Причастие II
Причастие II (Participle II) - неличная форма глагола (III основная форма глагола), имеет одну неизменяемую форму со страдательным значением и обозначает действие, которое испытывает на себе лицо или предмет. Оно соответствует в русском языке причастию страдательного залога.
Причастие II правильных глаголов имеет ту же форму, что и Past Indefinite, и образуется при помощи прибавления суффикса -ed к основе глагола to ask - asked, to help - helped.
Подобно причастию I, причастие II обладает свойствами глагола, прилагательного и наречия. Как и глагол, оно обозначает действие. Время действия, обозначаемое причастием II, определяется временем действия глагола-сказуемого или контекстом.
The book discussed yesterday was interesting. Книга, обсуждавшаяся вчера, была интересной. The books discussed at the lessons are always interesting. Книги, обсуждаемые на уроках, всегда интересны.
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be Ex 2 p61
У
11 а 11
г
Тема урока: Работа над текстом: «Что такое Блог? Кто такие блоггеры?».
Цель урока: 1. Познавательный аспект: Развивать у учащихся языковую и речевую компетентность в процессе формирования навыков чтения.
2. Развивающий аспект: Развивать память и мышление.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Sheena leads, Sheila needs.Repeat after me.
III. Основная часть урока.
A blog (a portmanteau of the term web log)[1] is a personal journal published on the World Wide Web consisting of discrete entries ("posts") typically displayed in reverse chronological order so the most recent post appears first. Blogs are usually the work of a single individual, occasionally of a small group, and often are themed on a single subject. Blog can also be used as a verb, meaning to maintain or add content to a blog.
The emergence and growth of blogs in the late 1990s coincided with the advent of web publishing tools that facilitated the posting of content by non-technical users. (Previously a knowledge of such technologies as HTML and FTP had been required to publish content on the Web.)
Although not a must, most good quality blogs are interactive, allowing visitors to leave comments and even message each other via GUI widgets on the blogs and it is this interactivity that distinguishes them from other static websites.[2] In that sense, blogging can be seen as a form of social networking. Indeed, bloggers do not only produce content to post on their blogs but also build social relations with their readers and other bloggers.[3]
Many blogs provide commentary on a particular subject; others function as more personal online diaries; yet still others function more as online brand advertising of a particular individual or company. A typical blog combines text, images, and links to other blogs, Web pages, and other media related to its topic. The ability of readers to leave comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on art (art blog), photographs (photoblog), videos (video blogging or vlogging), music (MP3 blog), and audio (podcasting). Microblogging is another type of blogging, featuring very short posts.
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be Ex 4 p62
У
11 а 11
г
Тема урока: Аудирование по теме: «В блоге Ангуса».
Цель урока: 1. Познавательный аспект: Развивать у учащихся языковую и речевую компетентность в процессе формирования навыков аудирования.
2. Развивающий аспект: Развивать память и мышление.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Sheena leads, Sheila needs.Repeat after me.
III. Основная часть урока.
Before blogging became popular, digital communities took many forms, including Usenet, commercial online services such as GEnie, BiX and the early CompuServe, e-mail lists[10] and Bulletin Board Systems (BBS). In the 1990s, Internet forum software, created running conversations with "threads." Threads are topical connections between messages on a virtual "corkboard."
The modern blog evolved from the online diary, where people would keep a running account of their personal lives. Most such writers called themselves diarists, journalists, or journalers. Justin Hall, who began personal blogging in 1994 while a student at Swarthmore College, is generally recognized as one of the earlier bloggers,[11] as is Jerry Pournelle.[12] Dave Winer's Scripting News is also credited with being one of the older and longer running weblogs.[13][14] Another early blog was Wearable Wireless Webcam, an online shared diary of a person's personal life combining text, video, and pictures transmitted live from a wearable computer and EyeTap device to a web site in 1994. This practice of semi-automated blogging with live video together with text was referred to as sousveillance, and such journals were also used as evidence in legal matters.
Early blogs were simply manually updated components of common Web sites. However, the evolution of tools to facilitate the production and maintenance of Web articles posted in reverse chronological order made the publishing process feasible to a much larger, less technical, population. Ultimately, this resulted in the distinct class of online publishing that produces blogs we recognize today. For instance, the use of some sort of browser-based software is now a typical aspect of "blogging". Blogs can be hosted by dedicated blog hosting services, or they can be run using blog software, or on regular web hosting services.
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be to translate the blog into Russian
У
11 а 11
г
Тема урока: Формы причастия.
Цель урока: 1. Познавательный аспект: Развивать у учащихся языковую и речевую компетентность в процессе формирования навыков употребления форм причастий.
2. Развивающий аспект: развивать ассоциативного мышления, воображения.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Sheena leads, Sheila needs.Repeat after me.
III. Основная часть урока.
|
Participle I |
Participle II |
|
Active |
Passive |
||
Indefinite |
changing 1) определение: изменяющий(-ся) (-вший) (-ся) 2) обстоятельство изменяя(-сь) 3) сказуемое изменяется |
being changed 1) определение: изменяющийся, изменяемый, который изменяется 2) обстоятельство: будучи измененным сказуемым 3) глаголом придаточного предложения (когда, в то время,как) изменяют (-ся) |
changed 1) определение: изменяемый, измененный 2) обстоятельство: когда (его) изменили, так как (его) изменили 3) сказуемое изменяется, изменено |
Perfect |
having changed обстоятельство: изменив(-шись) |
having been changed обстоятельство: когда (его) изменили, после того как (его) изменили |
|
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be Ex 1 p67
У
11 а 11
г
Тема урока: Работа над текстом: «Блог Наташи».
Цель урока: 1. Познавательный аспект: Развивать у учащихся языковую и речевую компетентность в процессе формирования навыков чтения.
2. Развивающий аспект: Развивать память и мышление.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Sheena leads, Sheila needs.Repeat after me.
III. Основная часть урока.
Main articles: History of blogging and online diary
The term "weblog" was coined by Jorn Barger on 17 December 1997. The short form, "blog," was coined by Peter Merholz, who jokingly broke the word weblog into the phrase we blog in the sidebar of his blog Peterme.com in April or May 1999. Shortly thereafter, Evan Williams at Pyra Labs used "blog" as both a noun and verb ("to blog," meaning "to edit one's weblog or to post to one's weblog") and devised the term "blogger" in connection with Pyra Labs' Blogger product, leading to the popularization of the terms.
After a slow start, blogging rapidly gained in popularity. Blog usage spread during 1999 and the years following, being further popularized by the near-simultaneous arrival of the first hosted blog tools:
Bruce Ableson launched Open Diary in October 1998, which soon grew to thousands of online diaries. Open Diary innovated the reader comment, becoming the first blog community where readers could add comments to other writers' blog entries.
Brad Fitzpatrick started LiveJournal in March 1999.
Andrew Smales created Pitas.com in July 1999 as an easier alternative to maintaining a "news page" on a Web site, followed by Diaryland in September 1999, focusing more on a personal diary community.[15]
Evan Williams and Meg Hourihan (Pyra Labs) launched blogger.com in August 1999 (purchased by Google in February 2003)
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be Ex 3 p68
У
11 а 11
г
Тема урока: Лексико-грамматический контроль: Формы причастия.
Цель урока: 1. Познавательный аспект: Контроль знаний по теме формы причастия.
2. Развивающий аспект: Развивать память и мышление.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Sheena leads, Sheila needs.Repeat after me.
III. Основная часть урока.
Form of Past Participle
Fill in the Past Participle.
the (lose)
son
an (interest) audience
a (break) leg
an (empty) bottle
a (close) door
a (decorate) room
two (pack) bags
the (write) letters
the (sell) car
the (buy) apples
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be to revise grammar rules
У
11 а 11
г
Тема урока: Аудирование по теме: «Университет».
Цель урока: 1. Познавательный аспект: Развивать у учащихся языковую и речевую компетентность в процессе формирования навыков аудирования.
2. Развивающий аспект: планировать свою деятельность.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование:Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Sheena leads, Sheila needs.Repeat after me.
2. Речевая зарядка.
I would like you introduce yourself to me.
III. Основная часть урока.
Topic 'Moscow state university'
Moscow State University is the largest university of Russia. When it was founded in 1755 it was the University of Moscow with three faculties. Today it ranks among the top universities of the world. The foundation of Moscow University was inspired by the radical philosophical and political views of Michael State (1711-65). The University was established by the order of Elisabeth, the Russian Empress. In the late 18-th century Moscow University became the centre of advanced Russian science and social thought. Moscow State University is known world-wide for its academic excellence. Moscow State University, the largest educational institution in Russia teaches almost in all subject areas: Arts, Sciences, Law, Engineering, etc. The staff are knowledgeable in their subjects. The top research institutions of Moscow State University enable to keep research and teaching up to date. Here students can learn skills which fit them for a better career. Moscow State University reputation stays with its graduates - and their achievements in turn add to that reputation.
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be Ex4 p69
У
11 а 11
г
Тема урока: Контроль навыков чтения: «Университет Эссекса».
Цель урока: 1. Познавательный аспект: Развивать у учащихся языковую и речевую компетентность в процессе формирования навыков чтения.
2. Развивающий аспект: Развивать память и мышление.
3. Воспитательный аспект: Воспитывать уважение к культуре Англии
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Can you can a can as a canner can can a can? Repeat after me.
III. Основная часть урока.
The University of Essex is a British campus university whose original and largest campus is near the town of Colchester, England. It was established in 1963 and received its Royal Charter in 1965. It has 18 main teaching departments and 36 centres and institutes in subjects including biological sciences, computer science, acting, economics, business, health/human sciences, history, language and linguistics, mathematical sciences, human rights, law, literature, film studies, theatre studies, philosophy, art history, psychology, psychoanalytic studies, sociology and government.
The university's main campus is located within Wivenhoe Park in the English county of Essex, less than a mile (1.6 km) from the town of Wivenhoe & 2 miles (3.2 km) from the town of Colchester. Apart from the Wivenhoe Park campus, there are campuses in Southend, and Loughton (home of the East 15 Acting School) The University's motto, Thought the harder, heart the keener, is adapted from the Anglo-Saxon poem The Battle of Maldon.
The university enjoys collaborative partnerships with a number of institutions across the eastern region. These are University Campus Suffolk, Colchester Institute, Kaplan Open Learning (KOL), South Essex College and Writtle College.
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be to translate the text into Russian
У
11 а 11
г
Тема урока: Чтения текста: «Университетский городок».
Цель урока: 1. Познавательный аспект: Развивать у учащихся языковую и речевую компетентность в процессе формирования навыков чтения.
2. Развивающий аспект: Развивать память и мышление.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Can you can a can as a canner can can a can? Repeat after me.
III. Основная часть урока.
A campus university is a British term for a university situated on one site, with student accommodation, teaching and research facilities, and leisure activities all together. It is derived from the Latin term campus, meaning "a flat expanse of land, plain, field".[1]
The founding of these new institutions initiated a wave of far reaching expansion in higher education within the UK and helped open access to Higher Education to students who found access to the more traditional universities difficult or closed. The traditional universities tended to attract students from the exclusive private education sector in the UK and from privileged backgrounds whereas Campus Universities attracted students from all classes, backgrounds and schools (especially the state funded Grammar and then later Comprehensive schools).
These institutions also promoted "new" courses of study and so helped initiate not just a great expansion in numbers of students but in the range of subjects studied.
Therefore many students in the Campus Universities, particularly in the post war period 1950 to 1970 were the first member of their family ever to go to University and studying new and "exciting" topics, which lent a radical edge to the experience of Higher Education.
Campus universities are contrasted to collegiate universities, based on a number of colleges (such as Oxford, Durham, London or Cambridge Universities) or a university consisting of a number of sites, or even individual buildings, spread throughout a town (such as Edinburgh University). Confusingly, multi-site universities often call each separate site "a campus" and many original campus universities now have expanded to more than one site (or campus), for example the University of Nottingham and the University of Birmingham.
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be Ex B p 74
У
11 а 11
г
Тема урока: Прилагательные оканчивающиеся на -ing.
Цель урока: 1. Познавательный аспект: Изучение темы Прилагательные оканчивающиеся на -ing.
2. Развивающий аспект: Развивать память и мышление.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Can you can a can as a canner can can a can? Repeat after me.
III. Основная часть урока.
Ниже перечислены пары наиболее употребляемых прилагательных из этой темы:
Surprising (удивительный, неожиданный) – surprised (изумленный, пораженный)
Disappointing (вызывающий разочарование) – disappointed (разочарованный, расстроенный)
Tiring (утомительный, изнурительный) – tired (утомленный, уставший)
Fascinating (очаровательный, обворожительный) – fascinated (неравнодушный, очарованный)
Amusing (забавный, смешной) – аmused (изумленный, веселый)
Astonishing (удивительный, поразительный) – astonished (удивленный, пораженный)
Shocking (ужасный, шокирующий) – shocked (потрясенный, шокированный)
Disgusting (отвратительный, безобразный) – disgusted (чувствующий отвращение)
Embarrassing (неловкий, стеснительный) – embarrassed ( в смущении, в замешательстве)
Confusing (сбивчивый, неясный) – confused (смущенный, растерянный)
Terrifying (пугающий, ужасающий) – terrified (оторопелый, в ужасе)
Frightening (пугающий, ужасный) – frightened (испуганный, оторопелый)
Depressing (гнетущий, унылый) – depressed (подавленный, угнетенный)
Worrying (тревожный, волнующий) – worried (встревоженный, обеспокоенный)
Annoying (назойливый, раздражающий) – аnnoyed (недовольный, раздосадованный)
Satisfying (доставляющий удовольствие) – satisfied (довольный, удовлетворенный)
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be Ex 1 p75
У
11 а 11
г
Тема урока: Чтение текста: «Где лучше: в студенческом городке или на съемной квартире».
Цель урока: 1. Познавательный аспект: Развивать у учащихся языковую и речевую компетентность в процессе формирования навыков чтения.
2. Развивающий аспект: Развивать память и мышление.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Can you can a can as a canner can can a can? Repeat after me.
III. Основная часть урока.
These institutions also promoted "new" courses of study and so helped initiate not just a great expansion in numbers of students but in the range of subjects studied.
Therefore many students in the Campus Universities, particularly in the post war period 1950 to 1970 were the first member of their family ever to go to University and studying new and "exciting" topics, which lent a radical edge to the experience of Higher Education.
Campus universities are contrasted to collegiate universities, based on a number of colleges (such as Oxford, Durham, London or Cambridge Universities) or a university consisting of a number of sites, or even individual buildings, spread throughout a town (such as Edinburgh University). Confusingly, multi-site universities often call each separate site "a campus" and many original campus universities now have expanded to more than one site (or campus), for example the University of Nottingham and the University of Birmingham.
The classic campus university is often found on the edge of cities, such as the University of Bath which is just outside the city of Bath, the University of Sussex which is a few miles from the city of Brighton, the University of East Anglia which is just on the edge of the city of Norwich, the University of Kent which is just on the edge of the city of Canterbury, the University of Essex near Colchester, the University of Warwick near Coventry, Lancaster University near the city of Lancaster, Keele University near Newcastle-under-Lyme, Staffordshire or Stirling University on the outskirts of Stirling and the University of York on the outskirts of York. Aston University in Birmingham is a classic campus university, but located in the centre of the city.
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be Ex 9 p85
У
11 а 11
г
Тема урока: Контроль навыков письма: «Брайн или Диана-кто прав?»
Цель урока: 1. Познавательный аспект: Развивать у учащихся языковую и речевую компетентность в процессе формирования навыков диалогической и монологической речи, аудирования.
2. Развивающий аспект: Развивать память и мышление.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Can you can a can as a canner can can a can? Repeat after me.
III. Основная часть урока.
I graduate high school in a few months and I'll start college this fall. The school I want to go to is about 20 minutes away, so I could easily still stay at home with my parents. But I really want to be involved in campus life and everything. It's only 2,000 for 1 semester for a dorm, which I can easily pay. And I get my meals free because I made good grades in high school. Plus, I would be right there close to school and my job, so I wouldn't have to drive to work, school, and back home everyday. I'd be close to the libraries, computer labs, etc. But, I would get free rent if I stayed with my parents and more privacy. Should I stay at home or on campus?Dorm life is college life. Go for it. My daughter lived on campus as an undergraduate but opted to live with her dad and stepmother during grad school for economical reasons. Her brother remarked that she was lucky to get free room and board and she answered "It's costing me more than you'll ever know." Because she was getting a free ride, her dad and stepmom felt that they should have more influence over her than she liked, and since she needed their support, she had to keep giving in to them on many levels. College is where you grow up, and that's often difficult if your living conditions are in the place where you have always been a child
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be Ex 7 p84
У
11 а 11
г
Тема урока: Формирование навыков чтения: «Блог Брайна и Дианы».
Цель урока: 1. Познавательный аспект: Развивать у учащихся языковую и речевую компетентность в процессе формирования навыков чтения.
2. Развивающий аспект: Развивать память и мышление.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Can you can a can as a canner can can a can? Repeat after me.
III. Основная часть урока.
I'm in the same situation as you except at this point i pretty much am going to be living on campus.. okay scratch that i WILL be living on campus. My commute to college would be 2 hours verses yours which is only 20 minutes away.. however even if the college i wanted to go to is close i most likely would still pick living on campus because think of all the events and social life you will be missing out on.. i guess when it comes down to it its really up to you and if you think you would gain anything out of it. For me personally i feel like the experience just in itself is enough to make me want to live on campus.. you can always decide to not live on campus next year if you don't like it but it seems like the whole "college experience" from what everyone is telling me is part of campus living so its advised that you at least try it "once".. so that's what I'm going to do. Dorm living for me is about 5, 000 double that by another year (my course is 2 years) and its a total of 10, 000 2 years.. I'm going to be getting a job real soon and start working full time (I just have one high school credit i need which i am taking next semester which is like in a week from now, its only on Tuesdays) so with me working full time i hopefully will have at least 10 grand saved and i will continue to work while im there as well to pay for the next year dorm living expenses.. hopefully by then i would have met ppl who i would like to rent a house with.. i really am not to crazy about dorm living sophomore year i dunno i think its a freshman thing.. so after I'm done being a freshman hopefully i will have my own place sophomore year of college. but enough of my rant lol just want to let u know your not the only one with mixed feelings.. or wasn't the only one lol. Hopefully i helped you some?? but like i said when it all comes down to it, decision is yours and you will have to pick which one makes sense to you.. if everything is payed for like you said then you should be good to go.. and 2, 000 for 1 semester is pretty cheap however most likely you will be there for a full year so double that and make it 4, 000.
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be Ex C p.79
У
11 а 11
г
Тема урока: Лексико-грамматический контроль: Прилагательные, оканчивающиеся на -ing
Цель урока: 1. Познавательный аспект: Контроль знаний по теме Прилагательные, оканчивающиеся на –ing.
2. Развивающий аспект: Развивать память и мышление.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Can you can a can as a canner can can a can? Repeat after me.
III. Основная часть урока.
1. Those are probably the ___________ curtains in the store.
fancyest
fanciest
most fanciest
2. Uncle Carl is really ______________________ man.
an old sweet
a sweet, old
a sweet old
3. The Karmen-Ghia used to be _________________ sportscar.
a fine German
a German, fine
a fine, German
4. Everyone was home for the holidays. What could make for ___________ Christmas than that?
a merryer
the merriest
a merrier
5. They grew up in ___________________ house in Mexico City.
a comfortable, little
a little, comfortable
a comfortable little
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be to revise grammar rules
У
11 а 11
г
Тема урока: Оборот сложное дополнение с причастием прошедшего времени.
Цель урока: 1. Познавательный аспект: Ознакомление с новой грамматической темой Оборот сложное дополнение с причастием прошедшего времени.
2. Развивающий аспект: развивать ассоциативного мышления, воображения
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Can you can a can as a canner can can a can? Repeat after me.
III. Основная часть урока.
Complex Object
Cложное дополнение — конструкция, равнозначная придаточному предложению, состоящая из: — имени существительного или местоимения в косвенном падеже, — инфинитива глагола. На русский язык Complex Object переводится придаточным предложением с союзами что, как, чтобы. При этом существительное или местоимение в косвенном падеже становится подлежащим, а инфинитив — сказуемым.
I want you to come at 5. — Я хочу, чтобы вы пришли в 5.
Сложное дополнение употребляется после глаголов: а. желания: to want, to wish, to desire, would like; б. предположения: to expect, to believe, to think, to suppose, to consider, to find; в. приказания, просьбы: to command, to order, to ask, to allow; г. чувственного восприятия: to see, to hear, to notice, to feel, to watch, to observe; д. побуждения: to make, to force, to have, to let;
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be Ex 1 p80
У
11 а 11
г
Тема урока: Аудирование по теме: «Съем квартиры».
Цель урока: 1. Познавательный аспект: Развивать у учащихся языковую и речевую компетентность в процессе формирования навыков аудирования.
2. Развивающий аспект: Развивать память и мышление.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Can you can a can as a canner can can a can? Repeat after me.
III. Основная часть урока.
Roger: Hello.
Ann: Hello Roger? This is Ann.
Roger: Oh hi, Ann. How have you been? And how's your new apartment working out?
Ann: Well, that's what I'm calling about. You see, I've decided to look for a new place.
Roger: Oh, what's the problem with your place now? I thought you liked the apartment.
Ann: Oh, I do, but it's a little far from campus, and the commute is just killing me. Do you think you could help? I thought you might know more about the housing situation near the school.
Roger: Okay, what's your budget like? I mean how much do you want to spend on rent?
Ann:Uh, somewhere under $200 a month, including utilities, if I could. Oh, and I'd prefer to rent a furnished apartment.
Roger: Hmm. And anything else?
Ann:Yeah, I need a parking space.
Roger: Well, I know there's an apartment complex around the corner that seems to have a few vacancies. I'll drop by there on my way to class today.
Ann: Hey, thanks a lot.
Roger: No problem.
IV. Заключительная часть урока.
Teacher: Our lesson is over. Your homework will be Ex 5,6 p.83
У
11 а 11
г
Тема урока: Контроль навыков чтения: «Блог Солнечной Дженни» .
Цель урока: 1. Познавательный аспект: Развивать у учащихся языковую и речевую компетентность в процессе формирования навыков чтения.
2. Развивающий аспект: Развивать память и мышление.
3. Воспитательный аспект: Воспитывать понимание ценности человеческой жизни
Оборудование: Учебник HappyEnglish.ru K.Kaufman, M.Kaufman, Obninsk, Titul 2011.
Ход урока:
I.Начало урока. Приветствие и объявление темы.
Hello, dear children. Glad to meet you all.
II. Вводная часть.
1. Фонетическая зарядка.
Can you can a can as a canner can can a can? Repeat after me.
III. Основная часть урока.
I live in a 5-storied block of flats in Yushno-Sakhalinsk. It’s not a very picturesque place but we have a yard and a Kodak Express studio under the window.
My flat is on the third floor. It’s very comfortable and well planned. I have all modern conveniences, such as central heating, electricity, cold and hot running water and a telephone. There are three rooms, a kitchen, a bathroom and a balcony in it. The largest room in my flat is the living room. My family uses it as a sitting room. There is a sofa, two armchairs, a coffee table, a TV set and a VCR (video) in it.
We have two small rooms in our flat and one of them is mine. It is not big but very cosy. There is a wardrobe near the wall and a desk near the window. My bed is at the left corner. I like my room very much because it is my room.
Our kitchen is not very large but it is light. It’s very well equipped. We have got a refrigerator, a microwave oven, a coffee maker and a toaster. In evenings we like to have tea and have rest in it.