неділя, 29 січня 2017 р.
субота, 28 січня 2017 р.
корисні інтернет ресурси
корисні інтернет ресурси
http://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)
English as a Second Language (ESL) Interactive worksheets
http://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)
English as a Second Language (ESL) Interactive worksheets
корисні поради
корисні поради
http://skyteach.ru/2017/01/27/question/
http://skyteach.ru/2017/01/27/question/
Что делать, если ученик задает вопрос, ответа на который учитель не знает?
пʼятниця, 27 січня 2017 р.
корисні поради
корисні поради
http://cdn.grammarcheck.net/5-rules-of-english-writing.jpg
5 Basic Rules of English Writing That Everyone Should Know (Infographic)
четвер, 26 січня 2017 р.
корисні поради
корисні поради
5 Fun Games that Teach the Weather
How to Teach Weather: 5 Fun Games and Activities
- 1Pin the Tail on the GlobeAfter introducing or reviewing a list of weather terms, post a world map on your classroom wall. Take a few moments to introduce your students to the terms equator and pole and discuss what types of weather the residents at each place (human or otherwise) experience year round. Then, depending on the time of year, discuss with your students what the weather may be like in the Northern and Southern Hemispheres. Finally, review weather in specific areas like rain forests and deserts. Now it is time for fun. Give each student in turn a marker with either a pushpin or piece of tape or other adhesive. This is especially entertaining if you can take a picture of the student or have her draw a small self-portrait. Blindfold one student, give her three turns while she wears the blindfold, and then point her in the direction of the world map. The student should then place the marker somewhere on the world map. You can encourage her to aim for the type of weather she thinks she would enjoy. Then remove the blindfold and have your student describe the weather where she is on the map. Give each student a turn to place himself on the map while blindfolded and then tell the class about the weather at his location.
- I’m Going on Vacation
Do you have a dream vacation? Most people can imagine where they would like to go whether it is skiing on a dramatic slope or sunning on a peaceful beach. Give your students some practice with weather words by getting them thinking about their dream vacation. Have your class sit in a circle and ask a volunteer to start. The person who takes the first turn will also take the last turn in the game. With each turn taker, the person should first describe in about two sentences the type of weather he would like on his vacation, and then tell the rest of the class where he will go on that vacation. For example, “I like sunny skies and warm ocean water. I’m going on vacation to Hawaii.” The second person, whoever is sitting to the left of the person that just went, will describe her dream vacation weather, and then tell the class where she is going on vacation. Then she must also repeat where the first student is going on vacation. The third student then tells the class about his dream vacation weather and then where he will go. He also says where student number two will go and then where student number one will go. Continue in this manner until you make it all the way around the circle to the first student who must say, in the correct order, where each of his classmates will take his dream vacation. Feel free to prompt students throughout the game if they are stumped, but do not be surprised if the students do it on their own. If you have the map on the wall from the previous game, you could also let your students put their markers on the globe where they said they would like to vacation after the game is finished. - 3Twenty QuestionsHere is a game that reviews not only weather words but also question asking. Have one student choose a location he would like to visit. You can supply a list of possibilities or just let him choose at random. The rest of the class takes turns asking questions about the destination trying to determine where the person chose. Encourage your students to use questions about the weather at the beginning to narrow down the possibilities. If the class cannot guess after twenty questions, the student answering the questions wins. If they are able to guess before using all twenty questions, the class wins. Give each student a chance to be the question answerer. If you have a particularly large class, you may want to break your students into small groups to play the game.
- 4Clothing RelayThis game requires more preparation than the others and a small financial investment, but you can use the props anytime you teach about weather. Start by getting a collection of clothes that are appropriate for all weather conditions, bathing suits, hats, scarves, shorts, raincoats, sunglasses, etc. You can ask for donations from parents, friends or purchase some second hand items at a thrift store. Put them all into a large bin and place them at the front of the class. Then divide your class into two teams and have each team chose a volunteer to stand up front with the collection of clothing. The rest of the class should line up at the back of the room in teams. For each round, you will announce a weather condition and one person from each team should run up to the front of the room. They must then run up to the person on their team who is standing by the clothing and chose an item that is appropriate for that type of weather. The runner must then place the item on the other student without the other student’s assistance. The first person to choose an appropriate item of clothing for his teammate and put in on the teammate appropriately scores a point for the team. Continue until everyone has had a turn or until you have used all your weather words. The team with the most points wins.
- 5Clothing StackerThis is another game you can play with the collection of all weather clothing. Again, divide your class into two teams. You should also divide the clothing into two equal piles. Again, have one person volunteer to wear the clothing, but this time the opposite team will dress him or her in all the clothing from their pile. That person then returns to his own team and stands at the front of the room. The others are in line at the back of the room. Begin a relay race in which one person at a time runs up to the dressed member of their team, removes a piece of clothing, and announces to you or another judge what type of weather in which that item can be worn. After getting an okay from the judge, he runs back to the rest of the team with the item. Then the next person takes a turn. Continue until the person up front has been stripped of all his weather clothing. The first team to finish wins the game.
середа, 25 січня 2017 р.
корисні поради
корисні поради
http://busyteacher.org/4126-how-to-teach-modal-verbs-4-steps.html
How to Teach Modal Verbs
http://busyteacher.org/4126-how-to-teach-modal-verbs-4-steps.html
How to Teach Modal Verbs
4 Simple Steps
Follow These Steps To Teach Modal Verbs
-
1
Introduce all modals
Start by introducing all the modal verbs you wish to talk about. This may include can, could, may, might, must, will, would, shall, should, and ought to but, depending on the level of your class, you can narrow it down to those you feel are most important. Obviously there are no images that can help students understand the meanings of these words so you can do pronunciation practice simply by pointing to the words on the board. In your introduction you can cover some rules that apply to all modal verbs. Unlike most verbs, no -s is needed to form the third person singular. For example “He should ~.” is correct, while “He work.” is incorrect. Adding not forms the negative structure. Additionally they always require another verb because they cannot act as the main verb in a sentence and they only have present tense forms so unlike the word swim, there is no past tense form for modals. This may seem like a long and confusing introduction but it is best after the pronunciation practice to simply write the modals and their rules off to the side of the board for reference.
-
2
Ability/Inability and Possibility/Impossibility
Modals are often used to talk about abilities and possibilities or lack of them. Some of the words you want to focus on in this section are can, could, may, and might. Talk to your students about things they can do and practice using can in the target structure because this will be the easiest word to start off with (see our CAN worksheets). Next you should talk about might because it is also commonly used when talking about present possibilities such as “We can’t play music in class because the other classes might be taking tests.” which nicely combines the two words in one sentence. Building upon that, talk about how could and may are used to discuss future abilities and possibilities and also how could can be used to talk about the past in a sentence such as “When I was a child, I could climb trees.” So as you can see just this one section on modals can take awhile. It is best to introduce structures gradually and to plan lots of practice activities for each.
-
3
Other Uses
You can center another lesson on asking for permission or making an offer or request. Can, could, may, shall, will, and would can all be used so you might want to break this up into pairs by introducing can and could, will and would, and finally may and shall. In other lessons you can cover using modals to make suggestions and give advice, to talk about obligations and prohibitions, and lastly cover using ought to and should to say what the correct action would be for instance “She ought to see a doctor.” or “We should be quiet while the teacher is talking.” For some classes it is not necessary to cover all the different uses of modal verbs so feel free to choose what is most important and then cover those items thoroughly before moving on to the next topic.
-
4
Combination
If you cover many different uses of modal verbs in your class, be sure to have a lesson which combines them again. It makes sense to start with all the words you plan to cover in the first class and finish the same way. Since students have been focusing on just one use at a time, this lesson will bring to their attention the range of uses these words have and really challenge them. Fill in the blank and multiple choice worksheets may be appropriate and of course you can conduct role plays based on the different uses of modal verbs too.
Modal verbs have many uses. Teachers should review the uses of modals carefully before introducing them and think about what students would most benefit from studying so that plenty of time can be dedicated to those items. Leaving out some modals or some uses of modals is not the end of the world and may just give your students a better chance of understanding what is covered.
- 1Introduce all modalsStart by introducing all the modal verbs you wish to talk about. This may include can, could, may, might, must, will, would, shall, should, and ought to but, depending on the level of your class, you can narrow it down to those you feel are most important. Obviously there are no images that can help students understand the meanings of these words so you can do pronunciation practice simply by pointing to the words on the board. In your introduction you can cover some rules that apply to all modal verbs. Unlike most verbs, no -s is needed to form the third person singular. For example “He should ~.” is correct, while “He work.” is incorrect. Adding not forms the negative structure. Additionally they always require another verb because they cannot act as the main verb in a sentence and they only have present tense forms so unlike the word swim, there is no past tense form for modals. This may seem like a long and confusing introduction but it is best after the pronunciation practice to simply write the modals and their rules off to the side of the board for reference.
- 2Ability/Inability and Possibility/ImpossibilityModals are often used to talk about abilities and possibilities or lack of them. Some of the words you want to focus on in this section are can, could, may, and might. Talk to your students about things they can do and practice using can in the target structure because this will be the easiest word to start off with (see our CAN worksheets). Next you should talk about might because it is also commonly used when talking about present possibilities such as “We can’t play music in class because the other classes might be taking tests.” which nicely combines the two words in one sentence. Building upon that, talk about how could and may are used to discuss future abilities and possibilities and also how could can be used to talk about the past in a sentence such as “When I was a child, I could climb trees.” So as you can see just this one section on modals can take awhile. It is best to introduce structures gradually and to plan lots of practice activities for each.
- 3Other UsesYou can center another lesson on asking for permission or making an offer or request. Can, could, may, shall, will, and would can all be used so you might want to break this up into pairs by introducing can and could, will and would, and finally may and shall. In other lessons you can cover using modals to make suggestions and give advice, to talk about obligations and prohibitions, and lastly cover using ought to and should to say what the correct action would be for instance “She ought to see a doctor.” or “We should be quiet while the teacher is talking.” For some classes it is not necessary to cover all the different uses of modal verbs so feel free to choose what is most important and then cover those items thoroughly before moving on to the next topic.
- 4CombinationIf you cover many different uses of modal verbs in your class, be sure to have a lesson which combines them again. It makes sense to start with all the words you plan to cover in the first class and finish the same way. Since students have been focusing on just one use at a time, this lesson will bring to their attention the range of uses these words have and really challenge them. Fill in the blank and multiple choice worksheets may be appropriate and of course you can conduct role plays based on the different uses of modal verbs too.
Modal verbs have many uses. Teachers should review the uses of modals carefully before introducing them and think about what students would most benefit from studying so that plenty of time can be dedicated to those items. Leaving out some modals or some uses of modals is not the end of the world and may just give your students a better chance of understanding what is covered.
неділя, 22 січня 2017 р.
корисні інтернет-ресурси
корисні інтернет-ресурси
http://www.englishpractice.com/
http://www.englishmaven.org
http://www.funenglishgames.com/
http://www.englishpractice.com/
http://www.englishmaven.org
http://www.funenglishgames.com/
субота, 21 січня 2017 р.
понеділок, 16 січня 2017 р.
субота, 14 січня 2017 р.
пʼятниця, 13 січня 2017 р.
календарне планування
календарне планування
9 клас (восьмий рік навчання, 3 години на тиждень) II СЕМЕСТР
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Лінгвістичні
компетенції
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Мовленнєва
компетенція
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Соціокультурна компетенція
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Загально-навчальна компетенція
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№
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Дата
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Тема і підтема ситуативного спілкування
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Урок в НМК
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Мовленнєві функції
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Мовленнєві зразки
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Фонети
ка
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Граматичний матеріал
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Лексичний матеріал
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Читання
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Аудіюва
ння
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Мовлення
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Письмо
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Дом. завд.
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1
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2
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3
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4
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5
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6
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7
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8
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9
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10
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11
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12
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13
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14
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15
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16
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Тематика спілкування «Піклуємось про навколишнє
середовище!» Unit 4
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49
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Організації
захисту тварин
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1
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-
описувати
людей,
предмети, дії, явища, самопочуття, події;
характеризуват
и якості особистості, вчинки людей і стосунки між людьми;
висловлювати
власне ставлення до
поведінки, вчинків, думок, позицій інших людей;
-
порівнюватипредмети, дії, вчинки,
ситуації, факти, явища
-
розповідати про
свої захоплення, уподобання, ідеали, спосіб життя, мрії, аргументуючи
власний вибір;
-
запитувати та
надавати інформацію про явища, події, факти;
-
аргументувати
свій вибір, точку зору, власну думку;
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If the calves, are too young, the scientists take
them to...
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[s ]
[ z ]
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Present Passive
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A calf, a fin, a loss, a mammal, a shore, a squid,
a whale, shallow, to spot, to strand
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Ex. 1,
2,3,
p. 110-111
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Ex. 1, p. 110
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Ex.3,
p. 111
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Ex. 4, 5, p. 111
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Знання
культури спільноти або спільнот країни, мова якої вивчається, у межах
тематики ситуативного спілкування, пов’язаної з такими аспектами:
повсякденне життя
умови життя
міжособистісні стосунки
цінності, ідеали, норми поведінки
соціальні правила поведінки
здатність привести до спільного знаменника
рідну й іноземну культури в межах змісту програми
здатність
використати різні стратегії для контакту з представниками інших
культур
вживання та вибір привітань
вживання та вибір форм звертання
вживання та вибір вигуків
правила вступу до розмови
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розрізняти і продукувати незнайомі звуки
розуміти і зв'язувати незнайомі
звукові відрізки
слухати і розуміти звуковий потік
і сприймати його
як осмислений ряд фонетичних елементів
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Ex.4,
p. 111
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50
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Майбут-
нє у наших руках
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2
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You must decide
if you are a nature friend.
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[ ʒ ]
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Modal Verbs
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A calf, a fin,
a loss, a mammal, a shore, a squid, a whale, shallow, to spot, to strand
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Ex.1, 2,4,5, p.
112
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Ex.4,
p. 113
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Ex.3,
p. 112
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Ex.2,
p. 114
переклад
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51
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Тварини в небезпеці
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3
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After the
picnic you mustn't forget to clean the place
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[ ʃ ]
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Modal Verbs
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A habitat, a
herd, a horn, ivory, species, a tusk,endangered, illegal, to damage, to import,
to become extinct, to lay eggs
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Ex. 2
p. 114
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Ex. 1,
p. 114.
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Ex. 3-4,
p. 115.
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Вивчити слова
p.114
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52
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Тварини в небезпеці
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3
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Bamboo forests are cleared for farming, so there is
less bamboo for...
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[ h]
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Obligation: must, have to, don't have to, must
not (mustn't)
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A habitat, a
herd, a horn, ivory, species, a tusk,endangered, illegal, to damage, to import,
to become extinct, to lay eggs
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Ex. 2, 3, p. 114-115
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Ex. 5,
p. 116
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Ex. 6, p. 116
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53
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Grammar
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[ n ]
[ Ƞ ]
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Can, could, should
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Grammar
Rules
p. 197-198
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p. 199-200
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p. 199-200
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54
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Як
вберегти довкілля
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4
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They must work
hard to stop...
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[ n ]
[ Ƞ ]
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Obligation: must, have to, don't have to, must
not (mustn't)
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copies
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Ex.1, 3,
p. 117-118
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Ex. 2,
p. 117.
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«Як ми можемо захистити навкол середо?»
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55
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Як
ми можемо захисти середовище?
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4
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If you care about, the environment, always remember...
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[ eə ]
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Modal Verbs
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Ecology, energy, garbage, to reduce, recyclable, to
be in danger
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Ex. 5, 6a,
p. 117-118
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Ex. 3-4,
p. 118
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Ex. 5, p. 119
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Червона книга Житомирщини
(доповідь)
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56
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Червона
книга Житомирщини
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[ r]
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copies
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Pupils’ reports
|
. Pupils’
reports
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Ex.6,
p. 119
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57
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Grammar
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[ i ]
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Present |Past
Simple
Passive
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Grammar
Rules
p. 201
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p. 202-203
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p. 204
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58
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Збережемо довкілля
чистим
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5
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One solution
to this problem is recycling.
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[ i: ]
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Past Simple
Passive
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A container,
oxygen, a surface, a survival, waste, coastal
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Ex.2,
p. 121
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Ex. 2-3,
p. 120.
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Ex. 4,
p. 121
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Ex. 5, 7, p.
122
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59
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Програми захисту
навкол. середовища
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5
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Protecting all
the forests is the key to our survival
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[ ʃ ]
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Present |Past
Simple
Passive
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A container,
oxygen, a surface, a survival, waste, coastal
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Ex.4,
p. 121
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Ex.1,
p. 120
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. Ex. 6, p. 122
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Ex.3,
p. 124
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60
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Відомий
зоолог
Дже-
ральд
Даррелл
Життя Дже-ральда
Даррелла
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6
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He used his
knowledge in order to save...
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[d ʒ ]
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p. 123
in search of,
amateur, rare
breeds
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Ex. 1, 2,3,4, p. 123-127
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Ex.2
p. 123
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Ex. 10, 11,
p. 127
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Ex. 3-5 p.
124-126
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61
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Життя Дже-ральда
Даррелла
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6
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[ j ]
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p. 124-127
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Ex.3, p.124.
Ex.4,
p. 126
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Ex.3, p. 124
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Ex. 5-9, p.126-127
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Ex.10,11
p. 127
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62
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Центри
захисту природи
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7
|
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[ l ]
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Present, Past
Simple
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|
Ex. la, p. 128
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Ex. lb, p. 128.
Ex. 2, 4-5, p. 129
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Ex, 3a, p. 129
|
Ex. 5, 7, p.
122 Ex. 3,5,6
p. 129-130
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63
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Grammar
|
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|
[w]
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Past Simple,
Past Continuous
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Grammar
Rules
p. 184-185
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|
p. 186
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p. 187
|
p.187
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64
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Grammar
|
|
|
[ n ]
[ Ƞ ]
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Past Simple,
Present Perfect
|
|
Grammar
Rules
p.188 -189
|
|
p. 189 - 190
|
p. 191
|
р.191
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|
65
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Проблеми
екології
|
8
|
|
[ m ]
|
|
Ecology, energy, garbage, to reduce, recyclable, to
be in danger
|
Ex. 7,
p. 130.
|
|
Ex. 8c,
p. 132
|
Ex. 8ab,
p. 131
|
Ex. 10, p. 132
|
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|
66
|
|
Проблеми
екології
|
8
|
|
[w]
|
|
|
Ex.9,
p. 132
|
Pupils' reports
|
Ex.2, p. 134.
|
|
Повторити лексику теми.
|
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|
67
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|
За та
проти
зоопарків
|
9
|
|
[ n ]
[ Ƞ ]
|
|
|
Ex. 1,
p. 133
|
Pupils' reports
|
D, G, H,
p. 199-200
|
|
Ex.6,
p. 130
|
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|
68
|
|
Повторення матеріалу
|
9
|
|
[ Ɵ ]
|
|
|
Ex.5, p. 136
|
Ex. 4, p. 136
|
Ex.3, p. 135
|
|
Ex.6, p. 137
|
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|
69
|
|
Узагальнення вивченого матеріалу
теми «Піклуємось
про навколишнє середовище!» з метою корекції у подальшій роботі
|
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|
70
|
|
Краєзнавча сторінка. Единбург.
|
|
|
|
[ ð ]
|
|
Mouth, traces, dignified, thriving, dockland
|
Ex.1, p. 138
|
|
Ex.2, p. 138 -139
|
|
|
|
Переказ
тексту
p.
140-
141
|
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|
71
|
|
Краєзнавча сторінка. Кардіф
|
|
|
[ ʒ ]
|
|
mediocrity, mansion, arcade, to brew
|
|
|
Ex.4, p. 140
|
Ex. 3b, p. 140
|
Повторити лексику
|
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|
Тематика спілкування «Плани й амбіції». Unit 5
|
|||||||||||||||||||||||||||
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
11
|
12
|
13
|
14
|
15
|
16
|
||||||||||||
|
72
|
|
Можливості
підлітків
|
1
|
-
розпитувати з
метою роз’яснення і
уточнення інформації та надання необхідних відповідей;
-
пропонувати
щось та приймати або відхиляти пропозицію;
|
The things are not exactly like this. I can
always... when I feel like that. I am not bored with...
|
[ ei ]
|
Going to + Infinitive
for future plans
|
Challenge, talented, to be expert on smth, to be
under pressure, to go well, to work on smb's own
|
Ex.1, 3,5,
p.142-145
|
Ex.1, p. 142
|
Ex. 1, 2,
6,7,
p. 142-145
|
Ex.4, p. 144
|
повсякденне життя
умови
життя
міжособистісні стосунки
цінності, ідеали, норми поведінки
соціальні правила поведінки
використовувати адекватні матеріали для
самостійного вивчення
знаходити, розуміти і при необхідності
передавати
нову інформацію
|
активно застосовувати мову, що вивчається
використовувати адекватні матеріали для
самостійного вивчення
використовувати адекватні матеріали для
самостійного вивчення
знаходити, розуміти і при необхідності
передавати
нову інформацію
використовувати нові технології
|
Ex.4, p. 144
|
||||||||||||
|
73
|
|
Можливості
підлітків
Grammar
Point
|
1
|
Would you like to change...?
|
[ eə ]
|
Going to + Infinitive
for future plans
|
Challenge, talented, to be expert on smth, to be
under pressure, to go well, to work on smb's own
|
|
|
|
Grammar exercises
|
|
|||||||||||||||
|
74
|
|
Як бути успішною
людиною?
|
2
|
She'd like to write the book about... The book deals
with
|
[ i: ]
|
Going to + Infinitive
for future plans
|
|
Ex. 2, 4, p. 147.
|
|
Ex. 1, 2,
p. 146
|
p. 143-145
Grammar exercises
|
Grammar exercises
|
|||||||||||||||
|
75
|
|
Як бути успішною
людиною?
|
2
|
I seem to have
different talents. When you look for a career, you should...
|
[ i: ]
|
Grammar exercises
|
Aptitude, career, employment, to affect, to require,
available, certain, unemployed, in smb's footsteps
|
Vocabulary
Point, p. 146. Grammar Point, p. 147
|
|
Ex. 5, p.
146-147
|
Ex.3, p. 147
|
Grammar exercises
|
|||||||||||||||
|
76
|
|
Вибір кар'єри
|
3
|
I've always
been interested in... All I care about is
|
[ ɔ ]
|
Going to + Infinitive
for future plans
|
Baby-sitting,
campaign, fame, volunteer, weird, to improve, to take up, to be excited
about smth, to work hard
|
Ex. 1, p. 148.
Ex. 4, 6, p. 150
|
|
Ex. 3, 5a, p.150-151
|
Ex.2, p. 150
|
Ex.7, p. 151
|
|||||||||||||||
|
77
|
|
Плани
на майбутнє
|
4
|
... I have a feeling I'm not going to...
|
[ɔu ]
|
|
Challenge, talented, to be expert on smth, to be
under pressure
|
Ex.1, p. 152.
|
|
Ex.1,
p.152-153.
|
Ex.2, p. 153
|
Підготувати планшет «Професії»
|
|||||||||||||||
|
78
|
|
Плани
на майбутнє
|
4
|
Would you like to change...?
|
[ɔu ]
|
Going to + Infinitive
for future plans
|
to go well, to work on smb's own
|
Ex. 4, 5, p. 154
|
|
Ex. 3, 6, p.
154
|
|
Ex.2, p. 153
|
|||||||||||||||
|
79
|
|
Вибір професії
|
5
|
Girls are more interested in...
|
[ju: ]
|
Would like +
infinitive for ambitions
|
Would like +
infinitive for ambitions
|
Ex.3a, 4, 5a, 6,
p. 155-156
|
Ex.1,
p. 155
|
Ex. 2b,
p. 155.
|
Ex. 2a,
p. 155.
|
Ex. 2a, p. 155
|
|||||||||||||||
|
80
|
|
Вибір професії
|
5
|
We should judge smb's work by...
|
[ju: ]
|
Would like +
infinitive for ambitions
|
Would like +
infinitive for ambitions
|
p. 155-156
|
|
Ex. 5b, 7,
p. 157
|
Ex. 3b, 4,
p. 156
|
Написати про професію
|
|||||||||||||||
|
81
|
|
Професія лікар
|
6
|
He was for a thorough investigation of
|
[ b ]
[ p ]
|
Phrasal Verbs
|
Phrasal Verbs
|
Ex. 1,
p. 158. Ex.3,
p. 160
|
Ex.1,
p. 158
|
Ex. 1,
p. 158. Ex. 2, 6, p. 160
|
Ex. 4, 5,
p. 160
|
Ex.5,
p. 160
|
|||||||||||||||
|
82
|
|
Grammar
|
|
|
[ b ]
[ p ]
|
Present Perfect
Continuous
|
|
Grammar
Rules
p. 192
|
|
|
p. 193
|
p. 194
|
|||||||||||||||
|
83
|
|
Grammar
|
|
|
[ au]
|
Question Tags
|
|
Grammar
Rules
p. 195
|
|
p. 195
|
p. 196
|
|
|||||||||||||||
|
84
|
|
Різноманітність
професій
|
7
|
His condition
became much worse
|
[ au]
|
Phrasal Verbs
|
Phrasal Verbs
|
Ex. la, 3, p. 162
|
|
Ex. la,
3,5,
p. 162-163
|
Ex. lb-2,
p. 162
|
Ex. lb-2,
p. 162
Project Ким я бачу себе у
майбут
|
|||||||||||||||
|
85
|
|
Ким
я бачу себе у майбут
|
8
|
... It was
clear that...
|
[ r]
|
|
|
|
Pupils’
projects
|
Pupils’ projects
|
|
Ex. 1 a,b
p. 166
|
|||||||||||||||
|
86
|
|
Робота для підлітків
улітку
|
9
|
|
[ai]
|
Phrasal Verbs
|
Phrasal Verbs
|
Ex. la,
p. 166
|
|
Ex.4, p. 163. Ex. lb, 2, p.166-167
|
A, p. 189
|
A, p. 189
|
|||||||||||||||
|
87
|
|
Фактори впливу на
вибір професії
|
9
|
|
[ t ]
[ d ]
|
|
|
Ex.1,
p. 166-167
|
Discussion
|
Debate.
Ex.2,
pl67
|
|
p. 189-190
|
|||||||||||||||
|
88
|
|
Узагальнення
вивченого матеріалу теми «Плани й
амбіції» з метою корекції у подальшій
роботі
|
|||||||||||||||||||||||||
|
89
|
|
Краєзнавча
сторінка. Ліверпуль
|
|
|
|
[ k ]
[ g ]
|
|
Slave
trade, ferry, property,descent
|
Ex.1,
p. 172-173
|
|
Ex.2,4
p. 172-173
|
Ex.3
p. 172
|
|
|
p. 191-192
|
||||||||||||
|
90
|
|
Контроль
аудіювання
|
|||||||||||||||||||||||||
|
91
|
|
Контроль письма
|
|||||||||||||||||||||||||
|
92
|
|
Контроль читання
|
|||||||||||||||||||||||||
|
93
|
|
Контроль усного
мовлення
|
|||||||||||||||||||||||||
|
94
|
|
Аналіз
контрольних робіт. Повторення
|
|||||||||||||||||||||||||
|
95
|
|
Підсумковий урок
|
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