- •I. Lead-in
- •II. Vocabulary
- •III. Reading
- •IV. Speaking
- •V. Reading
- •VI. Listening
- •VIII. Writing
- •VII. Extra activities
- •IX. Grammar: Present Tenses
- •Lead-in
- •II. Reading
- •III. Speaking
- •IV. Reading
- •V. Listening
- •VI. Extra activities
- •VII. Write 10 equations and ask your partner to read them.
- •VIII. Project work
- •IX. Grammar: Past Tenses
- •I. Lead –in
- •II. Reading
- •III.Speaking
- •IV. Listening
- •V. Extra activities
- •VI. Speaking
- •VII. Grammar: will/going to
- •II. Reading
- •Read the text and check the pronunciation of the new words and elements in the dictionary.
- •Vocabulary
- •IV. Reading
- •Scan the text, find all the elements mentioned there. Then skim the text and say in what context they are used.
- •V. Writing
- •VI. Listening
- •Now listen to a “Periodic Table” song and check if you were right.
- •Iron is the 26th then cobalt, nickel ………you get
- •VII. Extra activities
- •Check the pronunciation of the elements in a dictionary or in appendix and read them aloud:
- •VIII. Grammar. Passive Voice
- •The Law of Conservation of Mass
- •I. Lead-in
- •II. Reading
- •The Law of Conservation of Mass
- •III. Speaking
- •IV. Reading
- •Read the text and check the new words in the dictionary.
- •Put the events into chronological order according to the text.
- •Find the synonyms to the words in bold from the text.
- •V. Speaking. Discuss with your partner which you think are the most important scientific discoveries of the past. Talk about:
- •VI. Video
- •Before watching the video match the words with their definitions.
- •Watch the video and complete the sentences using the words from ex. VI a.
- •VII. Translate into English.
- •VIII. Grammar: Participles
- •IX. Write a short essay to answer the question: “What are the main differences between the phlogiston theory and the Law of Conservation of mass”? Use these notes to write four paragraphs.
- •II. Reading
- •Read the text and choose the correct answer/answers and find the proof in the text.
- •VI. Reading
- •VII. Speaking /Project work
- •VIII. Video
- •Match the following words and word combinations with their Russian equivalents
- •IX. Writing
- •X. Grammar. Gerund
- •I. Lead- in
- •Reading
- •States of matter
- •IV. Translate into English.
- •V. Speaking
- •VI. Reading
- •Measuring matter: mass, weight, and volume
- •Volume V
- •Match the words and their definitions.
- •Measuring matter crossword
- •Fill in the table.
- •VIII. Listening
- •XI. Writing
- •X. Grammar. Infinitive
- •II. Reading
- •IV. Insert the missing prepositions into the blanks.
- •V. Speaking
- •VI. Reading
- •Answer the following questions.
- •VII. Fill in the blanks with the words and expressions listed:
- •Give the English equivalents for the following.
- •IX. Listening
- •X. Writing
- •XI. Grammar: Modal Verbs
- •Reading
- •Read the text and check if your definition is correct.
- •Speaking
- •Before you read
- •Reading
- •Comprehension
- •Read the text again and decide if the following statements are true or false.
- •Find synonyms for the following words in the text.
- •Speaking
- •Discuss these questions with your partner.
- •Do you agree with the following quotes? Why? Why not? Try to explain what Albert Einstein meant by saying them.
- •Writing
- •X. Extra activities
- •XI. Grammar: Reported speech.
- •Lead-in
- •Reading
- •Comprehension
- •Reading
- •Speaking
- •IX. Writing
- •Grammar: Conditionals
- •Lead-in
- •II. Reading
- •Read the text and check if your answers were correct.
- •Read the text thoroughly with a dictionary and answer the following questions.
- •Find in the text English equivalents to the given Russian words, word combinations and chemical terms.
- •III. Reading
- •Read the text and divide it into logical parts and entitle them.
- •Think of synonyms for the words in bold.
- •IV. Video
- •Look through the words before watching the video:
- •Now watch the video “Organic molecules” and find more information about carbon. Combine the information from the text and the video and tell the class about carbon.
- •Speaking
- •Translate the following sentences into English.
- •Match the names of organic chemistry reactions with their descriptions.
- •VIII. Grammar: Questions
- •IX. Choose one of the topics below and write a report (150-200 words): Properties of Carbon, Carbon bonds, Hydrocarbons and their isomers, Derivatives of hydrocarbons, Types of polymers.
- •I. Elements (symbol, atomic number, English pronunciation).
- •II. How to read chemical formulas in inorganic chemistry.
- •III. How to read chemical formulas in organic chemistry.
- •IV. Notes on reading chemical formulas.
- •V. Some abbreviations in common use in chemistry.
Vocabulary
-
Good morning .Thank you all very much for coming today.
-
Let me introduce myself; my name is…
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The purpose of today’s presentation is to …
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In today’s presentation I’d like to cover three points: firstly, … , secondly … , and finally …
-
Let me start with …
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Now I’d like to move on to/turn to …., so much for point two…
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In conclusion I’d like to…..
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Thank you for your attention.
-
Are there any questions
IV. Reading
-
Scan the text, find all the elements mentioned there. Then skim the text and say in what context they are used.
Text B
The Periodic Table of the Elements
One of the most valuable parts of chemical theory is the periodic law. In its modem form this law states simply that the properties of the chemical elements are not arbitrary, but depend upon the electronic structure of the atom and vary with the atomic number in a systematic way. The important point is that this dependence involves periodicity that shows itself in the periodic recurrence of characteristic properties. For example, the elements with atomic numbers 2, 10, 18, 36, 54, and 86 are all chemically inert gases. Similarly, the elements with atomic numbers one greater—namely 3, 11, 19, 37, 55, and 87 are all light metals that are very reactive chemically. These six metals — lithium (3), sodium (11), potassium (19), rubidium (37), cesium (55) and francium (87)—all react with chlorine and form colourless salts that crystallize in cubes and show a cubic cleavage. The chemical formulas of these salts are similar: LiCl, NaCl, KC1, RbCl, CsCl, and FrCl. The composition and properties of other compounds of these six metals are correspondingly similar, and different from those of other elements. The horizontal rows of the periodic table are called periods: they consist of a very short period (containing hydrogen and helium, atomic numbers 1 and 2), two short periods of 8 elements each, two long periods of 18 elements each, a very long period of 32 elements, and an incomplete period. The vertical columns of the periodic table, with connections between the short and long periods as shown, arc the groups of chemical elements. Elements in the same group arc sometimes called congeners; these elements have closely related physical and chemical properties.
b. Combine the words in bold with their Russian equivalents: зависимость, связь, расщепление, принадлежащий к одному роду, произвольный, случайный, изменяться, повторение.
c. Make up questions to the italicized parts of the sentences.
1. Mendeleev proposed a periodic table containing seventeen columns.
2. The periodic table was accepted immediately after its proposal.
3. Most of the elements occur in the periodic table in the order of increasing atomic weight.
4. The elements 3, 11, 19, 37, 55 and 87 are very reactive chemically.
5. The properties of the elements Li, Na, K, Rb, Cs and Fr resemble each other, and those of their compounds are similar.
6. The horizontal rows of the periodic table are called periods.
7. The seventh period on which the elements 106 and 107 have a hypothetical existence is called incomplete.
8. Chemists speak about the recurrence of properties because similar properties do occur again and again in every next period.