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Поурочные разработки 8 класс к УМК М.З. Биболетовой, Н.Н. Трубаневой
| Цель: введение грамматики: трансформация вопросительных предложений в косвенную речь. Оборудование: записи на доске; таблицы. Ход урока — Today you will learn to transform questions into the reported speech. But before it we will revise the previous rule and check up your homework. II. Фонетическая разминка — Let’s start with pronunciation. Open your books at p. 78. Follow the dialogue and repeat after the actors. Mind the stresses and intonation. Учитель просит класс повторять хором. Начиная с середины диа¬лога, повторяют за актерами только те учащиеся, которых просит учитель. III. Речевая разминка. Проверка домашнего задания — At home you prepared to retell texts about reading books. Tell the class your story. Other pupils must open the text and follow the sentences. Be ready to correct mistakes if the speaker has any. IV. Введение грамматики — I see that you can use statements in the reported speech. Today you will learn to use questions. Study the rule in ex. 86, p. 80. Compare the examples. — It’s time for you to have a drill. Use the rule and your tables. Do the task of ex. 87, p. 81. Think of the questions for a while and write them down. — Now go around and ask your classmates questions about their collections of books at home. Report on the results of your interviews. See the example. Примерный ответ: What authors have you got at home? (I asked B. what authors he had got at home. He answered that he had got...) Is your collection of books large? (I asked B. if his collection of books was large. He answered that it was/wasn’t very large.) Who in your family reads more often? (I asked B. who in his family read more often. He answered that his... did.) How often do you read the books from your home collection? (I asked B. how often he read the books from his home collection. He answered that he read them...) How many books from your collection have you read? (I asked B. how many books from his collection he had read. He answered that he had read... books.) What is your favourite book from the collection? (I asked B. what his favourite book from the collection was. He answered that his favourite book was...) Will you buy more books to your collection? (I asked B. if he would buy more books to his collection. He answered that he would/ wouldn’t.) — I see that you are a bit tired. Let’s have a rest. V. Физкультминутка VI. Совершенствование грамматических навыков — Continue your work. Report the conversation in ex. 88, p. 81. (Boy lan asked Rudolph if his sister had found a job. Rudolph answered that he didn’t know, he hadn’t heard from her recently. Boylan asked Rudolph if he thought that she would be successful and if she had talent. Rudolph answered that he thought so, she had something.) — Now do ex. 36 on p. 89 orally. Discuss it in pairs first. Keys: Lion asked mouse what was going on and who was there. Mouse asked if lion saw her. Lion asked who she was. Mouse answered she was his friend. She asked if she could help him. Lion answered yes. He asked how she would do that. Mouse told lion not to worry. She said she could gnaw the net. Lion asked why she wanted to help him. He asked if she was afraid of him. Mouse answered no. She said she was just his friend. — At home do some tasks in writing to learn the rule. VII. Подведение итогов урока — Who told the story in a most interesting way? What is the word order in the reported questions? Learn the rule at home. Be ready to explain it at the next lesson. Now you may be free. Домашнее задание Уч.: упр. 36, 39, стр. 89; упр. 86, стр. 80 (выучить). Цель: формирование грамматических навыков: просьбы и команды в косвенной речи. Оборудование: записи на доске; таблицы; карточки. Ход урока I. Организационный момент — Today you will learn to give commands and use them in the reported speech. At the next lesson you will have a test on the theme “Reported Speech”. II. Фонетическая разминка — Begin with pronunciation. Look at the blackboard. Listen to my reading first. Запись на доске: Hickety, pickety, my black cat Likes to sit in my black hat. Hickety, pickety, my black cat. — Translate the tongue twister. Read it slowly. Then read the tongue twister in a natural manner. And then read it as quickly as you can. Who is the winner? — What sounds do you hear more often? ([k], [t], [i].) — Name other words with these sounds. Примерный ответ: [k] — confess, climb, work, create, clever, etc. [t] — take, tornado, true, tree, etc. [i] — wisdom, sit, win, him, etc. III. Речевая разминка — Let’s revise the grammar rules about the reported statements and questions. Take the cards on your desks. Fulfill the task. Discuss the sentences in pairs. На карточках: Report the following sentences. Mind the word order and tenses. 1. Nick said: “I will get up at 5 o’clock tomorrow.” 2.1 said to him: “Are you sure about it?” 3. The teacher asked: “Are you ready for the test, children?” 4. The weather forecast said: “There will be a tornado in 3 hours.” 5. The police officer asked: “Mr Black, where did you see this man last?” 6. The librarian said: “They have taken your book, but you may borrow another one.” 7. She said: “I don’t want to be a doctor, I want to be a teacher.” 8. Mother asked: “What were you reading yesterday?” Keys: 1. Nick said he would get up at 5 o’clock the next day. 2.1 said him if he was sure about that. 3. The teacher asked children if they were ready for the test. 4. The weather forecast said there would be a tornado in 3 hours. 5. The police officer asked Mr Black where he had seen that man before. 6. The librarian said they had taken my book but I might borrow another one. 7. She said she didn’t want to be a doctor, she wanted to be a teacher. 8. Mother asked what I had been reading the day before. IV. Обучение грамматике — We are going to discuss one more case connected with the reported speech. Open your books at p. 81. In ex. 89 you can see the rule. Read it and remember. — Have a drill now. Open your books at p. 89. In ex. 37 you have to complete each sentence in the reported speech. Work in pairs. Keys: 1. My mother reminded me not to leave my keys. 2. Our fans asked us to win the game. 3. She ordered him to answer the phone call. 4. The woman told her children not to speak so loudly. — Give a command to your partner who will report it then. For example: Vova says: “Olga, open the window, please.” Olga says: “Vova asked me to open the window.” — Let’s have a rest. Stand up, please. V. Физкультминутка VI. Совершенствование грамматических навыков — In ex. 90, p. 81 you see four parts of the text. Arrange them to make up the text. Different variants are possible. First work individually. Then we shall decide what variants to choose. So, what do you think the order of the passages is? Keys: 1) 3; 1; 2; 4. 2) 2; 3; 1; 4. 3) 4; 2; 3; 1. — Give a title to the text. — What new facts have you learnt from the text? (/ have learnt that...) — What do you usually read: books, CD books or newspapers and magazines? — Work in pairs. Continue interviewing each other. Use ex. 91, p. 81. Say how you will start your questions. (Was it new for you that...?) — Report on the results of your interview. Use the example in ex. 92. Примерный ответ: a) Did you know that books were first printed in the 15th century? b) Have you heard that printers started printing books in three countries at the same time? c) Have you known that these days anyone can read books on CDs? d) Did you know that Columbus discovered America five centuries ago? e) Do you know that the Internet provides us with access to any library all over the world? f) Have you heard that not long ago people living in one part of the world didn’t know much about the life of people in their neighbouring countries? — At home do some tasks in writing. Repeat the rules of the reported speech and get ready to write a test on the theme. VII. Подведение итогов урока — Remind me the tongue twister we have learnt today. Have you got any questions on the reported speech? Ask me now, at the next lesson you will write a test. Домашнее задание Уч.: упр. 39, стр. 89; упр. 79, стр. 78; упр. 86, стр. 89; упр. 89, стр. 81 (повторить); подготовиться к тесту. Урок 71. Читать или не читать? Цели: письменный контроль грамматики по теме «Косвенная речь»; совершенствование навыков монологической речи. Оборудование: записи на доске; распечатки с заданиями. Ход урока I. Организационный момент — We are going to begin with the test on the reported speech. Then you will discuss the advantages and disadvantages of books. II. Самостоятельная работа — Take the cards. Write the variant and start doing the test. На карточках*: Variant 1 1) Use the verb in the principle clause in the Past tense and make all the necessary changes. 1. She says she learns two foreign languages. 2. We know she is talking to the dean. 3. She says she has known the Smiths for a long time. 4. They say they received the letter yesterday. 5. I suppose my friend will come to the party. 2) Make the following questions indirect. Use “He wanted to know”. 1. Does Jane live in Moscow? 2. Did your brother study at Oxford University? 3. What are you talking about? 4. Where can I see you next time? 5. How long will it take us to go there by car? Variant 2 1) Use the verb in the principle clause in the Past tense and make all the necessary changes. 1. My friend says he works only three days a week. 2. He thinks his parents are sleeping. 3. Kate says she has been to Britain several times. 4. She writes they moved into the new flat a month ago. 5. I’m sure our team will win the game. 2) Make the following questions indirect. Use “He wanted to know”. 1. Do you play tennis every day? 2. Did they teach English literature at school? 3. What is he doing now? 4. When may I borrow the book? 5. When will you come next time? Keys: Variant 1 1) 1. She said she learnt two foreign languages. 2. We knew she was talking to the dean. 3. She said she had known the Smiths for a long time. 4. They said they had received the letter the day before. 5.1 supposed my friend would come to the party. 2) 1. He wanted to know if Jane lived in Moscow. 2. He wanted to know if my brother had studied at Oxford University. 3. He wanted to know what we were talking about. 4. He wanted to know where he could see me next time. 5. He wanted to know how long it would take us to go there by car. Variant 2 1) 1. My friend said he worked only three days a week. 2. He thought his parents were sleeping. 3. Kate said she had been to Britain several times. 4. She wrote they had moved into the new flat a month before. 5. I was sure our team would win the game. 2) 1. He wanted to know if I played tennis every day. 2. He wanted to know if they had taught English literature at school. 3. He wanted to know what he was doing then. 4. He wanted to know when he might borrow the book. 5. He wanted to know when I would come next time. — Let's have a rest. Stand up, please. III. Фонетическая разминка — It’s time to have a talk about books: printed and CD. But first we shall revise the tongue twister. Look at the blackboard. На доске записана разучиваемая скороговорка, учащиеся читают ее на скорость.. IV. Развитие речи — Sit in groups of 4. Discuss the advantages and disadvantages of printed books and books on CD. Give your reasons. Make a Ust of them. Учитель прослушивает высказывания школьников, подходя к группам. — Now report to the class. Примерный ответ: a) The advantages of printed books: — You pay for the book once or take it free from the library. — They give us a chance to feel the atmosphere of the previous generations. — They keep alive for us the knowledge of the past, and they teach us what we need to know for the present and what we must know to build a still better future. The disadvantages of printed books: — They are inconvenient to keep;. — You have to buy more books to read or take them from the library visiting it from time to time;. — Some people have allergy for the books’ dust;. — Paper spoils quickly; it may be tom or burnt;. — Reading is not good for eyes. b) The advantages of books on CD: — They are convenient to keep and use;. — You may take them from the Internet;. — Reading them you can see what is happening in pictures, in colours and in action;. — They don’t spoil very quickly;. — They make our imagination richer;. — They are available at any time;. — People with allergy can read them too. The disadvantages of books on CD: — Computer is bad for eyes as well as for the whole organism;. — Books on CD are expensive;. — Old people can’t use them as they are not capable of the computer. — At home express your opinion about printed and CD books in writing. V. Подведение итогов урока — Were the arguments of the groups convincing? Was it interesting to listen to the reporters? I must confess you were very convincing. Your marks for the lesson are... See you next time. Домашнее задание Уч.: упр. 38, стр. 89; РТ: упр. 3, 4 (а, б), стр. 47—48. Урок 72. Краткость - сестра таланта Цели: развитие навыков письменной речи; введение и тре¬нировка в употреблении местоимений “which”, “that”, “who”; обучение словообразованию: прилагательные + -less. Оборудование: записи на доске; РТ; словарь. Ход урока I. Организационный момент — Today you will try to be a real writer. Besides you will learn to connect two short sentences with the help of the words “which, that, who”. At the end of the lesson you will learn to form new words using the suffix -less. II. Фонетическая разминка — Open your workbooks at p. 50. See ex. 1. Try to read the words in transcription. Pronounce them correctly. Mind the stresses. Use the dictionary and complete the table. Keys: conclusion; decision; celebration; information; invitation; competition; collection. — Now read the words aloud. PI, P2, P3. III. Речевая разминка — What qualities do you think a writer must have? Ex. 2 on p. 44 in your workbooks may help you. Примерный ответ: In my opinion, a writer must be smart, educated, romantic, sensible and talented. — Would you like to be a writer? Why or why not? (Yes, I would. It is so interesting and exciting to have adventures in the world of literature. / No, I wouldn’t. I’m not fond of reading myself, besides I can’t express my thought in writing clearly.) — What genres of books are you interested in? (I’m interested in...) — What do you think you should do to become a writer? (To my mind, to become a writer I should read a lot, get the higher education, travel a lot and easily understand other people.) — Writing letters is the first step to becoming a real writer. Do you agree with it? (Yes, I do. Writing letters you train expressing your thought, using necessary words and punctuation.) IV. Обучение лексике — Read the letter writte n by a famous French philosopher and writer Voltaire. Guess what the two shortest letters mean. See ex/ 94 on p. 82. — Look at the text again. You see the words “which, that, who”. What do they mean? When are they used? Learn to use them. Complete the sentences in ex. 95 on p. 82. Use the correct word in brackets. Explain why you use it. Примерный ответ: “That” and “which” mean «который» (о неодушевленных пред-метах). “Who” means «кто», «который». 1. The pamphlet was written by Voltaire who was a famous French philosopher and writer. 2. Voltaire wrote a letter which only contained the sign “?”. 3. The publisher sent an answer that was as short as Voltaire’s letter and no less clear. It also contained only one sign — “!”. 4. All copies of the pamphlet which was written by Voltaire were already sold. — Now you try to write the letters of Voltaire and his publisher in words, not in signs. Ex. 96 on p. 82 will help you. — Before we discuss your letters have a rest. V. Физкультминутка VI. Обучение лексике — Sit in groups of three. Read your letters to each other and choose the most interesting one. Then read it to the class. Say which letter you like most. Use the words from the blackboard. Запись на доске: In my opinion... To my mind... I must confess... Frankly speaking... — Have a drill using the words “which”, “that”, “who”. — Open your workbook at p. 50, in ex. 3 you must connect two short sentences in one. Think in pairs first. Now read your sentences and translate. Keys: 2.1 like people, who are well-read. — Мне нравятся начитан¬ные люди. 3. Sometimes I have to read technical texts that/which are rather difficult. — Иногда мне приходится читать технические тек¬сты, которые довольно трудны. 4.1 often borrow some books from the library which/that is just round the corner. — Я часто беру книги из библиотеки, ко¬торая находится прямо за углом. 5. The scientists found a book which/ that was written about eight centuries ago. — Ученые нашли книгу, которая была написана 8 веков назад. 6.1 enjoy reading articles which/that explain some strange things about nature. — Мне нравится читать статьи, которые объ-ясняют странные вещи в природе. 7.1 approve of people who have their own opinion and are able to defend it. — Я одобряю людей, которые имеют свое мнение и могут защитить его. — Well, I see that you have no difficulties using the new words. VII. Обучение словообразованию — You know we can form new words in different ways. First look through the words in ex. 2, p. 50 of your workbooks. Here you see that nouns are formed from verbs. Read the examples after me. T -»Ps. — Now you try to complete the table. Use the dictionary. Keys: educate, approve, suggestion, conclusion, broadcasting, celebration, explain, review. — You can also form new words with the help of the suffixes. Read the rule in ex. 98, p. 82 of your textbook. Remember it. — Read and translate the examples in ex. 99. Do it in a chain. Keys: безоблачное небо бессердечный преступник бесшумная машина бездомная собака ребенок-сирота дерево без листьев безымянный автор безлунная ночь — At home continue this work and do some tasks in writing. VIII. Подведение итогов урока — What new information have you learnt? When do we use which, that, who? What parts of speech are formed with -less? You have done a lot today. The most active pupils are... Thank you for your w'ork. The lesson is over. Домашнее задание Уч.: упр. 100, стр. 82; РТ: упр. 3, стр. 50. Section 7. ПОПРОБУЙ СЕБЯ В КАЧЕСТВЕ ПИСАТЕЛЯ > Урок 73. Любимый писатель Цель: развитие навыков монологической речи по теме «Что значит быть писателем». Оборудование: записи на доске; РТ; карточки. Ход урока I. Организационный момент — Today you will discuss different kinds of books, the authors and learn to describe your favourite writer. II. Фонетическая разминка — Begin with pronunciation. Open your workbooks at p. 50. Let’s read the words from ex. 2 again. First repeat them after me. — Now read them in a chain. PI, P2. P3. III. Речевая разминка. Проверка домашнего задания — Lets’ check up your homework. Last time we spoke about the word formation. What parts of speech are formed with the help of the suffix -less? ( They are adjectives.) — Yes, you are right. What does the suffix mean? (It means without.) — OK. Read your sentences from ex. 100 on p. 82. Others must listen and check the answer. (1. Friendless. 2. Sleepless. 3. Sunless. 4. Colourless. 5. Lifeless.) — Well done. IV. Развитие речевых навыков - Today w.e speak about kinds of books. You already know many of them. Let’s read them again. Open your books at p. 83. See ex. 101. Repeat the words after me. T -»Ps. - Now read them one by one. P1.P2, РЗ, P4, etc. - Look through the reasons why you may want to write this or that type of book. Consult the vocabulary at the end of your textbook to translate the words. Now answer the question at the beginning of the exercise. Примерный ответ: I would write novels because they are interesting and have a long plot with a lot of characters so the reader can observe the life lines of different people. I would write poems because they are short. They make people think about different life problems. Besides poems are easy to read and understand. I would write short stories because they are appealing and quite easy to read. People who read them get kinder and smarter. I would write science fiction because it is fantastic and creative. It makes people invent new things. People who read them get more creative and curious. I would write encyclopedias because they make people think, people who read them become more curious, smarter and better educated. I would write dictionaries because they make people think, they help to find necessary words and word expressions. People who read them become smarter and better educated. I would write textbooks because they contain much useful information. People who read them become smarter and better educated. I would write workbooks because they help students to remember important things. People who read them become more educated. I would write scripts because they are interesting, fantastic. They make people laugh and think. I would write plays because they are fantastic, appealing and creative. They make people laugh or cry, help others. People who read them get happier, kinder and more polite. I would write love stories because they are appealing and tender. People who read them get happier. I would write adventure stories because they are interesting and creative. They make people travel. I would write horror stories because they are terrible. People who read them get frightened. I would write thrillers because they are horrible. They make people help others. People who read them get more serious. I would write detective stories because they are exciting. They make people think and help others. People who read them get more creative and curious. I would write books on UFOs because they are fantastic, appealing and exciting. They make people think. People who read them get more curious, excited and more creative. — Very nice. I see that we have different opinions. Before we discuss the authors have a rest. Stand up, please. V. Физкультминутка VI. Обучение речи — What Russian famous writers do you know? Can you name any English authors? Do you know their works? See ex. 102 on p. 83. Look through the task. Is everything clear? Work in pairs and match the writers with their books. To be a success learn to pronounce the names of the English writers. Repeat after me. — Now Vova reads, other pupils repeat after him. — Start your work in pairs. Then report to the class. Примерный ответ: Mark Twain wrote adventure stories. Jack London wrote short stories. Charles Dickens wrote novels. Bernard Shaw wrote plays. Lewis Carroll wrote fairy tales. Robert Louis Stevenson wrote adventure stories. William Shakespeare wrote love stories, plays and poems. Chase wrote detective stories. Arthur Conan Doyle wrote detective stories. Stephen King wrote horror stories. Alexander Pushkin wrote novels, fairy tales, essays and poems. Anna Akhmatova wrote poems. Alexandra Marinina wrote detective stories. Anton Chekhov wrote plays and short stories. Alexander Belyaev wrote science fiction. Arkady Vainer wrote detective stories. Vassily Shukshin wrote short stories. Nikolay Gogol wrote novels. — The works of which writers from the list have you read? Which of them do you like most? Can you name their works? Whose works were used to shoot films? Have you watched them? Do you prefer to read books or to watch the films? — In your workbooks you have a task connected with writers and their works. Open the workbooks at p. 51. Read the task of ex. 4. Can you name the characters illustrated? — Work in pairs and decide whose quotation it is and who created the character. Keys: l.c) 2); 2. a) 3); 3. b) 1). — At home prepare either a short story about one of these characters or quotations of some other three characters. — Now we are ready to describe one of your favourite authors. See ex. 103 on p. 83. Here is the plan for you. You may consult the Linguistic and Cultural Guide to prepare a story about your favourite writer or any writer you like. I give you three minutes to think and then you tell us about the writer. — Listen and say what you have learnt about the author. Учитель может предложить школьникам заполнить пропуски в предложениях на карточках при прослушивании рассказов. На карточках: ...’s favourite writer is... He was born in... He lived in the... century. He was bom into the family of... He had... brothers (sisters). He dreamed to be a... This writer created such books as... The most famous book by this author is... — At home prepare information about your favourite writer. / VII. Подведение итогов урока — We have done a lot today. Let’s finish. At the next lesson'we will listen to your stories about famous writers. Your marks for the lesson are... Домашнее задание Уч.: vnp. 40, стр. 89; упр. 42, стр. 90; РТ: vnp. 4, стр. 51. Урок 74. Герои книг британской литературы Цели: активизация известной лексики по теме в речи; развитие навыков аудирования; контроль навыков монологической речи. Оборудование: записи на доске; видеоаппаратура. Ход урока I. Организационный момент — Today we are going to discuss very famous and popular British characters. Then we will watch the video “Baker Street” and you will tell us about the book collection you have at home. II. Фонетическая разминка — Let’s start with your pronunciation. Look at the blackboard. Listen to my reading first. Запись на доске^ Three grey gfeese in a green field grazing, Grey were the geese and green was the grazing. — Translate the tongue twister. Read it slowly after me. Then train reading in pairs. Now read the tongue twister in a natural manner. And now read the tongue twister as quickly as you can. Who is the winner? — What sounds do you hear more often? ([g], [i:], [z].) — Name other words with these sounds. Keys: [g] - ground, go, get, galaxy, dog, etc. [i:] — tea, three, we, sheep, read, etc. [z] — zoo, zebra, organize, phrase, choose, etc. — Very good. III. Речевая разминка. Проверка домашнего задания — Last time we talked about famous Russian and English writers. At home you prepared to tell us about one of the writers, didn’t you? Then do it right now. Listen to your classmates and say what you have learnt. IV. Обучение диалогической речи — What do you know about Arthur Conan Doyle? Read the information about him in the Linguistic and Cultural Guide on p. 129. What is his most famous book? — Read an extract from this book aloud. Учитель распределяет роли. — Act out the dialogue. Guess how it can finish. — I see that you are tired. Let’s have a rest. Stand up, class. V. Физкультминутка VI. Развитие речевых навыков — Let’s watch the video “Baker Street”. Say if your guesses were true. — At home prepare some more information about Arthur Conan Doyle. Visit the library' or enter the Internet. — Have you got the book by Arthur Conan Doyle at home? What books have you got? — Use the questions in ex. 107 on p. 84. Answer them individually. Then tell your partner about your home library. Your partner must report to the class what he/she has learnt. Примерный ответ: Vova’s parents (grandparents) started to collect books at home. They have got... books. Their books are..., because they are fond of reading... Now his mother (father, sister, brother) usually buys books for their home library. His mother and he clean them twice a week. They often/don’t often use their home library. His brother/sister is a student so he/she has to use the library very often. His friends often ask and borrow the books from their home library, because their library is so rich. As for Vova, he also borrows some books from his friends’ libraries. Our school library is very rich too. So, he often borrows books from it. — At home do this task in writing. VII. Подведение итогов урока — What writers have you leamt about today? What have you found out about your classmates’ home libraries? Your work was very good. The marks for the lesson are... You may go. Домашнее задание Уч.: упр. 107, стр. 84 (письменно). источник: Дзюина Е.В. Поурочные разработки по англ.языку к УМК М.З.Биболетовой, Н.Н.Трубаневой | |
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