The document contains a lesson plan for an English class on the topic of shopping. The objectives of the lesson are to practice shopping vocabulary, introduce the pronouns "one" and "ones", develop speaking and reading skills, and learn about shopping customs in English-speaking countries. The main activities include reading a dialogue about shopping, answering comprehension questions, learning about the pronouns, and discussing tips to avoid becoming a shopaholic. Homework involves completing an exercise on the new grammar.
This document contains an exam correction worksheet for a 9th grade English exam from Mts Al Huda Ngerejeng Purwosari in the 2013/2014 school year. It includes listening comprehension questions, filling in blanks in dialogues, choosing the correct answers, creating short dialogues using request expressions, and answering reading comprehension questions. The student is asked to complete various exercises to improve their English exam scores.
This document appears to be a test or examination for a Grade 8 Filipino class consisting of multiple choice and fill-in-the-blank questions testing grammar concepts in Filipino such as verbs, subject-predicate identification, translation, and question formation. It is signed by the teacher, head of the English department and principal with space for the student to take the test. The test covers topics like reciprocal relationships, possession verbs, simultaneous actions, verb aspects, habits, requests and -um/-mag verbs.
This lesson plan is for an 80-minute English class for 1st year secondary students focusing on using will/won't to talk about future predictions. The lesson uses the song "Count on Me" by Bruno Mars to teach conditional sentences and friendship. Activities include listening to identify the song meaning, filling in lyrics, matching chorus lines, correcting lyrics, and identifying future verb forms. Formative assessment is integrated through questioning and worksheet completion. The goal is for students to understand using will/won't for predictions and reflect on supporting friends.
This document appears to be a practice test for students. It contains multiple choice questions testing vocabulary, grammar, and reading comprehension. The test has five sections. Section I contains word pronunciation questions. Section II contains grammar and sentence completion questions. Section III contains questions requiring candidates to fill in blanks in a short passage. Section IV asks candidates to identify and correct errors in sample sentences. Section V instructs candidates to rewrite sample sentences. The test aims to evaluate students' English language skills.
The passage discusses the increasing global demand for oil and concerns about future supply. It notes that world oil demand has grown faster in the past 5 years than in the late 1990s, and is projected to increase from 85 million barrels per day currently to 113 million barrels by 2030. It examines the oil reserves of the top 4 exporting countries and notes issues like Iran introducing oil rationing. While coal reserves could last over 150 years, coal is a dirty energy source. Natural gas reserves may last longer than oil but extracting and transporting gas is expensive. Hydrogen fuel cells could be an alternative but hydrogen is currently too expensive to produce cleanly and in sufficient quantities. The increasing global use of oil raises risks of disasters and dangerous emissions.
K TO 12 GRADE 4 DIAGNOSTIC / PRE TEST IN ENGLISHLiGhT ArOhL
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The document is a pre-test for English consisting of reading passages and questions. The first passage is about a girl named Gamba who loves weaving. She gets angry at her mother and is turned into a spider as punishment. The second passage tells the legend of a lazy trainee of the Goddess of Weavers who is turned into a monkey for making her dress out of leather instead of cotton as instructed. The test contains multiple choice and short answer questions to assess comprehension of key details in the passages.
The document provides vocabulary and questions about the post office. It covers terms related to postal services like registering mail, subscribing to services, and courteous and well-trained staff. There are 75 multiple choice questions testing vocabulary, grammar and comprehension related to the post office and sending mail.
This lesson plan is for an 80-minute English class for 1st year secondary students focusing on using will/won't to talk about future predictions. The lesson uses the song "Count on Me" by Bruno Mars to teach conditional sentences and friendship. Activities include listening for the song meaning, filling in lyrics, matching chorus lines, finding errors in lyrics, and identifying future verb forms. The plan aims to integrate reading, speaking, listening and assess understanding through questions and partner work.
The document provides instructions for completing a dialogue with given expressions like "how are you", "goodbye", and "see you soon". It gives the start of a dialogue between Mr. Bean and Mrs. Breuer and her husband, and instructs the student to fill in the missing expressions to complete the conversation. The expressions are to be used to greet each other, ask how someone is doing, and say goodbye at the end of the conversation.
The document provides a lesson on superlatives and comparisons of adjectives. It includes examples of comparing famous twins Mary-Kate and Ashley Olsen and identifying their different personalities. The lesson discusses possessions people love and how to use possessive adjectives like "mine", "yours", "his", and "hers" when talking about ownership. It concludes with a test to check understanding of adjectives, famous facts, and possession vocabulary.
The document provides examples of introducing oneself in English and Vietnamese including providing one's name, how to spell it, and what to say when asked to be called. It also provides number readings in English and Vietnamese up to millions and billions. Some sample dialogues are provided asking for personal details like name, age, and spelling of names.
1. There are differing views among teachers on how to best teach spelling and how much emphasis to place on it versus general language development and writing ability.
2. If spelling is the sole focus, bright students will likely only write words they can spell correctly and avoid more advanced vocabulary.
3. A teacher's criticism of a student's work focused only on spelling errors and legibility, ignoring the meaningful personal experiences the student had expressed. The teacher should have praised the content first before noting presentation issues.
This document appears to be an exam for a Grade 9 English class in the Philippines. It covers various topics in English including vocabulary, grammar, literature and speech. The exam contains 50 multiple choice questions testing knowledge in these areas. It provides instructions for students to circle the correct answer for each question. At the end, it reminds students that cheating is a choice, not a mistake. The exam was prepared by a teacher named Charisse M. Andrion.
Here’s your 8..........................and 9..........................
Thank you for shopping with us. Please come again!
Zack: Thanks!
1. size
2. one
3. it on
4. is over there
5. a large
6. credit card
7. pin number
8. receipt
9. change
?????? 5 Complete the conversations with these words. (Listening)
1. excuse 2. sorry 3. thanks 4. please
A
Woman: Oh dear, I'm so clumsy. I've spilt coffee all down your shirt!
Man: That's 1. ..............., no problem
The document provides information and instructions for various classroom activities from the Backpack English textbook. It includes pair and group work activities, grammar drills, reading comprehension questions, spelling and vocabulary exercises, listening comprehension tasks, and writing prompts. The teacher is encouraged to modify activities as needed to ensure they are suitable and effective for students.
This document provides guidance for Part 2 of the test, which consists of 30 items asking questions with 3 possible responses to choose from. It outlines the types of questions that may be asked, including information questions and yes/no questions. It then provides examples of common question words like who, what, when, where, why, and whose, along with sample questions and responses for each. The document emphasizes focusing only on the audio, trying to determine the question type, and answering quickly while choosing from the 3 responses.
The document provides guidance for students on writing reading response journals. It explains that the purpose is not to summarize what was read but to think about and interpret it. It lists potential reading response questions and provides a rubric for grading responses. It also gives examples of student responses and provides feedback on making responses more specific and thoughtful by using details and explaining opinions. The document concludes by assigning homework on completing reading response activities.
This document provides vocabulary and grammar instruction on personal pronouns, demonstrative adjectives, and the present simple tense. It includes examples of replacing nouns with pronouns in sentences, practice identifying pronouns and demonstratives, a word search to find personal pronouns, and investigation of short a vowel sounds. Students are asked to write sentences using the present simple tense and answer questions about typical daily routines. The document aims to help students recognize and use pronouns, demonstratives, and present tense verbs.
Constructive Conversations in my Classroom By Liam LaceyLIAM LACEY
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The document outlines an educational session on developing constructive classroom conversations. The objectives are to observe and analyze classroom conversations to gain insight into student thinking, examine how conversations can develop language and thinking skills, recognize features of constructive conversations, and model conversation skills in an elementary classroom. The session is divided into four parts that include observing classroom conversations, examining student-to-student conversations, recognizing and teaching constructive conversation skills using a timeline, and modeling strategies to enhance conversation skills.
Here are the sentences completed with the conjunctions and, but or or:
1. I know the answer or I don't know the answer.
2. She went to the store but she didn't buy anything.
3. We can go to the park and have a picnic.
4. I like chocolate but I don't like vanilla.
5. Do you want coffee or tea?
6. He walked to school and took the bus home.
7. It's hot outside but it's cool inside.
8. I don't have a pen or pencil.
9. We swam at the beach and lay in the sun.
10. Are you
Here are the modal verbs to fill in the blanks:
1) When Susan was five, she could read and write.
2) I can get up early today. Because it is Sunday.
3) Birds can fly but lions can't.
4) This bag is too heavy for you. May I help you?
5) I could wear school uniform at my school.
6) You mustn't smoke here. It is forbidden.
7) May you turn on the lights, please?
8) I could help my mother with the housework. She is tired.
9) If you go to bed late, you may be late for the school.
The document discusses Donny and Ricky's conversation about Ricky's new bag that his aunt bought him as a birthday gift. Donny thinks the color of the bag is too conspicuous for a boy and looks too over-the-top, but appreciates it as a gift. They exchange opinions on the bag's style, color, and who purchased it as a gift.
The document contains a series of questions about literary concepts such as theme, character, plot, point of view, and setting. It also asks the reader to define words like summary, fact, and opinion. Some questions ask the reader to apply these concepts, such as identifying themes, characters, and plot details in books. The document appears to be assessing a reader's understanding of foundational elements of reading comprehension and literary analysis.
Class 3-english-pt3-rev-ws-for-uploadingAnil Pandey
?
This document contains a series of practice worksheets covering multiple lessons for English class. It includes questions about short passages on various topics, synonym and grammar exercises, fill-in-the-blank activities, and questions related to images. The worksheets cover a range of skills for students to practice their English comprehension, vocabulary, and grammar.
This document outlines a four-step process for writing paragraphs: 1) Brainstorming and editing ideas, 2) Writing a first draft, 3) Checking and revising the draft, 4) Writing a final copy. It provides examples of freewriting and initial drafts, and explains how to organize paragraphs, check for errors, and improve the writing at each step of the process.
The document provides instructions for completing a dialogue with given expressions like "how are you", "goodbye", and "see you soon". It gives the start of a dialogue between Mr. Bean and Mrs. Breuer and her husband, and instructs the student to fill in the missing expressions to complete the conversation. The expressions are to be used to greet each other, ask how someone is doing, and say goodbye at the end of the conversation.
The document provides a lesson on superlatives and comparisons of adjectives. It includes examples of comparing famous twins Mary-Kate and Ashley Olsen and identifying their different personalities. The lesson discusses possessions people love and how to use possessive adjectives like "mine", "yours", "his", and "hers" when talking about ownership. It concludes with a test to check understanding of adjectives, famous facts, and possession vocabulary.
The document provides examples of introducing oneself in English and Vietnamese including providing one's name, how to spell it, and what to say when asked to be called. It also provides number readings in English and Vietnamese up to millions and billions. Some sample dialogues are provided asking for personal details like name, age, and spelling of names.
1. There are differing views among teachers on how to best teach spelling and how much emphasis to place on it versus general language development and writing ability.
2. If spelling is the sole focus, bright students will likely only write words they can spell correctly and avoid more advanced vocabulary.
3. A teacher's criticism of a student's work focused only on spelling errors and legibility, ignoring the meaningful personal experiences the student had expressed. The teacher should have praised the content first before noting presentation issues.
This document appears to be an exam for a Grade 9 English class in the Philippines. It covers various topics in English including vocabulary, grammar, literature and speech. The exam contains 50 multiple choice questions testing knowledge in these areas. It provides instructions for students to circle the correct answer for each question. At the end, it reminds students that cheating is a choice, not a mistake. The exam was prepared by a teacher named Charisse M. Andrion.
Here’s your 8..........................and 9..........................
Thank you for shopping with us. Please come again!
Zack: Thanks!
1. size
2. one
3. it on
4. is over there
5. a large
6. credit card
7. pin number
8. receipt
9. change
?????? 5 Complete the conversations with these words. (Listening)
1. excuse 2. sorry 3. thanks 4. please
A
Woman: Oh dear, I'm so clumsy. I've spilt coffee all down your shirt!
Man: That's 1. ..............., no problem
The document provides information and instructions for various classroom activities from the Backpack English textbook. It includes pair and group work activities, grammar drills, reading comprehension questions, spelling and vocabulary exercises, listening comprehension tasks, and writing prompts. The teacher is encouraged to modify activities as needed to ensure they are suitable and effective for students.
This document provides guidance for Part 2 of the test, which consists of 30 items asking questions with 3 possible responses to choose from. It outlines the types of questions that may be asked, including information questions and yes/no questions. It then provides examples of common question words like who, what, when, where, why, and whose, along with sample questions and responses for each. The document emphasizes focusing only on the audio, trying to determine the question type, and answering quickly while choosing from the 3 responses.
The document provides guidance for students on writing reading response journals. It explains that the purpose is not to summarize what was read but to think about and interpret it. It lists potential reading response questions and provides a rubric for grading responses. It also gives examples of student responses and provides feedback on making responses more specific and thoughtful by using details and explaining opinions. The document concludes by assigning homework on completing reading response activities.
This document provides vocabulary and grammar instruction on personal pronouns, demonstrative adjectives, and the present simple tense. It includes examples of replacing nouns with pronouns in sentences, practice identifying pronouns and demonstratives, a word search to find personal pronouns, and investigation of short a vowel sounds. Students are asked to write sentences using the present simple tense and answer questions about typical daily routines. The document aims to help students recognize and use pronouns, demonstratives, and present tense verbs.
Constructive Conversations in my Classroom By Liam LaceyLIAM LACEY
?
The document outlines an educational session on developing constructive classroom conversations. The objectives are to observe and analyze classroom conversations to gain insight into student thinking, examine how conversations can develop language and thinking skills, recognize features of constructive conversations, and model conversation skills in an elementary classroom. The session is divided into four parts that include observing classroom conversations, examining student-to-student conversations, recognizing and teaching constructive conversation skills using a timeline, and modeling strategies to enhance conversation skills.
Here are the sentences completed with the conjunctions and, but or or:
1. I know the answer or I don't know the answer.
2. She went to the store but she didn't buy anything.
3. We can go to the park and have a picnic.
4. I like chocolate but I don't like vanilla.
5. Do you want coffee or tea?
6. He walked to school and took the bus home.
7. It's hot outside but it's cool inside.
8. I don't have a pen or pencil.
9. We swam at the beach and lay in the sun.
10. Are you
Here are the modal verbs to fill in the blanks:
1) When Susan was five, she could read and write.
2) I can get up early today. Because it is Sunday.
3) Birds can fly but lions can't.
4) This bag is too heavy for you. May I help you?
5) I could wear school uniform at my school.
6) You mustn't smoke here. It is forbidden.
7) May you turn on the lights, please?
8) I could help my mother with the housework. She is tired.
9) If you go to bed late, you may be late for the school.
The document discusses Donny and Ricky's conversation about Ricky's new bag that his aunt bought him as a birthday gift. Donny thinks the color of the bag is too conspicuous for a boy and looks too over-the-top, but appreciates it as a gift. They exchange opinions on the bag's style, color, and who purchased it as a gift.
The document contains a series of questions about literary concepts such as theme, character, plot, point of view, and setting. It also asks the reader to define words like summary, fact, and opinion. Some questions ask the reader to apply these concepts, such as identifying themes, characters, and plot details in books. The document appears to be assessing a reader's understanding of foundational elements of reading comprehension and literary analysis.
Class 3-english-pt3-rev-ws-for-uploadingAnil Pandey
?
This document contains a series of practice worksheets covering multiple lessons for English class. It includes questions about short passages on various topics, synonym and grammar exercises, fill-in-the-blank activities, and questions related to images. The worksheets cover a range of skills for students to practice their English comprehension, vocabulary, and grammar.
This document outlines a four-step process for writing paragraphs: 1) Brainstorming and editing ideas, 2) Writing a first draft, 3) Checking and revising the draft, 4) Writing a final copy. It provides examples of freewriting and initial drafts, and explains how to organize paragraphs, check for errors, and improve the writing at each step of the process.
Revolutionizing the B2B Platform for the Italian Food & Beverage Industry.pdfAlysei
?
This presentation explores how our innovative B2B platform is transforming the Italian food and beverage industry, connecting producers, distributors, and buyers in a seamless digital marketplace. With advanced technology, streamlined logistics, and a commitment to authenticity, we empower businesses to expand their reach, enhance efficiency, and drive growth. Discover how our platform is setting new standards in the industry, fostering global connections while preserving the rich tradition of Italian gastronomy. Know more - https://alysei.com/services/italian-restaurants
Ang Chong Yi Singapore: Honoring India’s Sweet Heritage Through GenerationsAng Chong Yi
?
Ang Chong Yi Singapore invites diners on a flavorful journey that honors India’s rich sweet heritage, blending tradition with innovation. The restaurant brings Ang Chong Yi Celebrates India’s Sweet Tradition: A Legacy Passed Through Generations together centuries-old recipes and modern culinary techniques, ensuring the legacy of Indian sweets continues to thrive in an evolving world.
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VERTICAL FARMING: A WAY TOWARDS SMART & SUSTAINABLE URBAN AGRICULTUREindexPub
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Vertical farming is an innovative approach to agriculture that aims to meet the growing food demands of urban populations while addressing the challenges of limited arable land, resource scarcity, and environmental concerns. By utilizing vertically stacked layers or structures, this method integrates advanced technologies to grow crops in controlled environments, such as buildings, shipping containers, or specialized facilities. Vertical farming offers a sustainable and space-efficient solution to meet the increasing demand for these valuable plants. This abstract explores the role of vertical farming in the cultivation of aromatic and medicinal plants, highlighting its benefits, challenges, and potential to revolutionize the production of these valuable crops. By integrating IoT devices, the system aims to monitor and control various parameters such as environmental conditions, nutrient levels, and irrigation, optimizing the growth and quality of aromatic and medicinal plants.
1. [Дата]
Кривор?зька загальноосв?тня школа ? – ??? ступен?в № 15 ?м. М. Решетняка
План – конспект уроку
англ?йсько? мови
?Покупки?
П?дготувала
Вчитель англ?йсько? мови
Савенко Ю.Л.
2. План конспект уроку англ?йсько? мови у 7 а клас?
Тема уроку: Покупки
Мета уроку:
Практична:презентувати й актив?зувати лексичн? одиниц? теми; презентувати
граматичний матер?ал: займенники оne та ones; розвивати монолог?чнета д?алог?чне
мовлення, навички читання;
Осв?тня: поглиблювати знання учн?в ?нформац??ю про побут кра?нимова, яко?
вивча?ться
Розвиваюча:розвиватипам’ять та лог?чне мислення.
Виховна:виховувати ?нтерес до життя людей в ?нших кра?нах.
Х?Д УРОКУ
П?ДГОТОВКАДО СПРИЙНЯПЯ ?НШОМОВНОГО МОВЛЕННЯ
1. Прив?тання
T: Hello! How are you?
Ps: We are very well, thank you!
2. Пов?домленнятеми та мети уроку.
T: Topic of our unit is very interesting and fun, someone calls it the best way of relaxation,
even doctors admit this fact; every girl says that this activity is on the first or second place in
her top list of activities and non can live without it. In deed, today we’ll speak about
shopping
3. Уведенняв ?ншомовну атмосферу
Гра ?Shopping bag?
Procedure
1. The first person in the group starts by saying the following sentence: “Yesterday I went to
the market and I bought some fish.”
2. The next person in the group repeats the first sentences and adds another thing that they
bought. eg,”Yesterday I went to the market and I bought some fish and some bananas.”
3. Each personin turn repeats the sentence and adds another item. The students have to
concentrate hard to remember all the things in the correctorder.
??. ОСНОВНА ЧАСТИНА УРОКУ
3. 1. Поданнятексту длячитання. Впр. 1 (с. 158)
1) Етап п?дготовки до читання.
а) Презентац?я нового лексичного матер?алу.
T: Look at the New Vocabulary boxon page 159 and on the blackboard. Repeat them after
me. Which of them are familiar to you? Which of them don'tyou know? In the text of
exercise 1 on page 158 find these words and try to understand their meaning.
б) Закр?плення нових лексичних одиниць
T: Illustrate the meaning of the words in the sentence of your own.
Example: This dress fits me perfectly
Ps:……..
2) Етап читання.
а) Пошукове читання.
T: Read the text silently; find and write down the names of the goods and the words which
are used to describethem. For example: Belt - with a skull on it, great, not boring thing.
б) Читання за ролями.
Учн? читають текст д?алогу за ролями.
Chris: Look at this, Mary! What a great belt
Mary: A belt with a skull 2 on it? You've really got a bad taste.
Chris: Come on! I'm just kidding I mean it's not a boring thing
Mary Look at these trainers! They are real Dunlop.
Chris: What do you mean?
Mary: I mean they are designer trainers from a popular trainer company in Britain.
Chris: Look at the price. They cost65 pounds.
Mary: You're right. I can't afford to buy them. Let's look for a nice T – shirt. There are some
pretty ones in the sale
Chris: What about this red one? I think it will fit me.
Mary: Oh! That is cool.
Chris: And it's a real bargain - only 7 pounds.
Mary: Oh where's Mrs McBright? She promised to meet us at four.
Chris: Yes she is delaying. The shop assistant thinks we're shoplifters ...
Mary: Don't worry! Just look- there's Mrs McBright.
Mrs McBright:· Sorry for coming late. I couldn't find my credit card, so I had to stop at the
bank for cash.
Chris: Mrs McBright, what do you think of this T-shirt?
4. Mrs McBright: It’s lovely. Why don'tyou try it on? If you want it, I'll buy it for you
Chris: Thank you, Mrs McBright. It's really very kind of you!
3) Етап перев?рки розум?ння зм?сту тексту.
а) Впр, 2 (с. 158). Учн? заповнюють пропускив реченнях за зм?стом д?алогу.
T: Read and choosea proper item.
1) Chris really liked ... very much
a) the trainers b) the belt c) the red T-shirt
2) Mary couldn't afford to buy ....
a) the designer trainers b) the belt c) the T-shirt
3) There were some pretty ... in the sale.
a) trainers b) belts c) T-shirts
4) The … was a real bargain.
a) belt b) T-shirt c) dress
5) Mrs McBright couldn't find her ....
a) bag b) cash c) credit card
б) Розвиток навичок монолог?чного мовлення
Впр, 3 (с. 159). Учн? в?дпов?дають на запитання вправи.
1) Has Chris got a really bad taste?
2) What do the designer trainers mean?
3) Could Mary afford to buy the designer trainers? Why?
4) How much did the T-shirt cost?
5) Who promised to meet the girls at four?
6) What did the shop assistant think?
7) Why was Mrs McBright delaying?
8) Where did she take her cash?
9) Did Mrs McBright like the T-shirt Chris had chosen?
10) What did she suggest Chris?
5. 2. Поданняграматичного матер?алу:займенники оnе та ones.
1) Бес?да в режим? Т-Рl-Р2-РЗ
T: In the text of exercise 1 on page 158 we can see the sentences like: ?There are some pretty
ones in the sale? or ?What about this red one?? What things do the words one and ones refer
to in those sentences?
Look at the Remember section on page 159. There you: can read about usage of the words
one and ones. Read the explanation and the examples.
2) Впр, 4 (с. 159).
Учн? заповнюють пропускив реченнях займенниками оnе та ones. Пот?м ланцюжком
читають речення вправи.
1) Which shoes do you like best? The red ....
2) I think my parents will sell their old car and buy a new ....
3) Which jeans are you going to buy? The most expensive .
4) Which shirts would you like to see? The ... on the third shelf.
5) Which computer do you use? The ... in the central office.
6) Pease, pass me the plate. Which ... ?
Завданняна картках
1. How old are your children? The younger _________ is four and the older _______ is
seven.
2. The new mobiles are much lighter than the old _______.
3. I don’tmind what car it is, I just want the __________ that gets me there.
4. Which do you prefer; this __________orthat ________?
5. I need some new glasses. The _________ Ihave at the moment are broken.
6. I hope this holiday will be the _______ to remember
7. This magazine doesn'tlook very interesting; there is another ________ onthe desk
8. Are these your shoes?No, the black ___________ are mine.
9. Ann's wedding party was a long and happy ______________.
10.I hoped I could borrow a sweater from Tim, but this ___________fits me quite well.
11.On the desk there are two red pens, and three blue______________.
12.The most poisonous spiders live in Australia, but the biggest ____________live in
Asia.
13.Frank is going to organize another party, sure it will be even bigger than the first
_____________.
14.Most of the questions are difficult, so find the easier ___________and do those first.
6. 15.I haven't got a grammar book, but I could borrow________________ from William.
16.This is my new car, the red _________________ over there.
3. Актив?зац?я мовленн?вихзразк?в.
T: From time to time we hear that shopping is cheaper then psychiatrist. It means that for
some people shopping can be a treatment in some way. But along this fact and such people
there are people who became addicted to shopping. They are called shopaholics. So how to
find a golden middle? Make up a list of your advises how not to become a shopaholic.
III. ЗАКЛЮЧНА ЧАСТИНА УРОКУ
1. Домашн? завдання.
1) Впр. 5 (с.159) .
2: П?дведення п?дсумк?в уроку.
Бес?да врежим? Т:~Рl~Р2~РЗ'
T: What topic have we been discussing at the lesson today? What did you practise speaking
about? What new words have you learned?
7. 1. How old are your children? The younger _________ is four and the older
_______ is seven.
2. The new mobiles are much lighter than the old _______.
3. I don’t mind what car it is, I just want the __________ that gets me there.
4. Which do you prefer; this __________ orthat ________ ?
5. I need some new glasses. The _________ I have at the moment are
broken.
6. I hope this holiday will be the _______ to remember
7. This magazine doesn't look very interesting; there is another ________
on the desk
8. Are these your shoes? No, the black ___________ are mine.
9. Ann's wedding party was a long and happy ______________.
10. I hoped I could borrow a sweater from Tim, but this ___________ fits me
quite well.
11. On the desk there are two red pens, and three blue______________.
12. The most poisonous spiders live in Australia, but the biggest
____________ live in Asia.
13. Frank is going to organize another party, sure it will be even bigger than
the first _____________.
14. Most of the questions are difficult, so find the easier ___________ and do
those first.
15. I haven't got a grammar book, but I could borrow ________________
from William.
16. This is my new car, the red _________________ over there.
8. 1. How old are your children? The younger _________ is four and the older
_______ is seven.
2. The new mobiles are much lighter than the old _______.
3. I don’t mind what car it is, I just want the __________ that gets me there.
4. Which do you prefer; this __________ orthat ________ ?
5. I need some new glasses. The _________ I have at the moment are
broken.
6. I hope this holiday will be the _______ to remember
7. This magazine doesn't look very interesting; there is another ________
on the desk
8. Are these your shoes? No, the black ___________ are mine.
9. Ann's wedding party was a long and happy ______________.
10. I hoped I could borrow a sweater from Tim, but this ___________ fits me
quite well.
11. On the desk there are two red pens, and three blue______________.
12. The most poisonous spiders live in Australia, but the biggest
____________ live in Asia.
13. Frank is going to organize another party, sure it will be even bigger than
the first _____________.
14. Most of the questions are difficult, so find the easier ___________ and do
those first.
15. I haven't got a grammar book, but I could borrow ________________
from William.
16. This is my new car, the red _________________ over there.