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9 клас

Тема: Світ підлітків


Мета:
Повторити й активізувати навчальний матеріал.
Знайомити учнів з новою лексикою.
Формувати комунікативну компетенцію.
Практикувати навички письма.
Розвивати фонетичну компетенцію.
Удосконалювати аудіативну компетенцію.
Виховувати інтерес до іншої культури.
Обладнання: Підручник, зошит,.

ХІД УРОКУ

І. ПІДГОТОВКА ДО СПРИЙНЯТТЯ ІНШОМВНОГО МОВЛЕННЯ (10


хв)

1. Привітання.

2. Повідомлення мети уроку.


T: Today we are going to learn new interesting words, phrases, expressions. We
will also have a lot of speaking and learn how to write a body of an advice-seeking
letter.

3. Перевірка домашнього завдання.

4. Уведення в іншомовну атмосферу.


а) Формування фонетичної компетенції.
Rhyme and Reason. SB p. 33, CD 1, track 8.
T: Listen to and read Langston Hughes's poem and practise the sounds /і:/
and /аі/.
Comment on the message the poet is sending to you. How much is it attributable
to a teenager?

Rhyme and Reason. WB p. 6 (a)


T: Form the rhyming pairs, using the words from the box. Practise saying them.
hold — mould
fast — cast
dreams — seems
die —fly
knife — life
bird — absurd
go — snow
token — broken
frozen — chosen
field —yield

Rhyme and Reason. WB p. 6 (b), SB. p.33


T: Write out of the poem "Dreams" (p. 33 of your Student's book) all the' word
with the letter i and group them according to the sounds it conveys

II. ОСНОВНА ЧАСТИНА УРОКУ (30 хв)

1. Презентація нового лексичного матеріалу.


а) Формування аудіативної компетенції.
Words. Phrases. Expressions. CD 1, track 7, SB p. 32 Учні прослуховують
слова, записані на диску, а потім читають один за одним по слову.
Перекладають за допомогою вчителя.
incredible experience — неймовірний досвід
yearbook — щорічник
weekly newspaper — щотижнева газета
band — музичний гурт; стрічка
cheerleading — (черлідінг) група підтримки
gorgeous — пишний, розкішний, яскраво забарвлений roller-skating —
катання на роликах
jigsaw puzzle — пазл
scuba diving — дайвінг (занурення на глибину)
to confirm sb's expectations — виправдовувати чиїсь очікування
to promote a better understanding — сприяти кращому розумінню
to be concerned about — турбуватися
to mind one's likings — поділяти чиїсь смаки
to tend to be specific about sth — схилятися, бути особливо залежним від
чогось
to be costly — бути цінним, дорогим
to stick up for sb — підтримувати, захищати когось
to cheer sb up — підбадьорювати когось
to feel a bit down — почуватися трохи пригніченим
to be a shoulder to cry on — бути плечем, на якому можна поплакати
to spend tremendous amounts of time doing sth — приділяти якійсь справі
дуже багато часу
to talk to sb on the phone — розмовляти по телефону
to be involved in — бути втягненим у щось
to be beyond all expectations — перевершувати сподівання
to be addicted — звикнути
In particular — Особливо
Naturally — Природно
In contrast to us ... — На відміну від нас ...

2. Активізація нового лексичного матеріалу.


a) Формування комунікативної компетенції.
Go Ahead! SB p. 32
T: Look at the pictures and say which teenage activities you do with your friends
and which of these activities you prefer to avoid. Say why.
Enrich Yourself! SB p. 34
T: Read the words and word-combination. What can you say about teenagers'
activities?

b) Тренування навичок письма.


Enrich Yourself! SB p. 35 (a), WB p. 6 (a)
T: Copy the table in your workbook. Match the words (word-combinations) and
their definitions and give their Ukrainian equivalents.
to feel jealous about (заздрити) = c) to feel envious because you don't have sth
other people have;
gorgeous (пишний, розкішний, яскраво забарвлений) = d) extremely beautiful
or attractive;
to confirm expectations (виправдовувати чиїсь очікування) = a) to get what you
thought you would have;
to be concerned about (турбуватися) = e) to worry about sth;
to stick up for sb (підтримувати, захищати когось) = b) to defend someone who
is being criticized, especially when no one else will defend them;
to be addicted (звикнути) = h) liking sth so much that you do not want to stop
doing it or having it;
to be bullied (бути заляканим) = f) to put pressure on someone in order to make
them do what you want;
to be involved in (бути втягненим у щось) = g) to take part in an activity or
event.

c) Формування комунікативної компетенції (діалогічне й монологічне


мовлення).
Enrich Yourself I SB p. 34, WB p. 7 (b)
T: Look at the pictures and answer these questions about the activities in them,
using the words and word-combinations from p. 34 of your Student's book.
Enrich Yourself! SB p. 35 (b)
T: Read the list of activities and characterize those which you are involved in.
Say how they influence you. Enrich Yourself! SB p. 35 (c)
T: Look at the pictures where a teenager has drawn his life in different periods,
complete the sentences about him and describe his activities.

As I can see, Val leads an active way of life.


It means that he goes in for sports every day and goes roller-skating in the
evenings.
No doubt he is concerned about his health.
Playing guitar is one of his likings.
He is specific about jigsaw puzzle in bad weather.
I think Val sticks up for his friends because he is strong and clever.
The boys spend tremendous amount of time playing computer games on Sunday.
I think Val is not a "thumb boy" as he is involved in different kinds of activities.
In my opinion this teenager never felt a bit down and always cheers his friends
up.
I feel jealous about his incredible life experience.

Enrich Yourself! SB p. 36 (d)


T: Interview your friends and find out:

 what their favourite activity is;


 what attracts them in this activity;
 how long they have been involved in it.

Present your findings to the class using the pattern.

3. Тренування навичок письма.


a) Презентація нового матеріалу.
Your Language Portfolio: Writing. SB p. 41 (a)
How to write a body of an advice-seeking letter.

b) Активізація нового матеріалу.


Your Language Portfolio: Writing. SB p. 42 (b)
By the end of the Unit, you will write an advice-seeking letter about the win-or-
lose problem in a teenager's life. Think and decide:

 how you will describe the problem from different perspectives;


 what questions you will raise;
 what explanations you will give.

III. ЗАКЛЮЧНА ЧАСТИНА УРОКУ (5 хв)

1. Домашнє завдання.
a) Words. Phrases. Expressions. CD 1, track 7, SB p. 32. Listen to and learn.
b) Enrich Yourself! WB p. 8 (d)
In the boxes below draw pictograms for three activities that you have fried as a
teenager. Describe your involvement in them in writing.
c ) Your Language Portfolio: Writing. SB p. 42, WB p. 10.
Write a body of an advice-seeking letter basing it on the picture below.
Begin with:

 I would like to ask questions about


 It would be great if...
 It’s likely that...
 The problem is that...
 To complicate matters ...

2. Підведення підсумків уроку.


Діалог вчителя з учнями.
W hat are you interested in?
What is your favourite activity?
Does your activity influence you?

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