concert? A: I don’t really like this idea. Many young people are not keen on classical music. What about a painting competition? Everyone can try to paint and we have all of the supplies here. B: That’s a great idea. Let’s have a painting competition. Homework— Summarizing Урок № 32 (3е) Класс 9 Дата урока Тема: Составление рассказов. Цели урока: практическая: развитие умений продуктивного письма (написание рассказа по плану); образовательная: освоение общих характеристик и структуры рассказа как жанра; освоение языковых средств выражения временной связи в рассказе при повествовании; освоение словосочетаний глагол +наречие; расширение объёма продуктивного словарного запаса за счёт освоения синонимов (прилагательные, наречия); развитие навыков их употребления в речи; развивающая: развитие умений прогнозирования текста по заголовку и иллюстрациям; развитие умений изучающего, смыслового, ознакомительного чтения – умения устанавливать логическую последовательность событий рассказа; развитие умений аудирования (с извлечением заданной информации); написание заметок в процессе слушания; развитие умений редактировать рассказ. Оборудование: SB p. 50-51. Ход урока 1. Greeting and aim. Warming up 2. Check on homework 3. Упр. 1, с. 50 Предполагаемый ответ: A story can be about an unusual or interesting experience that happened to you or someone else. An interesting story has a variety of verbs, adjectives and adverbs. 4. Упр. 2, с. 50 Предполагаемый ответ: I expect to read a ghost story. It could be about a ghost that haunted an old inn. 5. Упр. 3, с. 50 Ключи: 1 C 2 H 3 F 4 K 5 D 6 I 7J 8 E 9 A 10 G 11B 6. Упр. 4, с. 51 Ключи: aParas 1 and 2; bPara 3; c Para 1; dPara 4 7. Упр. 5, с. 51 Ключи: Para 1 – as, Almost immediately; Para 2 – When, The next morning, then; Para 3 – A week later, As soon as, While; Para 4 – When, Immediately 8. Упр. 6, с. 51 Ключи: the inn – small; a policeman – young; the peoples’ clothes – very old-fashioned; the bill – extremely cheap; the two buildings – ruined 9. Упр. 7, с. 51 Ключи: 1 c 2 b 3 d 4 a 5 e Предполагаемый ответ: 2 Mary was singing happily as she was riding her bicycle. 3 It had been raining heavily and the ground was wet. 4 Mr Jones shouted angrily when my dog ran across his flowerbeds. 5 I was driving carefully when the accident happened. 10. Упр. 8, с. 51 Окажите учащимся необходимую помощь при освоении новой лексики. Подчеркните, насколько важно использование разнообразных прилагательных и наречий для яркости, выразительности рассказа. Ключи: 1 fiercely; 2 huge; 3 loud; 4 terrifying; 5 quickly 11. Упр. 9, с. 51 Ключи: Internet site, asking readers, short stories, title ‘A very strange tale’, write your story, 120–180 words; 1 a story; 2 readers of an Internet site 3 b 12. Упр. 10, с. 51 Ключи: Introduction: Ann and Tim; at home watching TV, bored; decided to visit a museum in a castle; Main body: arrived at the museum late afternoon, not many visitors, Ann felt scared in the cold dark rooms full of exhibits; Tim saw a model of a man in an old-fashioned costume, Ann took a photo of them with her digital camera, Tim was alone in the photo, the model had disappeared from the room; Conclusion: they ran to the reception desk; the lady there told them it was the museum ghost; they felt terrified. 13. Упр. 11, с. 51 До начала написания рассказа коллективно проработайте задание упражнения. Обратите внимание учащихся на необходимость чётко следовать предложенному плану. При проверке учащиеся опираются на предложенную схему, анализируя соблюдение структуры созданного текста, соответствие каждой части её задачам, а также языковое оформление текста (выбор и правильное использование лексико-грамматических средств, орфографическую и синтаксическую грамотность, пунктуацию). Предполагаемый ответ: It was a dark, stormy afternoon during the school holidays and Ann and Tim were watching TV at home, feeling bored. ‘I know, Ann! Let’s go to the castle.’ Tim said excitedly. ‘There’s a good museum there.’ It was late afternoon when they arrived and they were the only visitors. ‘Ooh, it’s a bit scary in here!’ Ann said as they were walking slowly through the cold, dark rooms full of exhibits. ‘Don’t be silly,’ Tim replied. Suddenly, Tim noticed an interesting exhibit which was a model of a man wearing a very old costume. He stood next to him and Ann took a photo of them with her digital camera, but then when she looked at the screen she couldn’t believe her eyes! Tim was standing alone in the photo – the man wasn’t next to him! Then, they looked up and saw that the model wasn’t in the room any more! It had disappeared! Ann and Tim ran quickly back to the reception desk. They were terrified! They told the lady there their story. ‘Ah-ha! That wasn’t a model, that was Henry, the museum ghost,’ she said, smiling. Tim looked at Ann. She was absolutely white! Homework— Summarizing Урок № 33 (3f) Класс 9 Дата урока Тема: Привидения. Цели урока: практическая: развитие навыков образования прилагательных способом словосложения, употребления фразового глагола come, предлогов; образовательная: освоение образования прилагательных способом словосложения (compound adjectives); развитие навыков образования прилагательных способом словосложения и навыков их использования в речи; освоение значений и развитие навыков распознавания и употребления в речи фразовых глаголов (come); развивающая: развитие навыков распознавания и использования предлогов (in, from, about, of); развитие навыков распознавания и использования в речи слов, значение которых представляет трудность для изучающих английский язык; развитие умений изучающего чтения; развитие навыков распознавания и использования в речи различных временных форм глаголов прошедшего времени. Оборудование: SB p. 52. Ход урока 1. Greeting and aim. Warming up 2. Check on homework 3. Упр. 1, с. 52 a) После знакомства со способами образования сложных прилагательных, описанными в рамке, предложите учащимся просмотреть текст на с. 42–43 и найти в нём примеры сложных прилагательных. Ключи: well-known, snake-like, deep-sea, ten-metre, strange-looking, two-legged b) Ключи: 1 late; 2 known; 3 like; 4 haired; 5 spine; 6 well 4. Упр. 2, с. 52 Ключи: 1 across; 2 up with; 3 down with; 4 out; 5 over 5. Упр. 3, с. 52 Ключи: 1 of; 2 from; 3 of; 4 in; 5 about; 6 in; 7 from; 8 about Предполагаемый ответ: 1 Have you heard of Bigfoot? 2 I haven’t heard from Tina lately. 3 Bill is part of a secret society. 4 Peter succeeded in passing his exams. 5 I’m thinking about taking up tennis. 6 Many people go to Loch Ness in search of the monster. 7 We know from experience that it is not easy to organise a family holiday. 8 He was nervous abouttaking his driving test. 6. Упр. 4, с. 52 Ключи: 1 sightings; 2 imagination; 3 investigators; 4 similar Предполагаемый ответ: 1 John Constable is famous for his paintings of English country scenes. My English pen friend will show me the sights when I visit London. 2 Small children often live in a fantasy world of their own making. The ballerina’s movements gave the illusion she was as light as a feather. 3 Police asked any witnesses to the crime to come forward and give evidence. The spectators at the football match were cheering wildly. 4 Those two artists both paint in the same style. Did you know that no two people’s fingerprints are alike? 7. Упр. 5, с. 52 Ключи: 1 was working; 2 stepped; 3 followed; 4 were wearing; 5 were carrying; 6 noticed; 7 looked; 8 were; 9 passed; 10 had recently been working on; 11 were walking; 12 ran; 13 found out; 14 had gone; 15 had ever found; 16 were Homework— Summarizing Урок № 34 (Culture Corner) Класс 9 Дата урока |