How to Use a Phone

Secondary school N Date:
The name of the subject: English Grade: XI

The theme of the lesson: Vocabulary development. (1)
The aims of the lesson:
1) the aim of teaching: to teach students to identify the theme of the lesson “Vocabulary
development”, to develop students' speaking, writing skills;
to teach pupils to understand English oral speech;
2) the aim of to bring up young generation in spirit of patriotism, to develop
upbringing: spiritual love to our President and Motherland. To foster students
in the spirit of love to the English language.
The type of the lesson: Studying of new material.
Visual aids and Vocabulary, pictures to the theme, papers with descriptions, cards
additional material:
Structure of the lesson:
1. Organizational moment of the lesson: Preparation the blackboard and the students for
the lesson. Working on the class register.
Good morning pupils. How are you? I'm glad to see you. Sit down please. Get ready for the
lesson. Who is on duty today? Who is absent today? What day is it today? What is the date
today? What season is it now?
a) Phonetic drill: to learn pronunciation of the new words.
b) Political minute: Information about the latest news of our country.
2. Checking up homework:
a) Talk about autumn holidays.
b) Answer the questions.
1. Do you like autumn holidays?
2. What do you do in autumn holidays?
3. Summary of the homework:
a) Consolidation the theme and introducing the new theme of the lesson.
4. Explaining of new material: Plan of the lesson:
1. Introduction of the new vocabulary.
2. Read or retell the definition of the new words.
3. Repeat the grammar Present simple and Passive voice.
4. Repeat the time words.
5. Doing exercises.
Learning of the new theme, pupils should know:
- Vocabulary on the new theme
- difference between Present Simple and Passive voice.
- definition of the new words.
- usage time words: “for” and “during”.
Learning of the new theme, pupils should be able to:
- use the new vocabulary in own sentences
- give definition to the new words (to know pronunciation of the words)
- complete the sentences with Present simple and Passive voice.
- use time words in own sentences.
- understand English oral speech;
Vocabulary development
to identify [aɪ'dentɪfaɪ] (deň hasaplamak, laýyk bilmek)– to be able to say who or what they
are, to introduce yourself. Eg. Identify yourself.
to recognize ['rekəgnaɪz] (tanamak) – to know who sb is when you see or hear them.
Recognizable ['rekəgnaɪzəbl] (tanalýan, belli)– easy to know or identify.
to answer the phone(telefona jogap bermek) – to pick up the receiver in order to answer the
phone call.
message ['mesɪʤ] (ýazylan, aýdylan habar)– written or spoken information; To leave a
message – to ask someone to pass the over to someone else.
to take a message [teɪk] ['mesɪʤ] (habar almak)– to write down a telephone message for
someone who is not available at the moment.
telephone answering machine answer phone ['telɪfəun] ['ɑːn(t)sərɪŋ] [mə'ʃiːn] ['ɑːn(t)sə]
[fəun] (telefonda awtomatiki jogap beriji) – a machine which you connect to your phone to
answer your calls and record any message left by the person calling.
recorded message ['rekɔːdɪd] ['mesɪʤ] (göçürilen habar) – message recorded on your
answer phone while the person was not available.
to dial the number ['daɪəl] [ðiː] ['nʌmbə] (telefony aýlamak) – to use a telephone by turning
the dial or pushing buttons to call a number.
to pick up the receiver [pɪk] [ʌp] [ðiː] [rɪ'siːvə] (telefony galdyrmak) – to lift the handset of
the phone.
to hang up [hæŋ] [ʌp] (telefon trubkasyny asmak) – to put down the receiver to its place.
to call back [kɔːl] [bæk] (yzyna aýlamak) –to telephone sb again.
the wrong number [ðiː] [rɔŋ] ['nʌmbə] (ýalňyş belgi) – wrong telephone number
5. Consolidation of new material:
Complete the sentences with a verb from the box in the positive form of the present
simple or passive.
Arrest, ask, lock, make, give, play, serve, write
Example: This book is written in 1954. The gates are locked at midnight.
1. He is asked a list of instructions this morning. 2. Lunch is given at one o’clock. Please,
don’t be late. 3. I am served to buy presents for all the office staff for the New Year’s party.
4. Football ... all over the world. Football is played all over the world. 5. The thief is arrested
by the police at 2:25 a.m. 6. Some of the best chocolates is made in Belgium.
Use for or during to complete the sentences:
1. I’m sorry, I’m very busy this morning and can see you only _______ a few minutes.
2. Mike stayed in London _________ a week. __________ that time he did most of the
sights of the great city.
3. The family visited a number of nice places _________ the summer.
4. We have been living here __________ six years.
5. _______ the war the country was occupied by the enemy troops ________ a few months.
Key. 1 for 2 for, during 3 during 4 for 5 during, for
6. Homework: 1. Tell about your autumn holidays.2. Learn the new words.
7. Summarizing the lesson and putting on mark. Pupils who perfectly answered
questions, were active in the lesson, participate in doing exercises, are named and evaluated
(grades are given in the class putting in journal and diaries). Summarizing the learned theme,
sign in grades pupil’s diary and say good-bye to the pupils.
Written by the teacher:
Notes: ____________________________________________________
Checked by the Deputy Principal:
The theme of the lesson: Text: “How to use telephone?” (2)
1) the aim of teaching: to teach students to identify the theme of the lesson “Text: “How to use
telephone?”, to develop students' speaking, writing skills;
2) the aim of to bring up young generation in spirit of patriotism, to develop spiritual
upbringing: love to our President and Motherland. To foster students in the spirit of
love to the English language.
1. Organizational moment of the lesson: Preparation the blackboard and the students for the
lesson. Working on the class register.
Good morning pupils. How are you? I'm glad to see you. Sit down please. Get ready for the lesson.
Who is on duty today? Who is absent today? What day is it today? What is the date today? What
season is it now?
1. Tell about your autumn holidays. 2. Learn the new words.
2. Read or retell the text: ‘How to use telephone?’
3. Repeat the prepositions “at, about, of, like, with, on, for”.
4. Learn the words with their definitions.
5. Doing exercises.
- retell the text through key words.
- advantage and disadvantage of the telephone.
- usage of prepositions “at, about, of, like, with, on, for”.
- read or retell the text about usage of telephone (to know pronunciation of the words)
- complete the sentences with phrases.
- identify the main idea of the text
New words: to require [rɪ'kwaɪə] -mätäç bolmak, guideline ['gaɪdlaɪn] -direktiwa, a brief [briːf] -
gysgaça, instance['ɪn(t)stən(t)s] -instansiýa, to excite [ɪk'saɪt, ek-] -tolgundyrmak, experience
[ɪk'spɪərɪən(t)s, ek-] -synag, complete [kəm'pliːt] -abat, disgusted [dɪsgʌ̱stɪd] -aňryň almazlygyny
duýmak, voice [vɔɪs] -ses, behavior [bɪ'heɪvjər, bə-] -özüni alyp barşy.
Ex.2. on pg.18. Read and try to use the phrases in italics talking on the phone.
How to Use Telephone?
How well do you communicate on the telephone? Talking on the telephone is an everyday
experience that requires listening and speaking. Follow these guidelines for using the
telephone.
1. When you call someone, start the conversation by identifying yourself to the person who
answers the phone. «Hello, this is Azat Meredov.» If you know the person well, you may give just
your first name. It is important to identify yourself on the telephone because your voice is not
always recognizable.
2. If the person you are calling is not there, you should leave a brief and clear message. Leave
your full name and telephone number, and tell the message briefly. Then thank the listener for
taking the message. For instance, if you are calling your mother at her office, you can leave this
message for her.
Please tell Mrs. Meredova that her son Azat called. I am at my friend Myrat’s house. The number
is 498629. Please, ask her to call me as soon as she can.
3. If you are taking a message for someone, you should write it down. You take a message by
saying: ”Can I take a message for him?”. If you take a message for someone, it is important to
include all the necessary information. The person taking the message for Azat wrote this message
for his mother. Mrs. Meredova, your son Azat called. He is at Myrat’s
house, 498629. Please call him soon. 3:20. Aman.
4. Have you ever called a business or friend who has a telephone answering machine? After you
dial the number, you hear a recorded message that might sound like this: «Hello, this is Doganlar
Company. I’m sorry that I can’t answer the phone just now. When you hear the tone, please leave
your name, number, the time of the call, and your message. I’ll get back to you as soon as I can.
Thank you.» Do not panic and hang up! Think before you speak. Then clearly say your complete
name and telephone number, if the person might not know it. Tell what time you are calling, and
briefly tell why you are calling. Here is the message Azat left for his friend Myrat.
Ex.3. on pg. 19. Complete the phrases in column A with appropriate information from column B.
A B
1. Someone is calling. a) I didn’t recognize your voice.
2. I’m afraid, he is out. b) It’s the wrong number.
3. I’m sorry. c) Can you answer the phone?
4. Could you dial the number for me? d) Can I take a message for him?
5. You have reached 256478. e) I don’t remember it.
6. You can leave a message for her. f) They have a telephone answering machine.
Put in the correct preposition.
1 My friend is good ____ playing volleyball.
2 She complains _____ bullying.
3 They are afraid _____ losing the match.
4 She doesn't feel _____working on the computer.
5 We are looking forward _____ going out at the weekend.
6 Laura dreams _____ living on a small island.
7 Andrew apologized _____ being late.
8 I don't agree _____ hunting.
9 The girls insisted _____ going out with Kerry.
10 Edward often thinks _____ climbing trees.
Key: 1. at 2 about 3 of 4like 5to 6 of 7 for 8with 9on 10 of .
6. Homework: 1.Retell the text. 2. Make up dialogue.
7. Summarizing the lesson and putting on mark.
Pupils who perfectly answered questions, were active in the lesson, participate in doing exercises,
are named and evaluated (grades are given in the class putting in journal and diaries). Summarizing
the learned theme, sign in grades pupil’s diary and say good-bye to the pupils.
Notes: ____________________________________________________
The theme of the lesson: Telephone conversation (3)
1) the aim of teaching: to teach students to identify the theme of the lesson “Telephone
conversation”, to develop students' speaking, writing skills;
1. Retell the text. 2. Make up dialogue.
2. Read the dialogue: ‘Telephone conversation’
3. Repeat the prepositions “across, at, from, in, on, to”.
5. Doing exercises.
- how to use telephone and make up conversation.
- usage prepositions “across, at, from, in, on, to”.
- read or retell the dialogue by the roles (to know pronunciation of the words)
- complete the sentences with prepositions “across, at, from, in, on, to”.
- identify the main idea of the telephone conversation.
New words: investing [ɪn'vest ɪŋ] goýum etmek, to move [muːv] gymyldamak, süýşmek,
solution [sə'luːʃ(ə)n] ergin, scholar ['skɔlə] alym, manager ['mænɪʤə] ýolbaşçylyk etmek,to
be afraid [ə'freɪd] gorkmak, later ['leɪtə] gijräk, mind [maɪnd] pikir,to check [ʧek] barlamak,
pretty ['prɪtɪ] owadanja, gowuja.
Ex.4. on pg.20. Read the telephone conversation and try to remember the phrases in bold
type.
- Hello, Finance Department.
- Hello, can I speak to Adrian Hopwood, please?
- I’m afraid he’s in a meeting at the moment. Can I help?
- No, I need to talk to Mr Hopwood, I think. What time will he be out of the meeting?
- In about an hour. Can you call back later?
- Okay. I’ll do that.
- Or can I take a message?
- Actually, would you mind? Could you tell him Jennifer McAndrew called and that I’m in
the office all day if he could call me back.
- Can I take your number, please?
- Yes, it’s 5556872.
- 5556872. Okay. I’ll make sure he gets the message.
- Thank you very much for your help, bye!
- Goodbye!
Ex. 5. on pg.21.Pair off with a classmate. Take turns being the caller and the receiver. If you
make mistakes, point them out to each other.
Ex.6.on pg.21. Call the “The Children’s World” store to ask about the price of a school
uniform. You get a recorded message saying the manager is out of the store, but to leave
your name and number and your message. Write it down and check with your teacher.
Ex.7.on pg.21. Call a famous person (scholar, writer, actor, actress, etc.) to ask her or him to
speak to your school. A secretary answers the phone. Write down the transcript ( text ) of
your phone call.
Choose from the following prepositions: across, at, from, in, on, to and complete the
sentences.
1 My parents got married ____ 2010.
2 The police station is _____ the right.
3 We're going ____ Italy for our holidays.
4 We borrowed the bikes ____ our uncle.
5 There is a bridge ____ the river.
6 I saw Chris _____ the bus.
7 Be nice _____ your brother.
8 Let's meet _____ the afternoon, not _____ night.
9 My friend lives _____ the house _____ the end of the street.
10 They are not _____ home ____ the moment.
Key: 1 in 2 on 3to 4 5 across 6in 7 to 8 in/ at 9 in /at 10 at /at.
6. Homework:
1. Make up Telephone conversation. 2. Learn the new words.
7. Summarizing the lesson and putting on mark. Pupils who perfectly answered
questions, were active in the lesson, participate in doing exercises, are named and evaluated
(grades are given in the class putting in journal and diaries). Summarizing the learned theme,
sign in grades pupil’s diary and say good-bye to the pupils.
Notes: ____________________________________________________
The theme of the lesson: Topic: “Advantage and disadvantage using telephone” (4)
1) the aim of teaching: to teach students to identify the theme of the lesson “Telephone
conversation”, to develop students' speaking, writing skills;
season is it now?
1. Make up Telephone conversation. 2. Learn the new words.
2. Read or retell the topic: ‘Advantage and disadvantage using telephone’
3. Repeat the modal verb “ought to”.
5. Doing exercises.
- definition of the new words and retell about advantage and disadvantage of using telephone.
- translate the sentences with construction “should”.
- read or retell the text about advantage and disadvantage of using telephone (to know pronunciation
of the words)
- complete the sentences with modal verb “ought to”.
New words: to call someone [kɔːl] ['sʌmwʌn] -birine jaň etmek, to send a text message [send] [ə]
[tekst] ['mesɪʤ] telefondan hat ugratmak, take a picture [teɪk] [ə] ['pɪkʧə] surata almak, to keep
[kiːp] -saklamak, to ride, rode [raɪd] [rəud] sürmek,to agree [ə'griː] razylaşmak, suddenly ['sʌd(ə)nlɪ]
- birden, darker [dɑːkə] garaňkyrak, to fall of [fɔːl] [ɔv], fell off [fel] [ɔv] ýykylmak, to break [breɪk],
broke [brəuk] döwmek, leg [leg] -aýak.
Topic: “Advantage and disadvantage using telephone”.
At present mobile phones have become ingrained in our everyday lives and the majority of people
can hardly imagine themselves without cell phones. Is it just a tribute to fashion or a necessity of a
modern person?
It isn't a secret that today many people feel quite helpless if they have left their mobile phones at
home. First of all cell phones give us an opportunity to keep in touch with people in any place and
in any time (it's especially important for businesspeople). Besides, modern mobile phones are
multifunction: they provide access to the Internet, have various games, cameras, memory sticks, etc.
Nevertheless we can't deny that mobile phones provoke a range of problems. People have started
to see each other less frequently. Mobile communication requires quite a lot of money and people
have to control the amount of money on their frequently. Mobile communication requires quite a lot
of money and people have to control the amount of money on their accounts constantly otherwise at
the most inappropriate moment they won't be able to phone the people they need. But the greatest
disadvantage of cell phones is certainly their harmful influence on people's health.
In my opinion at the present time mobile phones are an integral part of life of any person and we
can't stop it. I personally need it everyday for my work and to keep in touch with my friends and
relatives, though I'm aware of its deleterious influence on my health. But I try to avoid idle talks on
the phone to reduce the influence of harmful radio waves. I try to find the happy mean.
a) Write the same sentences using ought to.
1. You should keep to a fruit diet. 1. You ought to keep to a fruit diet.
2. You should cook a vegetable soup. 2. You ought to cook a vegetable soup.
3. You should eat more diary product. 3. You ought to eat more diary product.
4. You should buy some cream and cheese for your grandmother.
4. You ought to buy some cream and cheese for your grandmother.
5. You should clean the flat with the vacuum cleaner.
5. You ought to clean the flat with the vacuum cleaner.
6. You should have showers, not baths. 6. You ought to have showers, not baths.
Read the following sentences and translate them.
1. It is raining outside. You should take an umbrella.
2. That road is wet. You should wear your boots.
3. It is already dark. You shouldn’t go alone.
4. There is a stop sign. They should be very attentive.
5. They worked hard. They should have a rest.
6. You should prepare very well for the exams.
7. The weather is fine. We should go into the garden.
1. Daşarda ýagyş ýagýar. Siz saýawanyňyzy alsaňyz gowy bolar.
2. Bu ýol batga. Siz ädigiňizi geýseňiz gowy bolar.
3. Eýýäm garaňky düşdi. Siz ýeke gitmäň.
4. Bärde “dur” belgisi bar. Olar örän ünsli bolmaly.
5. Olar köp zähmet çekdiler. Olar dynç alsa gowy bolar.
6. Siz synaga örän köp taýýarlanmaly.
7. Howa örän gowy. Biz baga gezelenje gitsek gowy bolar.
6. Homework:
1. Learn the new words. 2. Write topic.
Notes: ____________________________________________________
The theme of the lesson: Communication in our life (5)
1) the aim of teaching: to teach students to identify the theme of the lesson
“Communication in our life”, to develop students' speaking,
writing skills;
1. Learn the new words. 2. Write topic.
2. Read or retell the text: ‘Communication in our life’
3. Repeat the definite article “the”.
5. Doing exercises.
- definition of the new words and retell about communication in our life.
- usage of Infinitive with or without “to”.
- read or retell the text about communication in our life (to know pronunciation of the words)
- complete the sentences with definite article “the”.
New words: non judgmental [nɒn] [ʤuʤ'ment(ə)l] resmi däl, gesture [ʤe̱ stʃə(r)] el hereketi,
broadcasting [brɔ͟ːdkɑːstɪŋ, -kæst-] radio gepleşikleri, communication [kəmju͟ːnɪke͟ɪʃ(ə)n] bag,
gepleşik, effort [e̱ fə(r)t] güýç, contribute [kənˈtrɪbjuːt, ˈkɒntrɪbjuːt] ýardam etmek, dilemma
[dɪ'lemə] saýlamagyň möhümligi, to maintain [tə meɪnte͟ɪn] goldamak, to ensure[tə ɪnˈʃɔː, -
ˈʃʊə, ɛn-] üpjün etmek, advantage [ædvɑ͟ːntɪʤ, -væ̱n-] bähbet, girdeji.
“Communication in our life”.
The process of communication is what allows us to interact with other people; without it,
we would be unable to share knowledge or experiences with anything outside of ourselves.
Common forms of communication include speaking, writing, gestures, touch and
broadcasting.
Communication can also allow the people working together to plan what they should do
and therefore can help them better coordinate their efforts. For instance, in a resource
dilemma game, discussion allows the group to monitor their withdrawals from the public
good so that the pool is not depleted (Liebrand, 1984). And if only certain number of
individuals need tо contribute in a contributions dilemma in order for the public good to be
maintained, communication may allow the group members to set up a system that ensures
that this many, but not more, contribute in any given session.
Finally, communication may also help people realize the advantages, over the long term, of
cooperating. If, as a result of communication, the individuals learn that the others are
actually behaving cooperatively (something that might not have been apparent given prior
misperceptions that make us overestimate the extent which others are competing), this might
increase the motivation to cooperate oneself. Alternatively, learning that others are behaving
competitively and thus threatening the resources may help make it clear to all the parties that
increased cooperation is essential
(Jorgenson & Papciak, 1981).
Choose the correct form, with or without the.
1. I'm afraid of _dogs/the dogs._ ('dogs' is correct)
2. Can you pass _salt/the salt_, please? ('the salt' is correct)
3. _Apples/The apples_ are good for you.
4. Look at _apples/the apples_ on that tree! They're very big.
5. _Women/The women_ live longer than men/the men.
6. I don't drink _tea/the tea._ I don't like it'
7. We had a very nice meal. _Vegetables/The vegetables_ were especially good.
8. _Life/The life_ is strange sometimes. Some very strange things happen.
Key: 3 Apples, 4 the apples, 5 Women ... men, 6 tea, 7 The vegetables, 8 Life, 9 skiing
Write sentences using difficulty.
1. I managed to get a visa, but it was difficult. I had difficulty ____________.
2. I find it hard to remember people's names. I have difficulty ___________________.
3. Lucy managed to get a job without difficulty. She had no ___________________.
4. It won't be difficult to get a ticket for the game. You won't have any _________________.
Key: 1 getting visa 2remembering people’s names 3difficulty getting a job 4difficulty
getting a ticket for the game.
6. Homework: a) Retell the text: “Communication in our life”. b) Learn the new words.
Notes: ____________________________________________________
The theme of the lesson: Vocabulary and text: “How to write?” (6)
1) the aim of teaching: to teach students to identify the theme of the lesson “How to
write?”, to develop students' speaking, writing skills;
upbringing: spiritual love to our President and Motherland. To foster students in
the spirit of love to the English language.
a) Retell the text: “Communication in our life”. b) Learn the new words.
2. Read or retell the text: ‘How to write?’
3. Repeat the Category of the words.
5. Doing exercises.
- definition of the new words and retell about writing.
- categories of the words and their definitions.
- read or retell the text about how to write (to know pronunciation of the words)
- put the words with their categories.
New words: Ex.1. on pg.22. Vocabulary development.
to indent [tə ɪnˈdent] –(kertmek) to start a line of writing further away from the edge of
the page than the other lines.
Topic [tɒ̱pɪk] (gürrüň edýän temaň) – subject that you talk, write or learn about.
stepbystep [ste̱p-ba͟ɪ-ste̱p] (ädimme-ädim) – a series of things that sb does or happen,
which forms a part of a process.
Logical [lɒ̱ʤɪk(ə)l] (logiki) – seeming natural, reasonable or sensible.
Eg. It was a logical conclusion.
Revising [rɪva͟ɪz] (gaýtalamak) means changing sth in order to correct or improve it.
Proofreading [pru͟ːfriːd] (düzedişi okamak) is reading and correcting a piece of written work.
Ex.2. on pg.22. Read the text.
How to Write?
Writing is a special language skill. It is a type of communication when information is
expressed in written form. Written texts usually are made of paragraphs. A paragraph is a group
of sentences that tell about one main idea. The first sentence of a paragraph starts on a new line.
The first line of a paragraph is always indented. A paragraph often begins with the topic
sentence. The topic sentence tells what the main idea of the paragraph is. The other sentences
develop this main idea.
The sentences in the paragraph should be logically connected. You usually order your
paragraph by time. You start with what happened first, and then what happened after
that, in order. So you put your sentences step-by-step order. Certain order words like first, then,
after, next, finally will help you make your steps clear.
Here are some steps for writing a paragraph.
Step One Chose a topic.
Step Two Write the first draft of your paragraph.
Step Three Revise your paragraph.
Step Four Proofread your paragraph.
Step Five Make a final copy to share.
While revising, if you want to add something, you should use a caret (ʌ) , the beginning of
paragraphs should be marked by a paragraph symbol (Z).When you proofread, you check your
spelling and punctuation.
What’s the Category
1. shirt, coat, socks, tie 12. maple, oak, palm, orange
2. pigeon, parakeet, hawk, sparrow 13. bread, potatoes, apples, pie
3. teacher, taxi driver, lawyer, doctor 14. orange, banana, peach, lemon
4. bee, ant, ladybug, dragonfly 15. water, cola, gasoline, beer
5. car, bus, motorcycle, train 16. rye, oats, barley, wheat
6. carnation, tulip, rose, daisy 17. uncle, aunt, cousin, grandmother
7. trout, bass, tuna, sardine 18. one, ten, twenty, twelve
8. dog, cat, mouse, bear 19. baseball, basketball, tennis, soccer
9. summer, fall, winter, spring 20. rain, snow, hail, sunshine
10. boots, slippers, thongs, sandals 21. Tokyo, New York, London, Paris
11. tomato, eggplant, pepper, corn 22. Peru, South Africa, Korea, Canada
Key: 1- clothing 2- birds 3- occupations 4- insects 5- transportation 6- flowers 7- fish
8- mammals 9- seasons 10- shoes 11- vegetables 12- trees 13- food 14- fruit 15- liquids
16- cereals 17- relatives 18- number 19- sports 20- weather 21- cities 22- countries.
6. Homework: 1. Learn the new words.
2. Make up 5 sentences with the words “much”, “many”, “few”, “a few”, “little” or “a little”:
Pupils who perfectly answered questions, were active in the lesson, participate in doing
exercises, are named and evaluated (grades are given in the class putting in journal and diaries).
Summarizing the learned theme, sign in grades pupil’s diary and say good-bye to the pu pils.
Notes: ____________________________________________________
The theme of the lesson: Topic “My first fishing” and exercises (7)
1) the aim of teaching: to teach students to identify the theme of the lesson “My first
fishing”, to develop students' speaking, writing skills;
the lesson. Working on the class register. Good morning pupils. How are you? I'm glad to
see you. Sit down please. Get ready for the lesson. Who is on duty today? Who is absent
today? What day is it today? What is the date today? What season is it now?
2. Checking up homework: 1. Learn the new words.
2. Make up 5 sentences with the words “much”, “many”, “few”, “a few”, “little” or “a little”:
2. Read or retell the text: ‘My first fishing’
3. Repeat the modal verbs “can” and “must”.
5. Doing exercises.
- definition of the new words and retell about first fishing.
- use Gerund and complete the sentences.
- read or retell the text about first fishing (to know pronunciation of the words)
- complete the sentences with modal verbs.
New words: to bite[tə ba͟ɪt] dişlemek, pick up [pɪ̱ k ʌ̱p] çöplemek, packed [pæ̱k] gaplanan,
gear [gɪ͟ə(r)] mehanizm, to push[tə p'ʊʃ] itmek, in spite of [ɪn spa͟ɪt əv] garamazdan, to
pretend[tə prɪte̱ nd] jögçlige salmak,bolan bolmak, brackish [bræ̱kɪʃ] şorrak, duzlurak, to
promise[tə prɒ̱mɪs] söz bermek, caught(catch) [kɔ͟ːt] tutmak.
Ex.3. on pg.23. Read a sample paragraph on the topic “My first fishing trip” and try to
answer the questions.
Ahmet and his father picked me up at five o’clock. By the time we got to the lake, the sun
was just starting to come up. We packed the boat with our lunches and fishing gear, then
pushed off into the lake. Ahmet’s father showed us how to put the bait on the hooks. Then
we waited for the fish to bite. How surprised I was that I caught my first fish! In spite of
having to get up early, I really enjoyed my first fishing trip.
• What is the topic sentence of this paragraph?
• What main idea does it state?
• What details are given in the other sentences?
Ex.4.on pg.24. Turn to a classmate who sits near you and try to give him step by step
instructions on how to make coffee. Use the order words from the text above.
Ex.5. on pg.24. Write a paragraph on ‘How to make a sandwich?’, using the cluster below.
Making a sandwich.
 Put some slices of cheese on a piece of bread
 Take two pieces of bread
 Lay the other piece of bread on top
 Put slices of tomato
 Spread them with butter
Complete the sentences. Use only one word each time.
1. It's a waste of money _____ things you don't need.
2. Every morning I spend about an hour _____________ the newspaper.
3. 'What's Sue doing?' "She's going away tomorrow, so she's busy _____________.'
4. I think you waste too much time _____________ television.
5. There's a beautiful view from that hill. It's worth _____________ to the top.
6. It's no use _____________ for the job. I know I wouldn't get it.
7. Just stay calm. There's no point in _____________ angry.
Key: 1 buying 2 reading 3 packing/ getting ready 4 watching 5 going/ walking/
climbing 6 getting/ being
Put in must or can't.
1. You've been travelling all day. You must be very tired.
2. That restaurant --- be very good. It's always full of people.
3. That restaurant --- be very good. It's always empty.
4. You're going on holiday next week. You --- be looking forward to it.
5. It rained every day during their holiday, so they --- have had a very nice time.
6. Congratulations on passing your exam. You --- be very pleased.
7. You got here very quickly. You --- have walked very fast.
8. Bill and Sue go away on holiday very often, so they --- be short of money.
Key: 2 must 3 can't 4 must 5 can't 6 must 7 must 8 can't
6. Homework: 1. Try to write about your favourite food.
2. Make up 5 sentences with infinitive - the preposition “to”
7. Summarizing the lesson and putting on mark. Pupils who perfectly answered questions,
were active in the lesson, participate in doing exercises, are named and evaluated (grades are
given in the class putting in journal and diaries). Summarizing the learned theme, sign in
grades pupil’s diary and say good-bye to the pupils.
Notes: ____________________________________________________
The theme of the lesson: How to make friends (8)
1) the aim of teaching: to teach students to identify the theme of the lesson “How to make
friends”, to develop students' speaking, writing skills;
lesson. Working on the class register. Good morning pupils. How are you? I'm glad to see you. Sit
down please. Get ready for the lesson. Who is on duty today? Who is absent today? What day is it
today? What is the date today? What season is it now?
2. Checking up homework: 1. Try to write about your favourite food.
2. Make up 5 sentences with infinitive - the preposition “to”
2. Read or retell the text: ‘How to make friends’
3. Teach the recipe of friendship.
5. Doing exercises.
- definition of the new words and retell about friendship.
- usage of Infinitive with or without “to”.
- read or retell the text about how to make friends (to know pronunciation of the words)
- give full answers to the questions.
- make friends and be polite with people.
New words: draft [drɑ͟ːft] garalama, main [me͟ɪn] esasy, to divide [tə dɪva͟ɪd] bölmek, to describe[tə
dɪskra͟ɪb] suratlandyrmak, to turn[tə tɜ͟ː(r)n] öwürmek, aloud [əla͟ʊd] gaty sesli, result [rɪzʌ̱lt] netije,
step[ste̱ p] ädim, to follow[tə fɒ̱loʊ] yzarlamak, to discuss[tə dɪskʌ̱s] maslahat etmek, keen on [ki͟ːn]
jandan sözýmek, noble [no͟ʊb(ə)l] minnetdarlyk, amateur [æ̱mətə(r)] höwesjeň, to remain[tə rɪme͟ɪn]
galmak, to socialize[tə so͟ʊʃəlaɪz] gepleşmek, similar [sɪ̱ mɪlə(r)] meňzeş.
Ex.6. on pg.25. Choose a topic from the list below and write a paragraph.
My first day at school. My favourite sports. How to make friends.
How to make friends?
*Go where people are-most friends you make will be people who have the same interests you do.
*Be a friend to yourself-don’t put yourself down.
*Be cheerful-smile, don’t always wait for the other person to speak first.
*Be yourself-no one is perfect. Your friends won’t expect you to be, so it is best to just be yourself.
*Don’t expect perfection in your friends-like you, your friends will make mistakes now and then.
Laugh with them about it, but don’t put them down.
*Friendship is give and take-friendship is sharing things like feelings, plans, and dreams. To make
and keep a friend, you have to give as well as take. Learn to compromise.
*Realize you will sometimes disagree with your friend-nobody agrees all the time. Disagreements
don’t have to mean the end of a relationship.
*Give your friend space-almost everyone likes to be alone sometime. Give your friend space to
have other friends, too.
*Be choosy about your friends-real friends will not ask you to do things that are harmful and against
the law.
*Let people know that you are interested in them. Don’t just talk about yourself; ask questions
about them.
The recipe of friendship:
1 cup of sharing
2 cups of caring
1 cup of forgiveness and hugs of tenderness
Mix all these together…
to make friends forever.
Sayings about friendship.
As long as we have memories, yesterday remains, as long as we have hope, tomorrow awaits. As
long as we have friendship, each day is never a waste.
Friends are like stars. You can't always see them, but you know they are there. Have great hopes
and dare to go all out for them. Have great dreams and dare to live them. Have tremendous
expectations and believe in them.
Ex.7.on pg.25. Pair off with a student and discuss the paragraphs you have written. Make sure you
have first chosen the topic of the paragraph, then drafted it and after that you have revised and
proofread it.
Ex.8. on pg.25. Now answer the questions:
a) What is the topic sentence of your paragraph?
b) What is the main idea of the paragraph?
c) Have you followed all the five steps of paragraph writing?
Ex.9. on pg.25. Let’s play. The game is called “A funny paragraph”. The class divides into three
groups. All groups work in secret.
Group 1 should write down the beginning of a sentence, describing something they wanted to do.
Eg. ‘I wanted to go to the cinema’.
Group 2 should write down the next part of the sentence starting with ‘so’ …. Eg ‘So I bought a
fishing-line’.
Group 3 should write the last part of the sentence starting with ‘but’, Eg ‘but I broke the cup’.
A student from each group in turn reads aloud. The result will be a funny paragraph.
6. Homework: 1. To write topic. 2. Learn the new words.
Notes: ____________________________________________________
The theme of the lesson: Grammar: both of, neither/neither of/either/either of and exercises (9)
1) the aim of teaching: to teach students to identify the theme of the lesson “Grammar: both of,
neither/neither of/either/either”, to develop students' speaking, writing skills;
2) the aim of upbringing: to bring up young generation in spirit of patriotism, to develop spiritual love
to our President and Motherland. To foster students in the spirit of love to the
English language.
The type of the lesson: Combined lesson.
Visual aids and additional Thematic table, pictures to the theme, papers with descriptions, cards
material:
1. Organizational moment of the lesson: Preparation the blackboard and the students for the lesson.
Working on the class register. Good morning pupils. How are you? I'm glad to see you. Sit down please. Get
ready for the lesson. Who is on duty today? Who is absent today? What day is it today? What is the date
2. Checking up homework: 1. To write topic. 2. Learn the new words.
3. Сhecking pupils' knowledge by oral questioning.
a) What is the topic sentence of your paragraph?
b) What is the main idea of the paragraph?
c) Have you followed all the five steps of paragraph writing?
1. Introduction of the new grammar.
2. Explain the conjunctions: ‘both of, neither/neither of/either/either of’
3. Teach difference between conjunctions “either” and “neither”.
4. Learn the conjunctions with their definitions.
5. Doing exercises.
- Grammar on the new theme
- to use conjunctions in every day topics.
- definition of the conjunctions and complete the sentences.
- usage of conjunctions “either” and “neither”.
- use the new grammar in own sentences
- read or retell the grammar rule of conjunctions (to know pronunciation of the words)
- complete the sentences with conjunctions: ‘both of, neither/neither of/either/either of’
A. We use both/neither/either for two things. You can use these words with a noun (both books, neither
book etc.) For example, you are talking about going out to eat this evening. There are two restaurants where
you can go. You say:
* Both restaurants are very good. (not 'the both restaurants')
* Neither restaurant is expensive.
* We can go to either restaurant. I don't mind. (either = one or the other, it doesn't matter which one)
B. Both of .../neither of .../either of ...
When you use both/neither/either + of, you always need the .../these/those .../my/your/his/ Tom's...
(etc.). You cannot say 'both of restaurants'. You have to say 'both of the restaurants', 'both of those
restaurants' etc.:
* Both of these restaurants are very good.
* Neither of the restaurants we went to was (or were) expensive.
* I haven't been to either of those restaurants. (= I haven't been to one or the other)
You don't need of after both. So you can say:
* Both my parents are from London. or Both of my parents...
You can use both of/neither of/either of + us/you/them:
* (talking to two people) Can either of you speak Spanish?
* I asked two people the way to the station but neither of them knew.
You must say 'both of' before us/you/them (of is necessary):
* Both of us were very tired. (not 'Both us were ...')
After neither of ... a singular or a plural verb is possible:
* Neither of the children wants (or want) to go to bed.
C. You can also use both/neither/either alone:
* I couldn't decide which of the two shirts to buy. I liked both. (or I liked both of them.)
* 'Is your friend British or American?' 'Neither. She's Australian.'
* 'Do you want tea or coffee?' 'Either. I don't mind.'
D. You can say:
both ... and ...: * Both Ann and Tom were late.
* I was both tired and hungry when I arrived home.
neither ... nor ...: * Neither Liz nor Robin came to the party.
* She said she would contact me but she neither wrote nor phoned.
either ... or ...: * I'm not sure where he's from. He's either Spanish or Italian.
* Either you apologize or I'll never speak to you again.
E. Compare either/neither/both (two things) and any/none/all (more than two):
* There are two good hotels in the town.
You can stay at either of them.
* We tried two hotels. Neither of them had any rooms./Both of them were full.
* There are many good hotels in the town. You can stay at any of them.
* We tried a lot of hotels. None of them had any rooms./All of them were full.
Complete the sentences with both/neither/either.
1. 'Do you want tea or coffee?' '_Either._ of them I really don't mind.'
2. 'What day is it today--the I 8th or the 19th? '---. It's the 20th.'
3. 'There are two sandwiches here. Do you mind which I take?' 'No, take ---.'
4. A: Where did you go for your holidays - Scotland or Ireland?
B: We went to --- A week in Scotland and a week in Ireland.
5. 'When shall I phone you, morning or afternoon? '---. I'll be in all day.'
6. 'Where's Kate? Is she at work or at home?' '---. She's away on holiday.'
Key. 2) Neither 3) either (of them) 4) both 5) Either 6) Neither
Complete the sentences with both/neither/either. Use of where necessary.
1. _Both (of) _ my parents are from London.
2. To get to the town centre, you can go along the footpath by the river or you can go along the road. You
can go --- way.
3. I tried twice to phone George but --- times he was out.
4. --- Tom's parents is English. His father is Polish and his mother is Italian.
5. I saw an accident this morning. One car drove into the back of another. Fortunately --- driver was injured
but --- cars were quite badly damaged.
6. I've got two sisters and a brother. My brother is working but --- my sisters are still at school.
Key. 2) either 3) both 4) Neither of 5) neither ... both/both the/both of the 6) both/both of
7. Homework: 1. Learn the grammar.2. Make up 5 sentences with both of, neither/neither of/either/either of
8. Summarizing the lesson and putting on mark. Pupils who perfectly answered questions, were active
in the lesson, participate in doing exercises, are named and evaluated (grades are given in the class putting in
journal and diaries). Summarizing the learned theme, sign in grades pupil’s diary and say good-bye to the
pupils.
Notes: ____________________________________________________
The theme of the lesson: Grammar: Although/ though/ even though, in spite of, despite and exercises (10)
1) the aim of teaching: to teach students to identify the theme of the lesson “Although/ though/ even
though, in spite of, despite”, to develop students' speaking, writing skills;
2) the aim of upbringing: to bring up young generation in spirit of patriotism, to develop spiritual love to
our President and Motherland. To foster students in the spirit of love to the
English language.
material:
1. Organizational moment of the lesson: Preparation the blackboard and the students for the lesson. Working
on the class register. Good morning pupils. How are you? I'm glad to see you. Sit down please. Get ready for the
lesson. Who is on duty today? Who is absent today? What day is it today? What is the date today? What season
is it now?
2. Checking up homework: 1. Learn the grammar.
2. Make up 5 sentences with both of, neither/neither of/either/either of
1. What do you know about conjunctions “both of, neither/neither of/either/either”?
2. What difference between both and neither?
2. Explain the conjunctions: ‘although/ though/ even though, in spite of, despite’
3. Teach difference between conjunctions “although” and “in spite of”.
5. Doing exercises.
- usage of conjunctions “although” and “in spite of”.
- complete the sentences with conjunctions: ‘although/ though/ even though, in spite of, despite’
A. Study this example situation: Last year Jack and Jill spent their holidays by the sea.
It rained a lot but they enjoyed themselves. You can say:
Although it rained a lot, they enjoyed themselves. (= It rained a lot but they ...)
or In spite of the rain, they enjoyed themselves. Despite the rain, they enjoyed themselves.
B. After although we use a subject + verb:
* Although it rained a lot, we enjoyed our holiday.
* I didn't get the job although I had all the necessary qualifications.
Compare the meaning of although and because:
* We went out although it was raining. * We didn't go out because it was raining.
C. After in spite of or despite, we use a noun, a pronoun (this/that/what etc.) or ~ing:
* In spite of the rain, we enjoyed our holiday.
* I didn't get the job in spite of having all the necessary qualifications.
* She wasn't well, but in spite of this she went to work.
* In spite of what I said yesterday, I still love you.
Despite is the same as in spite of. Note that we say 'in spite of', but despite (without 'of'):
* She wasn't well, but despite this she went to work. (not 'despite of this')
You can say 'in spite of the fact (that)...' and 'despite the fact (that) ...':
* I didn't get the job in spite of the fact (that) I had all the necessary qualifications.
* I didn't get the job despite of the fact (that) I had all the necessary qualifications.
Compare in spite of and because of:
* We went out in spite of the rain. (or ... despite the rain.) * We didn't go out because of the rain.
D. Compare although and in spite of/despite:
* Although the traffic was bad, I arrived on time. (not 'in spite of the traffic was bad')
In spite of the traffic, I arrived on time. (not 'in spite of the traffic was bad')
* I couldn't sleep although I was very tired. (not 'despite I was tired')
* I couldn't sleep despite being very tired. (not 'despite I was tired')
E. Sometimes we use though instead of although:
* I didn't get the job though I had all the necessary qualifications.
In spoken English we often use though at the end of a sentence:
* The house isn't very nice. I like the garden though. (= but I like the garden)
* I see him every day. I've never spoken to him though. (= but I've never spoken to him)
Even though (but not 'even' alone) is a stronger form of although:
* Even though I was really tired, I couldn't sleep. (not 'Even I was really tired ...')
Complete the sentences with although/in spite of/because/because of.
1. _Although_ it rained a lot, we enjoyed our holiday.
2. a. --- all our careful plans, a lot of things went wrong.
b. ---we had planned everything carefully, a lot of things went wrong.
3. a. I went home early --- I was feeling unwell.
b. I went to work the next day --- I was still feeling unwell.
4. a. She only accepted the job --- the salary, which was very high.
b. She accepted the job --- the salary, which was rather low.
5. a. I managed to get to sleep --- there was a lot of noise. b. I couldn't get to sleep --- the noise.
Use your own ideas to complete the following sentences:
6. a. He passed the exam although . ---. b. He passed the exam because ---.
7. a. I didn't eat anything although ---. b. I didn't eat anything in spite of ---.
Key. 2) a. In spite of b. Although 3) a. because b. although 4) a. because of b. in spite of 5) a. although b.
because of Example answers: 6) a. he didn't study very hard.
b. he studied very hard. 7) a. I was hungry. b. being hungry/my hunger/the fact that I was hungry
Exercise II. Make one sentence from two. Use the word(s) in brackets in your sentences.
1. I couldn't sleep. I was tired. (despite). _I couldn't sleep despite being tired._
2. They have very little money. They are happy. (in spite of). In spite of ---.
3. My foot was injured. I managed to walk to the nearest village. (although)
4. I enjoyed the film. The story was silly. (in spite of)
5. We live in the same street. We hardly ever see each other. (despite)
6. I got very wet in the rain. I had an umbrella. (even though)
Answers: 2) In spite of having very little money, they are happy.
3) Although my foot was injured, I managed to walk to the nearest village. or I managed to walk to the nearest
village although my ...
4) I enjoyed the film in spite of the silly story./... in spite of the story being silly./... in spite of the silliness of the
story./... in spite of the fact the story was silly. or In spite of ..., I enjoyed the film.
5) Despite living in the same street, we hardly ever see each other. or Despite the fact that we live in. or We
hardly ever see each other despite ...
6) I got very wet in the rain even though I had an umbrella. or Even though I had an umbrella, I got ...
7. Homework: 1. Learn the grammar.
2. Make up 5 sentences with although / though/ even though, in spite of, despite
8. Summarizing the lesson and putting on mark. Pupils who perfectly answered questions, were active in the
lesson, participate in doing exercises, are named and evaluated (grades are given in the class putting in journal
and diaries). Summarizing the learned theme, sign in grades pupil’s diary and say good-bye to the pupils.
Notes: ____________________________________________________
The theme of the lesson: Grammar: Like/As if/as though and exercises. (11)
1) the aim of teaching: to teach students to identify the theme of the lesson “Like/As if/as
though”, to develop students' speaking, writing skills;
Visual aids and Thematic table, pictures to the theme, papers with descriptions, cards
season is it now?
2. Make up 5 sentences with although / though/ even though, in spite of, despite
1. What do you know about conjunctions “although / though/ even though, in spite of, despite”?
2. What difference between althoughh and in spite of?
5. Explaining of new material:
Plan of the lesson:
2. Explain the conjunctions: ‘Like/As if/as though’
3. Teach difference between conjunctions “like” and “as though”.
5. Doing exercises.
- usage of conjunctions “like” and “as though”.
- complete the sentences with conjunctions: ‘Like/As if/as though’
You can use the words AS IF or AS THOUGH to talk about some something or somebody looks,
sounds or feels:
I feel as if I’ve run a marathon.
That car looks as if it’s going to break down.
She sounded as if she was crying.
You can use AS THOUGH in all of the previous statements:
She sounded as though she was crying.
In informal spoken English you can also use LIKE:
She sounded like she was crying.
You can also use AS THOUGH or LIKE:
It looks as though he’s not coming.
It looks like he’s not coming.
You can also use AS IF or AS THOUGH with different verbs to talk about how someone does
something. In informal English you can also use LIKE :
He ran as if his life depended on it.
When I told them, they looked at me as though I was crazy.
Sometimes, we can use AS IF or AS THOUGH with the past when you’re talking about the present:
I don’t like her, she acts as if she owned the world.
The meaning is not past in this sentence, despite the fact that we used the word OWNED. This is
because we’re talking about an unreal situation (she doesn’t own the world). This is similar to If I +
Past / I wish I + Past:
She’s always upsetting me, as if I didn’t have enough problems.
I’m 28, why are you talking to me as if I was a child?
When you use the past in this way, you can also use WERE instead of WAS:
I’m 28, why are you talking to me as if I were a child?
Choose the correct word or phrase.
1. Jill's eyes are red. She ---- she has cried.
a) looks as if b) looks like
2. Ben ---- very smart for his age. Actually he can be considered to be mature.
a) Looks b) looks as though
3. It ---- rain, so let's not go anywhere but stay indoors.
a) looks like b) looks to
4. The surface of the table ---- it has been hit with something hard.
a) feels as if b) feels like
5. You ---- something is bothering you, my dear. Is there a problem?
a) look as if b) look
6. The soup ---- horrible, but Molly was too polite to refuse to eat it.
a) Tasted b) tasted as though
7-8. Your perfume makes me ---- hungry because it ---- vanilla.
a) feel b) feel as though a) smells like b) smells as if
9. The noise coming from outside ---- a UFO that we know from science fiction films.
a) sounded as though b) sounded like
10. It ---- strange that there is no one to serve us in the shop.
a) Seems b) seems like
11. This room ---- so hot. Don't you think we should open the windows?
a) Feels b) feels as if
Key. 1. looks as if 2. Looks 3. looks like 4. feels as if 5. look as if 6. Tasted 7. feel
8. smells like 9. sounded like 10. Seems 11. feels
7. Homework: 1. Learn the grammar. 2. Make up 5 sentences with like/As if/as though
8. Summarizing the lesson and putting on mark. Pupils who perfectly answered questions, were
active in the lesson, participate in doing exercises, are named and evaluated (grades are given in the
class putting in journal and diaries). Summarizing the learned theme, sign in grades pupil’s diary
and say good-bye to the pupils.
Notes: ____________________________________________________
The theme of the lesson: Grammar: Like and as and exercises (12)
1) the aim of teaching: to teach students to identify the theme of the lesson “Like and as”, to develop
students' speaking, writing skills;
English language.
material:
Working on the class register.
Good morning pupils. How are you? I'm glad to see you. Sit down please. Get ready for the lesson. Who is
on duty today? Who is absent today? What day is it today? What is the date today? What season is it now?
2. Make up 5 sentences with like/As if/as though
1. What do you know about conjunctions “Like/As if/as though”?
2. What difference between “like” and “as”?
Plan of the lesson:
2. Explain the conjunctions: ‘as’ and ‘like’
3. Teach difference between conjunctions “like” and “as”.
5. Doing exercises.
- usage of conjunctions “like” and “as”.
- complete the sentences with conjunctions: ‘as’ and ‘like’
As and Like
As and like are often confused since they are both used to compare actions or situations. There are, however,
important differences.
a) We use as to talk about job or function.
Eg. I worked as a shop assistant for 2 years when I was a student.
He used his shoe as a hammer to hang the picture up.
b)In comparisons, the structure ‘as adjective as‘ is often used.
Eg. He’s not as tall as his brother.
She ran as fast as she could.
In the following comparisons as is a conjunction - it’s followed by a clause with a subject and a verb.
Eg. He went to Cambridge University, as his father had before him.
She’s a talented write, as most of her family are.
Like
In the following comparisons, like is a preposition and it’s followed by a norm or a pronoun.
Eg. I’ve been working like a dog all afternoon. None of my brothers are much like me. She looks just like
her mother.
Like and As if /As though
Like, as if and as though can all be used to make comparisons. There is no difference in meaning among the
3 forms.
Eg. You look as if you’ve seen a ghost.
You talk as though we’re never going to see each other again.
It looks like it’s going to rain.
Ex.6.on pg.16.Remember and make up your own sentences.
1. As you know, classes restart on January 15.
2. I tried using salt as you suggested but the stain still didn’t come out.
1. As we agreed the company will finish their work in time.
2. Their house is the same as ours.
Choose the correct answer (as or like)
1. She looks like her mother.
2. He was appointed as a teacher in a high school.
3. She is like an angel.
4. As I told you before, you have to come to work on time.
5. My brother is not like me.
6. Alan qualified as an engineer and worked for a French company.
7. He works like a slave to get the project ready on time.
8. She can swim like a fish.
9. It seems as if it's going to rain.
10. She did the work as she promised.
11. As you can see, this is the most expensive watch that our store sells.
12. She looks like a princess in her beautiful dress.
13. As it was expected, he got the best score.
14. When he saw the police, he ran like lightening to warn his accomplice.
15. Don't behave like a child.
16. I've never heard a story like this one.
17. Can you be as kind as your sister?
18. It seems as if he is very ill.
19. He looks very much like his grandfather.
20. I don't like roles like the one I was assigned in this play.
21. As you can imagine, I couldn't convince him to sell his business.
22. She looks like a superstar in her fancy clothes.
23. I want to join the company as a manager.
24. I hate mean people as much as you do.
25. Here are some tips on how to write like a professional.
7. Homework: 1. Learn the grammar. 2. Make up 5 sentences with Like and as.
pupils.

Notes: ____________________________________________________
The theme of the lesson: Vocabulary development and exercises (13)
1) the aim of teaching: to teach students to identify the theme of the lesson “Vocabulary
development and exercises”, to develop students' speaking, writing skills;
English language.
Visual aids and additional Vocabulary, pictures to the theme, papers with descriptions, cards
material:
Working on the class register. Good morning pupils. How are you? I'm glad to see you. Sit down please.
Get ready for the lesson. Who is on duty today? Who is absent today? What day is it today? What is the date
1. Learn the grammar. 2. Make up 5 sentences with like and as.
3. Teach the verbs: ‘to borrow, to let, to leave, to lend’.
4. Explain the difference between verbs lend and borrow.
5. Doing exercises.
- difference between ‘lend’ and ‘let’.
- usage verbs: ‘lend’ and ‘borrow’.
- complete the sentences with ‘lend, let, leave, borrow’
- use verbs: ‘lend, let, leave, borrow’ in own sentences.
New words: difference ['dɪf(ə)r(ə)n(t)s] tapawut, to borrow [tə bɒ̱roʊ] karz almak, conversation
[kɒ̱nvə(r)se͟ɪʃ(ə)n] gepleşik, hair dryer [he͟ə(r) dra͟ɪ͟ə(r)] saç guradyjy, to lend[tə le̱ nd] ibermek, to allow[tə
əla͟ʊ] rugsat bermek, dough[do͟ʊ] hamyr, to rise[tə ra͟ɪz] galmak, mittens[mɪ̱ t(ə)n] ellik, blower [blo͟ʊə(r)]
wentelýator.
1. Vocabulary development.
Origin [ɒ̱rɪʤɪn] (gözbaş) the point from which sth starts. Eg. The origin of the world.
Invade [ɪnve͟ɪd] (goşulmak;çozup girmek) to enter a country using military force.
Tribe [tra͟ɪb] (tire) a group of people of the same race and with the same customs, language etc. living in a
particular area.
Generation [ʤe̱nəre͟ɪʃ(ə)n] (nesil) all the people who were born at about the same time. Eg. The young
generation.
Explorer [ɪksplɔ͟ːrə(r)] (barlag geçiriji) a person who travels to unknown place in order to find out more
about them.
Settler [se̱tələ(r)] (göçüp gelen adam) a person who goes to live in a new country or region.
Ex.6. on pg.28. Learn the word derivation.
Invade [ɪnve͟ɪd] (v) (goşulmak; çozup girmek) invader (n) – an army or country that enters another
country by force; invasion; ( n) entering another country by using military force.
settle [se̱t(ə)l] (v)(ornaşmak) – to make your permanent home; settler
generate [ʤe̱nəreɪt] (v) (dogurmak, dünýä indermek) – to produce or create sth.; generation (n).
tribe [tra͟ɪb] (n)(tire) – tribal (adj.) – connected with a tribe or tribes. Ex. Tribal leaders.
origin [ɒ̱rɪʤɪn] (n)(gözbaş) – original (adj.) – existing at the beginning of a particular period, process or
activity.
explore [ɪksplɔ͟ː(r)] (v)(oýlap tapmak) – to travel to around an area or a country in order to learn about it;
explorer (n).
Exercise 1.on pg.26. Do you know the difference in meaning between the verbs lend and borrow? Read
this conversation.
- May I borrow your hair dryer? - I will lend it to you for two days.
The person who borrows receives something. Borrow means “to take“. The person who lends gives
something. Lend means «to give» Let and leave have different meanings, too. The verb let means «to
allow». The verb leave means «to go away».
My brothers let me play football with them.
Tomorrow we leave for Avaza.
Ex. 2.on pg.26. Choose a word from the parentheses to complete each sentence correctly.
1. Did you (let, leave) the dog go outside last night? 2. Please (leave, let) me go on the bike ride.
3. We (let, leave) for Mary this afternoon. 4. (Let, Leave) the curtain fall after the first act.
5. (Lend, Borrow) me your bus pass.
6. I usually (leave, let) my house at six o’clock.
7. May I (lend, borrow) your brush?
8. Ayna wants to (lend, borrow) some books from Keyik.
9. Please (let, leave) me (borrow, lend) your mittens.
10. Ms. Roberts will (let, leave) her son take piano lessons.
11. Do not (leave, let) the dough rise too high.
12. None of the neighbours has a mower that I can (lend, borrow).
13. If you need more chairs, (borrow, lend) some from us.
14. (Let, Leave) the adults look after the children.
Key: 1. let, 2. let, 3. leave, 4. leave, 5. borrow, 6. leave, 7. borrow, 8. borrow, 9. let, 10. leave, 11.
leave, 12. borrow, 13. borrow, 14. let
Ex.3.on pg.27. Write the word borrow, lend, let, or leave to complete each sentence.
1. Do you remember the flashlight you wanted to _______from me?
2. Yes, you were going to_________ it to me, and I was going to your hedge clipper.
3. Could you __________ me use it for a few days?
4. I promise not to ___________ it out in the rain.
5. My sister-in-law and brother _______ my snow blower every winter.
6. Should you ________ them___________ it so often?
7. Why shouldn’t I_____________ it to them?
8. They might not_______ you have it back for a long time.
9. ___________ me guess who else does the same thing.
10. I will ___________ the flashlight on this table for you.
Key: 1. borrow 2. lend 3. let 4. leave 5. borrow 6. let 7. leave 8. lend 9. Let 10. leave
Ex.4.on pg.27. Write four sentences of your own, using lend, borrow, let, and leave correctly.
6. Homework: 1. Learn the new words.2.Make up 5 sentences In Present Passive.
pupils.
Notes: ____________________________________________________
The theme of the lesson: New words and text: “The English language” (14)
1) the aim of teaching: to teach students to identify the theme of the lesson “The English
language”, to develop students' speaking, writing skills;
2) the aim of upbringing: to bring up young generation in spirit of patriotism, to develop spiritual
love to our President and Motherland. To foster students in the spirit of
Working on the class register. Good morning pupils. How are you? I'm glad to see you. Sit down
please. Get ready for the lesson. Who is on duty today? Who is absent today? What day is it today?
What is the date today? What season is it now?
1. Learn the new words. 2. Make up 5 sentences In Present Passive.
2. Read or retell the text: ‘The English language’
3. Work on the questions and give full answers to them.
5. Doing exercises.
- definition of the new words and retell about English language.
- solve the test which begin the letter “Ee”
- read or retell the text about English language (to know pronunciation of the words)
- complete the sentences with the words with the letter “Ee”.
New words: root [ru͟ːt] köki, ancestor [æ̱nsestə(r)] at-baba, coast [ko͟ʊst] kenar, precise [prɪsa͟ɪs] anyk,
derive [dɪˈrʌɪv] almak, kabul etmek, tribal[tra͟ɪb(ə)l] tiräň, consider [kənsɪ̱ də(r)] çak etmek, loan [lo͟ʊn]
alyş-çalyş, to mix[tə mɪ̱ ks] garmak, discover [dɪskʌ̱və(r)] açyş.
Ex.8.on pg.29. Read the text. The English language.
Have you ever thought of where the English language had taken its roots? Do you have any idea of
what the origins of the English language and the English people are like? Well, the ancestors of the
English people used to live in Europe, along the coast of the North Sea. Before the Anglo-Saxons
invaded the British Isles in the middle of the 5-th century, the Celtic people used to live there. To be
more precise, we should note that the Anglo-Saxons were Germanic tribes that used to live nearby the
British Isles. The Jutes, third Germanic tribe, were also among the Germanic invaders.
The name England is derived from the tribal name ‘Angles’ and the country was later known as
‘England’ (‘the land of the Angels’), from which came England.
The English language is made from an international family of words, though most of the English
words are of Germanic origin and have been passed on from generation to generation. Many English
words originally came from Spanish, French, Italian, and other European languages. Explorers brought
back to England riches from all over the world.
They also brought words from China, India, Turkey and Africa. Even today English is considered to be
one of the most open languages of the world.
Words like ‘yoghurt, yashmak’ are of Turkic origin, the words ‘yoga, yogi, pajamas, pagoda’ come
from India, ‘alphabet, physics and psychology’ from Greek, while ‘algebra, algorithm’ are Arabic loans.
Russia also lent words like sputnik, cosmonaut’ to English. Early settlers in the United States found
much that was new to them. As they named these new things, they borrowed words from Native
Americans. Words like ‘chipmunk, moccasin, and succotash’ became a part of the English language in
this way. The language of Spanish settlers mixed with that of English settlers. ‘Ranch, vanilla, and
cafeteria’ come from Spain. Even today new words continue to be added to English. They still turn to
Latin and Greek to name new ideas and discoveries, such as ‘phonograph and television’.
Ex.7.on pg.28. Pair off with a fellow student and try to discuss the following.
1. English is the most widely spoken language in the world.
2. English has a larger vocabulary than any other language.
3. English grammar is easy to learn.
Ex.9.on pg.30. Look up 5 English words borrowed from other languages. Then write the meaning of
each word.
Ex.10.on pg.30. Discuss the following.
1. Who were the ancestors of the English people?
2. Where did they live?
3. Who were the Celts?
4. When did the Anglo-Saxons invade the British Isles?
5. What is the vocabulary of English like?
6. How is the English vocabulary enlarged?
7. Can you think of any Turkic borrowings in English?
8. What makes the English language easy to learn?
9. In what countries is English spoken?
10. What do you think of the future of the English language?
EEEEE
1. An arm bends at the ______
2. The opposite of full is ______
3. A bigger copy of a photograph is called an ______
4. “The way out” is also known as the ______
5. The opposite of cheap is ______
6. The machine that makes a car move is it’s ______
7. What “E word” means all places?
8. The imaginary line that runs around the middle of the earth is called the ______
9. Tokyo, Kobe and San Francisco are all cities which have been damaged by ______
10. When everything is finished it is the ______
Key. 1- elbow, 2- empty, 3- enlargement, 4- exit, 5- expensive, 6- engine, 7- everywhere, 8- equator,
9- earthquakes, 10- end
6. Homework: 1. Retell the text. 2. Learn the new words.
class putting in journal and diaries). Summarizing the learned theme, sign in grades pupil’s diary and
say good-bye to the pupils.
Notes: ____________________________________________________
The theme of the lesson: Doing grammar exercises (15)
1) the aim of teaching: to teach students to identify the theme of the lesson “Doing grammar
exercises”, to develop students' speaking, writing skills;
Working on the class register.
Who is on duty today? Who is absent today? What day is it today? What is the date today? What season
is it now?
1. Retell the text. 2. Learn the new words.
1. Have you ever thought of where the English language had taken its roots?
2. Do you have any idea of what the origins of the English language and the English people are like?
Plan of the lesson:
2. Read or retell the text about studying at the University of Cambridge.
3. Repeat the modal verbs 'might have', 'could have'
5. Doing exercises.
- definition of the new words and retell about studying at the University of Cambridge.
- usage of the modal verbs 'might have', 'could have'.
- read or retell the text about studying at the University of Cambridge (to know pronunciation of the
words)
- complete the sentences with modal verbs 'might have', 'could have'.
New words: invade [ɪnve͟ɪd] çozmak, Isle [a͟ɪl] ada, enlarge [ɪnlɑ͟ː(r)ʤ] giňeltmek, borrow [bɒ̱roʊ] karz
almak, decision [dɪsɪ̱ ʒ(ə)n] çözgüt, promise [prɒ̱mɪs] söz bermek, brackish [bræ̱kɪʃ] duzlurak, phone
[fo͟ʊn] jaň etmek, boring [bɔ͟ːrɪŋ] deşýän; sanjýan; çirkin, pretend [prɪte̱ nd] bolan bolmak, jögülemek.
decision [dɪsɪ̱ ʒ(ə)n] çözülişi, degree [dɪgri͟ː] dereje, instead [ɪnste̱ d] deregine, ýerine, to improve[tə
ɪmpru͟ːv] ösdürmek, pronunciation [prənʌnsɪˈeɪʃ(ə)n] aýdylyşy, cheque [tʃe̱ k] çek, ticket [tɪ̱ kɪt] petek,
bilet,to feel[tə fi͟ːl] duýmak, free[fri͟ː] azat, erkin, recently [ri͟ːs(ə)ntli] ýakynda.
Ex.9.on pg.30. Look up 5 English words borrowed from other languages. Then write the meaning of
each word.
Ex.10.on pg.30. Discuss the following.
1. Who were the ancestors of the English people?
2. Where did they live?
3. Who were the Celts?
4. When did the Anglo-Saxons invade the British Isles?
5. What is the vocabulary of English like?
6. How is the English vocabulary enlarged?
7. Can you think of any Turkic borrowings in English?
8. What makes the English language easy to learn?
9. In what countries is English spoken?
10. What do you think of the future of the English language?
Ex.12.on pg.31. Read through the passage and pay attention to how the sentences are joined into a
paragraph.
I am now twenty-two years old. I am going to write about how I decided to study English at university.
It happened five years ago when I was living in Bristol and my last year at secondary school. I had got a
place at the University of Cambridge. I could study either history or English. I needed to make up my
mind quickly because the University had written to me asking for a decision. I wanted to study history
because I was good at it and I thought I would get a better degree. On the other hand I was really more
interested in English. In the end I decided to study English instead of studying history. I feel now that I
did the right thing because I enjoyed studying English and I got a good degree.
Ex.11.on pg.31. Pair off with a fellow student and complete the following by using the phrases in
brackets (by practicing dialogues with a partner; by writing the non pieces of paper; by doing
grammar exercises; by listening to tapes).
1. The best way to learn new words is…
2. A good way to improve your pronunciation is …
3. The best way to improve your grammar is …
4. A good way to improve your communication skills is …
Complete these sentences with one of the following verbs (in the correct form of Passive voice):
carry cause do make repair send spend wake up
Sometimes you need have ('might have', 'could have' etc.).
1. The situation is serious. Something must be done before it's too late.
2. I haven't received the letter. It might have been sent to the wrong address.
3. A decision will not --- until the next meeting.
4. I told the hotel receptionist that I wanted to --- at 6.30 the next morning.
5. Do you think that less money should --- on armaments?
6. This road is in very bad condition. It should --- a long time ago.
7. The injured man couldn't walk and had to ---
8. It's not certain how the fire started but it might --- by an electrical fault.
Key: 3) he made 4) be woken up 5) be spent 6) have been repaired 7) be carried
8) have been caused
7. Homework:

Notes: ____________________________________________________
The theme of the lesson: Stories about Ependi, active words and exercises (16)
1) the aim of teaching: to teach students to identify the theme of the lesson “Stories about
Ependi”, to develop students' speaking, writing skills;
The type of the lesson: Lecture-lesson
Get ready for the lesson. Who is on duty today? Who is absent today? What day is it today? What is the
date today? What season is it now?
2. Read or retell the story about Ependi: ‘Your Cauldron has Died’
3. Write an essay on how and why you think the English language will change in the future.
5. Doing exercises.
- retell the story through key words.
- definition of the new words and retell about English language.
- to solve the vocabulary exercise with definition of words.
- read or retell the story about Ependi (to know pronunciation of the words)
- write about importance of English language.
- identify the main idea of the story
New words: owner [o͟ʊnə(r)] eýesi, utensi [juːte̱ ns(ə)l] gap-gaç, tool [tu͟ːl] gural, to appear[tə əpɪ͟ə](r) ýüze
çykmak, Pregnant [pre̱ gnənt] hamyla, göwreli, To get mad[tə ge̱ t mæ̱d] gaharlanmak, To admit[tə ædmɪ̱ t]
hormatlamak, to accept[tə ækse̱ pt] kabul etmek, greedy [gri͟ːdi] husyt, a cauldron [ə kɔ͟ːldrən] gazan.
Think before you read the story.
Ex.1.on pg.33. Answer the following questions.
a. Look at the picture above. What do you think will happen in the story?
b. Have you ever borrowed something from someone and returned it to the owner at a later time?
c. Do you know how cauldrons are made? Can you describe it? How and what do we usually cook in it?
Discuss with your classmate.
d. What other kitchen utensils can you name?
e. What does the word ‘pots and pans’ mean? Check with your dictionaries and make a list of tools that
are used in the kitchen.
2. Note the following expressions and words that appear in the story.
a. If something happens in a week, it means it will happen during the next week.
b. Pregnant means (of woman or female animal) ‘having a baby developing in her body’.
c. To get mad means ‘to become angry’.
d. To admit means ‘to accept, to agree that is true’.
e. Greedy means ‘wanting more wealth, possession, power etc. than a person needs ʼ.
Ex.3.on pg.34. Read the story. Your Cauldron has Died
One day Ependi asked his neighbour for a cauldron. In a week he brought back a small cauldron with
the one he had taken.
” What does this mean?” asked the neighbour.
”Actually, your cauldron was pregnant. It got a baby cauldron when it was over our place. Here, I
brought you the mother and the baby”, replied Ependi.
The neighbour was so happy to admit that Ependi is a fool. He took both of the cauldrons and said: ”
Thank you, thank you, Ependi! You should come more often to borrow the cauldron.”
After a while Ependi borrowed the neighbour’s cauldron again. A week passed, then a month passed,
but Ependi never brought it back.
” Why didn’t you bring the cauldron back? ” asked his neighbour, when they met.
” Two days after I brought the cauldron home, it died, right in this place,” answered Ependi.
Well, the neighbour got mad.
” What are you saying? Are you crazy? How can a cauldron die?” said he.
” Why can’t it die? If you believe that your cauldron can give a birth, why don’t you believe that it can
die? ” laughed Ependi back.
Ex.5.on pg.32. Write an essay on how and why you think the English language will change in the
future. Use the ideas from the cluster given below. The most widely spoken language.
Developed countries of the world speak English. English as a world language.
Language with easy grammar. The number of the speakers of English.
The most widely spoken languages are:
1. English 2. Chinese 3. Japanese 4. Portuguese 5. German
6. Arabic 7. French 8. Russian 9. Korean
Languages of publishing. UNESCO measures the number of books published by each country per
year. Correlating the data for various countries, the British Council gives the following figures. English
remains the world`s most important international language by most measures except for the number of
total native speakers, but measuring this can be difficult in itself. A report published by the British
Council estimates that around 2 billion people will be learning English at any one time during the next
decade. But even then, more than two thirds of the world will not speak English.
What group do the words belong to?
1. rose, daisy, daffodil, lily 2. Pyramids, Sphinx, Nile, Cairo
3. Sean Connery, Roger Moore, Pierces Brosnan 4. diamond, ruby, emerald, jade
5. stop signal, London buses, United Kingdom post boxes, tomato 6. rainy, sunny, cloudy, snowy
7. Yankees, Mets, Giants, Dodgers 8. Mickey Mantle, Carl Lewis, Ed Moses, Linford Cristie
9. happy, sad, angry, scared
Key. 1- types of flowers 2- all in Egypt 3- all played James Bond 4- precious stones or gems
5- all are red 6- all are types of weather 7- baseball teams 8- athletes 9- emotions
6. Homework: 1. Learn the new words. 2. Retell the stories with Ependi.
Notes: ____________________________________________________
The theme of the lesson: The story: “Your cauldron has died (17)
1) the aim of teaching: to teach students to identify the theme of the lesson “The story: “Your
cauldron has died”, to develop students' speaking, writing skills;
1. Learn the new words. 2. Retell the stories with Ependi.
2. Read or retell the story about Ependi: ‘Your Cauldron has Died’
3. Read the proverbs and translate them.
5. Doing exercises.
- proverbs in English and their equivalent.
- to solve the vocabulary exercise with definition of words.
- read or retell the story about Ependi (to know pronunciation of the words)
- use proverbs in English and Turkmen language.
New words: fool[fu͟ːl] samsyk, crazy[kre͟ɪzi] däli, to believe[tə bɪli͟ːv] ölmek, to die[tə da͟ɪ] ölmek,
a birth[ə bɜ͟ː(r)θ] dogulyş, to laugh[tə læ̱f] gülmek, neighbour[ne͟ɪbə(r)] goňşy, crowd[kra͟ʊd]
jygyllyk,üýşmeleň, hedge[he̱ ʤ] germew, çybyk haýat, aýmança, crow [kro͟ʊ] garga.
Vocabulary comprehension.
Ex.4.on pg.35. Match the words with their definitions.
a. cauldron to take and use for a period of time
b. admit round metal pot used for cooking
c. borrow in fact
d. actually agree that something is true.
Ex.3.on pg.34. Read the story.(Continue)
Your Cauldron has Died
The neighbour was so happy to admit that Ependi is a fool. He took both of the cauldrons and said:
” Thank you, thank you, Ependi! You should come more often to borrow the cauldron.” After a while
Ependi borrowed the neighbour’s cauldron again. A week passed, then a month passed, but Ependi
never brought it back.
” Why didn’t you bring the cauldron back? ” asked his neighbour, when they met.
” Two days after I brought the cauldron home, it died, right in this place,” answered Ependi. Well, the
neighbour got mad.
” What are you saying? Are you crazy? How can a cauldron die?” said he.
” Why can’t it die? If you believe that your cauldron can give a birth, why don’t you believe that it can
die? ” laughed Ependi back.
Complete the sentences using one of the following words. Use a/an where necessary.
accident biscuit blood coat decision electricity key letter moment question sugar
1. It wasn't your fault. It was _an accident._
2. Listen! Can you hear _music?_
3. I couldn't get into the house because I didn't have ---.
4. It's very warm today. Why are you wearing ---?
5. Do you take --- in your coffee?
6. Are you hungry? Would you like --- with your coffee?
7. Our lives would be very difficult without ---.
8. I didn't phone them. I wrote --- instead.
9. The heart pumps --- through the body.
10. Excuse me, but can I ask you ---?
11. I'm not ready yet. Can you wait. --- please?
12. We can't delay much longer. We have to make --- soon.
Key: 3 a key 4 a coat 5 sugar 6 a biscuit 7 electricity 8 a letter 9 blood
10 a question 11 a moment 12 a decision
Exercise II. Translate proverbs into your native language.
1. A man is known by the company he keeps. Oglan dostundan belli.
2. Two is company but three is crowd. Третий лишьний.
3. East or west home is best. Towşana dogduk depe.
4. Better late than never. Hiçden giç ýagşy.
5. Early to bed and early to rise. Giç ýatda ir tur.
6. The apple doesn`t fall far from the tree. Alma agaçdan daşa düşmez.
7. There`s a black sheep in every family. Süri agsaksyz bolmaz.
8. A hedge between keeps friends green.
9. A friend in need is a friend indeed. Dostyň kyn gügüňde belli.
10.As the old cock crows, so crows the young. Çaga öz ene-atasyna meňzär.
11.Before criticizing a man, walk a mile in his shoes. Ilki adamy tankytlamazyňdan öň onuň derdini öz
başyňdan geçir.
12. Better to be alone than in bad company. Ýaramaz dostyň bolandan ýeke bolanyň ýagşy.
13. The pen is mightier than the sword. Galam gylyçdan güýçli.
14. Don`t make a mountain out of a molehill. Siňekden pil ýasama.
15. Don`t go between the tree and the bark. Iki adam gürleşip durka goşulma.
16. The door swings both ways. Какой привет такой ответ.
6. Homework: 1. Learn the new words.2. Retell the story.
Notes: ____________________________________________________
The theme of the lesson: Retelling one of the Turkmen story. (18)
1) the aim of teaching: to teach students to identify the theme of the lesson “Retelling one of the
Turkmen story”, to develop students' speaking, writing skills;
English language.
material:
1. Learn the new words. 2. Retell the story.
2. Read or retell the story: ‘The Fox and the Crow’
3. Repeat the definite and indefinite articles.
5. Doing exercises.
- definition of the new words and retell about fox and crow.
- usage of the definite and indefinite articles.
- read or retell the story about fox and crow (to know pronunciation of the words)
- complete the sentences with definite and indefinite articles.
New words: limb[lɪ̱ m] agajyň şahasy, dainty[de͟ɪnti] tagamly lukma, sly[sla͟ɪ] mekir, to trot[tə trɒ̱t]
ýuwaşlyk bilen süýşmek, admiringly[ədma͟ɪ͟ərɪŋ] haýran galmaaklyk, suspiciously[səspɪ̱ ʃəsli] şübheli,
to cock[tə kɒ̱k] ýokarlygyna gaňrylmak, charming[tʃɑ͟ː(r)mɪŋ] owadan, eýjejik, splendid[sple̱ ndɪd] kaşaň.
Retelling one of the Turkmen story
The Fox & the Crow
One bright morning as the Fox was following his sharp nose through the wood in search of a bite to eat,
he saw a Crow on the limb of a tree overhead. This was by no means the first Crow the Fox had ever seen.
What caught his attention this time and made him stop for a second look, was that the lucky Crow held a bit
of cheese in her beak.
"No need to search any farther," thought sly Master Fox. "Here is a dainty bite for my breakfast."
Up he trotted to the foot of the tree in which the Crow was sitting, and looking up admiringly, he cried,
"Good-morning, beautiful creature!"
The Crow, her head cocked on one side, watched the Fox suspiciously. But she kept her beak tightly
closed on the cheese and did not return his greeting.
"What a charming creature she is!" said the Fox. "How her feathers shine! What a beautiful form and
what splendid wings! Such a wonderful Bird should have a very lovely voice, since everything else about
her is so perfect. Could she sing just one song, I know I should hail her Queen of Birds."
Listening to these flattering words, the Crow forgot all her suspicion, and also her breakfast. She wanted
very much to be called Queen of Birds. So she opened her beak wide to utter her loudest caw, and down fell
the cheese straight into the Fox's open mouth.
"Thank you," said Master Fox sweetly, as he walked off. "Though it is cracked, you have a voice sure
enough. But where are your wits?"
The flatterer lives at the expense of those who will listen to him.
Complete the sentences using one of the following words. Sometimes the word needs to be plural (-s).
air country day friend meat language letter patience people photograph queue space
1. I had my camera but I didn't take many _photographs._
2. There are seven --- in a week.
3. A vegetarian is a person who doesn't eat ---.
4. Outside the cinema there was --- of people waiting to see the film.
5. I'm not very good at writing ---.
6. Last night I went out with some --- of mine.
7. There were very few --- in the shops today. They were almost empty.
8. I'm going out for a walk. I need some fresh ---.
9. George always wants things quickly. He's got no ---.
10. Do you speak any foreign ---?
11. Jane travels a lot. She has been to many ---.
12. Our flat is very small. We haven't got much ---.
Key: 2 days 3 meat 4 a queue 5 letters 6 friends 7 people 8 air 9 patience
10 language 11 countries 12 space
Put in a/an or the.
1. a. This house is very nice. Has it got --- garden?
b. It's a beautiful day. Let's sit in --- garden.
c. I like living in this house but it's a pity that --- garden is so small.
2. a. Can you recommend --- good restaurant?
b. We had dinner in --- very nice restaurant.
c. We had dinner in --- most expensive restaurant in town.
3. a. She has --- French name but in fact she's English, not French.
b. What's --- name of that man we met yesterday?
c. We stayed at a very nice hotel - I can't remember --- name now.
4. a. There isn't --- airport near where I live --- nearest airport is 70 miles away.
b. Our plane was delayed. We had to wait at --- airport for three hours.
c. Excuse me, please. Can you tell me how to get to --- airport?
5. a. 'Are you going away next week?' 'No, --- week after next.'
b. I'm going away for --- week in September.
c. George has a part-time job. He works three mornings --- week.
Key. 1 a. a b. the c. the 2 a. a b. a c. the
3 a. a b. the c. the 4 a. an ... The b. the c. the
5 a. the b. a c. a
6. Homework:
pupils.
Notes: ____________________________________________________
The theme of the lesson: Test (19)
1) the aim of teaching: checkup the pupils’ knowledge, to activate pupil`s reading,
writing skills, to teach pupils to understand English oral
speech;
2) the aim of upbringing: to bring up young generation in spirit of patriotism, to
develop spiritual love to our President and Motherland. To
foster students in the spirit of love to the English language.
The type of the lesson: to test the knowledge and to rate lesson
Visual aids and additional Test, thematic table, papers with descriptions, cards
material:
lesson. Working on the class register. Good morning pupils. How are you? I'm glad to see you.
Sit down please. Get ready for the lesson. Who is on duty today? Who is absent today? What
day is it today? What is the date today? What season is it now?
3. Work on the questions of the studied topic and solve the test on your own.
Plan of the lesson:
1. To explain students how to write test
2. To check up students` knowledge
3. To check up students` test.
- the usage of conjunctions: “as if, as though, like, as”.
- the usage of prepositions “on, at, in”.
- the usage of conjunctions: “as” and “like”.
- make up sentences with new words.
- distinguish different prepositions “on, at, in”.
- use conjunctions: “as” and “like” in the sentences.
- solve the test correctly.
Test.
I task. Complete the sentences with as if, as though, like, as.
1. Really, there are very few people ____ you... and that's why you're my best friend!
2. You must really do ________the doctor told you. Follow his advice, and you will be fine.
3. He's going to work ______ an English guide during the summer holiday.
4. Look at Bob eating his meal... He looks ______ he were starving!
5. Behave ______ a real brother and help her out of this situation...
6. Jerry doesn't feel _______ coming to my party... Try to persuade him!
7. It looks ________ a storm is going to break out. Let's hurry home!
8. 'I'm the boss',______ my father used to say...
9. She can be regarded ______ a very trustworthy person... You may follow her advice.
10. 'I wanna be ______ you! I wanna walk _________ you, talk ______ you!' Baloo sang in The
Jungle Book.
Key. 1. like 2. As, 3. As, 4. As if, 5. Like, 6. like, 7. As though, 8. As, 9. As, 10. Like.
II task. Complete these sentences with in, at or on.
1. I didn't see you --- the party on Saturday. Where were you?
2. It was a very slow train. It stopped --- every station.
3. I don't know where my umbrella is. Perhaps I left it --- the bus.
4. Shall we travel --- your car or mine?
5. The exhibition --- the Museum of Modern Art finished on Saturday.
6. We stayed a very nice hotel when we were --- Amsterdam.
7. There were fifty rooms --- the hotel.
8. Tom is ill. He wasn't --- work today. He was --- home --- bed.
9. I wasn't in when you phoned. I was --- my sister's house.
10. It's always too hot --- my sister's house. The heating is always on too high.
11. I haven't seen Kate for some time. I last saw her --- Dave's wedding.
12. Paul lives --- London. He's a student --- London University.
Keys. 1) at 2) at 3) on 4) in 5) at 6) at/in a very nice hotel ... in Amsterdam 7) in
8) at work ... at home in bed 9) at 10) in 11) at 12) in London ... at London University
III task. Choose the best answer.
1 - This cocktail is disgusting. It tastes ___ shampoo!
a) Like b) as
2 - You can do ___ you like, I don't care if you come or not.
a) As b) like
3 - I've never met anyone ___ you.
a) As b) like
4 - I just heard a noise ___ a dog barking.
a) Like b) as
5 - I was sure, ___ was everybody else, that you would finish first.
a) Like b) as
6 - You must do it ___ this.
a) As b) like
7 - He runs ___ a horse does.
a) Like b) as
8 - ___ you can imagine, we were very happy with the results.
a) Like b) As
9 - Did you leave everything ___ it was?
a) Like b) as
10 - She was late, ___ we all expected.
a) Like b) as
Key. 1.like, 2. As, 3. Like, 4. Like, 5. As, 6. Like, 7. As, 8. As, 9. As, 10. As,
4. Homework:
a) Revise all grammar materials.
a) Collect the notebooks for the test.
b) Conclusion the lesson.
Notes: ____________________________________________________
The theme of the lesson: Work on exercises. (20)
1) the aim of teaching: to teach students to identify the theme of the lesson “Work on
Plan of the lesson:
2. Read one more fable (story) with a moral.
3. Work on the story and distinguish the sentences true or false
5. Doing exercises.
- retell one fable (story) with a moral through key words.
- definition of the new words and retell about the fox and the bird.
- usage of using get/got + one of these verbs.
- read or retell the text about summer holidays (to know pronunciation of the words)
- complete the sentences with get/got + one of these verbs.
New words: hungry[hʌ̱ŋgri] -aç, stole[sto͟ʊl] ogurlanan, to proud[tə pra͟ʊd] guwanmak, voice [vɔ͟ɪs]
ses, praise [pre͟ɪz] öwgi, spill(spilt) [spɪ̱ l] dökmek, to fix[tə fɪ̱ ks] berkitmek, to wait[tə we͟ɪt]
garaşmak, underline[ʌ̱ndə(r)la͟ɪn] aşagyny çyzmak, fable[ˈfeɪb(ə)l] hekaýa, erteki, shelf[ʃe̱ lf] kitap
tekjesi, extra[e̱ kstrə] artykmaç, to refuse[tə rɪˈfjuːz] ret etmek, to explain[tə ɪksple͟ɪn] düşündirmek,
mistake [mɪste͟ɪk] ýalňyş, missing [mɪ̱ sɪŋ] maksadyňa ýetmezlik, bubble[bʌ̱b(ə)l] köpürjik,
Soup[su͟ːp] çorba, Finally [fa͟ɪnəli] netijede, Jar [ʤɑ͟ː(r)] banka, fire[fa͟ɪ͟ə(r)] ot, jam[ʤæ̱m] mürepbe.
Ex.5.on pg.36. Fill in the gaps with the given words: borrow, admitted, actually, cauldron, to
admit.
a. Maysa finally to admit that she had eaten all the jam in the jar.
b. Soup was bubbling in a cauldron over a fire.
c. No. I’m not a student. Actually I’m a doctor.
d. Can I borrow your book for a lesson Merjen?
e. He admitted all his mistakes.
f. She refuses actually the truth.
Ex.6. on pg.36.Read the statements and decide whether the statement is true or false.
a. Ependi borrowed two cauldrons from his neighbour. False.
b. The neighbour was very happy to get an extra cauldron. True.
c. The neighbour believed that his cauldron had died. False.
d. The neighbour got his big cauldron back. True.
Ex.7.on pg.36. Answer the following questions.
a. What did Ependi borrow from his neighbour?
b. What made the neighbour happy?
c. How did Ependi explain the missing of the cauldron?
d. Ependi taught his neighbour a lesson, didn’t he?
Ex.8.on pg.37. Read one more fable (story) with a moral. It’s called “The fox and the bird”.
Join the sentences with and, but, so. When the bird is underlined, use it instead. When the fox
is underlined, use he. You should have only six sentences in your story.
A bird was hungry. The bird stole some cheese.
The bird sat in a tree. The bird began to eat the cheese.
The fox was hungry. The fox had no food.
The fox praised the bird’s voice. The fox asked the bird to sing.
The bird was proud of its voice. The bird opened its mouth to sing.
The cheese fell out of its mouth. The fox ran away with the food.
Ex.9.on pg.37. Write a paragraph to answer the question below. Do you know anyone as
greedy as the owner of the cauldron in the story?
Describe that person.
Exercise II. Complete the sentences using get/got + one of these verbs (in the correct form):
ask break damage hurt pay steal sting stop use
1. There was a fight at the party but nobody got hurt.
2. Ted --- by a bee while he was sitting in the garden.
3. How did that window ---?
4. These tennis courts don't --- very often, Not many people want to play.
5. I used to have a bicycle but it ---.
6. Last night I --- by the police as I was driving home.
7. How much did you --- last month?
8. Please pack these things very carefully. I don't want them to ---.
9. People often want to know what my Job is. I often --- that question.
2) got stung 3) get broken 4) get used 5) got stolen 6) got stopped 7) get paid
8) get damaged/get broken 9) get asked
6. Homework:
1. Make up 5 sentences in Passive voice. 2. Learn the new words.

Notes: ____________________________________________________
The theme of the lesson: Grammar: some, any, no and exercises. (21)
1) the aim of teaching: to teach students to identify the theme of the lesson “Grammar: some,
any, no and exercises”, to develop students' speaking, writing skills;
1. Make up 5 sentences in Passive voice. 2. Learn the new words.
a. What did Ependi borrow from his neighbour?
b. What made the neighbour happy?
c. How did Ependi explain the missing of the cauldron?
d. Ependi taught his neighbour a lesson, didn’t he?
Plan of the lesson:
2. Explain the conjunctions: ‘some, any, none’
3. Teach difference between conjunctions “some” and “any”.
5. Doing exercises.
- usage of conjunctions “either” and “neither”.
- complete the sentences with conjunctions: ‘some, any, none’
Some, any, no
The quantifiers some, any and no are a kind of determiner.
Some is an unspecified quantity. It could be big or small, we don't know. Normally it is "medium".
Any is also an unspecified quantity. It refers to "one, some or all". So it's a quantity from 1 to infinity.
No is easy! No is ZERO (0).
The general rule is that we use some and no in positive (+) sentences and any in question (?) and
negative (-) sentences.
Look at these examples:
He needs some stamps.
I must go home. I have some homework to do.
There were no stamps for the letters.
I have no homework to do so let's go out.
Does he need any stamps?
Do you have any homework to do?
He doesn't need any stamps.
I can stay. I don't have any homework to do.
We use any in a positive sentence when the real sense is negative.
I refused to give them any money. (I did not give them any money)
She finished the test without any difficulty. (she did not have any difficulty)
Sometimes we use some in a question, when we expect a positive YES answer. (We could say that it is
not a real question, because we think we know the answer already.)
Would you like some more tea?
Could I have some sugar, please?
Complete the sentences with some or any.
1. We didn't buy _any_ flowers.
2. This evening I'm going out with --- friends of mine.
3. 'Have you seen --- good films recently?' 'No, I haven't been to the cinema for ages.'
4. I didn't have --- money, so I had to borrow ---.
5. Can I have --- milk in my coffee, please?
6. I was too tired to do --- work.
7. You can cash these traveller's cheques at --- bank.
8. Can you give me --- information about places of interest in the town?
9. With the special tourist train ticket, you can travel on --- train you like.
10. If there are --- words you don't understand, use a dictionary.
Key: 2 some 3 any 4 any ... some 5 some 6 any 7 any 8 some 9 any 10 any (some is also possible)
Complete these sentences with no, none or any.
1. It was a public holiday, so there were _no_ shops open.
2. I haven't got _any_ money. Can you lend me some?
3. I couldn't make an omelette because there were --- eggs.
4. I couldn't make an omelette because there weren't --- eggs.
5. 'How many eggs have we got? --- I'll go and buy some from the shop if you like.'
6. We took a few photographs but --- of them were very good.
7. What a stupid thing to do! --- intelligent person would do such a thing.
8. I'll try and answer --- questions you ask me.
9. I couldn't answer --- of the questions they asked me.
10. We cancelled the party because --- of the people we invited were able to come.
Key: 3 no 4 any 5 None 6 none 7 No 8 any 9 any 10 none
7. Homework: 1.Make up 5 sentences with some, any, no.2.Learn the new words.

Notes: ____________________________________________________
The theme of the lesson: Grammar: all, every and whole and exercises (22)
1) the aim of teaching: to teach students to identify the theme of the lesson “Grammar: all, every and
whole and exercises”, to develop students' speaking, writing skills;
English language.
material:
1. Make up 5 sentences with some, any, no. 2. Learn the new words.
1. What sentences can you use “no” and “any”? 2. What difference between “some” and “any”?
2. Explain the conjunctions: ‘all, every, whole’
3. Teach difference between conjunctions “all” and “every”.
5. Doing exercises.
- usage of conjunctions “all” and “every”.
- complete the sentences with conjunctions: ‘all, every, whole’’
All, every and whole
All and everybody/everyone
We do not normally use all to mean everybody/everyone:
Everybody enjoyed the party, (not 'All enjoyed...’)
But note that we say all of us/you/them, not ‘everybody of...5:
All of us enjoyed the party, (not ‘everybody of us’)
All and everything
Sometimes you can use all or everything:
I’ll do all I can to help, or I’ll do everything I can to help.
You can say ‘all I can’ / ‘all you need’ etc. but we do not normally use all alone:
He thinks he knows everything, (not ‘he knows all’)
Our holiday was a disaster. Everything went wrong, (not ‘All went wrong’)
We use all in the expression all about:
They told us all about their holiday.
We also use all (not ‘everything’) to mean the only thing(s):
All I’ve eaten today is a sandwich. (= the only thing I’ve eaten today)
Every/everybody/everyone/everything are singular words, so we use a singular verb:
Every seat in the theatre was taken, Everybody has arrived, (not ‘have arrived’)
But we often use they/them/their after everybody/everyone:
Everybody said they enjoyed themselves. (= he or she enjoyed himself or herself)
All and whole
Whole = complete, entire. Most often we use whole with singular nouns:
Did you read the whole book? (= all the book, not just a part of it) o She has lived her whole life in Scotland.
We normally use the/my/her etc. before whole. Compare whole and all: the whole book / all the book her
whole life / all her life You can also use: a whole...:
Jack was so hungry, he ate a whole packet of biscuits. (= a complete packet)
We do not normally use whole with uncountable nouns. We say:
I’ve spent all the money you gave me. (not ‘the whole money’)
Every/all/whole with time words
We use every to say how often something happens. So we say every day / every Monday / every ten minutes
/ every three weeks etc.:
When we were on holiday, we went to the beach every day. (not ‘all days’)
The bus service is very good. There's a bus every ten minutes.
Ann gets paid every four weeks.
All day / the whole day = the complete day from beginning to end:
We spent all day / the whole day on the beach.
He was very quiet. He didn’t say a word all evening / the whole evening.
Note that we say all day (not ‘all the day5), all week (not ‘all the week5) etc.
Compare all the time and every time:
They never go out. They are at home all the time. (= always - not ‘every time’)
Every time I see you, you look different. (= each time, on every occasion)
a) Complete these sentences with all, everything or everybody/everyone.
1. It was a good party. _Everybody_ enjoyed it.
2. _All_ I've eaten today is a sandwich.
3. --- has got their faults. Nobody is perfect.
4. Nothing has changed --- is the same as it was.
5. Margaret told me --- about her new job. It sounds quite interesting.
6. Can --- write their names on a piece of paper please?
7. Why are you always thinking about money? Money isn't ---.
8. I didn't have much money with me. --- I had was ten pounds.
9. When the fire alarm rang, --- left the building immediately.
10. She didn't say where she was going. --- she said was that she was going away.
11. We have completely different opinions. I disagree with --- she says.
12. We all did well in the examination --- in our class passed.
13. We all did well in the examination --- of us passed.
14. Why are you so lazy? Why do you expect me to do --- for you?
Key: 3 Everybody/Everyone, 4 Everything, 5 all, 6 everybody/everyone, 7 everything, 8 All, 9
everybody/everyone, 10 All, 11 everybody/everyone, 12 Everybody/ Everyone, 13 All, 14 everything
7. Homework. a) Learn the grammar. b) Make up 5 sentences with all, every, whole.
pupils.
Notes: ____________________________________________________
The theme of the lesson: Grammar: much, many, little, few, a lot of, plenty and exercises (23)
1) the aim of teaching: to teach students to identify the theme of the lesson “much, many, little, few,
a lot of, plenty”, to develop students' speaking, writing skills;
English language.
material:
a) Learn the grammar. b) Make up 5 sentences with all, every, whole.
1. What do you know about conjunctions “all” and “whole”?
2. What difference between “all” and “everything”?
2. Explain the conjunctions: ‘much, many, little, few, a lot, plenty’
3. Teach difference between conjunctions “much” and “many”.
5. Doing exercises.
- usage of conjunctions “much” and “many”.
- complete the sentences with conjunctions: “much” and “many”
We use quantifiers such as much, many, little, few, a lot and plenty when we want to give someone
information about the number of something.
Much can be used ONLY with noncount nouns:
Examples:
How much money do you have?
There isn’t much coffee left.
We can use a lot of or lots of with both count and non-count nouns:
Examples:
We have lots of time.
Jerry has lots of friends.
There was a lot of food.
Plenty of is a colloquial form which can also be used with both count and non-count nouns:
Examples:
We have plenty of time.
Joe has plenty of friends.
There was plenty of food.
Many and a few can be used ONLY with count nouns:
Examples:
She asked too many questions.
The crowd was silent for a few minutes after the play ended.
Remember:
We put a noun directly after a quantifier when we talk about members of a group in general.
Examples:
Few snakes are dangerous. You can learn many things from books.
But if we are talking about members of a particular group, we also use “of the”.
Examples:
Few of the snakes in this zoo are dangerous. Many of the kids played in the park.
a) Fill in: much, many, lots of, a lot of, little, most, a little, little, a few, few.
1. It seems we have had __________________ assignments in English this year.
2. How __________________ do we have to read this week?
3. __________________ Americans don’t like George Bush
4. There aren’t very __________________ books in the library.
5. I think he drank __________________ wine last night.
6. I have had __________________ headaches already because of the stress.
7. I didn’t use ________________ fertilizer last spring, that’s why we had so many weeds
8. It has rained very __________________ this summer, that’s why the grass is so brown.
9. __________________ people know as much about computers as Jack does.
10. I’m having __________________ trouble passing my driving test.
11. I do have __________________ friends but not that many.
12. How __________________ juice is left in the bottle?
13. John had __________________ money with him so he couldn’t even buy a bus ticket.
14. __________________ time and money is spent on education in Great Britain.
15. I know __________________ Spanish so I am going to have a problem when I get there.
16. __________________ of the children in our block have got roller skates.
17. Football is the only subject I know very _____________ of. It doesn’t interest me that much.
18. __________________ people can live without money. We simply need it.
19. There are __________________ leftovers for you in the refrigerator.
20. Is she already gone? – I’m only __________________ minutes late.
21. There is __________________ doubt that Anne will win the contest.
22. There is not very __________________ dancing going on at the party.
23. __________________ people in the city ride a bike to work because you are simply faster.
24. London has __________________ beautiful buildings.
Key. 1. a lot of, many, lots of, 2. much 3. Most , Many , A lot of 4. Many 5. a lot of , lots of , much 6. a
few 7. much a lot of , lots of 8. Little 9. Few 10. a lot of , much, lots of, little 11. a few 12. Much 13.
Little 14. Much 15. Little 16. Most 17. Little 18. Few 19. A few 20. A few 21. Little 22. Much
23. Most 24. many
7. Homework. a) Learn the grammar.
b) Make up 5 sentences with much, many, little, few, a lot and plenty.
pupils.
Notes: ____________________________________________________
The theme of the lesson: Grammar: each and every and exercises (24)
1) the aim of teaching: to teach students to identify the theme of the lesson “each and every”, to
develop students' speaking, writing skills;
a) Learn the grammar. b) Make up 5 sentences with much, many, little, few, a lot and plenty.
1. When can you use “much” and “many”?
2. What difference between “much” and “a lot of”?
Plan of the lesson:
2. Explain the conjunctions: ‘each, every’
3. Teach difference between conjunctions “each” and “every”.
5. Doing exercises.
- usage of conjunctions “each” and “every”.
- complete the sentences with conjunctions: “each” and “every”
Each vs. every is a common grammar issue, even for proficient writers, because let’s face it—they’re
very similar words. Although both words refer to something that is singular, each refers to an individual
object or person, while the term every refers to a group of objects or people lumped together as one. For
example, consider the following sentences:
Correct Every artist is sensitive.
Correct Each artist sees things differently.
Each vs. Every (Two Objects)
In addition, the word each is used when there are only two objects in question. Consider these examples:
Correct Jessica wore anklets on each ankle.
Incorrect Jessica wore anklets on every ankle.
Each vs. Every (More than Two Objects)
When the quantifier refers to more than two objects, each and every can sometimes be used
interchangeably. Look at the sentences below:
Correct The bride received each item on her registry.
Correct The bride received every item on her registry.
Each and Every
It is common to see each and every used alongside one another for emphasis as illustrated in the
following sentence:
Example: The bride received each and every item on her registry.
Note that although this is a common usage, it may not be acceptable in formal writing.
a) Fill in: every or each.
1. Each of the students has three books. 2. There is a bus every 2 hours.
3. There are four worksheets - please take one of each. 4. We enjoyed every minute of our holidays.
5. Every student has written an e-mail. 6. These lemons cost 25 cent each.
7. They each have their own e-mail address. 8. We lost $20 each.
9. Each answer is worth 2 points. 10. They're open every day except Sunday.
b) Fill in: all, every and each.
1. Are you going to stay in the bath all day?
2. My brother and my sister have each got one child.
3. Every parent wants the best for his or her children
4. All truth is not good to be told.
5. Every hotel in the town was full.
6. I haven't had any sleep at all. The baby hasn't stopped crying all night.
7. Close your eyes. Now open each one slowly: first the left, then the right.
8. Every time she phones him, the line is engaged.
9. They both work for the same bank, but each of them is in a different branch.
10. All the same, I would like to know what happened.
11. He handed each of them a photo.
12. Take one tablet every four hours.
c) When were they born? Choose five of these people and write a sentence for each. (Two of them
were born in the same year.)
Beethoven Galileo Elvis Presley 1452 1869 1929
Agatha Christie Mahatma Gandhi Leonardo da Vinci 1564 1891 1935
Walt Disney Martin Luther King William Shakespeare 1770 1901
1. _Walt Disney was born in 1901._ Key: 2) Beethoven was born in 1770.
2. --- 3) Agatha Christie was born in 1891.
3. --- 4) Galileo was born in 1564.
4. --- 5) Mahatma Gandhi was born in 1869.
5. --- 6) Martin Luther King was born in 1929.
6. --- 7) Elvis Presley was born in 1935.
7. And you? I --- 8) Leonardo da Vinci was born in 1452.
7) I was born in ... 9) William Shakespeire was born in 1564.
7. Homework. a) Learn the grammar. b) Make up 5 sentences with each and every.
Notes: ____________________________________________________
The theme of the lesson: Active vocabulary and exercises (25)
1) the aim of teaching: to teach students to identify the theme of the lesson “Active vocabulary and
English language.
material:
a) Learn the new words. b) Read the story about Ependy.
3. Teach the grammar “So do I” and “Neither do I”.
4. Repeat the conjunctions: also, too and either.
5. Doing exercises.
- difference between conjunctions: “also” and “either”.
- usage of conjunctions: “so” and “too”.
- complete the sentences with conjunctions: “also” and “either”.
- use the grammar “So do I” and “Neither do I”.
New words: dine[ʤæ̱m] günortanlyk edinmek, service [sɜ͟ː(r)vɪs] hyzmat etmek, a particular [ə,
pə(r)tɪ̱ kjʊlə(r)] jikme-jik, birin-birin, place [ple͟ɪs] ýer, delicious [dɪlɪ̱ ʃəs] del, üýtgeşik, owe [o͟ʊ] borçly
bolmak, to change[tə ʧeɪnʤ] çalyşmak, üýtgetmek, coach [kəuʧ] repetitr, to locate[tə tʃe͟ɪnʤ] ýerleşmek,
payment[pe͟ɪmənt] sylag.
Think before you read the story.
Ex.1. on pg.38.Answer the following questions.
1. Do you know what a cook-shop is? Discuss with your teacher.
2. Have you ever dined at a cook-shop? How was it inside?
3. Did you enjoy the food ?
4. What was the service like?
5. Do you feel like going there again?
Ex.2. on pg.38.Note the following words and expressions that appear in the story.
1. Make no difference means that the situation cannot be changed.
2. Neither… nor … means none of two is true.
3. located means put or built in a particular place, situated. A small town located 30 kilometres south of
Ashgabat.
4. delicious means having a very pleasant taste or smell. Eg. The food was delicious.
5. for free means without payment, free of charge Eg. Children under five travel free. Take a copy for free.
6. to be even means to no longer owe money.
Repeat the grammar.
We use so, too, either and neither when we want to agree with somebody.
To agree with affirmative sentences we use So and Too.
For example: I like cooking. I like cooking too.
Or So do I.
To agree with negative sentences we use Either and Neither.
For example:
I’m not good at playing video games. I’m not good at playing video games either.
Or Neither am I.
Pay attention: Don’t forget using the appropriate tense.
Examples:
Simple Present
I go to school on foot. I go to school on foot, too. So do I.
Simple Past
I ate pizza yesterday. I ate pizza yesterday, either. So did I.
Phrases like “So do I; Neither do I” are used as responses showing your similar attitude, action, or state in
comparison with what your conversation partner has said.
The auxiliary verb in your response is the same as in the phrase to which you are responding. If there are
two auxiliary verbs in the phrase to which you are responding, use the first auxiliary verb in your response.
If there is no auxiliary verb in the phrase to which you are responding (i.e., the main verb is the Simple
Present or the Simple Past), use the auxiliary verb DO (does, did) in your response.
I like oranges.-So do I I don’t know him .-Neither do I.
Phrases like “So do I; Neither do I are used not only as responses in conversation but also for uniting similar
separate sentences into a compound sentence (in speech and writing)
Such compound sentences allow you not to repeat the second sentence in full. For example:
Larisa went to France last summer. So did I. Kate doesn’t watch TV. Neither do I.
Complete the following sentences with also / too or either.
1. I don’t like cold climates. I don't think you like it (also, too, either ).
2. My friends are going to college next year. I am (also, too, either) going to college next year.
3. My wife is a diligent engineer. I am a diligent engineer (also, too, either).
4. I love swimming. My son loves it (also, too, either).
5. Today the weather isn't so good. It wasn't really good yesterday (also, too, either).
6. I eat a lot more than an average person. My brother (also, too, either) eats a lot.
7. A bear can run very fast. A tiger runs very fast (also, too, either).
8. I am not from Italy. My friend isn't from Italy (also, too, either).
9. Paris is a big city. Madrid is (also, too, either) a big city.
10. French is a difficult language to learn. Latin is a difficult language to learn (also, too, either).
Key answers:
1. Either 2. Also 3. Too 4. Too 5. Either 6. Also 7. Too 8. Either 9. Also 10. Too
6. Homework.
a) Learn the new words. b) Read the story about Ependy.
pupils.

Notes: ____________________________________________________
The theme of the lesson: Text: “Ependi and Owner of the cook -shop” (26)
1) the aim of teaching: to teach students to identify the theme of the lesson “Text: “Ependi and
Owner of the cook -shop”, to develop students' speaking, writing
skills;
The type of the lesson: Lesson-lecture.
a) Learn the new words. b) Make up 5 sentences “So do I”, “Neither do I”.
2. Read or retell the story: ‘Ependi and Owner of the cook -shop’
3. Match the words with their definitions
5. Doing exercises.
- definition of the new words and retell about Ependi and Owner of the cook -shop.
- equivalent of the words and complete the sentences.
- read or retell the text about Ependi and Owner of the cook -shop (to know pronunciation of the words)
- complete the sentences with equivalent of the words.
a) New words: heavy [he̱ vi] agyr, nearby [nɪ͟ə(r)ba͟ɪ] goňşy, to smell [tə sme̱ l] ys almak, to wait
[təwe͟ɪt] garaşmak, to enter[tə e̱ ntə(r)] girmek, clink [klɪ̱ ŋk] jaňyrdy, demand [dɪmɑ͟ːnd, -mæ̱nd]
talap, forcefully [fɔ͟ː(r)s f'ʊli] güýçli, article [ɑ͟ː(r)tɪk(ə)l] makala, owner [o͟ʊnə(r)] eýe.
Ex.4.on pg.39. Read the story. Ependi and the Owner of the Cook-shop
One day, as Ependi was on his way home, heavy rain started. He entered one of the cook-shops
located nearby. It was very warm inside and the room was filled with delicious smell of shish kebab.
As the rain stopped Ependi wanted to leave, but the owner stopped him.
”Where are you going? You haven’t paid yet.”
”What should I pay for?”, wondered Ependi.
”What for? You enjoyed the odor of our food, didn’t you?” replied the owner.
”Yes, but I neither saw them, nor tried.”
The owner wasn’t about to let Ependi go without taking some money.
”It makes no difference. You will have to pay. You can’t enjoy the smell of my food for free”,
insisted the owner.
”All right, I’ll pay, but I need to go home and get my money.”
Ependi took some coins from his house and returned back to the cook-shop. The owner was waiting
for him.
”Did you bring money?”
”Yes”, answered Ependi, and clinked some coins inside his pocket. Do you hear the sound of my
money?
”Yes, I do”, answered the owner.
”We are even-steven now. I enjoyed the smell of your kebab, and you heard the sound of my
money”, said Ependi, and left the place.
Ex.5.on pg.40. Match the words with their definitions.
a. insist smell
b. clink demand forcefully
c. odor surprised
d. wonder short, light sound
Gender-Free Language
What are the gender-free words for the following?
1. stewardess - ______? 2. policeman - ______? 3. mailman - ______?
4. chairman - ______? 5. spokesman - ______? 6. anchorman - _____?
7. poetess - ______? 8. actress - ______? 9. housewife - ______?
10. manpower - ______? 11. wife or husband - ______? 12. mothering - _____?
13. foreman - ______? 14. salesmanship - ______? 15. man, mankind - __?
Key: 1-flight attendant 2-police officer 3-letter carrier 4-chairperson 5-spokesperson 6-
anchor 7- poet 8- actor 9- homemaker 10- workforce, personnel 11- spouse 12-
parenting 13- supervisor 14- selling ability 15- people, humankind
Change the Words
Change the underlined word(s) to a one-word equivalent.
1. In place of a job, he’s looking for a course to take.
2. Please go on. This story is very interesting.
3. I’m getting accustomed to coming here all by myself.
4. Last night a train ran into a bank of snow.
5. Don’t forget to bring a pail of milk when you come home.
6. It’s extremely cold outside; in the open air.
7. The champion fought better than his opponent.
8. From my hotel window I have a view of the bay.
9. She did not forgive him for his rudeness.
Key:1- Instead 2- continue 3- used 4- snowdrift 5- bucket 6- outdoors
7- outfought 8- overlook 9- excuse
6. Homework. a) Learn the new words. b) Retell the story about Ependy.
Notes: ____________________________________________________
The theme of the lesson: Work on exercises (27)
1) the aim of teaching: to teach students to identify the theme of the lesson “Work on exercises”,
to develop students' speaking, writing skills;
a) Learn the new words. b) Retell the story about Ependy.
2. Read or retell the story: ‘Ependi and Owner of the cook -shop’
3. Match the words with their definitions
5. Doing exercises.
- definition of the new words and retell about Ependi and Owner of the cook -shop.
- equivalent of the words and complete the sentences.
- read or retell the text about Ependi and Owner of the cook -shop (to know pronunciation of the words)
- complete the sentences with equivalent of the words.
New words: propose [prə'pəuz] hödür etmek, participate [pɑː'tɪsɪpeɪt] bölmek; gatnaşmak, to win [wɪn]
ýeňmek, distant ['dɪst(ə)nt] aralyk, daşlyk, bakery ['beɪkərɪ] çörekhana, outwit [ˌaut'wɪt] mekirlikde ökde
çykmak, aldamak, guest [gest] myhman, odor ['əudə] ys, coin [kɔɪn] teňňe, to pay(paid) [peɪ] [peɪd]
tölemek.
a) Ex.6.on pg.41. Fill in the gaps with the given words below: wonder, clinked, odor, insisted.
1. As guests finished proposing toasts we _________ our glasses.
2. I _________ why they left before the dinner even started.
3. My teacher ___________ that I should participate in this Olympiad, he says I have good chances to
win.
4. A pleasant _________ of bread came from some distant bakery.
Ex.7.on pg.41. Read the statement and decide whether the statement is truth or false
a. Ependi entered the dining hall because it was too hot outside.
b. The owner of the dining hall wanted Ependi to pay for enjoying the odor of the food.
c. Ependi paid 10 coins to the owner.
Understanding the story
Ex.8. on pg.41.Answer the following questions.
1. Why did Ependi go to the dining hall? What was it like inside?
2. What happened when Ependi was about to leave?
3. How did he pay for enjoying the smell of the food?
4. Don’t you think that Ependi taught the cook-shop keeper a lesson?
5. Did you like the way Ependi outwitted the cook-shop keeper?
Complete the sentences using being + one of these verbs:
ask attack give invite keep pay
1. Mr Miller doesn't like _being kept_ waiting.
2. They went to the party without ---.
3. Most people like --- presents.
4. It's a dangerous city. People won't go out after dark because they are afraid of ---.
5. I don't like --- stupid questions.
6. Few people are prepared to work without ---.
Key: 2 being invited, 3 being given, 4 being attacked, 5 being asked, 6 being paid
In some of these sentences you don't need who or that. If you don't need these words, put them in
brackets like this: (who) (that).
1. The woman (who, that) lives next door is a doctor.
2. Have you found the keys (who, that) you lost.
3. The people (who, that) we met at the party were very friendly.
4. The people (who, that) work in the office are very friendly.
5. The people (who, that) I talked to were very friendly.
6. What have you done with the money (who, that) I gave you?
7. What happened to the money (who, that) was on the table? Did you take it?
8. It was an awful film. It was the worst film (who, that) I've ever seen.
9. It was an awful experience. It was the worst thing (who, that) has ever happened to me.
Key. 1 who 2(that) 3 (who) 4 who 5 (who) 6 (that) 7 that 8 (that) 9 that
Complete the sentences with in, at or on.
1. Write your name _at_ the top of the page.
2. I like that picture hanging --- the wall the kitchen.
3. There was an accident --- the crossroads this morning.
4. I wasn't sure whether I had come to the right office. There was no name --- the door.
5. --- the end of the street there is a path leading to the river.
6. You'll find the sports results --- the back page of the newspaper.
7. I wouldn't like an office job. I couldn't spend the whole day sitting --- a desk.
8. My brother lives --- a small village . the south-west of England.
9. The man the police are looking for has a scar --- his right cheek.
10. The headquarters of the company are --- Milan.
11. Nicola was wearing a silver ring --- her little finger.
Key. 2 on the wall in the kitchen 3 at 4 on 5 At 6 on 7 at 8 in ... in 9 on 10 in 11 on
6. Homework.
a) Learn the new words. b) Ex.8. on pg.41.Answer the following questions.
Notes: ____________________________________________________
The theme of the lesson: Text: “Independent and Neutral Turkmenistan” (28)
1) the aim of teaching: to teach students to identify the theme of the lesson “Text:
“Independent and Neutral Turkmenistan”, to develop students'
speaking, writing skills;
a) Learn the new words. b) Ex.8. on pg.41.Answer the following questions.
2. Read or retell the text: ‘Independent and Neutral Turkmenistan’
3. Repeat the grammar Past Simple tense.
5. Doing exercises.
- definition of the new words and retell about motherland.
- difference between correct and incorrect sentences
- read or retell the text about motherland (to know pronunciation of the words)
- complete the sentences with the verbs in Past Simple tense.
a) New words:
Resolution [ˌrez(ə)'luːʃ(ə)n] perman, çözgüt. Advanced [əd'vɑːn(t)st] ösen
Adopt [ə'dɔpt] kabul etmek. Monetary Fund ['mʌnɪt(ə)rɪ] [fʌnd] pul gaznasy
Fame [feɪm] meşhurlyk Prestige [pres'tiːʒ] mertebe, abraý
Bilateral [baɪ'læt(ə)r(ə)l] ikitaraplaýyn Unanimous [juː'nænɪməs] bir agyzdan.
Secular ['sekjələ] dünýewi, ýokary gatlak
b) Independent and Neutral Turkmenistan
On December 12, 1995 the UN General Assembly Resolution “Permanent neutrality of
Turkmenistan” was adopted with the unanimous support of 185 countries of the world.
The peaceful foreign and domestic policy of the President of Turkmenistan promotes the
increase of the country`s international prestige all over the world.
Turkmenistan lives in peace with all its neighbors. The bridge of friendliness between
neighbors, tribes and nations means an end to wars. The policy “open doors” and positive neutrality
has already brought us world fame. We establish bilateral friendly relations with Iran, Russia, china,
Uzbekistan, Turkey, Ukraine and other countries.
Our aim is to build a democratic secular state in our native Turkmenistan, to join the group of
most advanced nations and to achieve complete independence in all spheres.
Turkmenistan is an equal member of the International Monetary Fund, Organization
For the Cooperation and Security in Europe, the Organization for Economic Cooperation and a
number of other international organizations.
Some of these sentences are correct, but some need the (perhaps more than once). Correct the
sentences where necessary. Put 'RIGHT' if the sentence is already correct.
1. Everest was first climbed in 1953. _RIGHT_ 2. Milan is in north of Italy. _the north of Italy._
3. Africa is much larger than Europe. 4. Last year I visited Mexico and United States.
5. South of England is warmer than north. 6. Portugal is in western Europe.
7. France and Britain are separated by Channel. 8. Jim has travelled a lot in Middle East.
9. Chicago is on Lake Michigan.
10. The highest mountain in Africa is Kilimanjaro (5,895 meters).
11. Next year we are going skiing in Swiss Alps.
12. United Kingdom consists of Great Britain and Northern Ireland.
13. Seychelles are a group of islands in Indian Ocean.
14. River Volga flows into Caspian Sea.
Key. 3 right 4 the United States 5 The south ... the north 6 right 7 the Channel
8 the Middle East 9 right 10 right 11 the Swiss Alps 12 The United Kingdom
13 The Seychelles .. the Indian Ocean 14 The River Volga ... the Caspian Sea
Complete the sentences, Put the verb into the correct form, positive or negative.
1. It was warm, so I _took_ off my coat. (take)
2. The film wasn't very good. I didn't enjoy it very much. (enjoy)
3. I knew Sarah was very busy, so I --- her. (disturb)
4. I was very tired, so I --- to bed early. (go)
5. The bed was very uncomfortable. I --- very well. (sleep)
6. Sue wasn't hungry, so she --- anything. (eat)
7. We went to Kate's house but she --- at home. (be)
8. It was a funny situation but nobody --- (laugh)
9. The window was open and a bird --- into the room. (fly)
10. The hotel wasn't very expensive. It --- very much. (cost)
11. I was in a hurry, so I --- time to phone you. (have)
12. It was hard work carrying the bags. They --- very heavy. (be)
Key. 3) didn't disturb 4) went 5) didn't sleep 6) didn't eat 7) wasn't 8) laughed 9) flew
10) didn't cost 11) didn't have 12) were
6. Homework:
1. Writ the topic: “Independent and Neutral Turkmenistan”.2.Learn the new words.
Notes: ____________________________________________________
The theme of the lesson: Grammar: Present Perfect and exercises (29)
1) the aim of teaching: to teach students to identify the theme of the lesson “Grammar: Present
Perfect and exercises”, to develop students' speaking, writing skills;
1. Writ the topic: “Independent and Neutral Turkmenistan”.2.Learn the new words.
1. When do you celebrate Independence day of Turkmenistan?
2. When do you celebrate Neutrality day of Turkmenistan?
2. Explain the grammar: ‘Present Perfect’
3. Teach the structure of Present Perfect tense.
4. The main elements of Present Perfect tense.
5. Doing exercises.
- to use Present Perfect tense in every day topics.
- the main elements of Present Perfect tense.
- to complete the sentences in Present Perfect tense.
- read or retell the grammar rule of Present Perfect tense (to know pronunciation of the words)
- the structure of Present Perfect tense.
a) Grammar: Present Perfect
The present perfect tense refers to an action or state that either occurred at an indefinite time in the
past (e.g., we have talked before) or began in the past and continued to the present time (e.g., he has
grown impatient over the last hour). This tense is formed by have/has + the past participle.
The construction of this verb tense is straightforward. The first element is have or has, depending on
the subject the verb is conjugated with. The second element is the past participle of the verb, which
is usually formed by adding -ed or -d to the verb’s root (e.g., walked, cleaned, typed, perambulated,
jumped, laughed, sautéed) although English does have quite a few verbs that have irregular past
participles (e.g., done, said, gone, known, won, thought, felt, eaten).
These examples show how the present perfect can describe something that occurred or was the state
of things at an unspecified time in the past.
Correct I have walked on this path before.
Correct We have eaten the lasagna here.
The important thing to remember about the present perfect is that you can’t use it when you are
being specific about when it happened.
Correct I have put away all the laundry.
Incorrect I have put away all the laundry this morning.
You can use the present perfect to talk about the duration of something that started in the past is still
happening.
Correct She has had the chickenpox since Tuesday.
Put the verbs in Present Perfect Tense
1. They______ London this month. (leave) 2. He_______ a lot of English papers. (bring)
3. She _______me about it. (tell)
4. I ________a long letter from father this week. (get)
5. She (just) _______; she will speak to you in a minute. (come)
6. I ________ to Radio City. (be)
7. I think the director _______ the town. (leave)
8. I _________my office. (paint)
9. We _________ her since she arrived to our city. (know)
10. I _______your name. (forget)
11. He ________ the door. (close)
12. He _______ it since we left him. (do)
13. I _______ him my last penny. (give)
14. This order _______ to many misunderstandings. (lead)
15. He ________ his name on my book. (write)
16. She ______ a new umbrella. (buy)
17. He ________ my exercise over and over. (look)
18. I _______ those books very cheaply. (buy)
19. He_______ for two months. (work)
20. She ________ a new job. (find)
21. He _______ very well. (speak)
22. The children ________ the whole pudding. (eat)
23. You _________many detective stories. (read)
24. Our team _________ the first prize. (win)
25. My little daughter _________ her finger with a knife. (cut)
Key. 1. Have left 2. Has brought 3. Has told 4. Have got 5. Has just come 6.have been 7.has
left 8.have painted 9.have known 10.have forgotten 11.has closed 12.has done 13.have given
14.has led 15. Has written 16.has bought 17. Has looked 18. Have bought 19. Has worked 20.
Has found 21.has spoken 22. Have eaten 23.have read 24. has won 25. Has cut
7. Homework:
1. Make up 5 sentences in Present Perfect. 2. Learn the grammar.
Notes: ____________________________________________________
The theme of the lesson: Grammar: Past Perfect and exercises (30)
1) the aim of teaching: to teach students to identify the theme of the lesson “Grammar: Past
1. When do you use Present Perfect tense?
2. What is the structure of Present Perfect tense?
Plan of the lesson:
2. Explain the grammar: ‘Past Perfect’
3. Functions of the past perfect.
4. Affermative, negative and interrogative forms of Past Perfect tense.
5. Doing exercises.
- to use Past Perfect tense in every day topics.
- the main elements of Past Perfect tense.
- to complete the sentences in Past Perfect tense.
- read or retell the grammar rule of Past Perfect tense (to know pronunciation of the words)
- the structure of affermative, negative and interrogative forms of Past Perfect tense.
Functions of the past perfect
The past perfect refers to a time earlier than before now. It is used to make it clear that one event
happened before another in the past. It does not matter which event is mentioned first - the tense makes
it clear which one happened first.
In these examples, Event A is the event that happened first and Event B is the second or more recent
event:
Event A Event B
John had gone out when I arrived in the office.
Event A Event B
I had saved my document before the computer crashed.
Event B Event A
When they arrived we had already started cooking.
Event B Event A
He was very tired because he hadn't slept well.
Forming the past perfect
The Past Perfect tense in English is composed of two parts: the past tense of the verb to have (had) + the
past participle of the main verb.
Subject +had +past participle
Affirmative
She had given
Negative
She hadn't asked.
Interrogative
Had they arrived?
Interrogative Negative
Hadn't you finished?
a) Put the verb into the correct form, past perfect (I had done etc.) or past simple (I did etc.).
1. 'Was Tom at the party when you arrived?' 'No, he had gone (go) home.'
2. I felt very tire when I got home, so I --- (go) straight to bed.
3. The house was very quiet when I got home. Everybody --- (go) to bed.
4. Sorry I'm late. The car --- (break) down on my way here.
5. We were driving along the road when we --- (see) a car which. --- (break) down, so we --- (stop) to
see if we could help.
Key. 2 went 3 had gone 4 broke 5 saw ... had broken ... stopped
Make the positive or negative past perfect simple.
1) When I arrived at the cinema, the film (start).
2) She (live) in China before she went to Thailand.
3) After they (eat) the shellfish, they began to feel sick.
4) If you (listen) to me, you would have got the job.
5) Julie didn't arrive until after I (leave).
6) When we (finish) dinner, we went out.
7) The garden was dead because it (be) dry all summer.
8) He (meet) her somewhere before.
9) We were late for the plane because we (forget) our passports.
10) She told me she (study) a lot before the exam.
Key: 1 had started, 2had lived, 3had eaten, 4had listened, 5had left, 6had finished, 7had been,
8had met, 9had forgotten, 10had studied, 11hadn't rained, 12hadn't paid, 13hadn't done, 14hadn't
eaten, 15hadn't brought, 16hadn't visited, 17hadn't met, 18hadn't had, 19hadn't used, 20hadn't
studied
7. Homework:
1. Make up 5 sentences in Past Perfect. 2. Learn the grammar.

Notes: ____________________________________________________
The theme of the lesson: Grammar: Future Perfect and exercises (31)
1) the aim of teaching: to teach students to identify the theme of the lesson “Grammar: Future
1. When do you use Past Perfect tense?
2. What is the structure of Past Perfect tense?
2. Explain the grammar: ‘Future Perfect’
3. Functions of the Future Perfect.
4. Affermative, negative and interrogative forms of Future Perfect tense.
5. Doing exercises.
- Grammar on the new theme.
- to use Future Perfect tense in every day topics.
- the main elements of Future Perfect tense.
- to complete the sentences in Future Perfect tense.
- read or retell the grammar rule of Future Perfect tense (to know pronunciation of the words)
- the structure of affermative, negative and interrogative forms of Future Perfect tense.
Future perfect
Form: The future perfect is composed of two elements the simple future of the verb "to have" (will
have) + the past participle of the main verb
Subject + will have + past participle of the main verb
He will have finished.
I will have finished.
He will have finished.
I will have finished.
To arrive, future perfect tense.
Affirmative Negative Interrogative Negative interrogative
I will have arrived I won't have arrived Will I have arrived? Won't I have arrived?
You will have arrived You won't have Will you have arrived? Won't you have arrived?
arrived
He will have arrived He won't have arrived Will he have arrived? Won't he have arrived?
We will have arrived We won't have Will we have arrived? Won't we have arrived?
arrived
They will have arrived They won't have Will they have arrived? Won't they have
arrived arrived?
Function
The future perfect tense refers to a completed action in the future. When we use this tense we are
projecting ourselves forward into the future and looking back at an action that will be completed
some time later than now. It is most often used with a time expression.
Examples
 I will have been here for six months on June 23rd.
 By the time you read this I will have left.
 You will have finished your report by this time next week.
 Won't they have arrived by 5:00?
 Will you have eaten when I pick you up?
Make the future perfect
1) I (leave) by six. 11) (you/do) everything by seven?
2) (you/finish) the report by the deadline? 12) We (not/eat) before we come, so we'll be
3) When (we/do) everything? hungry.
4) She (finish) her exams by then, so we can 13) (he/finish) his exams when we go on holiday?
go out for dinner. 14) (we/arrive) by the time it gets dark?
5) You (read) the book before the next class. 15) How long (you/know) your boyfriend when you
6) She (not/finish) work by seven. get married?
7) When (you/complete) the work? 16) He (not/complete) the project by July.
8) They (arrive) by dinner time. 17) I (not/finish) the essay by the weekend.
9) We (be) in London for three years next 18) Why (she/finish) the cleaning by six?
week. 19) How long (you/be) in this company when you retire?
10) (she/get) home by lunch time? 20) They (not/go) at six.
Key: 1 will have left, 2 Will you have finished, 3 will we have done, 4 will have finished, 5 will
have read, 6 won't have finished, 7 will you have completed, 8 will have arrived, 9 will have been,
10 Will she have got, 11 Will you have done, 12 won't have eaten, 13 Will he have finished, 14
Will we have arrived, 15 will you have known, 16 won't have completed, 17 won't have finished,
18 will she have finished, 19 will you have been, 20 won't have gone
7. Homework:
1. Make up 5 sentences in Future Perfect. 2. Learn the grammar.
Notes: ____________________________________________________
The theme of the lesson: Grammar: Present Continuous and exercises (32)
1) the aim of teaching: to teach students to identify the theme of the lesson “Grammar:
Present Continuous and exercises”, to develop students' speaking,
writing skills; to teach pupils to understand English oral speech;
2) the aim of upbringing: to bring up young generation in spirit of patriotism, to develop
spiritual love to our President and Motherland. To foster students
Visual aids and additional Thematic table, pictures to the theme, papers with descriptions,
material: cards
1. Make up 5 sentences in Future Perfect. 2. Learn the grammar.
1. When do you use Future Perfect tense?
2. What is the structure of Future Perfect tense?
2. Explain the grammar: ‘Present Continuous’
3. Functions of the Present Continuous.
4. Affermative, negative and interrogative forms of Present Continuous tense.
5. Doing exercises.
- to use Present Continuous tense in every day topics.
- the main elements of Present Continuous tense.
- to complete the sentences in Present Continuous tense.
- read or retell the grammar rule of Present Continuous tense (to know pronunciation of the
words)
- the structure of affermative, negative and interrogative forms of Present Continuous tense.
Present Continuous
The present continuous (also called present progressive) is a verb tense which is used to show
that an ongoing action is happening now, either at the moment of speech or now in a larger
sense. The present continuous can also be used to show that an action is going to take place in
the near future. Read on for detailed descriptions, examples, and present continuous exercises.
Present Continuous Forms
The present continuous is formed using am/is/are + present participle. Questions are indicated
by inverting the subject and am/is/are. Negatives are made with not.
 Statement: You are watching TV.
 Question: Are you watching TV?
 Negative: You are not watching TV.
Complete the following sentences using Present Continuous Tense. (Capitalize when
needed)
1. My son is talking (talk) on the phone right now. 2. Are you sleeping (you / sleep)?
3. Jason (do) his homework at the moment. 4. Tom (work) on a project nowadays.
5. My kids (play) in the garden now. 6. Some people (wait) to talk to you.
7. My wife (not cook) today. 8. (Lucas / study) for his exam right now?
9. (Ryan / play) the piano now? 10. Lea and I (paint) the fences today.
11. Andrea (help) me at present. 12. My children (not listen) to the radio now.
13. Selena (not drink) tea now. 14. I (vacuum) the carpet right now.
15. My father (watch) TV now. 16. What (she / eat) right now?
17. (your dog / hide) from me? 18. What book (you / read) nowadays?
19. Thomas (drive) me home now. 20. I (wash) my face at the moment.
Key. 1. is talking 2. are you sleeping 3. is doing 4. Work 5. are playing 6. are waiting
7. isn't cooking 8. Is he studying 9. Is he playing 10. are painting 11. is helping
12. aren’t listening 13. Isn’t drinking 14. am vacuuming 15. is watching 16. is she eating
17. is your dog hiding 18. are you reading 19. is driving 20. am washing
Using the words in parentheses, complete the text below with the appropriate tenses.
1. Every Monday, Sally (drive) her kids to football practice.
2. Usually, I (work) as a secretary at ABT, but this summer I (study) French at a language
school in Paris. That is why I am in Paris.
3. Shhhhh! Be quiet! John (sleep)
4. Don't forget to take your umbrella. It (rain)
5. I hate living in Seattle because it (rain, always)
6. I'm sorry I can't hear what you (say) because everybody (talk) so loudly.
7. Justin (write, currently) a book about his adventures in Tibet. I hope he can find a good
publisher when he is finished.
8. Jim: Do you want to come over for dinner tonight? Denise: Oh, I'm sorry, I can't. I (go) to a
movie tonight with some friends.
9. The business cards (be, normally) printed by a company in New York. Their prices (be)
inexpensive, yet the quality of their work is quite good.
10. This delicious chocolate (be) made by a small chocolatier in Zurich, Switzerland.
Key: 1 drives, 2work-am studying, 3is sleeping, 4is raining, 5always rains, 6are saying-is
talking, 7is currently writing, 8am going, 9are normally-are, 10is
7. Homework:
a) Learn the grammar. b) Make up 5 sentences in Present Continuous Tense.
8. Summarizing the lesson and putting on mark. Pupils who perfectly answered questions,
were active in the lesson, participate in doing exercises, are named and evaluated (grades are
given in the class putting in journal and diaries). Summarizing the learned theme, sign in grades
pupil’s diary and say good-bye to the pupils.
Notes: ____________________________________________________
The theme of the lesson: Grammar: Past Continuous and exercises (33)
Continuous and exercises”, to develop students' speaking, writing
skills; to teach pupils to understand English oral speech;
spiritual love to our President and Motherland. To foster students in
material: cards
a) Learn the grammar. b) Make up 5 sentences in Present Continuous Tense.
1. When do you use Present Continuous tense?
2. What is the structure of Present Continuous tense?
2. Explain the grammar: ‘Past Continuous’
3. Functions of the Past Continuous.
4. Affermative, negative and interrogative forms of Past Continuous tense.
5. Doing exercises.
- to use Past Continuous tense in every day topics.
- the main elements of Past Continuous tense.
- to complete the sentences in Present Continuous tense.
- read or retell the grammar rule of Past Continuous tense (to know pronunciation of the words)
- the structure of affermative, negative and interrogative forms of Past Continuous tense.
Functions of the past continuous
The past continuous describes actions or events in a time before now, which began in the past and
were still going on when another event occurred.
It is used: Often, to describe the background in a story written in the past tense, e.g. "The sun was
shining and the birds were singing as the elephant came out of the jungle.
to describe an unfinished action that was interrupted by another event or action, e.g. "I was
having a beautiful dream when the alarm clock rang."
to express a change of mind: e.g. "I was going to spend the day at the beach but I've decided to get
my homework done instead." with 'wonder', to make a very polite request: e.g. "I was wondering if
you could baby-sit for me tonight."
Examples:
 They were waiting for the bus when the accident happened.
 Caroline was skiing when she broke her leg.
 When we arrived he was having a bath.
 When the fire started I was watching television.
To play, past continuous
Affirmative Negative Interrogative
I was playing I was not playing Was I playing?
You were playing You were not playing Were you playing?
He was playing He wasn't playing Was he playing?
We were playing We weren't playing Were we playing?
They were playing They weren't playing Were they playing?
Supply the suitable forms of the verbs in brackets.
1. I (shop) when you called.
2. The kids (play) happily when I got home.
3. I told him but he didn't hear me as he (watch) the news.
4. Joe and Anu (work) in the office when the boss walked in.
5. The red team players (warm up) when the opponent team arrived at the stadium.
6. While she was studying, Talin (cook) her favorite dish.
7. I (drive) when you called so I couldn't answer.
8. I saw you yesterday when you (walk) by the seaside.
9. My mother (exercise) and my father was sleeping.
10. Joanna (feed) her baby and reading a book at the same time.
Key. 1. was shopping 2. were playing 3. was watching 4. were working 5. were warming up 6.
was cooking 7. was driving 8. were walking 9. was exercising 10. was feeding
Open the brackets and put the verbs in Past Continuous tense.
1. Around me people (to talk) Russian, Italian and English.
2. Arnold (to talk) to some of the other guests on the terrace when Hardy came.
3. Alex (to look) at his watch.
4. All night long the stars (to glitter).
5. Elizabeth (to eat) and didn’t raise her head.
6. He drank some of the wine and ate several chunks of bread while he (to wait) for his dinner to come up.
7. The family (to prepare) for the party.
8. She (to argue) that only Belinda knew how to treat men.
9. A few minutes later Edward (to hurry) through the streets to his bus stop.
10. They moved across the room, which (to start) to fill up, to a vacant corner.
Key: 1. were talking 2. was talking 3. was looking 4. were glittering, 5. was eating 6. was waiting
7. was preparing 8. was arguing 9. was hurrying 10. was starting
7. Homework: a) Learn the grammar. b) Make up 5 sentences in Past Continuous Tense.
Notes: ____________________________________________________
The theme of the lesson: Grammar: Future Continuous and exercises (34)
Future Continuous and exercises”, to develop students' speaking,
material: cards
a) Learn the grammar. b) Make up 5 sentences in Past Continuous Tense.
1. When do you use Past Continuous tense?
2. What is the structure of Past Continuous tense?
2. Explain the grammar: ‘Future Continuous’
3. Functions of the Future Continuous.
4. Affermative, negative and interrogative forms of Future Continuous tense.
5. Doing exercises.
- to use Future Continuous tense in every day topics.
- the main elements of Future Continuous tense.
- to complete the sentences in Future Continuous tense.
- read or retell the grammar rule of Future Continuous tense (to know pronunciation of the words)
- the structure of affermative, negative and interrogative forms of Future Continuous tense.
Using the Future Continuous Tense
The future continuous tense, sometimes also referred to as the future progressive tense, is a verb
tense that indicates that something will occur in the future and continue for an expected length of
time. It is formed using the construction will + be + the present participle (the root verb + -ing).
The simple future tense is a verb tense that is used when an action is expected to occur in the
future and be completed. For example, let’s suppose you have a meeting tomorrow at five o’clock.
 I will arrive at five o’clock.
I will arrive is the simple future tense of the verb to arrive. You arrive once; beyond that, you can’t
keep on arriving. However, once you get there, you may be doing something that goes on
continuously, at least for a certain period of time.
 At five o’clock, I will be meeting with the management about my raise.
Will be meeting is the future continuous tense of the verb to meet. The construction will + be + the
present participle meeting indicates that the meeting isn’t going to happen in an instant, all at once.
It will have a duration. The will + be + present participle construction always indicates the future
continuous tense.
 Michael will be running a marathon this Saturday.
 Eric will be competing against Michael in the race.
 I will be watching Michael and Eric race.
The Future Continuous Tense Is for Action Verbs Only
It is important to note that the future continuous tense is only used with action verbs, because it is
possible to do them for a duration. (Action verbs describe activities like running, thinking, and
seeing. Stative verbs describe states of existence, like being, seeming, and knowing.) To use the will
+ be + present participle construction with a stative verb would sound very odd indeed.
Incorrect I will be being stressed tomorrow during my science test.
Correct I will be stressed tomorrow during my science test.
Incorrect When the sun comes out tomorrow, winter will be seeming like a distant memory.
Correct When the sun comes out tomorrow, winter will seem like a distant memory.
Incorrect After I study, I will be knowing all the answers for the test.
Correct After I study, I will know all the answers for the test.
As you can see, only the simple future tense is suited to stative verbs like to be and to seem.
Type in the verbs in the future progressive. Type in the verbs in the future progressive.
1. At this time tomorrow, we (fly) to New York. 1. They (dance/not) all night.
2. At nine o'clock, the baby (sleep) 2. We are late, he (wait/not) for us anymore.
3. Lilly and Neil are on their way to California. 3. She (study/not) until midnight.
They (surf) this time tomorrow. 4. I (prepare/not) everything for you any longer.
4. I (give) a speech at my friend’s wedding on 5. With your bad work ethic, you
Friday at seven. (work/not/probably) for this company anymore
5. You (watch/probably) TV when I get home. next year.
Key. 1. will be flying. 2. will be sleeping. 3. Key: 1. will not 2. will not be waiting 3. will
will be surfing. 4. will be giving 5. will not be studying 4. will not be preparing
probably be watching 5. will probably not be working
Complete the questions in the future progressive.
1. (What/you/do) tomorrow evening?
2. (How many people/drink) beer at the party?
3. (Jane/play) the piano at the performance?
4. (Who/deal) with the press release?
5. (Where/you/stay) when you’re in Dublin?
Key: 1. will you be doing 2. will be drinking 3. Will Jane be playing 4. will be 5. will you be
staying
7. Homework: a) Learn the grammar. b) Make up 5 sentences in Future Continuous Tense.
Notes: ____________________________________________________
The theme of the lesson: Grammar: Present Perfect Continuous and exercises (35)
Present Perfect Continuous and exercises”, to develop students'
speaking, writing skills; to teach pupils to understand English oral
speech;
material: cards
a) Learn the grammar. b) Make up 5 sentences in Future Continuous Tense.
1. When do you use Future Continuous tense?
2. What is the structure of Future Continuous tense?
2. Explain the grammar: ‘Present Perfect Continuous’
3. Functions of the Present Perfect Continuous.
4. Affermative, negative and interrogative forms of Present Perfect Continuous tense.
5. Doing exercises.
- to use Present Perfect Continuous tense in every day topics.
- the main elements of Present Perfect Continuous tense.
- to complete the sentences in Present Perfect Continuous tense.
- read or retell the grammar rule of Present Perfect Continuous tense (to know pronunciation of the
words)
- the structure of affermative, negative and interrogative forms of Present Perfect Continuous tense.
Present Perfect Continuous
The present perfect continuous tense (also known as the present perfect progressive tense) shows that
something started in the past and is continuing at the present time. The present perfect continuous is
formed using the construction has/have been + the present participle (root + -ing).
 I have been reading War and Peace for a month now.
In this sentence, using the present perfect continuous verb tense conveys that reading War and Peace
is an activity that began sometime in the past and is not yet finished in the present (which is
understandable in this case, given the length of Tolstoy’s weighty tome).
Recently and lately are words that we often find with verbs in the present perfect continuous tense.
Mia has been competing in flute competitions recently. (And she will continue to do so.)
I haven’t been feeling well lately. (And I am still sick now.)
Have you seen my wallet and keys recently? (Because I sure don’t know where they are.)
Of course, not all verbs are compatible with continuous action. Some examples of such verbs are to be,
to arrive, and to own.
Incorrect I have been owning my Mazda since 2007.
Correct I have owned my Mazda since 2007. (present perfect tense)
Incorrect Gus has been being late for work recently.
Correct Gus has been late for work recently. (present perfect tense)
Put the verbs in Present Perfect Continuous tense.
1. Helen … (to wash) the dishes for fifteen minutes.
2. My classmates … (to write) a dictation since the beginning of the lesson.
3. Sam … (to drive) a car for five hours now.
4. I … (to look) for information on the subject since last Friday.
5. Molly … (to paint) this picture for three days now.
6. The tourists … (to do) the sightseeing since nine o’clock.
7. You … (to work) as a computer programmer for more than fifteen years.
8. The wind … (to blow) since yesterday.
9. My grandfather … (to collect) coins since he was a boy.
10. Andy and Den … (to discuss) the plans for their winter holidays for two hours now.
Answers: 1.has been washing; 2.have been writing; 3. has been driving; 4. have been looking; 5. has
been painting; 6. have been doing; 7.have been working; 8. has been blowing; 9. has been
collecting; 10. have been discussing.
Put the verbs in Present Perfect Continuous tense.
1. Kevin … (to fish) since early morning.
2. Kim … (not to pack) her things for so long.
3. You … (to iron) clothes all day.
4. Allan … (not to wear) this jacket for three years.
5. I … (not to walk) a dog since four o’clock.
6. Monica and Sue …(to paint) the walls of the house since ten o’clock in the morning.
7. Mr May … (to read) this article for more than half an hour now.
8. It … (not to rain) since afternoon.
9. My neighbours … (to make) a noise since seven o’clock in the morning.
10. Brad … (to try) to catch a taxi for fifteen minutes now.
Answers: 1. has been fishing; 2.hasn’t been packing; 3. have been ironing; 4. hasn’t been wearing;
5. haven’t been walking; 6. have been painting; 7.has been reading; 8. hasn’t been raining; 9. have
been making; 10.has been trying.
7. Homework: a) Learn the grammar. b) Make up 5 sentences in Present Perfect Continuous
Tense.
Notes: ____________________________________________________
The theme of the lesson: Grammar: Past Perfect Continuous and exercises (36)
Perfect Continuous and exercises”, to develop students' speaking,
material: cards
a) Learn the grammar. b) Make up 5 sentences in Present Perfect Continuous Tense.
1. When do you use Present Perfect Continuous tense?
2. What is the structure of Present Perfect Continuous tense?
2. Explain the grammar: ‘Past Perfect Continuous’
3. Functions of the Past Perfect Continuous.
4. Affermative, negative and interrogative forms of Past Perfect Continuous tense.
5. Doing exercises.
- to use Past Perfect Continuous tense in every day topics.
- the main elements of Past Perfect Continuous tense.
- to complete the sentences in Past Perfect Continuous tense.
- read or retell the grammar rule of Past Perfect Continuous tense (to know pronunciation of the
words)
- the structure of affermative, negative and interrogative forms of Past Perfect Continuous tense.
Past Perfect Continuous
The past perfect continuous tense (also known as the past perfect progressive tense) shows that
an action that started in the past continued up until another time in the past. The past perfect
continuous tense is constructed using had been + the verb’s present participle (root + -ing).
Unlike the present perfect continuous, which indicates an action that began in the past and
continued up to the present, the past perfect continuous is a verb tense that indicates something
that began in the past, continued in the past, and also ended at a defined point in the past.
 He had been drinking milk out the carton when Mom walked into the kitchen.
 I had been working at the company for five years when I got the promotion.
When, for, since, and before are words that you may see used alongside the past perfect
continuous tense.
 Martha had been walking three miles a day before she broke her leg.
 The program that was terminated had been working well since 1945.
 Cathy had been playing the piano for 35 years when she was finally asked to do a solo
with the local orchestra.
 He had been throwing rocks at her window for five minutes before she finally came out
on the balcony and said, “Hey, Romeo.”
Complete the sentences in the past perfect progressive.
1. Laura needed a break because she (study) all morning.
2. Lorraine (learn) English for 12 years before she moved to England.
3. I did not go out last night because I (work) all day.
4. Orla felt fit for the marathon because she (train) a lot.
5. When I went to see Ms Winter, her secretary told me that she (speak) on the phone for two
hours.
6. You got sick because you (eat) the whole time.
7. The musician (live) in this town for ten years when he became director of the opera house.
8. We (go) out with each other for two years before I met his family.
9. The passengers (wait) for four hours before the ground staff could finally give them information
on the delay of their flight.
10. I (drive) in the wrong direction for an hour before I noticed my mistake.
Answers 1. had been studying 2. had been learning 3. had been working. 4. had been training. 5.
had been speaking. 6. had been eating. 7. had been living 8. had been going. 9. had been
waiting 10. had been driving.
Respond to the following situations.
1. Why were you so red? Because I … before we met. (jog). Your test was absolutely correct.
2. Really? I … for it so long. (revise) Did you see Jane? She was so angry.
3. No wonder. She … with her brother all day. (argue). Bill was exhausted.
4. Yes, he really was. He … too long. (work). Your parents went to bed very late.
5. They …all afternoon. (have a rest). Why were all the players so dirty at the end of the match?
6. Because they … in mud. (play). Did you get in touch with Richard in time?
7. Not really. But I … to contact him all the time. (try). Was Grace your classmate?
8. No, she wasn't. But she … Class B for a year before she left. (attend)
Why were Matt and Sue so pale when they returned?
9. Because they … in their room all their holiday. (stay)What time did Doris get up?
10. She … till ten o'clock. (sleep)
Answers: 1. had been jogging. 2. had been revising. 3. had been arguing. 4. had been working.
5. had been having. 6. had been playing. 7. had been trying. 8. had been attending. 9. had been
staying. 10.had been sleeping.
7. Homework: a) Learn the grammar. b) Make up 5 sentences in Past Perfect ContinuousTense.
Notes: ____________________________________________________
The theme of the lesson: Grammar: Future Perfect Continuous and exercises (37)
Future Perfect Continuous and exercises”, to develop students'
speaking, writing skills; to teach pupils to understand English oral
speech;
material: cards
a) Learn the grammar. b) Make up 5 sentences in Past Perfect Continuous Tense.
1. When do you use Past Perfect Continuous tense?
2. What is the structure of Past Perfect Continuous tense?
2. Explain the grammar: ‘Future Perfect Continuous’
3. Functions of the Future Perfect Continuous.
4. Affermative, negative and interrogative forms of Future Perfect Continuous tense.
5. Doing exercises.
- to use Future Perfect Continuous tense in every day topics.
- the main elements of Future Perfect Continuous tense.
- to complete the sentences in Future Perfect Continuous tense.
- read or retell the grammar rule of Future Perfect Continuous tense (to know pronunciation of the
words)
- the structure of affermative, negative and interrogative forms of Future Perfect Continuous tense.
Future Perfect Continuous
The future perfect continuous, also sometimes called the future perfect progressive, is a verb tense
that describes actions that will continue up until a point in the future. The future perfect continuous
consists of will + have + been + the verb’s present participle (verb root + -ing).
When we describe an action in the future perfect continuous tense, we are projecting ourselves
forward in time and looking back at the duration of that activity. The activity will have begun
sometime in the past, present, or in the future, and is expected to continue in the future.
 In November, I will have been working at my company for three years.
 At five o’clock, I will have been waiting for thirty minutes.
 When I turn thirty, I will have been playing piano for twenty-one years.
Nonaction Verbs Do Not Use the Future Perfect Continuous
Remember that nonaction verbs like to be, to seem, or to know are not suited to the future perfect
continuous tense. Instead, these verbs take the future perfect tense, which is formed with will + have
+ past participle.
Incorrect On Thursday, I will have been knowing you for a week.
Correct On Thursday, I will have known you for a week.
Incorrect I will have been reading forty-five books by Christmas.
Correct I will have read forty-five books by Christmas.
Put the verbs into the correct form (future II progressive).
1. By the end of the week I (work) here for four months.
2. By the end of this month we (live) together for six years.
3. By the end of the term she (study) for nine years.
4. By midnight we (play) this computer game for 48 hours.
5. She (talk) on the phone for the last couple of hours.
6. They (look) for me all night long.
7. He (play) soccer all day long. 8. You (watch) TV all the time.
9. He (not/sleep) all morning. 10. (wait/they) for 2 hours?
Key: 1. will have been working, 2. will have been living, 3. will have been studying, 4. will have
been playing, 5. will have been talking, 6. will have been looking, 7. will have been playing, 8. will
have been watching, 9. will not have been sleeping, 10. Will they have been waiting.
Type in the verbs in the future perfect progressive. Answers
1. They (watch) TV all day. 1. They will have been watching TV all day.
2. In half an hour she (work) for six hours 2. In half an hour she will have been working for six
without a break. hours without a break.
3. In two months I (teach) English at this 3. In two months I will have been teaching English at
school for ten years. this school for ten years.
4. Next week you (live) in your new 4. Next week you will have been living in your new
house for a year. house for a year.
5. My friends (lie) on the beach all 5. My friends will have been lying on the beach all
holiday. holiday.
Write questions in the future perfect progressive. Answers:
1. (How long/we/wait/for her) by now? 1. How long will we have been waiting for her by now?
2. (How long/they/run) 2. How long will they have been running?
3. (How long/she/learn/English) 3. How long will she have been learning English?
4. (How long/they/go out together) 4. How long will they have been going out together?
5. (How long/he/do/this) 5. How long will he have been doing this?
7. Homework: a) Learn the grammar. b) Make up 5 sentences in Future Perfect Continuous Tense.
Notes: ____________________________________________________
The theme of the lesson: Topic: “Christmas Day in Great Britain” (38)
1) the aim of teaching: to teach students to identify the theme of the lesson “Christmas Day
in Great Britain”, to develop students' speaking, writing skills; to
teach pupils to understand English oral speech;
Visual aids and additional Vocabulary, pictures of clothes for winter, papers with descriptions,
material: cards
a) Learn the grammar. b) Make up 5 sentences in Future Perfect Continuous Tense.
Plan of the lesson:
2. Read or retell the text: ‘Christmas Day in Great Britain’
3. Repeat the Present Perfect Continuous Tense.
4. Work on the text and answer the questions.
5. Doing exercises.
- definition of the new words and retell about Christmas Day in Great Britain.
- usage of Present Perfect Continuous Tense.
- read or retell the text about Christmas Day in Great Britain (to know pronunciation of the words)
- complete the sentences with Present Perfect Continuous Tense.
Active vocabulary:
custom, n [kʌ̱stəm] – däp- a way of behaving or a belief which has been established for a long time
stockings, n uzyn jorap [stɒ̱kɪŋ - a large sock which children leave out when they go to bed on
Christmas Eve so that it can be filled with small presents
affection, n [əfe̱kʃ(ə)n] –söýgi- a feeling of liking for a person or place
ribbon, n [rɪ̱ bən] –lenta- long narrow strip of material used to tie things together or as a decoration
lace, n [le͟ɪs] –lente- a decorative cloth which is made by weaving thin thread in delicate patterns
with holes in them
establish, v [ɪstæ̱blɪʃ] –düýbüni tutmak- to start something that will continue for a long time
common, adj [kɒ̱mən] –sada- belonging to or shared by two or more people or things
neighborhood, n [ne͟ɪbə(r)hʊd] –goňşuçylyk neighbouring places are next to or near each other
band, n [bæ̱nd] -zolak- group of musicians who play modern music together
fireworks, n [fa͟ɪ͟ə(r)wɜː(r)k] – salýut-loud noise when explosive chemicals which produce bright
coloured patterns explode
annual, adj [æ̱njuəl] –köp ýyllyk- taking place each year
cranberry, n [kræ̱nbəri, AM -beri] – клюква- a small round red fruit with a sour taste
Christmas day in Great Britain.
Every country and every nation has own traditions and customs. English are proud of their
traditions and carefully keep them up. English people celebrate Christmas on the 25th of December.
Christmas Day is a family holiday. It is the time when all the family gets together round the
Christmas tree decorated with toys and sweets. Children believe that when they are asleep Santa
Claus comes with a big bag of toys. They often hang up large stockings for the presents. All
families have Christmas dinners. They eat traditional dishes - turkey, duck, and pudding. On the
New Year’s Day they watch the old year out and the New Year in. There are some traditions on
New Year’s Day. One of them is the old First Footing. The first man to come into the house is very
important. The Englishmen believe that he brings luck. This man (not a woman) must be healthy,
young and pretty-looking. He brings presents - bread, a piece of coal or a coin.
Answer the questions.
1. How do English celebrate Christmas?
2. Do they celebrate the New Year?
Make up sentences in Present Perfect Continuous Tense.
1. What/she/to read/since ten o’clock?
2. Where/we/to drive/ so long?
3. Den/not to ride/his motor-bike/since three o’clock.
4. Dolly and Carol/to plant/flowers in the greenhouse for about an hour.
5. How long/Brian/to learn/English?
6. Linda/to prepare/for her test/since eight o’clock?
7. Whom/you/to talk with/for fifty minutes?
8. Where/they/to play/tennis/since afternoon?
9. The baby/to sleep/for three hours now.
10. We/ not to climb/this mountain/for an hour.
Answers: 1. What has she been reading since ten o’clock? 2. Where have we been driving so long?
3. Den hasn’t been riding his motor-bike since three o’clock. 4. Dolly and Carol have been planting
flowers in the greenhouse for about an hour. 5. How long has Brian been learning English? 6. Has
Linda been preparing for her test since eight o’clock? 7. Whom have you been talking with for fifty
minutes? 8. Where have they been playing tennis since afternoon? 9. The baby has been sleeping for
three hours now. 10. We haven’t been climbing this mountain for an hour.
6. Homework: 1.Make up 5 sentences about Christmas Day in Great Britain.
2. Learn the new words.

Notes: ____________________________________________________
The theme of the lesson: Topic: “Christmas Day in USA” (39)
1) the aim of teaching: to teach students to identify the theme of the lesson “Christmas
Day in USA”, to develop students' speaking, writing skills; to
Visual aids and additional Vocabulary, pictures of clothes for winter, papers with
material: descriptions, cards
2. Checking up homework: 1.Make up 5 sentences about Christmas Day in Great Britain.
2. Read or retell the text: ‘Christmas Day in USA’
3. Repeat the Future Perfect Continuous Tense.
5. Doing exercises.
- definition of the new words and retell about Christmas Day in USA.
- usage of Future Perfect Continuous Tense.
- read or retell the text about Christmas Day in USA (to know pronunciation of the words)
- complete the sentences with Future Perfect Continuous Tense.
Active vocabulary: religious [rɪ'lɪʤəs] symbolize ['sɪmb(ə)laɪz] pub [pʌb] piwe içilýän ýer,
prefer [prɪ'fɜː]halamak, precede [ˌpriː'siːd] öň bolup geçmek,(предшествовать), church
[ʧɜːʧ]ybadathana, feast [fiːst]baýramçylyk, sleigh [sleɪ] araba, chimney ['ʧɪmnɪ] turba, trivial
['trɪvɪəl]adaty.
Christmas Day in USA.
Christmas is a religious holiday which symbolizes the birth of Jesus Christ. By this day people
decorate fir trees with toys and candies. Children wait for Santa Claus who comes to every
house and brings them presents. Before going to bed, children leave their shoes to find in them
what they want most of all the next morning. Some people, especially young people, like to
celebrate it in restaurants and cafes and pubs, but most people prefer to stay at home with their
family on this day.
Christmas Day, December, 25th:
It is usually a one-day official holiday, but it is preceded and followed by festive parties, and
marked by special church services, gift-giving and feasting. Christmas is a family holiday.
Schools and colleges close between Christmas and New-Year's Day. People stay at home and
spend the time with their families. Everybody tries to come home for Christmas. People send
cards or Christmas greetings to family and friends away from home. Every family tries to have a
Christmas tree, which is beautifully decorated. Santa Claus comes from the North Pole in his
sleigh, dressed in red cap and jacket, entering the house from chimney. He is a merry and fat
individual. He has gifts of whatever kind you may wish for — nothing is too fabulous nor too
trivial for him to provide.
1. What kind of holiday is Christmas?
2. When do people celebrate Christmas day?
Make up sentences in Future Perfect Continuous Tense.
1. By the beginning of April/my father/to work as the General Manager of this corporation/ for
fifteen years.
2. By 8 o’clock/we/ to surf the Net/for five hours.
3. By the end of next month/we/ to live/in this city/for ten years.
4. By the end of this day/Dolly/ not to design/this fancy dress/for seven hours.
5. Ted/to work/ as an attorney/for twenty years/by the end of March?
6. Jack and Alison/to build/their house/for a year by Easter?
7. My parents/ to run/this cafe/for six years/by next September.
8. By 4 o’clock/ they/to play volleyball/for three hours.
9. By 3 o’clock/the students/to write/the test for two hours and a half.
10. By next Friday/Henry/to train/for the competition/for ten months.
Answers: 1. By the beginning of April my father will have been working as the General
Manager of this corporation for fifteen years. 2. By 8 o’clock we will have been surfing the Net
for five hours. 3. By the end of next month we will have been living in this city for ten years. 4.
By the end of this day Dolly won’t have been designing this fancy dress for seven hours. 5. Will
Ted have been working as an attorney for twenty years by the end of March? 6.Will Jack and
Alison have been building their house for a year by Easter? 7.My parents will have been running
this cafe for six years by next September. 8.By 4 o’clock they will have been playing volleyball
for three hours. 9. By 3 o’clock the students will have been writing the test for two hours and a
half. 10. By next Friday Henry will have been training for the competition for ten months.
6. Homework: 1.Make up 5 sentences about Christmas Day in USA.
Summarizing the learned theme, sign in grades pupil’s diary and say good-bye to the pupils.

Notes: ____________________________________________________
The theme of the lesson: Test (40)
1) the aim of teaching: checkup the pupils’ knowledge, to activate pupil`s reading,
writing skills, to teach pupils to understand English oral speech;
spiritual love to our President and Motherland. To foster
students in the spirit of love to the English language.
The type of the lesson: to test the knowledge and to rate lesson
Visual aids and additional Test, thematic table, papers with descriptions, cards
material:
2. Checking up homework: 1.Make up 5 sentences about Christmas Day in USA.
3. Work on the questions of the studied topic and solve the test on your own.
Plan of the lesson:
1. To explain students how to write test
2. To check up students` knowledge
3. To check up students` test.
- the usage of Present Continuous tense.
- the usage of Past Perfect Tense.
- the structure of Past Perfect Tense and Present Continuous tense.
- make up sentences with new words.
- distinguish Past Perfect Tense from Present Continuous tense
- use Past perfect tense in the sentences.
- solve the test correctly.
Test.
I. Choose the best answer to complete these sentences. (Present Continuous tense)
1. My daughter ... all day. She has a test tomorrow.
a) have been studying b) has studying c) has been studying
2. I'm terribly sorry! ... for a long time?
a)You have been waiting b) Have you been waiting c) Have you waiting
3. It ... since morning. We can't go out.
a) has be raining b) has been raining c) have been raining
4. Her eyes are red and puffy. It seems she ....
a) has been cried b) have been crying c) has been crying
5. What ... since morning?
a) have you been doing b) are you doing c) you have been done
6. The boys look tired. They ... for 2 hours.
a) have been running b) have been run c) has been running
7. Look at his dirty clothes! He ... in the mud.
a) has been playing b) been has playing c) have playing
8. Your phone ... for a minute. Why don't you reply?
a) has ringing b) have been ring c) has been ringing
9. I ... for a long time, and probably I won't finish soon.
a) haven't been working b) have been working c) have be worked
10. I haven't heard about Mr. Fred before. I think he ... at this school for a long time.
a) haven't been taught b) hasn't been teaching c) not has been teaching
Key: 1. c) has been studying 2. b) Have you been waiting 3. b) has been raining
4. b) has been crying 5. a) have you been doing 6. c) have been running 7. b) has been playing 8.
c) has been ringing 9. b) have been working 10. a) hasn't been teaching
II. Choose the best answer to complete these sentences. (Past Perfect Tense)
1. Luckily, I had backed up my drive ... it broke down.
a) before b) after c) never d) just
2. He simply ... in because we ... to lock the door.
a) had walked – forgot b) had walked - had forgotten
c) walked - had forgotten d) walked - forgot
3. Tom ... any Chinese courses before he ... to China.
a) had never taken - had traveled b) never took - traveled
c) took - had never traveled d) had never taken - traveled
4. They ... much better after they ... to the new house.
a) had felt - had moved b) felt - had moved
c) had felt – moved d) felt - moved
5. Enesh ... the windows before the sandstorm ...
a) closed - had started b) had closed - started
c) had closed - had started d) closed – started
6. ... a list before they went shopping?
a) Have they prepared b) Had they prepared
c) Had they prepare d) Did they prepare
7. Rami ... to the store until he ... out of food.
a) hadn't gone – ran b) didn't go - ran
c) didn't go - had run d) hadn't gone - hadn't run
8. By the time we ..., my father ... the airport.
a) had arrived – left b) arrived - left
c) had arrived - had left d) arrived - had left
9. By the time the meeting ... over, the rain ...
a) had been – stopped b) had been - had stopped
c) was - had stopped d) was - stopped
10. He ... the bill when he ... payment reminder.
a) already paid - had received b) had already paid - received
c) had already paid - had receivedd) had paid - had already received
Key: 1. a) before 2. c) walked - had forgotten 3. d) had never taken – traveled 4. b) felt - had
moved 5. b) had closed – started 6. b)Had they prepared 7. a) hadn't gone – ran 8. d) arrived -
had left 9. c) was - had stopped 10. b) had already paid - received
4. Homework:
a) Revise all grammar materials.
a) Collect the notebooks for the test.
b) Conclusion the lesson.
Notes: ____________________________________________________
The theme of the lesson: Celebrating New Year’s Day in family. (41)
1) the aim of teaching: to teach students to identify the theme of the lesson “Celebrating New
Year’s Day in family”, to develop students' speaking, writing skills; to
Visual aids and additional Vocabulary, pictures of clothes for winter, papers with descriptions,
material: cards
2. Read or retell the text: ‘Celebrating New Year’s Day in family’
3. Repeat the Future Perfect Continuous.
5. Doing exercises.
- definition of the new words and retell about Celebrating New Year’s Day in family.
- usage of Future Perfect Continuous Tense.
- read or retell the text about Celebrating New Year’s Day in family (to know pronunciation of the
words)
- complete the sentences with Future Perfect Continuous Tense.
New words:
decorate- ['dek(ə)reɪt] bezemek, relative ['relətɪv] -garyndaş,
Grandfather Frost ['græn(d)ˌfɑːðə] [frɔst] -aýaz baba, Snowmaiden [snəu] ['meɪd(ə)n] -akpamyk,
eve [iːv] -öňüsyrasy, midnight ['mɪdnaɪt] -ýary gije,
square [skweə] -meýdança, fireworks ['faɪəwɜːks] -salýut,
scissor ['sɪzə] -gaýçy bilen gyrkmak, shot [ʃɔt] -atylma,
prepare [prɪ'peə] -taýýarlamak.
Read about Celebrating New Year’s Day in family.
My favourite holiday is New Year. Every year on the 31st of December we celebrate New Year – at 12
o’clock at night. An old year goes and a New Year comes. We visit our relatives and friends and give
them presents. There are also presents from Grandfather Frost and Snow maiden under a New Year’s
tree. At midnight people sing, dance and watch fireworks. New Year is a lot of fun! Everyone is happy!
I like to have a fir-tree at home. It is fun to decorate it. It is very beautiful. New Year’s Day is a very
nice holiday. I celebrate the New Year’s Day with my family. On that day we will eat many tasty food
and wish happy future and health to each other. And my parents will give me and my sister New Year
presents. We like to write New Year wishes to father Frost and put this letter under the New Year tree.
Then we shall go out and watch the fireworks. The fireworks will be very beautiful. And we will take
photos with all members of my family. Then we will go for a walk, it will be nice everywhere. Happy
New Year’s day is magic holiday.
1. What is your faýourite holiday?
2. How do you çelebrate New Year’s day?
Use the following sentences in indirect speech.
1. He said, “I want to see you today”.
2. She said: “I am free tonight today”
3. Mother said to me:” I fell bad today”
4. The students of group 9 said us: “We have four exams this spring”.
5. The pupils said to teacher: “I can do my homework after dinner”.
Answers:
1. He said that he wanted to see me that day.
2. She said that she was free that night.
3. Mother said to me that she felt bad that day.
4. The students of group 9 said us that they had four exams this spring.
5. The pupils said to teacher that he could do his homework after dinner.
Put the verbs in the Future Perfect Continuous Tense.
1. By the 25th of December she … (to work) on this project for six months.
2. By Saturday, Fred … (to paint) this picture for two weeks.
3. We …(to study) marketing for a year by the end of the academic year.
4. By tomorrow morning Laura … (to sleep) for twelve hours.
5. … they … (to work) together for ten years by the end of May? — Yes, they ….
6. … Nick … (to train) for four hours by 6 o’clock? — No, he ….
7. By 5 o’clock Jessica … (to sit) at the dentist’s for three hours.
8. By 12 o’clock the children … (to swim) for two hours.
9. By the end of the day the workers …(to paint) this house for nine hours.
10. By 6 o’clock in the evening we … (to wait) for his message for five hours.
Answers: 1. By the 25th of December she will have been working on this project for six months. 2. By
Saturday, Fred will have been painting this picture for two weeks. 3. We will have been studying
marketing for a year by the end of the academic year. 4. By tomorrow morning Laura will have been
sleeping for twelve hours. 5. Will they have been working together for ten years by the end of May? —
Yes, they will. 6. Will Nick have been training for four hours by 6 o’clock? — No, he won’t. 7. By 5
o’clock Jessica will have been sitting at the dentist’s for three hours. 8. By 12 o’clock the children will
have been swimming for two hours. 9. By the end of the day the workers will have been painting this
house for nine hours. 10. By 6 o’clock in the evening we will have been waiting for his message for five
hours.
6. Homework: 1. Retell the text. 2. Learn the new words.
Notes: ____________________________________________________
The theme of the lesson: Home reading lesson. (42)
1) the aim of teaching: to teach students to identify the theme of the lesson “Home reading lesson”, to
develop students' speaking, writing skills; to teach pupils to understand English
oral speech;
2) the aim of upbringing: to bring up young generation in spirit of patriotism, to develop spiritual love to
our President and Motherland. To foster students in the spirit of love to the
English language.
Visual aids and additional Vocabulary, pictures of clothes for winter, papers with descriptions, cards
material:
1. Organizational moment of the lesson: Preparation the blackboard and the students for the lesson. Working on the
class register. Good morning pupils. How are you? I'm glad to see you. Sit down please. Get ready for the lesson. Who
is on duty today? Who is absent today? What day is it today? What is the date today? What season is it now?
2. The folktale “Gingerbread man”
3. Main characters of the story.
4. Work on the story.
5. Conclusion of story.
- About main idea and characters of the story.
- how expresses his/her opinion about story.
- retelling the story based on key words.
- read and retell the story correctly (to know pronunciation of the words)
- identify the main idea of the story.
New words: quiet ['kwaɪət] ýuwaş, dough [dəu] hamyr, icing ['aɪsɪŋ] mawy, dury gök, terror ['terə] gorky, reach [riːʧ]
ýetmek, sneak/snuck [snʌ̱k] duýdansyz golaýlamak, choice [ʧɔɪs] saýlanyň, gobble ['gɔbl] ýuwutmak, gingerbread
['ʤɪnʤəbred] zenjebil köke (имбирный пряник), safely ['seɪflɪ] seresap.
Gingerbread man
A long, long time ago an old woman and an old man lived a quiet life in a small cottage by the river.
One day the woman decided to make a gingerbread man for them to eat.
She mixed flour, butter and eggs in a bowl and then she rolled out the dough carefully. She then cut out a lovely
gingerbread and gave him blueberries for his eyes and buttons and icing for his mouth and clothes. The woman put
him in the oven to bake.
Soon enough, he was ready and the woman opened the oven door, but to her surprise the gingerbread man jumped
out of it. “Don’t eat me!” he shouted in terror and ran out of the window.
The woman and the man started chasing after him.
“Stop! Stop!” they shouted, but he was faster than they were.
“Run, run, as fast as you can! You can’t catch me,
I’m the Gingerbread man,” he laughed and kept running.
As he was running, he came across a pig. The pig tried to take a bite out of him but once again the Gingerbread man
was faster.
“Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread man,” he said and carried on running.
The pig joined the chase and now the old woman, the old man and the pig were running after him. But the
Gingerbread man was faster.
Further along the path he came across a cow. “Stop!” called the cow, “I want to eat you.” But the Gingerbread man
started running again and the cow couldn’t catch him.
“Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread man,” he said.
It was not long before the Gingerbread man came across a horse. “Stop, little man! I want to eat you!”, the horse
said, but the Gingerbread man out ran him too.
“Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread man!”
The horse joined the old woman, the old man and the pig, but the Gingerbread man only laughed at them.
He kept laughing until he reached the river banks. “Oh, no! Now they will get me and eat me! If only I could cross
the river,” he thought.
Suddenly a fox snuck up to him. “Please, don’t eat me,” cried the Gingerbread man. “I won’t eat you,” the fox
promised. “I just want to help you! Jump on my back and I will swim across the river and you will be safe.”
The Gingerbread man had no other choice. He jumped on the fox’s back and they crossed the river easily and safely.
As soon as they stepped onto dry ground, the Gingerbread man thanked the fox. But a second later, the fox opened his
mouth and gobbled up the Gingerbread man.
COMPREHENSION QUESTIONS
1. Where did the woman and the man live?
2. What were the old woman and the old man going to do with the gingerbread?
3. Why was the old woman surprised when she open the oven door?
4. Could they catch the Gingerbread man?
5. Which animals did the Gingerbread man come across on his way?
6. What did he think when he reached the river banks?
7. Who helped the Gingerbread man cross the river?
8. What happened to the Gingerbread man after crossing the river?
Answers: 1. They lived in a small cottage by the river.
2. They were going to eat the gingerbread.
3. The Gingerbread man jumped out of it and ran out of the window.
4. No, they couldn’t.
5. He came across a pig, a cow and a horse on his way.
6. He thought they were going to get him and eat him.
7. A fox helped him cross the river.
8. The fox opened his mouth and gobbled up him.
WRITE TRUE OR FALSE
1. The old woman and the old man lived close to the river.
2. The old man decided to make a gingerbread for them to eat.
3. The Gingerbread man refused to come out of the oven as he was scared.
4. The old man and the old woman were too slow for the Gingerbread man.
5. Gingerbread man safely crossed the river, but he was eaten in the end.
Key: 1. True 2. False 3. False 4. True 5. True
CIRCLE THE CORRECT CHOICE
1. The old woman and the old man lived in a _________
a) mansion b) cottage c) farmhouse
2. The old woman cut out a gingerbread and gave him _________ for his eyes.
a) blueberries b) pebbles c) plums
3. The Gingerbread man was_________ when the old woman opened the oven door. scared / excited / pleased
4. The Gingerbread man was too _________for the animals to catch him.
a) slow b) small c) fast
5. When the Gingerbread man reached the river banks, a _________ snuck up to him.
a) pig b) cow c) fox
6. The fox_________ the Gingerbread man.
a) ran after b) gobbled up c) stepped onto
Key: 1. Cottage 2. Blueberries 3. Scared 4. Fast 5. Fox 6. gobbled up
6. Homework:
1. Retell the story. 2. Learn the new words.
7. Summarizing the lesson and putting on mark. Pupils who perfectly answered questions, were active in the
lesson, participate in doing exercises, are named and evaluated (grades are given in the class putting in journal and
diaries). Summarizing the learned theme, sign in grades pupil’s diary and say good-bye to the pupils.
Notes: ____________________________________________________
The theme of the lesson: Project work. (43)
1) the aim of teaching: to teach students to identify the theme of the lesson “Project
work”, to develop students' speaking, writing skills; to teach
pupils to understand English oral speech;
Visual aids and additional Vocabulary, pictures of clothes for winter, papers with
material: descriptions, cards
Plan of the lesson:
2. Purpose of the project
3. Main points of the project.
4. Answer the questions.
5. Conclusion of the project work.
- to write project work about Ependi.
- how expresses his/her opinion about Ependi.
- make up or write project work (to know pronunciation of the words)
- identify the main idea of the project work
New words: Prototype [pro͟ʊtətaɪp] прототип, Beyond [bɪjɒ̱nd]daşda, Encounter [ɪnka͟ʊntə(r)]
duşuşyk, Pretentious [prɪte̱ nʃəs] çylşyrymly, Witty [wɪ̱ ti] örän akylly, Bridle ['braɪdl]uýan, Agitate
[æ̱ʤɪteɪt]garmak, Addiction [əˈdɪkʃ(ə)n] ýykgyn etmek, Mercy [mɜ͟ː(r)si] rehimlilik, Gambling
['gæmblɪŋ] humar oýny, Regret [rɪgre̱ t]gynanç, ökünç, swear [swe͟ə(r)] kasam.
Ex.10.on pg.42. Project writing. Topic “What I like about Ependi?”
Effendi is a prototype of a witty joker, Hodja Nasreddin, well known in the East and beyond.
According to the legends that have survived to our days, not all people were happy to encounter
him. Pretentious noblemen, for instance, felt uneasy about his ironic jokes and witty tricks.
However, Hodja Nasreddin had a kind and fair heart. By ridiculing rich men, Nasreddin managed to
win people’s love.
… Effendi bought a donkey to travel to town. However, Tersa Hodja, a crook, stole it from under
Effendi’s nose, took its bridle and put it on his head.
- Where is my donkey? Effendi was quite agitated.
- You see, dear Effendi, I was a donkey until now. This is how I was punished for my gambling
addiction. However, Allah had mercy on me and turned me back into a human. Take me into your
service, and I swear you will not regret it.
Effendi and Tersa walked to the palace of Sanjak-beg. Effendi had the ability to win the
companion’s trust and make him open up.
- Rumor has it, Sanjak-beg said, that the ruler of Gayi Kuvvat province is not satisfied with how
simple men live under my protection. I would like to see with my own eyes, what it is like to live in
my district, but I do not know how to do that.
- Nothing could be simpler, beg! Change into my clothes and go to the bazaar, and I will wear your
clothes and replace you in the palace for a while...
Nasreddin appears in thousands of stories, sometimes witty, sometimes wise, but often, too, a fool
or the butt of a joke. A Nasreddin story usually has a subtle humour and a pedagogic nature. The
International Nasreddin Hodja festival is celebrated between 5 and 10 July every year in Akşehir.
In 2020, an application to include "Telling tradition of Nasreddin Khoja" in the UNESCO
Intangible Cultural Heritage list was jointly submitted by the governments of Azerbaijan,
Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan, Turkey and Turkmenistan.
Ex.9. on pg.42. Write a paragraph to answer the question below.
Have you ever paid for something you didn’t buy?
Ex.10.on pg.42. Some sample questions.
1. Who was Ependi?
2. What is his name like in the neighbouring countries?
3. What other humorous stories from Ependi’s saddle- bag can you tell us?
4. Did you enjoy the stories. If yes, say why.
5. What do you think is the place of humour in our lives?
Put in can or could. Sometimes either word is possible.
1. 'The phone is ringing. Who do you think it is?' 'It _could_ be Tim.'
2. I'm really hungry. I --- eat a horse!
3. If you're very hungry, we --- have dinner now.
4. It's so nice here. I --- stay here all day but unfortunately I have to go.
5. 'I can't find my bag. Have you seen it?' 'No, but it --- be in the car.'
6. Peter is a keen musician. He plays the flute and he --- also play the piano.
7. 'What shall we do?' 'There's a film on television. We --- watch that.'
8. The weather is nice now but it --- change later.
Key. 2 could 3 can/could 4 could 5 could 6 can 7 can/could 8 could
6. Homework:
1. Write or make up project work about Ependi. 2. Learn the new words.

Notes: ____________________________________________________
The theme of the lesson: Revision grammar materials (44)
1) the aim of teaching: to teach students to identify the theme of the lesson “Revision
grammar materials”, to develop students' speaking, writing skills;
upbringing: spiritual love to our President and Motherland. To foster students in
The type of the lesson: revision lesson.
Visual aids and pictures to the theme, papers with descriptions, cards
2. Checking up homework: 1. Write or make up project work about Ependi.
3. Revision the lesson by the questions and strengthen the knowledge.
a) Some sample questions.
1. Who was Ependi?
2. What is his name like in the neighbouring countries?
3. What other humorous stories from Ependi’s saddle- bag can you tell us?
4. Did you enjoy the stories. If yes, say why.
5. What do you think is the place of humour in our lives?
A Verb + to
To can be part of a to + infinitive, or it can be a preposition.
Compare:
Verb + to - infinitive Verb + to + ing - form
I hope to see you soon. I look forward to seeing you soon.
The man claimed to be being a spy. The man admitted to a tourist.
We use a to - infinitive We use to with a few verbs:
after many verbs, e.g. look forward to, confess to, refuse, admit to,
manage, hope, claim, decide, offer, expect, face up to, resort to, object to.
Compare would prefer to do something and prefer one thing to another:
I don’t want to play tennis. I don’t walk much. I prefer jogging.
I’d prefer to go for a walk. To going for a walk.
Put the verb into the correct form, ~ing or to... . Sometimes either form is possible.
1. They denied _stealing_ the money. (steal)
2. I don't enjoy --- very much. (drive)
3. I don't want --- out tonight. I'm too tired. (go)
4. I can't afford --- out tonight. I haven't got enough money. (go)
5. Has it stopped --- yet? (rain)
6. Can you remind me --- some coffee when we go out? (buy)
7. Why do you keep --- me questions? Can't you leave me alone? (ask)
8. Please stop --- me questions! (ask)
9. I refuse --- any more questions. (answer)
10. One of the boys admitted --- the window. (break)
11. The boy's father promised --- for the window to be repaired. (pay)
12. Ann was having dinner when the phone rang. She didn't answer the phone; she just
carried on ---. (eat)
13. 'How did the thief get into the house?' 'I forgot --- the window.' (shut)
14. I've enjoyed --- you. (meet) I hope --- you again soon. (see)
15. The baby began --- in the middle of the night. (cry)
16. Julia has been ill but now she's beginning --- better. (get)
Key. 2 driving 3 to go 4 to go 5 raining 6 to buy 7 asking 8 asking 9 to answer
10 breaking 11 to pay 12 eating 13 to shut 14 meeting ... to see 15 crying or to cry
16 to get
Put the verb into the correct form, present simple or past simple, active or passive.
1. It's a big factory. Five hundred people _are employed_ (employ) there.
2. Water --- (cover) most of the Earth's surface.
3. Most of the Earth's surface --- (cover) by water.
4. The park gates --- (lock) at 6.30 p.m. every evening.
5. The letter --- (post) a week ago and it --- (arrive) yesterday.
6. The boat --- (sink) quickly but fortunately everybody --- (rescue).
7. Ron's parents --- (die) when he was very young. He and his sister --- (bring) up by their
grandparents.
8. I was born in London but I --- (grow) up in the north of England.
9. While I was on holiday, my camera --- (steal) from my hotel room.
10. While I was on holiday, my camera --- (disappear) from my hotel room.
11. Why --- (Sue/resign) from her job? Didn't she enjoy it?
12. Why --- (Bill/sack) from his job? What did he do wrong?
13. The company is not independent. It --- (own) by a much larger company.
14. I saw an accident last night. Somebody --- (call) an ambulance but nobody --- (injure)
so the ambulance --- (not/need).
15. Where --- (these photographs/take)? In London? --- (you/take) them?
Key. 2 covers 3 is covered 4 are locked 5 was posted ... arrived 6 sank ... was
rescued 7 died ... were brought 8 grew 9 was stolen 10 disappeared 11 did Sue
resign 12 was Bill sacked 13 is owned 14 called ... was injured ... wasn't needed 15 were
these photographs taken ... Did you take
4. Homework:
1. Revise all grammar materials.
Summarizing the learned theme, sign in grades pupil’s diary and say good-bye to the pupils.

Notes: ____________________________________________________
The theme of the lesson: Revision all materials. (45)
1) the aim of teaching: to teach students to identify the theme of the lesson “Revision all
materials”, to develop students' speaking, writing skills;
The type of the lesson: revision lesson.
Visual aids and pictures to the theme, papers with descriptions, cards
3. Revision the lesson by the questions and strengthen the knowledge.
COMPREHENSION QUESTIONS
1. Where did the woman and the man live?
2. What were the old woman and the old man going to do with the gingerbread?
3. Why was the old woman surprised when she open the oven door?
4. Could they catch the Gingerbread man?
5. Which animals did the Gingerbread man come across on his way?
6. What did he think when he reached the river banks?
7. Who helped the Gingerbread man cross the river?
8. What happened to the Gingerbread man after crossing the river?
Put the verbs into the correct tense (Present Perfect Simple or Present Perfect Progressive)
1 I (play) ____________football for five years.
2 My team (win / only) ____________ two matches so far.
3 The others (be / always) ____________ better.
4 Are we not there yet? We (walk) ____________ for hours.
5 But we (cover / only) ____________ an area of five miles so far.
6 I (finish/just) ____________ my homework.
7 I (work) ____________ on this essay since two o'clock.
8 Jane (go out) ____________ with Bob for seven years.
9 Martin (date) ____________ three girls this week.
10 How long (wait / you) ____________ for us?
Key: 1 have been playing 2 has only won 3have always been 4have been walking 5have only
covered 6have just finished 7have been working 8has been going out 9 has dated 10have you
been waiting
Put the verbs into the correct tense (Present Perfect Simple or Present Perfect Progressive).
A: (you / play / ever) _______ tennis?
B: I (play / only) _______ tennis once or twice. And you?
A: I (learn) _______ tennis for two years.
B: (you / take) _______ part in any competitions yet?
A: I (participate) _______ in four contests this year.
B: (you / win) _______ any prizes so far?
A: No, I (win / not) _____ anything yet. I'm not that good yet. (you / enter / ever) ______a contest?
B: I (swim) _______ for seven years and I (receive / already) _______ some trophies.
Key: 1Have you ever played 2 have only played 3 have been learning 4Have you taken
5have participated 6Have you won 7 have not won -Have you ever entered 8have been
swimming -have already received
Put the verbs in brackets into the gaps. Form a Conditional sentence – type I. Only use the
will-future in the main clauses. Mind the negations in the sentences.
EXAMPLE: If I (to go) to the café, I (not/to drink) milk. If I go to the café, I will not drink milk.
1 If it (to rain), the children (not/to go) for a walk.
2 If she (not/to read) the novel, she (not/to pass) the literature test.
3 If I (not/to argue) with my father, he (to lend) me his motorbike.
4 If we (to take) the bus, we (not/to arrive) in time.
5 If Dick (not/to buy) the book, his friends (to be) angry with him.
6 If Tom (not/to tidy up) his room, Victoria (not/to help) him with the muffins.
7 If the boys (not/to play) football, the girls (not/to come) to the football pitch.
8 If you (to eat) too much junk food, you (not/to lose) weight.
9 If I (not/to make) breakfast tomorrow morning, my girlfriend (not/to love) me anymore.
10 If they (not/to hurry), they (not/to catch) the train.
Key: 1 rains - will not go 2 does not read - will not pass 3do not argue -will lend 4take - will
not arrive 5does not buy - will be 6 does not tidy up -will not help 7 do not play - will not come
8eat - will not lose 9 do not make -will not love 10 do not - will not catch .
Conditional sentence – type I. Only use the will-future in the main clauses. Mind the position of
the if-clause.
EXAMPLE: Thomas (not/to catch) the bus if he (to get up) late.
ANSWER: Thomas will not catch the bus if he gets up late. or
Thomas won't catch the bus if he gets up late.
1 If you (to dive) into this river, you (to hurt) yourself.
2 If the sun (to shine), the children (to play) outside.
3 Richard (to walk) to school if he (to miss) the bus.
4 Emily (to buy) a Pepsi if you (to pack) the picnic basket.
5 If I (to be) in Venice, I (to rent) a boat.
6 Michael's teacher (to phone) his parents if he (to text) in the lesson.
7 If she (to answer) this question correctly, she (to get) an extra point.
8 My sister (to be) angry if I (to turn) on the music too loud.
9 Your room (to look) much tidier if you (to keep) your hamster in the cage.
10 If we (to surf) the internet, we (to find) a lot of information about loch ness.
Key: 1 dive - will hurt 2 shines - will play 3 will walk - misses 4 will buy - pack . 5 am - will
rent . 6 will phone - texts . 7 answers - will get. 8 will be -turn . 9 will look - keep . 10 surf - will
find.
4. Homework:

Notes: ____________________________________________________

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